curriculum guide 2014 - wesley college/media/files/curriculum documents/2014/e... · curriculum...

Curriculum Guide 2014Elsternwick Campus

Primary Years (Early Childhood to Year 6)

Elsternwick 5 Gladstone Parade Elsternwick Victoria 3185 [email protected] Telephone: + 61 3 8102 6888Glen Waverley 620 High Street Road Glen Waverley Victoria 3150 [email protected] www.wesleycollege.netSt Kilda Road 577 St Kilda Road Melbourne Victoria 3004 [email protected] ABN 38 994 068 473 CRICOS 00354G

E Primary Years Curriculum Guide 2014

This curriculum information booklet provides students, parents and guardians with details of

the International Baccalaureate Primary Years Programme (PYP), an international curriculum

framework that caters for the educational needs of three year old to twelve year old students,

from Early Childhood to Year 6, at the Elsternwick campus of Wesley College, Melbourne.

Table of Contents

Vision Statement ....................................................................................................................... 1

Core Values Statement .............................................................................................................. 2

International Baccalaureate Mission Statement ........................................................................ 3

International Baccalaureate Primary Years Programme ........................................................... 3

A Profile for Living in the 21st Century .................................................................................... 4

PrimaryYears Programme Curriculum Framework .................................................................. 5

Approaches to teaching ............................................................................................................. 5

Approaches to learning .............................................................................................................. 6

PYP and the Australian Curriculum .......................................................................................... 7

How Learners Construct Meaning ............................................................................................. 7

Assessment ................................................................................................................................ 8

Reporting ................................................................................................................................... 9

Early Childhood Education ..................................................................................................... 10

Learning Areas ........................................................................................................................ 10

Individual Needs ...................................................................................................................... 19

Homework ............................................................................................................................... 19

Environmental Education ........................................................................................................ 20

Education in the Outdoors ....................................................................................................... 20

Cocurricular Activities ............................................................................................................ 20

Sample Programme of Inquiry ................................................................................................ 22

Key Contacts at Elsternwick Campus ..................................................................................... 31

E Primary Years Curriculum Guide 2014 Page 1

Vision Statement

adapted from UNESCO

WESLEY COLLEGE MELBOURNE

UNITING CHURCH IN AUSTRALIA

A world class coeducational independent school

developing the whole person

through

timeless principles of learning –

to know

to do

to live with

to be

with innovation and wisdom.


Core Values Statement

WESLEY COLLEGE MELBOURNE

UNITING CHURCH IN AUSTRALIA

A world class coeducational independent school

whose distinctive ethos

values

• The individual talents and worth of each in its community

• An open entry policy and achievement of personal best in all areas

• A diverse, balanced curriculum, enabling students to excel academically

• Openness and creativity

• Care for the emotional and social wellbeing of everyone in its community

• A broad understanding of human and cultural diversity, nurturing commitment to social justice

• Spirituality, embracing Christianity and other faiths

• Its history and traditions


International Baccalaureate Mission Statement The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

(IB, 2009)

International Baccalaureate Primary Years Programme The focus from Early Childhood to Year 6 is on the total growth of the developing child, encompassing intellectual, social, physical, emotional, spiritual and cultural needs. The International Baccalaureate Primary Years Programme (PYP), an international, transdisciplinary program, is the main vehicle through which this development is fostered.

The program is grounded in a deeply held belief about the nature and future of international education and a firm desire to develop students who are international in their outlook.

An international education is dynamic and responds to ever changing global needs. Through an exploration of concepts such as conflict resolution, communication and understanding relationships, cultural identity, history and responsibility (both environmental and human), we aim to develop in our children an understanding of their power to enact change at both the local and global level. Wesley College Primary Staff

The International Baccalaureate (IB) offers a continuum of high quality education that encourages international mindedness and a positive attitude to learning. The IB programs are accessible to students in over 140 countries through the close cooperation with the worldwide community of IB World Schools.

The IB mission statement aligns closely with Wesley’s own vision and values statements.


A Profile for Living in the 21st Century To achieve an international education we work together as teachers and students to embrace and develop in each other the attributes of the IB learner profile. As a community of learners at Wesley College, we welcome the challenges of the 21st century by developing in each of our students the capacity and ability to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

IB Learner Profile in review, IB 2013


PrimaryYears Programme Curriculum Framework

In the Primary Years Programme model (above), the PYP learner is positioned at the heart of the curriculum framework. The circle is surrounded by an underpinning theme of international mindedness, as previously discussed.

Approaches to teaching In the PYP, curriculum is seen as three interrelated components, expressed as three open-ended questions:

The written curriculum – the identification of a framework of what’s worth knowing. What do we want to learn?

The taught curriculum – the theory and application of good classroom practice.

How best will we learn?

The assessed curriculum – the theory and application of effective assessment.

How will we know what we have learned?

These components are embodied within approaches to teaching. This reinforces the PYP pedagogy of authentic learning that is inquiry based and conceptually driven.

http://occ.ibo.org/ibis/occ/img/programmeModelsNov12/PYP_ENG.png�


Approaches to learning Approaches to learning refers to the range of skills, both subject related and transdisciplinary, that students acquire and apply. These include:

• Social skills

• Research skills

• Thinking skills

• Communication skills

• Self-management skills

Concepts

Concepts provide a structure for the exploration of significant and authentic content through structured and sustained inquiry. Teachers and students use key questions to express these concepts and as a way of thinking and learning about the world. They act as a provocation to extend and deepen student inquiries. Eight key concepts have been defined.

