Beaumaris Primary School: Stop Press

Topic Spotlight

Whole School and Classroom Routines at Beaumaris Primary School

 

At Beaumaris Primary School, our calm and consistent routines are intentionally designed to support student learning and wellbeing. As explained in our previous article on Cognitive Load Theory, working memory can only hold a limited amount of information at any one time (Australian Educational Research Organisation (AERO), 2023). When routines are predictable and well-rehearsed, they become automatic – meaning students don’t have to waste precious cognitive energy thinking about what to do next (Swain, 2024). This frees up their working memory to focus on what really matters: learning.

 

Whole School Routines That Create Calm and Predictability

Across our school, students follow consistent routines that help build a sense of safety, calm and focus. For example, students line up in roll order and walk around the school this way when accompanied by a teacher. This removes the need to negotiate or worry about who to stand next to and supports smooth transitions between learning spaces.

Classroom Entry and Exit Routines

Each classroom at BPS follows well-rehearsed entry and exit routines. Teachers greet students at the door, and students know exactly what to do to prepare for the learning ahead. Exit routines are calm and staged, with students dismissed in an orderly way. This reduces rushing, pushing or last-minute confusion, which can be a source of stress or anxiety for students.

 

Classroom Environments 

Classroom environments are also purposefully designed with cognitive load theory in mind. Students are seated facing the front of the room to ensure they can clearly see the teacher and learning content. Classrooms are free of visual clutter and unnecessary stimuli so students can direct their attention where it is needed most. Our warm, welcoming learning spaces are structured to support focus and sustained thinking.

 

In classrooms, ‘sit spots’ are assigned both on the floor and at desks to remove uncertainty and distraction. When students don’t have to think about where they’ll sit or who they’ll sit next to, they can settle faster and utilise their working memory for new learning. Without these structures, children can become preoccupied and inattentive which can reduce their ability to transfer information into long-term memory which is, ultimately, what learning is.

 

Engagement Routines That Build Thinking and Participation

Our teachers use consistent classroom engagement routines to keep students actively thinking and participating in their learning. Explicit instruction is a constant exchange between teaching inputs and student outputs. Our teachers aim for 4-6 opportunities to respond (OTRs) per minute during new learning and 8–12 OTRs per minute when reviewing previously taught content (Department of Education and Training, 2024). This level of active engagement keeps students mentally focused, and allows teachers to quickly check for understanding and provide corrective feedback. 

 

At Beaumaris Primary, our engagement routines are built into daily instruction through:

  • unison and individual verbal responses 
  • non-verbal signalling (e.g. thumbs up, thumbs down)
  • use of mini-whiteboards
  • partner talk routines to rehearse thinking and collaborate
  • strategic student selection to ensure all voices are heard
  • routines for checking for understanding to guide next steps in instruction

BPS routines and expectations have been developed through targeted professional learning and collaboration with our staff, and are grounded in what we know about the brain and learning. They are designed to give every student at BPS the best chance to succeed with their learning.

 

Coming next newsletter… Literacy and Maths Teaching and Learning.

 

References 

Australian Education Research Organisation. (2023). Managing cognitive load optimises learning: Explainer. https://www.edresearch.edu.au/sites/default/files/2023-11/managing-cognitive-load-optimises-learning-aa.pdf

 

State Government of Victoria Department of Education. (2024). Positive classroom management strategies placemat 6: Opportunities to respond. Victorian Government. https://www.schools.vic.gov.au/pcms

 

Swain, N. (2024). Harnessing the Science of Learning. Routledge Press.