St Michael’s is made up of students and families who come together as a community because they value the education that we provide.
Being part of this community means accepting the many points of difference amongst the beliefs and values of our families, but that we are brought together under the values that we share in our school. To be a great community, we must consciously work hard to be accepting of all, forgiving of all and inclusive of all.
St Michael’s works with parents, services and agencies to create learning communities that are safe, inclusive, conducive to learning and free from harassment and bullying.
At St Michael’s we teach the content of the Australian Curriculum (link to Curriculum page) but organise our learning experiences using the framework of the International Baccalaureate Primary Years Program. Students are encouraged to live out the International Baccalaureate Learner Profile through Physical Education, the Arts, Languages, Science and all curriculum areas.
Students can build on their character strengths, explore their talents and creativity, strive for personal excellence and be part of an inclusive school community. Our student’s social and emotional wellbeing is critical in ensuring that they are balanced people prepared to contribute to the community.
St Michael’s became an International Baccalaureate school in 2005 and undergoes regular evaluations to ensure we are providing the very best education for our students. Our most recent evaluation took place in 2019.
As an International Baccalaureate school our curriculum is organised under six trans-disciplinary themes.
- Who we are
- Where we are in place and time
- How we express ourselves
- How the world works
- How we organise ourselves
- Sharing the planet.
These are universal themes in International Baccalaureate schools around the world. The trans-disciplinary theme allows learning to move across more than one subject area, and it connects to the world outside of our School.
Christian Studies is a key learning area at all year levels, the study of religion supports our student’s development of a balanced world view. Our students discover what Christians believe, how they act in the world and what influences them. Students also consider the philosophical underpinning of other faiths.
St Michael’s provides learning which is personalised to each student. This is achieved by regularly testing a student’s knowledge, skills and understanding and then using this knowledge to develop the next steps in their learning.
Our school community encompasses 200 students.
Students participate in classes where the class size is capped at 28 students; but more usually sees 20 – 24 students per class. Your child will be in one of the following communities:
Beginning Learning Community Foundation and Year 1
Junior Learning Community Year 2 and 3
Middle Learning Community Year 4 and 5
Senior Learning Community Year 6
St Michael’s values inclusion as fundamental to providing effective, Christ-centred quality education. We provide an inclusive and positive environment for all our students and ensure that classroom practices allow all students access to the curriculum on the same basis as their peers.
We use a Response to Intervention Framework for students of all ability levels. Students receive individualised instruction allowing them to experience growth in the general classroom and receive additional support as required.
We are fortunate to have well qualified and very experienced teachers and learning support staff at St Michael’s, many have spent over 15 years teaching at our school.
The majority of our teachers attained a Bachelor of Education and some have gone on to attain a Graduate Certificate in Special Education with a focus on autism.
St Michael’s teachers come from diverse backgrounds, our 11 female and 3 male teachers work together to create learning experiences that meet the needs of all our students.
Teacher Professional Learning
St Michael’s teaching staff embrace continual improvement with the School’s Professional Learning Framework that supports ongoing teacher improvement.
Staff participate in professional learning that is provided by the International Baccalaureate and continuously update their expertise in curriculum areas throughout the year.
Our Principal, Terri Taylor
Ms Taylor has extensive educational experience, working in Lutheran schools since 1994.
She is an experienced leader, holding the role Head of Junior School at Living Waters Lutheran College WA and at Unity College, before taking on the Principal’s role at St Michael’s in 2016.
Passionate about Primary Education and providing students with personalised learning opportunities that cater to their needs, Ms Taylor enthusiastically embraces the outdoors as a learning tool and promotes the importance of play in learning.
Born and raised in country SA, Ms Taylor achieved her Diploma of Early Childhood Education at Uni SA, before completing a Graduate Diploma of Theology in Education. She then went on to complete a Masters of Education.
An active member of St Michael’s Church community, she volunteers on their AV team, and sings in a church band.
St Michael’s values inclusion as fundamental to providing effective, Christ-centred quality education. We believe that every child deserves:
- to learn and grow in a safe and responsive school climate
- to experience a unified approach to discipline
- opportunities to develop their social and emotional competence
- access to effective academic instruction
Staff at St Michael’s adhere to these principles:
- Behavioural expectations are clear for all students. All staff adhere to consistently applied restorative processes.
- We recognise that all behaviour has a function and staff acknowledge that it is their responsibility to analyse behaviour and facilitate opportunities for functional behaviours to be developed, maintained and generalised.
Assessment and Data Analysis
- We collect and analyse academic and behavioural data to determine prior knowledge.
- We monitor student progress and use this to inform planning.
- Annual, standardised testing is conducted, with results reviewed by Diverse Learning staff and class teachers. Adjustments to the curriculum and support options are then determined.
Planning and implementation
- We design and implement learning programs to meet a child’s needs.
- We implement appropriate, timely, evidence-based practices and support.
- We create and scaffold inquiry-based learning opportunities that are inclusive and differentiate according to individual student needs.
- We create opportunities for collaborative learning.
- We value flexible learning opportunities when designing our learning spaces.
- We use inclusive language that identifies each person within our community as an individual, not defined by disability or ability.
- We support the social and emotional skill development of our students with authentic social opportunities and explicit teaching where appropriate.
- We celebrate every child’s success and growth opportunities when students experience challenge.
- We promote opportunities for students to think deeply and reflect on their learning, and encourage personal responsibility.
- We ensure all students are given opportunities to successfully integrate into general education for social and/or academic experiences, regardless of perceived competency.
- We always provide appropriate functional communication, regardless of competency.
- We understand and acknowledge the underlying characteristics of autism and view these as a strength for our students, not a hindrance to learning.
Communication and consultation
- We commit to regular communication with parents/caregivers in an effort to develop relationships that maximise collaboration.
- We commit to regular team meetings with staff, families, external professionals and students (when appropriate) to support students with a diagnosed disability.
- Documentation in the form of Individual Learning Plans, Student Support Plans and Goal Attainment Scales are written each year for students requiring support beyond general differentiated classroom practice (tier one) and are reviewed as required.
- Regular reporting reflects student learning within their zone of proximal development.