• Form – What is it like? • Function – How does it work? • Causation – Why is it like it is? • Change – How is it changing? • Connection – How is it connected to other things? • Perspective – What are the points of view? • Responsibility – What is our responsibility? • Reflection – How will we know?

Attitudes

It is vital that we articulate and model positive attitudes towards people, the environment and learning. In demonstrating these attitudes, we are enhancing the development of the attributes outlined in the IB learner profile.

Twelve attitudes are defined by the PYP. These are:

• Appreciation • Commitment • Confidence • Cooperation • Creativity • Curiosity • Empathy • Enthusiasm • Independence • Integrity • Respect • Tolerance

Action

In today’s world it is important that our students see and value the importance of thoughtful and appropriate action. We need to provide students with opportunities to reflect, choose and act on issues of importance and relevance to them.


Exhibition

The PYP culminates in the exhibition which is clearly aligned with action, as can be seen in the model. The exhibition provides an opportunity for students to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems.

Knowledge

The importance of the traditional subject areas is acknowledged: language; mathematics; social studies; science (and technology); personal, social, (spiritual) and physical education; and the arts, as can be seen in the curriculum model.

However, the PYP recognises that it would be inappropriate to define any narrow, fixed body of knowledge as the essential content, which every student should know. Six transdisciplinary themes or areas of knowledge, under which units of work are placed, ensure a balanced approach to teaching and learning within and across the year levels. These themes are:

• Who we are

• Where in are in place and time

• How we express ourselves

• How the world works

• How we organise ourselves

• Sharing the planet

PYP and the Australian Curriculum The Australian Curriculum Assessment and Reporting Authority (ACARA), formally recognises the IB Primary Years Programme as an alternative curriculum framework. Through the PYP, the requirements of the Australian Curriculum in English, Mathematics, Science, Geography and History can be addressed whilst still maintaining IB philosophy and learning.

How Learners Construct Meaning Students in the primary years learn through a constructivist approach. This is an active process in which learners construct new ideas based upon their current and prior knowledge. The learner selects and interprets information, constructs hypotheses and tests theories.

In order to construct their own understanding, students are provided with a purposeful sequence of guided experiences that allow them to explore beyond the information given.

To support this learning, six units of inquiry are explored at each year level (four in the Early Learning Centre). These form a comprehensive program of inquiry from the Early Learning Centre to Year 6. In collaboration with teachers, students develop questions that relate to areas of interest within units. Students then develop strategies to find answers to their questions.


A supportive homeroom environment becomes a centre for this guided inquiry, where students are actively engaged in, and take responsibility for, their own learning. This is also where positive attitudes are fostered and opportunities for constructive, student initiated action are encouraged. Students acquire and practise new skills and build new knowledge throughout these units.

Whilst this approach is a key element of our curriculum delivery, the program of inquiry does not constitute the school’s whole program. The learning program also acknowledges that children have different ways of knowing, or styles of learning, as described by Howard Gardner’s Multiple Intelligences theory. Students have the opportunity to demonstrate their understanding of concepts, skills and knowledge in a variety of ways, viewed through a variety of lenses: linguistic;

mathematical; spatial; musical; naturalistic; kinaesthetic; interpersonal and intrapersonal.

This balanced curriculum approach empowers learners and generates a wide scope for them to explore interests and develop new understandings, skills, abilities and attitudes.

Assessment Assessment is an integral part of all teaching and learning experiences. Assessment is the gathering and analysis of information about student performance. It identifies what students can do, know, understand and feel at different stages in the learning process and allows them to demonstrate newly acquired skills and knowledge in a variety of ways.

Assessment is central to achieving our aim of catering for individual needs and helping students achieve their personal best. It helps teachers identify the point at which a student’s performance begins to break down. The information gathered is used to adapt future learning programs and to scaffold experiences that allow individuals to improve their performance.

Assessment happens in all facets of school experience and is instrumental in the achievement of the PYP’s goal of thoughtfully and effectively guiding students through the five essential elements of learning: the understanding of concepts, the acquisition of knowledge, the mastery of skills, the development of attitudes and the decision to take responsible action.

At the beginning and end of the year, formal testing in literacy and numeracy allows for a starting point and the subsequent tracking of student growth over time, as well as the identification of students in need of additional support or enrichment. National Assessment Program Literacy and Numeracy tests (NAPLAN) occur in May for students in Years 3, 5, 7 and 9.

In summary, there are two forms of assessment that we use and value at Wesley College. They are:

• Formative assessment, which is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning. Formative assessment and learning activities are directly linked; neither can function effectively or purposefully without the other

• Summative assessment, which occurs at the end of the teaching and learning process and provides students with opportunities to demonstrate what they know and have learned. It aims to give teachers and students a clear insight into students’ understanding

The principal purposes of assessing what has been learned are to:

• Determine what the student knows and understands about the world

• Inform and differentiate teaching and learning


• Monitor student progress in terms of a range of areas including the IB learner profile

• Provide feedback to teachers, students and parents

• Monitor the effectiveness of the program and practice

Reporting Wesley College has an ongoing process of reporting student achievement to parents. This process has many forms.

Parent Teacher Discussions

These are used primarily for the teacher to gather important information about the student. Subsequent interviews provide teachers with an opportunity to let parents know how their child has settled into their class environment and to raise any issues.

Student Led Conferences

In providing an opportunity to show the work that they have been doing in class to their parents, student led conferences also enable students to reflect on their own development as learners. Specialist programs are reflected in this process through the establishment of stations that outline programs, key skills, understandings, types of activities and the focus of the units.

