5C education model

The 5C education model is designed to be delivered in any school and consists of Class, Childhood, Club, Community and Culture. Our outcomes can be achieved for children every day.

Schools can adopt one or many of the 5C domains depending on what specific needs the students have that the school is not currently meeting.

All learning programs have either been built to, or retrospectively mapped to, the Australian Curriculum. Schools are provided a detailed curriculum delivery framework that they can use to align to their schools curriculum plan.

“We are extremely proud of QMF’s work in remote far north Queensland, and seeing the positive influence music can have on children’s lives is incredible. I’m really looking forward to catching up with our CYIP graduates to hear firsthand about the legacy of the project.”
James Morrison, Artistic Director, Queensland Music Festival
Our Childhood component ensures students are prepared for formal schooling to the same level as mainstream children. This is achieved through:

• Case-managed early intervention strategies customised to close development gaps so children are better prepared for education
• Case-managed maternal health that supports mothers to raise healthy children
• Positive parenting programs so parents can best support their child’s needs
• Child and parent support to successfully transition to school.
Our Childhood domain is suitable for schools where a cluster or majority of students continually start well behind their peers or with residual development gaps that disadvantage their school experience.

Our Class domain ensures students are at or above grade level in literacy and numeracy, are self-actualised scholars and are regularly engaged in higher order thinking and good citizenship. Our Class component uses tested and proven Direct Instruction and Explicit Direct Instruction methods to make sure no student gets left behind. This is achieved through:
  • Students learning to read and master the early years literacy and numeracy foundations
  • Students developing higher order thinking
  • Middle years Advancing Scholars ensure students are secondary school ready
  • Teachers perfecting their instruction skills through proven explicit teaching practices
  • Behaviour management programs ensuring student engagement is maximised.

We use programs and practices that have been scientifically proven to be effective. This is crucial in the early years of school when children are grasping the foundations of literacy and numeracy.

Horizons is designed for classrooms where the majority of students are familiar with English and reading.

Reading mastery is designed for classrooms where students are unfamiliar with English and reading or are experiencing learning difficulties. It uses a special orthography and more continuous blending.

There are also programs that parents can use at home with their children to develop their literacy and maths skills. They are Teach your child to read in 100 easy lessons, Funnix and Fun math.

The Class domain is suitable for schools where a cluster or majority of students are not meeting national literacy and numeracy benchmarks or schools that wish to accelerate their literacy and numeracy results.

Our Club domain encourages students to continually work on a key passion and are on successful artistic, educational or sporting activities. This is achieved through:
  • Rich sports, arts, music and character development programs
  • Partnerships with specialist organisations to enrich delivery of programs
  • Students mastering leadership and character, social, sporting and creative skills
  • Teachers perfecting their instruction skills through proven explicit learning practice.

Club is suitable for schools where a cluster or majority of students are from low socioeconomic status background or socially marginalised and do not have access to enriching activities in their school or home life.

Our Culture domain provides students with a rich understanding of their culture and history of family, community, country and people. They develop oral and written mastery of own traditional language and ICT skills and become fluent in digital media. This is provided through:
  • Mastery in STEM with Indigenous, Australian and global perspectives aligned to the Australian Curriculum
  • Mastery of cultures and histories of people, community and country
  • Oral and written mastery of one’s own traditional language
  • Mastering technical skills in digital media
  • Family-based cultural transmission projects and camps on traditional lands
  • Teachers perfect their instruction skills through proven explicit learning practice.

The Culture domain is suitable for schools wanting to cover STEM through enriching cultural narratives and wanting to study Indigenous cultures and prospectives. Capacity to increase local Indigenous content to meet specific needs of Indigenous students.

Our Civics domain promotes societal health, and gets students workforce ready and globally competitive. Civic equality and diversity shape character and attitudes through:
  • Preparing students for informed, effective democratic participation
  • Connecting with the community
  • Learning respectful dialogue
  • Developing teamwork, decision-making and change-making skills

The Civics domain is suitable for schools with large migrant or disengaged school communities as it improved school climate, reduces destructive behaviours and lowers school drop-out rates.

Our Community domain ensures students regularly attend school, are school ready and their family is engaged in education. Their health, wellbeing and developmental needs are addressed. They transition successfully into high quality secondary school and graduate. This is achieved through:
  • Parents and students supporting to resolve barriers to school attendance and school readiness
  • Student case management based on students’ specific needs
  • Student Education Trusts so parents can save for their child’s education needs
  • Food Club provides school meals paid for by parents
  • Partnerships with medical professionals to address student health and wellbeing
  • Transitional support to ensure each student attends high quality secondary schools
  • Teachers develop family and community engagement and communication skills.

The Community domain is suitable for schools in communities where a cluster or majority of students are not school ready or have poor attendance and are not getting secondary success.

“Attendance levels have turned around and are still improving. Some students struggle but we are working with their parents to make sure they turn up and don’t make excuses. When the children are at school, they are focused on learning.”
Cheryl Cannon, Aboriginal Former Principal, Hope Vale Cape York Aboriginal Australian Academy
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