At Bradshaw… Our Approach

Student learning is the focus of all we do:

  • Curriculum/Academic Learning
  • Social and Emotional Learning
  • Behavioural Learning

School Wide Positive Behaviour Support, Relationships Based Learning, Visible Learning and NT Social and Emotional Wellbeing underpin these three learning areas. 

Our Bradshaw Learner Qualities (I take responsibilty, I challenge myself and I learn with others) support students to be successful in their learning. 

School Wide Positive Behaviour Support

School Wide Positive Behaviour Support (SWPBS) starts from the perspective that behaviours are an expression of an individual’s skills and context. Responses to inappropriate behaviours need to focus on improving skills and/or changing the environment so that the individual can be more successful. Responses and interactions need to focus on learning and reinforcing more appropriate behaviours.

At Bradshaw, SWPBS has the following aspects:
• An ‘At Bradshaw’ matrix which outlines the behaviour expectations that all members of the community adopt. 
• Procedures for teaching these expectations across the school.
• The Bradshaw Learner Card system which acknowledges when students are demonstrating the desired behaviours.
• A set of procedures for responding to inappropriate behaviours. (This is the traffic light document that you will see around the school.)
• Procedures for monitoring behaviours so that we can ensure responses are effective and individuals are appropriately supported.

The learn­ing makes Brad­shaw the best. I’ve learnt a lot in writing.”

- Year 4 student

Relationships Based Learning

Relationships Based Learning focuses on the importance of relationships in bringing about education success for all students. 

At Bradshaw... Relationships Based Learning means that:

  • students are attending and actively engaged in learning
  • classrooms are caring, learning environments
  • schools are welcoming and focused on building relationships
  • policies and processes support equity for Aboriginal and minoritised groups

At Bradshaw... we create a family like context for learning by:

  • voicing and demonstrating high expectations for all learners
  • caring and nurturing learners
  • ensuring a well managed learning environment
  • knowing what the learners need to learn

Visible Learning

Assessment capable, life-long learners

It’s essential that Bradshaw students are able to confidently talk about themselves as active, self-aware learners and that they have a repertoire of strategies to help them learn.

Visible Learning is based on the principles which been developed from Professor John Hattie’s extensive research into what factors have the biggest impact on student learning.

Visible Teaching and Learning occurs when teachers see learning through the eyes of students and helps them become their own teachers.

A visible learner is a student who:

  • Can articulate what they are learning and why
  • Can talk about how they are learning and the strategies they are using
  • Can articulate their next learning step
  • Understands assessment tools used and what the results mean
  • Asks questions and clarifies
  • Sees errors as learning opportunities
  • Actively seeks feedback
  • Sets learning goals

    Bradshaw’s the best because we get to do PE and read and I love play­ing with my friends.”

    - Year 3 student

    NT SEL

    NT SEL (Northern Territory Social Emotional Learning) is the wellbeing, engagement and behaviour program used at Bradshaw School. It aligns with Australian Curriculum and was developed in partnership with students, staff and school communities across the Northern Territory. 

    NT SEL is student centred, building connections with:


    • I am aware of my culture, and how I think, feel and learn.
    • I regulate emotions, set goals and show initiative.

    Other Students

    • I appreciate diverse perspectives and cultures, and understand social cues. 
    • I communicate, collaborate and resolve conflict effectively

    My School

    • I belong, I feel safe and I feel acknowledged.
    • I see a way I can contribute to school.

    Whilst NT SEL is a whole school practice, students develop their skills and understanding through a formal 1 hour NT SEL lesson per week.