Daily schedule

Summit Point School's academic program is strengths based, guided by our concept based curriculum principles, allowing for learning to occur individually or in small groups, based on each student's needs, passions and interests.

The three-strand day

 

Instructional strand

Instructional learning takes place in scheduled small group sessions and one-on-one individual withdrawal sessions as required. Many of our students are twice-exceptional. It is equally important to accelerate children in their areas of strength and help them to develop strategies and skills to bridge their specific challenges. In this block we identify and target gaps while stretching and accelerating your child’s unique capabilities through specific individualised instruction. 

Experiential strand

Experiential activities are based on the process of learning through an experience and reflecting on those experiences in an analytical way. This helps your child to develop an understanding of how they learn and their individual learning style. 

Thematic strand

This approach satisfies the ‘whole child’ with students engaged with the theme, curious and wanting to know more. Our teachers deliver thematic lessons in drama, dance, music and visual art. This will be undertaken in a shared teaching environment with the support of visiting specialist teachers or in collaboration with services such as Lewis Eady music school. Thematic (theme based) teaching uses real-life and relevant themes to provide context for learning. We employ a new theme for each of the four school terms.

Physical education

Summit Point School’s physical education curriculum is tailored directly to the needs and interests of our students.  Physical education assists in the development of fine and gross motor skills, aquatic skills and safety, ball handling, running, jumping, balance, rhythm and social skills, creating a fun, safe and effective learning environment. 

Perceptual motor programme

The perceptual motor programme (PMP) helps develop a child's perceptions and understandings of themselves in relation to their world through movement. This includes perceptions of height and space, pattern and order and the limitations of their bodies. Perceptual knowledge and judgement comes from physical and sensory experiences that are repeated over and over. When this is well developed, consequential reactions are more likely to be appropriate for any given situation, when it is not, it can impede learning. In short, refining perceptual judgments prepare the brain for learning.

Snapshot of a day at Summit Point

 

8.30-8.45am Intensive literacy

Our students sit as a class group and practice their personalised outlaw (spelling) words on drill cards, both orally and written.

8.50am School bell and morning circle

Mornings begin with Morning Circle before the first block of learning as part of our responsibility and identity curriculum. This helps our students to begin the learning day calm and ready to learn-engaging in daily problem solving activities, self-regulation and working on social skills.  

9.30-10.30am Experiential strand

Technology, digital writing, politics, psychology and science are timetabled on a weekly schedule for our experiential learning time.

10.30-10.50am Brain break

10.50-12.50pm Instructional strand

Intervention and acceleration for literacy include phonic awareness, syllabic awareness, grammar and punctuation and language features are timetabled on a weekly schedule for our instructional strand.

Intervention and acceleration for numeracy are timetabled on a weekly schedule for our instructional strand directly after literacy rotations.

12:50-1.30pm Lunch

1.30-1.45pm Quiet time

Students work with practitioners on a daily rotation as part of our social and emotional curriculum. Activities include a daily intention, yoga, grounding, stretching and breathing.

1.45-2.45pm Thematic strand

Students work individually or in a co-constructed groups on inquiry projects. The emphasis is on collaboration, or partnership working. Workshops also occur at this time. Students can book in for extra help or be identified as needing extra support with academic, creative and/or personal challenges. Daily rotations within the thematic strand include art, reading and PE. School assembly followed by collaborative games take place at this time on a Friday afternoon. 

2.45-3.00pm Clean up

3.00-3.15pm Afternoon circle

3.15pm School day ends