Portfolios

A portfolio is a collection of student’s work throughout the course of the school year. It tracks a student’s development in learning areas, thinking skills and reflective practice. It represents both the process the student followed in order to get to the final product as well as the final product itself. It includes goals established by the students; self, peer and teacher-assessments and reflections by both the student and teacher. The portfolio is also used in student led conferences.

Written Reports

Written reports are sent home to parents at the end of both the first and second semester. Homeroom teachers write a general pastoral comment for all students in which they reflect on the student as a learner and make statements against the learner profile of the PYP. In each subject taught, teachers assess the students against key performance indicators for the year level.

Exhibition

An exhibition, that represents the culmination of the Primary Years Programme, is held during Year 6. Students are challenged to take responsibility for the organisation, research and completion of a detailed inquiry project conducted in the spirit of personal and shared responsibility. In the process of completing their investigation, students are required to apply the essential elements they have explored and refined throughout their time at Wesley College. It is an opportunity for students to exhibit the attributes of the learner profile that have developed throughout their engagement with the PYP.

Through the exhibition the Year 6 students have the opportunity to understand that through their successful inquiry, responsible action will be taken as a result of the learning process. We offer all learners the power to choose to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world.


Early Childhood Education The Early Learning Centre offers an intimate environment, which caters for three to four year old children within a larger school setting. We aim to create a safe, supportive, nurturing and stimulating learning environment which consolidates and extends the children’s interests and skills, and enables them to develop the dispositions to be life long learners. We acknowledge that the early years plays a significant role in laying the foundations for continued success in learning.

As educators we hold a strong commitment to world’s best practice and implement a curriculum that reflects the Reggio Emilia Philosophy, the Early Years Learning Framework and the National Quality Standards, within the framework of the PYP. Through our practice, we also recognise the United Nations Convention on the Rights of the Child and the Early Childhood Australia Code of Ethics.

Our approach to early childhood education is shaped by our image of the child as a competent and capable individual who is rich in potential. We recognise that children possess a wealth of experiences, knowledge and understandings. This is reflected in our commitment to allowing the children to take an active role in their learning through our units of inquiry and project work. Our intention is for each child to develop a strong sense of identity and the confidence and skills needed to make meaning of, and to shape their world.

Through active listening and observation and a close working relationship involving children, parents and fellow educators, we are committed to uncovering how each child perceives his/her world, enabling us to build on levels of understanding. Our play based approach offers children the opportunity and the time to play, to discover and explore, to question and predict, to revisit and reflect, to wonder, to imagine and to dream. This is achieved through a carefully considered balance between the intentional and emergent curriculum.

Learning Areas The primary years curriculum is based around learning areas. These learning areas represent what is important for students to know, do and understand. Within each area there are key disciplines that have been developed. These key disciplines are taught in such a way that they are viewed by the students as being significant, relevant, challenging and engaging. These link with the current Victorian educational initiatives. With the introduction of an Australian Curriculum in English, Mathematics, Science, Geography and History (thus far), learning areas are being progressively reviewed to ensure alignment. The Wesley primary years learning areas and relevant key disciplines are:

• Language • Personal, Social, Spiritual and Physical Development

• Mathematics • Social Studies, Science and Technology

• The Arts


Language Development of good language skills is vital for students to be successful learners and communicators throughout life. People use language not only as a method of communication but also to construct meaning; it supports and enhances all our thinking and understanding. Students talk, listen, read and write their way to new understandings.

Teachers deliver a rich and balanced curriculum where students are involved in a diverse range of learning experiences. Wherever possible, language learning is presented in authentic contexts; this allows students to make connections to language situations that occur in everyday life.

Language teaching has four components: speaking and listening, reading, writing, and viewing and presenting.

Speaking and listening: students learn how to listen and orally respond appropriately to a range of texts. There is a focus on teaching students to speak confidently, effectively, clearly and in being able to use correct grammatical structures. Students are encouraged to listen attentively and respectfully to others, and are taught how to be active, rather than passive listeners.

Reading: students are taught effective reading strategies for constructing meaning from text. They are encouraged to read for enjoyment, instruction and information. The process of reading is interactive and involves purpose, prior knowledge and active engagement.

Writing: the context for students’ writing is diverse and includes formal, informal, spontaneous and planned pieces. Writing allows students to develop, organise and communicate information and ideas in a concrete way. Students are taught to apply appropriate content, language features and organisation according to the writing task at hand.

Viewing and presenting: teachers provide numerous opportunities for students to experience and learn about both of these. Viewing and presenting involves interpreting, using and constructing visuals and multimedia resources for a range of purposes and audiences. This allows students to understand the ways in which images and language interact to convey thoughts and feelings.

Languages other than English (LOTE)

Language is a major connection between home and school. The PYP classroom optimises development of all languages. Mother tongue development is actively encouraged and supported.

Learning a language other than English gives a child a window into another way of life that can begin a lifelong journey of the study of other cultures. When learning another language, a child is immersed in the life of a new culture, with a wonderful opportunity to make connections.

Learning another language exposes children to ways of thinking and ways of living that are different to their own. It is not only about learning words, it gives a child a unique insight into the diversity of the world beyond their own land.

The ability to use a language other than English and move between cultures is important for full participation in the modern world, especially in the context of increasing globalisation


and Australia’s cultural diversity. The learning of Japanese begins in Prep. In Years 5 and 6, students learn either Japanese or French.

