This isn't a step back in time!

Dear Families,

We're sharing an attached article with you as it speaks directly to questions some families occasionally raise about classroom practice — including why learning spaces may appear calmer, routines more explicit, and lessons more structured.

At Brighton Primary School, it is important to note that these approaches are not new. We have been deliberately and thoughtfully embedding them over the past five to six years, refining our practice year by year in response to research, student needs, and professional learning.

The article explains why these approaches are not a step backwards but rather reflect what we now understand about how children learn best. Clear routines, explicit instruction, and structured practice support students to focus, think deeply, and build strong foundations in literacy, numeracy, and learning habits.

It also addresses a common comment we sometimes hear from students — “school feels boring” — and explains why this often reflects increased cognitive effort and sustained concentration, rather than disengagement. Learning that stretches thinking can feel challenging, particularly while routines are still being strengthened.

We encourage you to read the article with this context in mind. It reinforces our long-standing commitment at Brighton Primary School to evidence-based teaching, high expectations for all students, and classrooms that support deep learning, connection, and wellbeing over time.

Thank you for your continued trust and partnership.

Warm regards,

Tatjana Linklater | Teaching & Learning Specialist & Grade 1 Leader

Angie Fifer | Learning Teacher for Inclusive Education

Deb Barden | Student Wellbeing Coordinator

Riley Hall | Assistant Principal

Steve Meade | Principal