9:00
3:30
2
hours of mastery
Personalised mastery in literacy and mathematics, where each child works at exactly their level with teacher guidance.
4
hours of being human
Creating, building, moving, performing, exploring and collaborating. The messy, vital work of childhood and human capability.
The Day, in Two Acts
9:00 — 11:00
Mastery: Literacy, Mathematics
Personalised learning at the child's own pace. We use technology to make foundational hours effective, ensuring each student works at exactly their level with teacher guidance.
11:00 Recess
11:30 — 3:30
Human Capability: Create, Build, Move, Perform, Explore, Collaborate
The afternoon is louder, messier, and doing just as much work. We return the time freed up by technology to childhood: making, movement, performance, and exploration.
MAKE
Technology gives us time back.
Less screen time than a typical school day now, not more. The mornings use technology so the afternoons don’t have to.
MOVE
THINK
PLAY
Paint, not worksheets.
Half-built is a stage, not a problem.
Rehearsal, week three.
A Wednesday Narrative
One ordinary Wednesday, followed hour by hour.
09:17
Mia works on fractions at her level.
10:42
Teacher notices what software hasn't.
12:05
Bridge-building in the makerspace.
13:40
Rehearsing for the performance block.
14:55
The bridge collapses, they work out why.
15:02
They work out why. The afternoon continues.
One ordinary Wednesday, followed hour by hour.
What a child leaves primary school able to do
Our research project defines the goals for a child leaving primary school.
To know things.
To make things.
To explain ideas.
To work with others.
To recognise when technology is useful.
To recognise when it isn’t.
To keep learning when nobody has provided the instructions.
The Blueprint
The Blueprint outlines the thinking behind our primary school model. It is a free resource designed to be read and licensed for reuse, covering curriculum, timetable, technology, and governance.
About
PrimarAI is being developed by Dane Smale, a NSW primary teacher and parent. The project began with the question: if technology makes foundational learning more effective, what should schools do with the time freed up?