Case Study: Maddington Primary School

External
Maddington primary school (MPS) is a small, metro, government school located on Albany Highway south of Perth. The school is situated on 4.98 hectares and shares the site with the Maddington Education Support Centre. It was established in 1914 and parts of the buildings architecture still reflect the time, but also has a new Early Childhood centre built onto the school.
Staff
MPS has a total of 15 teaching staff on site with 12 having a full time equivalent. There is also 15 non-teaching staff at the school and these range from the gardener, chaplain, educational assistants and special needs assistants.
Resources
Each classroom has interactive whiteboards and IPad for educational purposes. In addition to this, the school has a computer
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Environment
The environment set up in the room promotes the children’s independence. All areas are accessible to students such as the resource caddy (scissors, glue, collage pieces), tables are at the children’s height and children have their own space for their own work (in their cubbies). Displays mainly consist of children’s authentic work with the room not being over stimulating. The outside is also brought in through the use of plants, insects and fish, which also assist in building the children’s interests and responsibilities.
The outdoor environment is specific for the K and PP children as they have their own gated area of the school. It consists of sand pits, play equipment, a bike path with traffic signs and portable obstacle course equipment. During breaks, children are able to play freely with any of the equipment or resources depending on which area they are in.
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This consists of a five table rotation with a mini/explicit whole class lesson in-between each table rotation. See attached table for a brief overview of weekly timetable. After lunch time, children are given the chance to play and learn in areas that interest them. Areas a provided that have specific learning outcomes, however, the children have the chance to choose where they go and how they interact with the resources. For example, children can play in the sociodramatic bakery area but are developing their vocabulary specific to shops, monetary interactions, reading menus and social

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