Primary School


Within the Giant Steps Primary School, we know our students learn best when they are active participants in a program that offers them a variety of experiences and opportunities.


Erin Cowie

Erin Cowie

Head of K-6

Erin completed a Bachelor degree in Education (Birth to Twelve Years) at the University of Notre Dame in 2010 and has been working at Giant Steps since 2007.

Erin is currently the Head of Giant Steps Sydney K-6 and a member of the Student Engagement Support Team. She has completed a vast array of professional development, presenting work on the Giant Steps Student Engagement Support Program at the International Institute of Applied Behavioural Analysis conference in Ireland.

Erin also completed a professional development course at the Graduate School of Education at Harvard University.

We aim to motivate our students to be part of a class group.

Our teachers and therapists work collaboratively to create meaningful and motivating programs to ensure we capture our student’s attention and imagination, while still offering them the full range of the Australian Curriculum; English, Maths, Science, History, Geography, Creative Arts, Physical and Personal Education and Health.

We aim to develop our students’ knowledge and independence across all the environments they access, including home and the wider community.

Learning takes many forms at Giant Steps; not only traditional desk based work, but also movement based lessons such as music, dance, school jobs, art, library and school sport. We also have a particular focus on community access lessons, including shopping, swimming, outdoor education and excursions to the local environment, for example, the Sydney Opera House to view an Autism friendly performance.

Teachers and therapists in the primary school at Giant Steps collaborate to ensure teaching and learning is dynamic and innovative, engaging our students through meaningful content and resourcing using diverse pedagogical strategies. We aim to motivate our students to be part of a class group, focusing on togetherness, smooth transitions, social learning and independence. Families are provided with two academic reports per year based on student individual learning goals and communicated with regularly through a range of means such as newsletters, emails, phone calls and face to face meetings.


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