Learning a language offers students the opportunity to:

• Use the language to communicate with its speakers

• Understand how language operates as a system and, through comparison, how other languages, including English, are structured and function

• Gain insights into the culture or cultures that give the language its life and meaning

• Consider their own culture and compare it with the cultures of countries and communities where the language is spoken

• Add to their general knowledge

• Enhance their vocational prospects

English as a Second Language

English as a Second Language (ESL) helps to address the needs of students for whom English is not the primary language. It teaches them to communicate accurately and effectively in speech and writing within a range of contexts. It also develops an ability to understand and respond to the language demands of transactional and social contacts and provides students with a sound linguistic base for success in the classroom. ESL-trained staff act as facilitators to develop students’ communication skills and understanding of English.

Library

Our library program includes literature and information literacy as the key foci. Library staff are trained PYP specialists who are part of the team of teachers and specialists who work collaboratively on all PYP units of inquiry.

Information Literacy

We see students as lifelong learners who will be able to manage their lives. To achieve this, they will need to become active, independent learners who are capable of locating and using information effectively. Teaching our students information literacy and research skills ensures that they will be able to access information and use it contextually and critically. When activities are used to teach skills in context, an inquiry model of teaching/learning is utilised which encourages students to actively participate in the learning process.

We are committed to helping our students develop the skills needed to:

• Access and use resources in print, pictorial and electronic forms

• Select, interpret, evaluate and use information from all sources and media

• Expand their knowledge base and understanding of the world and its people

• Think critically and make decisions according to personal needs, beliefs and values as well as factual evidence

• Share information and opinions and be able to justify these through reasonable argument

• Understand and respect the values and beliefs of other cultures


Literature Skills

In library classes, a variety of genres and the work of Australian and international authors and illustrators are explored with students. Students are introduced to multimodal texts and a selection of classic and recent publications. They are also taught a variety of methods when selecting and reading books and are encouraged to identify themes in texts and relate them to their own experiences.

We have a number of wider reading and literature enrichment programs happening. Fan Club is a reading incentive program for Years 5 and 6. It has been developed to encourage students to read across different genres and provides opportunities for discussion of books with peers and staff. The students create collaborative text responses based on their reading for adding to their Fan Club wiki - a joint initiative across the three Wesley campuses. Super Readers is a cross campus Wesley College initiative for Years, 3, 4, 7 and 8. It is a voluntary readers’ club during which students select from fiction, non fiction and graphic readers purchased specifically for the club. The books are theirs to keep for free, and students meet once a fortnight/month to discuss their selection with other students.

Mathematics Mathematics pervades all aspects of our lives: as citizens, in our homes and in the workplace. It is important for students to develop positive attitudes, confidence, competence and interest in becoming lifelong mathematical learners.

Mathematics helps us to make sense of the world, and students learn best by doing and by building on their prior knowledge and experience. In the early years, manipulation of concrete materials provides the foundation upon which children can actively build mathematical ideas.

In later years, students develop computational skills and automatic response to problems. They are encouraged to estimate, take risks and, subsequently, become efficient problem solvers.

The Mathematics curriculum is structured around experiences in number and algebra, measurement and geometry, and statistics and probability. These are built within the framework of the Primary Years Programme.

Students are encouraged and supported when considering, answering and posing questions that arise from everyday situations and stories, ensuring that abstract ideas connect to the familiar. Carefully planned experiences, discussion, demonstration and reflection strengthen acquisition of enduring understandings. Children have the opportunity to work cooperatively in whole class situations, small groups and independently. The capacity to link mathematical ideas together, to see connections and to use ideas in increasingly difficult situations develops gradually.

As children achieve learning outcomes at different rates, and in different ways, a diverse range of experiences is provided.

Information technology assists in the approach to problem solving, modelling, presentation of work and investigative experiences. Students are encouraged to take ownership of their learning and view themselves as active mathematicians.


The Arts Dance and Drama

Dance and Drama sessions encourage a total response (sensory, imaginative and intellectual) of the individual to particular feelings, thought and ideas.

Dance allows students to enhance their sense of themselves in space and the way they utilise that space. It allows students to become kinaesthetically aware of themselves and others. Students learn to experience and refine their sense of how they are moving and how they appear to be moving, and to refine their sense of timing and the utilisation of physical energy.

Dance and Drama sessions allow students to communicate with others as well as demonstrate human experiences, show insights and solve problems.

Through improvisation and creative exploration, students gain confidence in their ability to structure meaningful pieces of choreography and dramatic works. Students also have the opportunity to appreciate and explore varied cultural perspectives. This specialist area is offered to students from ELC through to Year 6.

Music

The study of music aims to give students lifelong access to satisfying musical experiences by helping them to develop the aural abilities and musical comprehension necessary for inner learning and for the linking of sound and symbol.

Music aims to develop students’ individual musical interests and skills which enhance their participation in music making, both at school and throughout adult life. It also aims to provide musical activities, which aid the development of aural and visual perception, speech and coordination.

Music is a part of everyday life. It is a form of non-verbal communication that allows us to convey our ideas, feelings and emotions. Music contributes to personal, social and physical development. Students participate in four strands:

• Performing (singing and playing instruments)

• Creating and composing

• Notation

• Listening and appreciation

Music enables students to communicate in powerful ways that go beyond their spoken language ability. Through music, students can begin to construct an understanding of their environment, recognise patterns and structure and develop their cultural awareness.

Music is offered to all students from Early Childhood through to Year 6.


Visual Arts

The Visual Arts incorporate art, craft and design and are essentially the interpretation and response to experience in visual form. Visual art works can be two and three dimensional; they can express ideas and feelings or challenge our definition of art. Students use art, craft and design processes to make art works, generating and developing ideas, using skills and techniques and applying their visual arts knowledge. They reflect upon their own art works and those of

others, analysing and appraising visual art from past and present contexts.

