Mount Pleasant Primary School

Teaching and Learning

Teaching and Learning practices at Mount Pleasant Primary School are designed to improve the learning outcomes for all students in the school. We provide a broad, open curriculum that encourages students to transfer skills and make connections with the real world.

MPPS aims to provide each student with a range of learning experiences that:

  • build on existing experiences;
  • promote individual excellence in learning;
  • develop self-esteem, confidence and independence;
  • encourage students to think, collaborate and problem solve;
  • foster a desire and enthusiasm for life-long learning.

Our school has developed an Instructional Model that supports all students to achieve.

You can see our Instructional Models here:

MPPS Reading Instructional Model

MPPS Writing Instructional Model

MPPS Numeracy Instructional Model

Personalised Learning Plans

Mount Pleasant Primary School acknowledges that students come from different backgrounds, learn at different rates and have different learning styles. To promote improvement in student learning outcomes all of our students have learning plans specifically designed to accommodate the needs of each individual child.

Personalized Learning Plans are reviewed at the end of each semester or as necessary to complement student learning.

Class Structure

Mount Pleasant Primary School strives to provide an environment whereby all students have the opportunity to maximize their learning.

The school reviews class structures on an annual basis to determine, within available resources, the best possible class organization.

In placing students in classes, the school aims to provide an environment whereby:

  • each child learns best;
  • each parent will have confidence;
  • each student will have confidence;
  • classes are of equal size and ability;
  • each class can function as a group.

Class Placement

Our placement process is a team effort that is undertaken with great care. Appropriate teaching staff develop initial lists after the class structure has been decided.

Consideration is given to the male/female ratio, academic performance, social and emotional development, special learning needs, independent work habits, etc. The initial lists are then reviewed by all teaching staff to ensure that the most appropriate placements have been made.