Programs

A sample of the programs at Renmark Primary School:

PHONICS INSTRUCTION

At Renmark Primary School, we follow the Department for Education’s Phonics and Spelling Scope and Sequence, aligned with our understanding of the Science of Reading. This approach is used across all classrooms from Reception to Year 6, creating a consistent and carefully sequenced pathway for learning as students move through the school. Teaching is explicit and systematic, with a strong focus on phonics, spelling and core literacy skills, so all students build secure foundations for reading and writing. Since implementing this approach, we have seen positive growth in student learning, reinforcing the value of a shared, whole-school commitment to high-quality, evidence-based literacy instruction that supports students to become confident and capable readers and writers.

THE RESILIENCE PROJECT

The Resilience Project is a whole-school program for students from Reception to Year 6 that supports the development of resilience and positive mental health. It is embedded into our daily classroom practices and everyday interactions, helping students consistently build skills in Gratitude, Empathy and Mindfulness (GEM). In addition, all students participate in one targeted Resilience Project lesson each week, delivered by a specialist teacher. This ensures every child has dedicated time to explicitly learn and practise strategies that support their wellbeing, while also reinforcing a shared language and approach across our school community.

SPECIALIST SUBJECTS

We take pride in offering specialised instruction through our dedicated teachers who focus on the science, health, physical education, and languages curriculum. These specialist teachers create captivating and immersive learning experiences, ensuring that our students are not just educated but also thoroughly engaged.

TRAUMA INFORMED PRACTICE

This approach embeds practical strategies that promote student engagement, wellbeing and success in learning, through understanding the impact of trauma on the developing brain, promoting pro-social behaviours, building positive relationships for healing trauma, and creating and rebuilding healthy, positive and reparative connections in the child’s brain. Trauma-informed practice in education is a process of cultural change that enables educators and support staff to understand the impact of childhood trauma and respond to the learning and engagement needs of vulnerable children and young people.