How we view Student Learning
We aim to work alongside families and provide a broad curriculum that focuses on literacy and numeracy skill development. As a Department Of Education and Training school we follow the Victorian Curriculum to maximize the opportunities for all students to give them a future that can be as open as possible.
We operate from a constructivist view of student learning which promotes that all new learning builds upon previous knowledge and understandings. We encourage and utilise children’s experiences as a context for learning and, for retaining and reinforcing new knowledge, skills and strategies.

Over the seven years of primary school the curriculum builds with the introduction of ideas and concepts in prep to more formal learning of history, geography, science, economics and civics and citizenship in the higher levels. Alongside this sits our development of social and personal capabilities to ensure all children have a range of skills when they leave us. We aim to education students academically, socially and emotionally.


Play Is the Way

We have been working with Wilson McCaskill on the implementation of the Play Is the Way program and this has enhanced our behaviour education and teaching about productive and respectful relationships. The program is based around a set of core philosophies which are explicitly taught and reinforced through game play of a set of games that are purposefully flawed to create the opportunities for these conversations and for real context. These games are strategically worked through by our staff in a designated time four days a week. To read more about the Play Is the Way program and Wilson’s work please click here.


Camping Program

Our camping program begins at year 3 level.

Camps in year 3/4 - Students start their camp experiences in  with an outdoor education camp one year and a bike education camp in the alternative year. 

Bike education camp - The camp is lucky to have a fully functional set of bikes, traffic lights and road signage to provide a real road setting for educational purposes. As well as the bitumen road students can access 700 metres of riding on gravel within the safety of the camp grounds. Understanding the different surfaces and how they impact on bike skills, such as traction, uneven surfaces, looking out for hazards and riding in large groups provide an outstanding learning experience.

Camps in year 5/6 -  students attend an outdoor education camp one year and attend a civics and citizenship camp in the heart of Melbourne in the alternate year.  Camps are an essential part of a student's development providing them with opportunities to build their independence, social skills and personal management.


Community Culture
Our strong community environment is built upon a connection between our formal teaching and learning and the real world. Parent involvement in our school is welcome in whatever capacity it can be provided by families and we run parent information sessions and courses to help parents support the learning experiences of their children beyond the school day. Positive relationships that bring school and home are vital to the success of all students.


Support for Students and Families
We view and recognise our school as an important part of the Ferntree Gully Community. We pride ourselves on being approachable and proactive, depending. We promote connection with community services in the local area that parents are sometimes unaware of, and work alongside them to achieve the best outcomes for our students and families.

The classroom teacher is always the first port of call for parents so they can give you the most up to date information, feedback and reassurance. We use the restorative processes from our Play is the Way program to address areas of difficulty on a case by case basis and of course additional assistance is organised when required. The leadership team is always available to help when required.

At Ferntree Gully North we utilise a range of tools to provide learning support for students. Seldom are two students the same, so we aim to tailor support to the particular needs of students. This may involve some small group work with children from similar levels, there may be some individual support and we utilise Indivdidual Education Plans (IEPs) developed by teachers in conjunction with the support of their teams or support staff. Often support is more effective within the class framework and we aim to support all staff to meet the needs of all students.