Teven-Tintenbar Public School

Respect - Responsibility - Results

Telephone02 6687 8210

Emailteventint-p.school@det.nsw.edu.au

Supporting our students

All NSW public school students have a right to an inclusive learning environment and to feel happy and safe at school.

Aboriginal student support

We are committed to closing the achievement gap for Aboriginal and Torres Strait Islander students. We know that we need to learn about, nurture and value the cultural identity of our Aboriginal students to help them be successful learners.

We welcome Aboriginal and Torres Strait Islander family members, parents and carers, as well as community members to our school so that we can get to know each other, learn about the local Aboriginal community and develop shared goals and plans for Aboriginal students.

The Aboriginal Education Policy confirms the NSW Department of Education’s commitment to improvement in educational outcomes and wellbeing for Aboriginal and Torres Strait Islander students.

Multicultural education

Our school welcomes students, families and community members from all cultural backgrounds. We appreciate difference and diversity and aim to provide a culturally inclusive and responsive environment that benefits all students.

Our teaching and learning programs develop intercultural understanding, promote positive relationships and enable all students to participate as active Australian and global citizens. Our school fosters student wellbeing and community harmony by implementing anti-racism and anti-discrimination strategies that encourage engagement by parents and carers from all backgrounds.

The Multicultural Education Policy outlines the NSW Department of Education’s commitment to providing opportunities that enable all students to achieve equitable education and social outcomes and participate successfully in our culturally diverse society.

The Anti-Racism Policy confirms the department’s commitment to rejecting all forms of racial discrimination in NSW public schools and eliminating expressions of racism in its learning and working environments.

For more information refer to:

Supporting English language learners

Learning English is essential for success at school and effective participation in Australian society. We can provide specialist support to help students learning English as an additional language or dialect (EAL/D).

For more information refer to: EAL/D education.

Supporting refugee students

Schools offer safety, support and security to help refugee students adjust to life in Australia and participate successfully in education. Targeted support strategies are provided to assist refugee students in NSW public schools.

For more information refer to: Supporting refugee students.

Learning support

The school’s learning and support team plays a key role in ensuring we meet the specific needs of students with additional learning and support needs, including disability.

The team:

  • supports teachers in identifying and responding to the additional learning needs of students
  • facilitates and coordinates a whole-school approach to improving the learning outcomes of every student
  • coordinates planning processes and resourcing for students with additional learning and support needs
  • designs and implements the support required to build teacher capacity so that all students access quality learning
  • develops collaborative partnerships with the school, parents and carers as well as other professionals and the wider school community.

For more information on programs and services to help students with additional learning and support needs, visit Disability, learning and support

Focus on reading

The focus on reading program is a learning program to support the explicit teaching of the key aspects of reading, namely comprehension, vocabulary and reading text fluency. The program draws from a sound research base that justifies the need for these key aspects to be at the forefront of literacy teaching and learning.

The program emphasises the importance and use of:

  • rich texts, particularly subject-based texts, multi-modal texts and the types of texts that interest and motivate learners.
  • rich talk of the kind that encourages them to ‘show their thinking ‘through talk.
  • ‘deliberate' teaching that begins with insightful assessment; involves planning for explicit instruction based on students needing support and scaffolds through modelled, guided and independent teaching; provides clear and purposeful feedback and constant opportunities for student reflection.

At Teven Tintenbar Public School, we implement the Department of Education's focus on reading strategies of comprehension. These strategies help to equip the students to not just effectively read a text but to comprehend what the text is about. This terminology is introduced at an early age in Kindergarten and then built upon from Years 1 to 6. Our strategies build are:

Making connections

Readers make links or associations between what they read and their prior knowledge. Readers can make text to self-connections (relate what they have read to their own personal experiences), text to text connections (relate what they have read to another text) or text to world connections (relate what they have read to the wider world). 

View students work sample : 

Year 1

Students work sample (PDF 1035KB) by Toby 

Students work sample (PDF 459KB) by Harrison 

Students work sample (PDF 260KB) by Ava 

Kindergarten

Students work sample (PDF 207KB) by Nikki 

Predicting

Readers use information from graphics, text and experiences to anticipate what will be read, viewed or heard and to actively adjust comprehension while reading, viewing or listening.

Visualising

Readers use their prior knowledge and experiences to create a mental image from a text read, viewed or heard. Visualising supports comprehension as readers feel more connected to the story, enjoy the story more and understand it more deeply.

Questioning

Readers pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated before, during and after reading a text by the reader, a peer or the teacher.

Monitoring

Readers are aware when meaning breaks down, can identify what it is they don't understand (word, sentence or paragraph) and can use appropriate strategies to restore meaning.

Summarising

Readers identify the main ideas and important details and retell a shortened version of the text in their own words.

Anti-bullying

Bullying of any kind is not acceptable in NSW schools.

The NSW anti-bullying website brings together information and resources for teachers, students, parents and carers. It helps to identify, prevent and respond effectively to student bullying, including online bullying. It provides information about online safety and what you can do if your child has been bullied, witnessed bullying or been involved in bullying.

For more information on anti-bullying strategies for NSW public schools refer to the department’s Bullying of Students – Prevention and Response Policy.

For information on racial bullying and anti-racism education for NSW public schools refer to:

Student leadership

Student leadership helps young people find their voices, participate in decision-making, and understand their rights and responsibilities as active citizens. It helps students have a real impact on their learning and school environment and prepares them to participate meaningfully in their community.

Students can be leaders in the classroom, through their actions in the playground, through their support for others, or their involvement in academic, sporting, cultural or local community events or projects.

For more information about opportunities in NSW public schools visit Student voice and leadership.