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Case studies (3)

BlueHavenBHPLBlueHavensummary

Blue Haven Public School case study (PDF, 1.5MB)

Blue Haven Public School professional learning discussion guide (PDF, 200kB)

Blue Haven Public School summary (PDF, 280kB)

With their focus on instructional leadership, explicit teaching, student wellbeing and other evidence-based practices, Blue Haven Public School has achieved rapid and substantial improvements in student academic performance. The department's strategic goals can be seen in action at Blue Haven: every student, every teacher, every leader is improving every year, and every student is known, valued and cared for.

 

Download the video transcript (PDF, 130kB)

HomebushWestPS

Homebush West Public School case study (PDF, 400kB)

Related: The role of student engagement in the transition from primary to secondary school

 

Summary

Homebush West Public School has an effective approach in preparing students for secondary school

The school, in the inner west of Sydney, places a strong emphasis on preparing its students for the transition to secondary school. This case study looks at their ‘middle school’ approach, where Year 5 and 6 students are introduced to secondary school structures and routines to prepare them for the transition.

‘Middle school’ helps emphasise the important transition the students will face

When students reach Year 5, the concept of ‘middle school’ is introduced. The students are given more responsibility and are provided opportunities to step into leadership roles. There is also a focus on teaching students to be more responsible for their own learning, including setting learning goals and participating in peer and self-assessment.

The approach allows students to experience secondary school structures and routines

This involves individual student timetables that require students to change classrooms, classmates and teachers according to subject and ability. The students say that this approach allows them to build relationships with more than one teacher and get used to differing teaching approaches and teacher expectations. It also creates opportunities for students to continue making new friends across the cohort.

The staff at Homebush West collaborate, engage in reflective teaching and foster a culture of high expectations

With their unique ‘middle school’ approach, the staff at Homebush West recognise the need to continually refine practice and to be able to differentiate learning to meet the needs of all Year 5 and 6 students. They also attest to the high levels of organisation and communication that are needed to facilitate this approach. They have a constant focus on high expectations, helping students to recognise the opportunities of secondary school and feel confident and excited about the transition.

This page includes five case studies and an environmental scan about effective wellbeing practice. 

Case studies

Cecil Hills High School (PDF, 4.8MB)Penrith Valley School (PDF, 4.1MB)Rosehill Public School (PDF, 4.7MB)South Wagga Public School (PDF, 3.5MB)Trangie Central School (PDF, 2.6MB)

The case studies highlight how effective wellbeing practice supports learning in local contexts. They have been prepared to assist schools to meet the department's strategic goal of 'Every student is known, valued and cared for in our schools'.

Cecil Hills High School (PDF, 4.8MB)

Penrith Valley School (PDF, 4.1MB)

Rosehill Public School (PDF, 4.7MB)

South Wagga Public School (PDF, 3.5MB)

Trangie Central School (PDF, 2.6MB)

The case studies are also available in audio:

Environmental scan

environmental scan (PDF, 7.9MB)

The environmental scan (PDF, 2MB) describes the structures and approaches that support student wellbeing and improve pastoral care. It includes an assessment of: current departmental practices; departmental data, trends and information; relevant state, national and international research; and current practices in a number of NSW public, independent and Catholic schools.

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