Learning

A collaborative and inclusive approach underpins the work of Inclusive Learning staff, classroom teachers,

visiting specialists, peer tutors and parent volunteers who help students to achieve their learning goals.

The innovative and flexible Response To Intervention (RTI) model is the foundation of our Inclusive Learning services, which are available to any student with identified needs at any stage of their schooling.

The Inclusive Learning team achieves significant results, both with students who require extension and enrichment and students with learning challenges, ongoing health issues or social and emotional needs.

Support is tailored to the individual student and may be short or long term, individual or in small groups, based on their level of identified need, developmental progress and ongoing progress.

The dedicated teachers and education support workers who make up

the Inclusive Learning team actively participate in regular professional

development programs that have a focus on the latest evidence-based research.

The Inclusive Learning team is highly regarded for supporting students both in and out of the classroom, always working closely with the individual, their family, classroom teachers and the wider school community, to create the best possible opportunities for successful learning.

Pulteney is committed to offering a range of programs for our highly able students whilst continually reflecting on best practice in the field of Gifted and Talented education. Current research suggests that giftedness is developmental and there is no longer a ‘gifted for life’ label. Students can plateau, while other students’ talents suddenly emerge, which is why our program needs to continue to change and develop to best meet the needs of our students.

We currently offer a range of challenging opportunities for students from Reception to Year 12. This year we will continue to focus on Quality Thinking from Reception to Year 6. Students will be invited to be involved in specific events or activities if a talent is identified and families will be notified.

This year there will be a change in how the Challenge Program runs for Year 7 to 9 students. Rather than having a set Challenge Team for the entire year, identified students will be invited to take part in specific challenges which will be no longer than one term. Families will be notified if their son/daughter is invited to take part in an event. If students are invited to be involved in an event, full commitment will be required.

Examples of events and opportunities that may be offered to students across the school are the Junior and Middle School Ethics Olympiad, da Vinci Decathlon (Year 6, 7, and 9), and Tournament of Minds (Year 4-6 Primary, Year 7-10 Secondary).

In Senior School, there are many academic demands, therefore, students will be invited to be involved in events catering to their strengths and interests as they arise. In Year 10, Accelerated Biology and subject acceleration are offered; strict criteria apply for these subjects. Families will be advised if their child meets the criteria for selection. In Year 12 our highest achieving students will have the opportunity to be involved in Headstart at the University of Adelaide.

Students who have a current educational assessment, stating giftedness, will have an Individual Learning Plan and will continue to have my support and guidance throughout their schooling, as well as their families.

I am looking forward to working alongside staff and parents as we continue to support and challenge our gifted and highly able students at Pulteney. Please contact me if you would like to discuss the program further sue.mavropoulos@pulteney.sa.edu.au.

Sue Mavropoulos has a Masters in Education (Gifted Education) and has a passion for helping all children to reach their full potential. Current research states that gifted students often make the least progress in their education. We have found at Pulteney that by supporting our gifted students and by providing them with a range of challenging opportunities with like-minded peers, this has helped our gifted students to achieve at a very high level.

Sue acts as a mentor and advocate for our gifted students as she supports the handover process for gifted students every year.

The integration of technology into teaching and learning is an ongoing and ever-changing process. At Pulteney, we are always looking for opportunities where technology can empower students to achieve outstanding learning outcomes, whilst developing skills required for living, learning and working in the 21st century.

As a Reception to Year 12 School, we are continuing to tailor our technology programs to align with best practice. In Kurrajong and the Prep School, students are provided with an iPad, to assist with personalising learning. From Year 6 and continuing into Middle and Senior School, students bring their own device to support their learning.

At Pulteney, we inspire learning in an environment that not only reflects real-world communities, but reinforces values of inclusiveness, diversity, harmony and equal opportunity.

We know from our own experience, in addition to global research, how hugely important and beneficial a mixed gender framework is.

That is why our School believes that a coeducational setting better reflects the diversity of society, and importantly, when gender integration occurs from a young age, when those early attitudes and perceptions are being shaped and formed, students come to understand and develop appropriate, respectful value systems.

By having young people of all genders learning side-by-side over a sustained and extended period, students cooperate and collaborate in ways that enable them to embrace and celebrate their differences, as well as their similarities.

From Early Learning to Senior School students are provided with specialist lessons and programs centered on these seven wellbeing attributes:

1. Aspirational wellbeing:

Students are supported to become optimistic young people, to be aware of their capacity and of the possibilities in their life, to dream and plan for the future.

2. Cognitive wellbeing: Students cultivate self-awareness, to be wise and confident decision

makers and understand how to learn effectively and think critically.

3. Emotional wellbeing:

Students develop the capacity to become resilient and resourceful with the capability to exercise self-control and manage a range of powerful feelings and develop positive coping strategies.

4. Moral wellbeing:

Strong community values, modelled on inclusion, empathy, compassion, justice and fairness, are fostered in students. Students are in turn empowered with the integrity and confidence required to

be accountable for their individual choices.

5. Physical wellbeing:

Students develop habits that enable long-term health and safety and enjoy the benefits that come with being physically healthy.

6. Social wellbeing: Students learn how to build and grow positive relationships in diverse contexts.
7. Spiritual wellbeing: Students are part of a community shaped by the deepest meanings and values through which people choose to live their fullest expression of their humanity.

Led by Steven McCulloch, Head of Student Wellbeing, registered psychologists provide support and

guidance in relationships, mental health, motivation, sleep, parenting, decision- making and grief. Heads of House, tutors, home group and class teachers all contribute significantly to student wellbeing. Our School Chaplain also has a mentoring and counselling role. Everyone at Pulteney is committed to developing well-rounded, confident and happy young people.