47. Use the Australian Curriculum's Personal and Social Capability for Self-Regulated Learning.

I'm curious, like, what does it mean being a small multi-age school for the way you think about teaching these learning skills?

I think that we basically think about relationships as the heart of our school and everything that we do.

So that opportunity gives every single student, we want them to shine.

We want their strengths, their challenges.

We have their interests.

So we pull together all of that to focus on success for the student.

So I guess for teaching and learning in our small school, we can't just have a specific thing.

One class fits all kind of fit.

I've got students in prep.

Year one's the only one I don't have a student in.

So I've got prep two, three, four, fives and sixes.

And it doesn't matter if you've got a whole class of grade two students, they've all got different learning abilities and differences and capabilities that are needing more help with or whatever.

So we have to, you know, accommodate that.

And we think, I think we need to get rid of that community shift of everyone thinking one year level and I think we need to just think about the student itself.

I

have to admit that resonates with me on so many levels that rather than thinking about boxing students into these year levels based on some sort of stage and age development, but actually thinking about the learner and what their needs are.

Correct.

Yeah, I love that.

And so that sounds like the core of your philosophy then for how you approach the teaching of these skills.

Yeah, 100%.

I think that students' abilities, if we get this right and we get the student right in how we teach them and what they need, then they just learn automatically.

It just comes automatic to them.

Then the academics comes later.

I think we just need to get it right for the kids first.

Paula, you mentioned that students struggle with self-regulation and their self-regulated learning capabilities.