Curriculum Corner
Berry Street Education Model
The Berry Street Education Model (BSEM) is an approach to teaching and learning that enables educators to successfully improve all students’ self-regulation, growth, and academic achievement.
This model equips schools with practical strategies to increase engagement and to proactively support all students, including those with complex, unmet needs. BSEM is offered as a suite of structured professional development and consultation services for school leaders, teachers and support staff. Over the course of the past two years, our staff have engaged in professional learning about the program and the strategies and practices we can implement in our classes to continue supporting the needs of the whole child. The Berry Street Education Model domains correspond with childhood developmental stages to support each student to be ready to learn. When considering how to best meet the needs of students, this model focuses on building self-regulatory ability, relational capacity, and then nurturing willingness to engage in learning. This model is based around four key areas:
Body - Supporting students to be ready to learn through strategies that build self-regulation when learning.
Relationship - Harnessing strong teacher-student relationships to cultivate learning and wellbeing.
Stamina and Engagement - Maximising student engagement in learning and prioritising stamina for academic achievement.
Character - Identifying, nurturing and celebrating student and community strengths to ensure positive school cultures.
At parent information nights this week you will have heard your year group teachers discussing some of the practices which are being implemented in classrooms each day. We aim to incorporate best practice strategies into the daily routine of all students ensuring consistency and expected processes for all students.
One of the practices we have embedded into our day at St Helena’s is the process of a morning circle. The first 5 minutes of class are critical for setting the tone for the rest of the learning. Consistent rhythms and routines, particularly ones that embed intentional positive micro-moments, are powerful moments for students.
This routine of a morning circle with our young people is to review key values and expectations and celebrate any announcements and successes. It serves as a threshold between the outside world and the complex task of learning. It allows young people to ground themselves, co-regulate and establish a common rhythm for the learning day.
When we take the time to check in and connect with our young people, we are not only setting them up to get much more out of the learning, but we are providing an opportunity for us, as educators, to get on the front foot of any potential issues that may present as speedbumps for learning.
We will share further information about the Berry Street Education Model as well as the practices and process we are embedding at St Helena’s Catholic Primary School in future editions of the newsletter.