The focus of arts practice is on making artworks, where students explore ideas and feelings relevant to them and their understanding of the world. At this stage, they use imagination and observation to plan and create works, identify and organise art elements. They work with selected materials, media and spaces. Students work cooperatively in groups and present works to a variety of audiences within the school and local community.

The program focuses on:

• Creative processes

• Elements of art and design

• Visual Arts in society

• Reflection and appreciation

Students create constructions, images and forms. They encounter visual concepts such as space, pattern, contrast and form. They recognise a range of visual arts such as paintings, sculptures and collages. They manipulate a variety of simple drawing, painting, printmaking, textile, collage, modelling and construction media and tools. They use Visual Arts elements such as line (thick/thin), shape (large/small), colour and texture (lumpy/smooth) to communicate observations, ideas and feelings. Students share their art ideas and works with other class members. Students look at and talk about aspects of their own and other’s visual art

works, such as the narrative aspects and the material used in making the art works. Students identify and respond to examples of visual art in familiar environments such as the home. They recognise that visual art forms can be part of cultural events and celebrations.

Visual Arts is offered to all students from Early Childhood to Year 6.

Personal, Social, Spiritual and Physical Development Food Technology

Food is central to our lives and discovering different foods and how to prepare and cook them is essential.

A knowledge of food and cooking can empower students as consumers to understand that we can have a say in what we eat and drink. Students in Years 5 and 6 experience specialised practical cooking lessons throughout the year, where the emphasis is on learning basic food preparation, cooking techniques and hygiene practices within a framework of nutrition.

This subject aims to stimulate a greater interest in food and to encourage students to see the importance and fun associated with learning basic cooking skills. Assessment of this unit


consists of observation, demonstrations, and teacher feedback on skill development, skill execution, degree of enthusiasm and level of participation.

Health Education

Health Education is a broad area of learning concerned with fulfilment and well-being in everyday life. It looks at the interrelationships between the physical, cognitive, social and emotional aspects of health and well-being. Key elements of Health Education are developed within the PYP framework from Early Childhood to Year 6.

The Health Education curriculum conceives of personal and social education as a way of thinking that should permeate the school. The values, attitudes and concepts advocated within Health Education should be reflected in all areas of school life and engaged across and between disciplines and curriculum areas. Appropriate attitudes and behaviours are modelled within the school and by all members of the school community.

Throughout the exploration of these topics, this program involves students in a broad range of activities and experiences aimed at developing an understanding of the connection between health, personal development, physical activity and overall wellbeing.

Swimming

All students in Prep to Year 3 take part in a 10 week swimming program in Terms 1 or 4. Lessons are conducted at the Brighton Swim School by qualified swimming instructors.

Family Life Education

This program is offered to our Years 5 and 6 students during the school year and supports families in communicating with children about sexuality. A trained educator from Family Life Victoria conducts the sessions.

Physical Education Children in the Early Learning Centre and Prep participate in the Perceptual Motor Program (PMP). PMP is a planned program of movement that aims to develop physical and motor skills, balance, fitness and hand-eye coordination.

It concentrates on the development of perceptions and language, building confidence through movement and allowing each child to progress at their own rate.

It assists in the development of concepts such as under, over and through. These are often connected to other areas of the school program.

Skill acquisition plays a very large part in the physical education (PE) program at this age level. Each new skill that is taught is broken down into its fundamental parts. These fundamentals are practised to ensure correct technique is executed. Segmenting a motor skill in this way allows for easier implementation of the whole skill for children of this age.

In Years 1 and 2, the program is structured to develop the students’ fine and gross motor skills. This mainly entails the development of fitness and acquisition of skills. Students are increasingly shown how the development of fitness components such as endurance, agility and speed can assist in their overall performance. They are made aware of the importance that fitness plays in everyday life. They are shown how to develop and maintain levels of fitness.


In Years 3 to 6, students continue to develop their skills and fitness to a higher degree and are also exposed to formal games. The rules and strategies of each game are studied in close detail. The students practise drills that reflect real game situations and are asked to develop effective strategies to help them maximise their individual and team performance. Individual skills are closely monitored during these sessions to see whether the skill is performed correctly.

PE offers students the opportunity to discover the capabilities of their bodies and the variety of ways in which they are able to use them to solve problems, address physical challenges, function as a part of a group, manipulate equipment and express themselves in a range of situations. Students develop their motor skills, physical abilities and game strategies through carefully sequenced skill development units, which explore throwing and catching, striking, fitness, gymnastics, athletics, dance and minor games.

Religious and Ethics Education and Spirituality

Spirituality is the belief that there is more to life than meets the eye; it also embraces the practices that affirm and express that belief. In all areas and cultures, the beliefs and practices of spirituality have been given expression in stories, symbols, texts, rituals and other forms of human activity that reach beyond the physical to affirm a higher invisible reality.

By learning about the traditions of religion and spirituality in various other cultures, students have the opportunity to develop a spirituality of their own.

Religious and Ethics Education (REE) includes finding out about religious symbols and stories and thinking about spiritual ideas. Students are provided with opportunities to make personal meanings of a philosophical and spiritual kind and develop codes of behaviour consistent with the values of Wesley College and the Uniting Church of Australia.

Lessons may be discrete or be part of units of inquiry. Spirituality is also explored during assemblies, chapel services and through the attributes of the PYP learner profile and attitudes.

