Southern Metropolitan Region
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Transcript: Chelsea Heights Primary School
Chelsea Heights Primary School
It may seem strange, but principal of Chelsea Heights Primary School Jane Satchwell loves walking into her school’s new Building the Education Revolution (BER) multipurpose centre and being unable to spot a teacher straight away.
“When we first moved into the building I walked into a class and couldn’t see the teacher,” Ms Satchwell said. “But then I spotted her on the floor amongst the students. It was a really great moment for me. It’s a discipline versus engagement thing. The teacher didn’t need to be completely visible because the children were so engaged, and the new building is helping to create that engagement.”
The new BER facility has not only provided the school community at Chelsea Heights with a state-of-the-art learning space – it’s changing the way students learn and the way teachers teach. “One thing we didn’t want to do was to bring the old pedagogy into the new building,” Ms Satchwell said.
Instead, the school is looking at splitting each year level into three groups of approximately 13 students and allowing them to do a rotating three-hour block of art, music and physical education once a week. “This means smaller groups which will offer more support and differentiated learning and will push the students to be more accountable for their own learning,” she said.
This new approach to teaching will also allow teachers to have a three-hour block each week during school hours for professional development.
Another important factor in the school’s planning for the new building was the purchase of modern and flexible furniture; the school wanted a library and reference area that could be mobilised. “We looked at the book browsers and ottomans and we also have a portable interactive whiteboard in there, Ms Satchwell explains. The principal also believes that the BER facility is driving change and reflection among the teachers.
“I think with this space and the furniture and the technology, the teachers are feeling more relaxed, they’re reflecting on key questions about their practice and they’re feeling brave. They’re teaching more to student interest and they’re arranging the rooms to suit the students’ learning.” The new space is also having an extremely positive effect on the entire school community. “The new building has had a big effect on the morale – it’s really made everybody incredibly happy.”
December, 2011
