Focus students

In the Early Years, each child is a Focus Student once a fortnight, and this is allocated via a roster system. During Tuning In, the teacher models a conversation with each Focus Student individually about what they want to achieve during Investigation. This conversation is scaffolded based on learning intentions, student interests and needs. Having Focus Students allows teachers to build strong relationships with students and get to know their interests and learning needs authentically. Although Focus Students often choose to work in a range of different areas during Investigation, the teacher can engage students by knowing their interests and individualised learning goals. The teacher uses questioning and feedback techniques to scaffold student learning during this time. Throughout Investigation the teacher works individually with each Focus Student to scaffold learning and build relationships. During Reflection, the teacher uses questioning techniques to encourage each Focus Student to reflect on problems they may have had and new skills they have learned rather than focusing on the final product. 

Similarly, in the Primary and Middle Years, Focus Students are conducted during Tuning In sessions via a rotating fortnightly roster. Each day, the allocated students hold a scaffolded discussion with the teacher in front of the class. Students may start the conversation with a personal topic or question or may have a focus on their ERP, allowing the class to learn more about the student before discussing their current learning journey and goals. Focus Students also report back at the end of the day to reflect and evaluate their progress toward their goals. This links with our Berry Street model, as students share their ‘What Went Well’ reflection during this time. This practice encourages students to take responsibility for their learning, keep to deadlines, and gain one-on-one time with the class teacher.