Social Studies, Science and Technology Social Studies

Social Studies can be viewed as the study of people in relation to their past, their present and their future, their environment and their society. Social Studies helps students to develop their personal, family, ethnic and cultural identities; to make informed and reasoned decisions about their classroom, the school and the world; and to understand themselves in relation to the past, their environment and society.


Social Studies actively values all cultures and peoples.

Many aspects of Social Studies are built into units of inquiry, particularly those linked to society, economics, history, geography and social perspectives.

The Year 6 students also visit Canberra, as part of their government unit of inquiry.

Science

Science is the exploration of behaviour and the interrelationships among the natural, physical and material worlds, using the rational process of scientific inquiry. Science is universal and

cuts across gender, linguistic and national bias and transcends boundaries.

It develops an understanding of, and competence in, using the facilities of a rapidly changing scientific and technological world. It also develops a positive image of science and its contribution to the quality of life today and in the future. Science is taught within units of inquiry.

Design Technology is the purposeful, practical application of knowledge, experience and resources to develop and use products and processes. It equips students with knowledge and experience of the built world and the capability to participate in its construction and reconstruction.

Through technology education, students are challenged with realistic contexts. Students work on problems that are associated with things with which they are familiar, such as food, clothing, toys, furniture and brochures.

Technology contributes to change in society and we aim to educate students to be confident and capable users of technological applications and processes. Design is taught through the units of inquiry.

Information Communication Technology Learning Technology refers to the equipment and processes people use to maintain, manipulate, enhance and modify their environment and resources to support effective learning.

Learning Technology is integrated into teaching and learning programs where practicable. A bank of desktop computers is contained in each of the Early Childhood to Year 1 classrooms for student use. In addition to this, students from Prep to Year 4 have access to class sets of wireless notebook computers.

Notebook computers become a more integral part of the Wesley College approach to learning from Year 5

onwards, when each student has their own notebook computer. These become valuable tools for connecting learning in all areas of the curriculum. Students continue to develop skills and extend and explore their understanding of software applications, the possibilities of the internet, and explore the creative potential of the medium. Information Communication Technology skills are developed in an integrated manner through many key learning areas.


Individual Needs Identification

• On entry to the school all students are screened using a range of normed assessments in order to identify students who are highly able or have learning difficulties. This may be followed by further diagnostic testing if required

• Students may be able to enrol into the school with a previous diagnosis and it is expected that all assessments supporting their individual needs will be passed onto the Individual Needs Department

• In addition to the screening tests and any previous diagnosis, parents and teachers may also refer students for support and enrichment. These referrals are reviewed in order to ascertain whether the student may require learning support or learning enrichment

Programs Offered

Individual Needs Support Programs

• In-class support or withdrawal of individuals and small groups as appropriate or negotiated

• The Individual Needs teacher may construct individual learning programs for students with significant difficulties

• A range of intervention programs

The Gifted and Talented Program

• Students are withdrawn from mainstream classes to work in small groups of like minds

• In addition to these programs students are also given the opportunity to participate in a mentorship program. This is aimed at providing students at superior cognitive levels an opportunity to undertake a project of personal interest and passion. Students are matched with a suitable mentor who has expertise in the field selected

Homework At Wesley College, we believe that homework tasks assist in the development of organisational and time management skills and encourage responsibility, independent learning and self discipline.

Homework should be:

• Appropriate to students’ skill level and age

• Purposeful, meaningful and relevant to curriculum

• Regularly assessed with feedback and support provided

The amount of homework expected is relative to the student’s year level. A comprehensive homework policy and guidelines document is distributed to all Prep to Year 6 families.


Environmental Education The College is environmentally aware and is committed to educating children about the environment and ecological sustainability, with regard to the codependent and complex nature of natural and human-made systems. Students are encouraged to be proactive in a community setting, where a combination of agricultural practices, waste minimisation and recycling strategies are used to enhance and extend understandings of ecology and factors affecting sustainability. By engaging children in this manner, we hope to prepare and empower them to improve their environment, both locally and globally, in an active and practical manner.

Education in the Outdoors A sequential program of education in the outdoors is offered from Year 3 onwards at unique locations around the state.

Students in Years 3, 4 and 5 attend Chum Creek, a bush property 80km northeast of Melbourne. The focus for these experiences is on feeling comfortable with the outdoor environment, understanding ecological concepts and introducing ways to enjoy the foothills, forest and waterways of the Central Highlands.

In Year 6, students visit Camp Mallana on the Banksia Peninsula, south of Bairnsdale. Here, students focus on animal, plant and human adaptation to life around a lake environment.

The Education in the Outdoors programs often have direct links to units of inquiry, thus enriching and enhancing these units.

Cocurricular Activities A range of cocurricular activities is offered at the campus. Activities are widely advertised in newsletters and flyers, and include a range of clubs and interests including: chess, science, skills clinic, safety and environment. The Community College at Wesley offers opportunities for students to be involved in cocurricular activities and these are advertised each term. Chess

A chess program is offered to all students from Years 1 to 4 for one term during the school year. Students are also encouraged to participate in after school chess and chess competitions that run throughout the year. Music

The Elsternwick campus has a well-resourced music centre with experienced staff offering exciting and specialised programs. Students have the opportunity to be part of a performing arts group or to specialise in music through the Advanced Music Studies Program. This program is open to all students; however, students will be assessed by audition and interview (with parents) to ascertain the suitability of the program for the student.

Tuition is available for the following: strings (violin, viola, cello, double bass), woodwind (flute, clarinet, oboe, bassoon, saxophone), brass (trumpet, trombone, French horn,


euphonium, tuba), percussion (orchestral, contemporary, drum kit), piano, guitar, voice, communication skills and music theory

Students are able to learn string instruments at no cost for two years, which leads to participation in performing ensembles starting with the Suzuki String Ensemble, progressing onto the Junior String Orchestra and then the McArthur Strings.

