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 School Improvement:  Learning at RPS
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Learning at Riverside Primary School
In order for people to care for themselves and to serve others they must be competent (literate, numerate, ...), caring, just and wise. This requires four intellectual capabilities which are continuously the focus of the Schools educational programs, viz,

  • Thinking
  • Learning
  • Doing (attention & task management)
  • Relating

     See also Core curriculum and the RPS Curriculum website (rough, early version)


Measures of learning (in priority order) - see the run chart used in  Ben's Story

  • Mastery (few errors, how well done)
  • Quantity (how much done), 
  • Efficiency (time & effort used) and, 
  • Application (capacity to use the knowledge in other situations)

Kinds of Errors (causes of learning failure and/or variation)

  • Translating challenges into tasks: (improve reading, listening, 
    observations thinking...)
  • Lack of knowledge, information,... (acquire knowledge...)
  • Lack of understanding/skills (get coaching, practice....)
  • Task management (improve planning, processes, checking, relating to to others...) 

Ratings (measures of quality) used widely at RPS

   1 = Exceeds expectations: extend as appropriate

    2 = Meets expectations : age/grade appropriate: continue with normal program

    3 = Some concerns: extra assistance from home & school

    4 = Of serious concern: arrange specialist assistance

NB. This scale is also used in self appraisal by individual students and groups of students in relation to 

  • The learning goals they have set: 
            1. Delighted: goals exceeded, will raise future goals
            2. Satisfied: goals met, continue improvements
            3. Concerned: goals not met, have identified things for attention
            4. Seriously concerned: need outside help now
  • their playground experiences in the 
            1: Great day: better than expected
            2: OK day: had a good time; as expected
            3  Poor day: disappointed, had some problems but all Ok now
            4: Bad day: seriously concerned: need(ed) help  (see Playground Studies
  • These scales have enabled the School to implement a system of long term profiles for monitoring students' learning, work practices and social and personal development. 
  • These profiles are benchmarked against standardised DoE testing.
  • These profiles are reported to families, and form the basis of discussions between staff, students and their parents
  • These profiles also form the basis for planning and managing  and monitoring special provision

Individual students who are being assisted with their self management also use this scale to conference with staff and report daily to their families Students and teachers rate the day separately then confer:

Principal to Scott (9 yrs) at end of day after a brief conference with his teacher: "How was your day?"
Scott, in reply: "It was a 2.5. It was a 2 until Recess then I did some silly things that spoilt the rest of the day".
Principal: "So the rest of the day was a 3?"
Scott: "Yes, but I can do better tomorrow. I know what went wrong. This afternoon was better actually"
Principal: "Sounds like you've got it under control"
Scott (with a smile): "I think so"
Principal: "Well done and good luck.  Let me know if you need help"
Scott: "See ya Mr Webb"