In 2021 we operate six classes:  two x  Foundation/1; one x Grade 2/3; one x Grade 3/4, one x Grade 4/5 and  one x Grade 5/6 class.  We also run four specialist classes – Art, Indonesian, PE and Music. Our composite classes are a mixture of students from two different year levels. When considering class structures, the Principal takes into account age, maturity, girl/boy ratio, family groupings and teacher recommendations. Individual skills and development are catered for in each class.

Our curriculum is dynamic with engaging learning activities designed to stimulate young minds. We adhere to the Victorian Curriculum and provide a rigorous focus on core curriculum learning areas – literacy, numeracy, science,inquiry, arts, music, PE and LOTE (Indonesian).

Children develop at different rates and progress is often achieved at different paces. At the beginning of the year, teachers undertake a one hour detailed 1:1 assessment on every student to set the benchmark for learning growth throughout the year.  The use of Individual Education Plans guide students and teachers to achieve success.  Just as no two children are identical, no two learning plans are the same. 

Embedded in classroom learning is collaborative learning, inquiry learning, IT (coding, class sets of iPads) and additional support for students with disabilities.

Within the curriculum, the school year are filled with additional activities to improve knowledge, skills or appreciation. These may include: Athletics and Cross-Country, Swimming programs, cricket/golf/football/netball/basketball clinics and competitions, Walk to School initiative, arts and music festivals, Clubs and visiting artists.  Camps are an important learning experience for student personal development and we run two camps. The first is a four day camp for students in Years 4-6; the second is a one day excursion with overnight stay for students in Year 2-3.

Berry St Educational Model

In 2019 we introduced the Berry Street Educational Model to support all of our students in their personal growth, meeting their needs (academic, social or emotional) in a more positive and supportive environment.

Since this introduction, we have reviewed and adapted our procedures and protocols across the school to allow all students to self-regulate, be ready to learn and develop communities across our school. 

We now start every day with Check-in circles, which allows students to identify and share how they are feeling, develop greater understanding of each individual (including students and staff) by sharing announcements, refocussing the day on our school values and pro-social skills by sharing the expectations of the day, developing skills of tracking the speaker and being reflective of the process. 

We also finish the day with a Check out circle to allow students and staff to reflective on the day and leave Heycon in a positive framework. It also allows classes to reflect on improvements for tomorrow and discuss events for the following day. 

We use Brain Breaks throughout the day to allow students to be focussed and engaged in their learning through shortened time periods. The brain breaks allows all to de-stress, participate in physical activity and have a fun positive brief experience. 

Students have developed Ready to Learn plans to identify changes in emotions and feelings within their bodies and what students and staff can do to regulate these emotions/feelings to become ready to learn again.