Woodwind, brass and percussion students are able to participate in the Training Band, the Concert Band, Symphonic Winds and the Big Band, depending on vacancies and ability levels. All students at the relevant year levels are involved in the Junior Choir and the Intermediate Choir.

Percussion students are able to perform with various percussions ensembles, based on ability and vacancies.

School ensembles perform regularly at school functions, such as Open Day, services, assemblies and concerts, as well as in the wider community, such as senior citizens residences and charity functions and also combined Wesley College events, including concerts, services and tours.

Years 5 and 6 students are also able to participate in an annual Middle School musical production. This allows students to experience the teamwork and commitment required to present a staged musical. It also provides opportunities for students to perform on the stage, in choruses or backstage in props, makeup, technical or musical areas.

Sport

• Years 4, 5 and 6 students participate in interschool sport with Wesley in the Coeducational Independent Primary Schools Sports Association (CIPSSA). Training sessions are held on Mondays and matches on Friday afternoons. The following sports are played:

Terms 1 and 4 Terms 2 and 3

• Basketball • Handball

• Cricket • Hockey

• Futsal • Netball

• Softball • Soccer

• Softcrosse

Students also participate in summer and winter Lightning Premiership Days and House sport competitions at Wesley.

Students have the opportunity to be selected to compete at a district level (within School Sports Victoria) through the South Yarra District Sports Association (SYDSA) in swimming, cross country and athletics.

After school clinics are conducted on campus in AFL, netball and soccer for students in Years 3 to 5.


Sample Programme of Inquiry The following framework is used by teachers to plan learning experiences across the curriculum for students. This framework is reviewed regularly to ensure that units remain significant, relevant, challenging and engaging.

EARLY LEARNING CENTRE – 3 YEAR OLD Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education: Interaction with Others, Organisation for Learning, Language Key concepts: Change, Form Central idea: Everyday I learn more about myself Lines of inquiry: • What it means to be me • How I grow and change • Similarities and difference between

myself and others • My personal responsibilities

Transdisciplinary theme: How we express ourselves Subject focus: The Arts: Visual Art Key concepts: Form, Function, Perspective Central idea: We can express our thoughts and ideas through different mediums Lines of inquiry: • The different materials and the skills

required for using these • How materials can be used for different

purposes • How our thoughts and ideas can be

expressed through these different mediums

Transdisciplinary theme: How the world works Subject focus: Science: Earth & Space Key concepts: Causation, Form Central idea: Light has an impact on the world around us Lines of inquiry: • Sources of light • How light is used • The relationship between light and colour • Effects light has on what we see

Transdisciplinary theme: Sharing the planet Subject focus: Science: Living Things Key concepts: Connection, Form, Responsibility Central idea: Living things interact with their environment Lines of inquiry: • What minibeasts are • The role of minibeasts • How our actions impact on their

environment


EARLY LEARNING CENTRE – 4 YEAR OLD Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education: Self Concept, Interaction with Others, Organisation for Learning, Language Key concepts: Connection, Function, Responsibility Central idea: Our actions help to build and maintain friendships Lines of inquiry: • The qualities of a good friend • How friendships are developed and

maintained • Our responsibility as a member of a

group

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Community and Change through Time; Chronology, History, Migration Key concepts: Connection, Reflection Central idea: My family history helps shape who I am Lines of inquiry: • The history of my family • My family’s traditions • The connection between my family’s

history and who I am

Transdisciplinary theme: How we express ourselves Subject focus: Language, Arts: Communication Key concepts: Form, Perspective Central idea: Through stories, we can create and reflect on ideas and experiences Lines of inquiry: • Our favourite stories • The ways in which we re-tell stories • Telling a story with or without words • Recording and acting out stories • Stories provoking our imagination and

emotions

Transdisciplinary theme: How we organise ourselves Subject focus: Personal, Social and Physical Education: Interaction with Others Key concepts: Reflection, Perspective Central idea: Journeys in life lead to many destinations Lines of inquiry: • The types of journeys we take • What can be learned on a journey • How a journey can be documented


PREP Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education Key concepts: Change, Causation, Connection Central idea: Caring for our bodies makes a difference Lines of inquiry: • What it means to have a balanced

lifestyle • Making healthy food choices • How our bodies are the same and

different

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Place and Time Key concepts: Form, Function Central idea: Schools provide us with a place to learn and play Lines of inquiry: • What makes a school • Why people go to school • The history of our school

Transdisciplinary theme: How we express ourselves Subject focus: Visual Arts: Language, Visual Communication Key concepts: Form, Function, Perspective Central idea: Visual images reflect ideas and messages Lines of inquiry: • How pictures can express messages • How to “read” visual images • Expression of images through the visual

arts

Transdisciplinary theme: How the world works Subject focus: Science Key concepts: Causation, Change Central idea: Substances are different and they can change Lines of inquiry: • The different properties of substances • How substances change • Safety around substances

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies Key concepts: Connection, Function Central idea: Services are provided to meet our needs and wants Lines of inquiry: • What is a service? • Services provided by shops • The difference between needs and wants

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies Key concepts: Causation, Change, Responsibility Central idea: Living things and the environment are interdependent Lines of inquiry: • Animal habitats • My responsibility towards living things

and their habitat • Impact of human behaviour on living

things and their environment


YEAR 1 Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education Key concepts: Connection, Responsibility Central idea: Team goals are achieved through cooperation and communication Lines of inquiry: • What it means to cooperate • Setting team goals • Roles and responsibilities as a member of

a group

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Human and Natural Environment, Geography Science: Materials and Matter Key concepts: Causation, Form Central idea: Homes reflect cultural influences and local conditions Lines of inquiry: • What defines a home • Types of housing • How homes reflect family values • The connection between where you live

and what you build

Transdisciplinary theme: How we express ourselves Subject focus: The Arts: Music in Society Key concepts: Connection, Perspective Central idea: Sound evokes different ideas and feelings Lines of inquiry: • Appreciation of sound around us • Interpreting and creating sound • Expression through sound

Transdisciplinary theme: How the world works Subject focus: Science: Technology – Forces and Energy Social Studies: Continuity and Change through Time/History Key concepts: Change, Form, Function Central idea: Toys have developed and changed over time Lines of inquiry: • Properties of simple/complex toys • Development of toys over time • Impact of technology on toys

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Resources and the Environment Key concepts: Change, Connection Central idea: Food production is made up of components Lines of inquiry: • How food is produced • Why food is processed • How food is processed

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies: Human and Natural Environment Key concepts: Causation, Function Central idea: Plants have structures that allow them to survive in different environments Lines of inquiry: • Structure of plants • How plants grow • Caring for plants • How plants grow and adapt in different

environments


YEAR 2 Transdisciplinary theme: Who we are Subject focus: Social Studies: Human & Natural Environment Key concepts: Perspective, Reflection Central idea: Many factors shape our identity Lines of inquiry: • The similarities and differences of people

around the world • Different perspectives and stereotypes

around the world • The factors that shape our identity

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Human & Natural Environment Key concepts: Form, Function, Reflection Central idea: Interpretation of artefacts contributes to our understanding of peoples’ histories Lines of inquiry: • What artefacts are • How artefacts contribute to our

understanding of the past • How people analyse artefacts • Why people keep or discard artefacts

Transdisciplinary theme: How we express ourselves Subject focus: Social Studies: Social Organisation & Culture The Arts: Visual Arts & Music Key concepts: Connection, Reflection Central idea: Important events are recognised through celebrations Lines of inquiry: • Types of celebrations • Why people celebrate • How important events are celebrated

Transdisciplinary theme: How the world works Subject focus: Social Studies: Human and Natural Environment Science: Earth and Space Key concepts: Causation, Change Central ideas: Weather has an impact on life Lines of inquiry: • Weather patterns • Seasonal changes • How humans adapt to changes in weather

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Human Systems Key concepts: Function, Reflection, Responsibility Central idea: Shared spaces provide people with opportunities to make connections and establish a sense of community Lines of inquiry: • Purpose of shared spaces • Characteristics of shared spaces • How people use shared spaces

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies: Resources & Environment, Geography Key concept: Change, Responsibility Central idea: Water is a vital resource Lines of inquiry: • Water sources and systems • How humans use water • Human responsibilities with water


YEAR 3 Transdisciplinary theme: Who we are Subject focus: Science: Living Things Key concepts: Connection, Function, Responsibility Central idea: Complex systems working together in our bodies make us uniquely human Lines of inquiry: • The distinct body systems • The brain as the body’s control centre • The balance of social, emotional and

spiritual health

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Continuity & Change through Time Key concepts: Causation, Change, Connection Central idea: Human migration is a response to challenges, risks and opportunities Lines of inquiry: • History of migration to this country • Reasons for relocating from a homeland • The effects of migration

Transdisciplinary theme: How we express ourselves Subject focus: Language: Visual Communications Social Studies: Social Organisations and Culture Key concepts: Connection, Form, Perspective Central idea: The circle is a symbol which represents beliefs, values and a connection to nature in indigenous cultures Lines of inquiry: • The circle from indigenous cultural

perspectives • The circle as a representation of a cycle • The circle as an aesthetic form

Transdisciplinary theme: How the world works Subject focus: Science: Forces & Energy Key concepts: Change, Form, Function Central idea: Mankind has discovered and invented ways of reducing work Lines of inquiry: • Recognising simple machines and their

components • How simple machines have been used in

technology • The evolution of simple machines and

tools

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Human Systems and Economic Activities Key concepts: Connection, Function Central idea: Organisation occurs through interacting elements Lines of inquiry: • Elements that are important to

organisation • Elements of organisation we use at home,

school and in the community • The way the elements interact

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies: Social Organisation and Culture Key concepts: Causation, Perspective, Reflection Central idea: Finding peaceful solutions to conflict leads to a better quality of human life Lines of inquiry: • Causes of conflict • Conflict resolution and management • Living and working together peacefully


YEAR 4 Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education: Interaction with Others, Self Concept Social Studies: Social Organisation and Culture Key concepts:, Reflection, Responsibility Central idea: Leadership is defined by characteristics, abilities, values and actions Lines of inquiry: • The attributes and qualities of a leader • Influential leaders • How leaders impact the world

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Continuity and Change through Time Key concepts: Causation, Connection Central idea: Exploration leads to discoveries, opportunities and new understandings Lines of inquiry: • Reasons for exploration (historical and

personal) • Discoveries and explorations of our

world • The consequences of explorations

Transdisciplinary theme: How we express ourselves Subject focus: Social Studies: Organisation and Culture; The Arts: Language, Communication Key concepts: Connection, Perspective Central idea: We discover more when we reflect on other ways of knowing Lines of inquiry: • How identity is connected to land,

language and culture • Storytelling as a way of learning and

understanding • Ways in which cultural understanding

can be explored through modes of expression

Transdisciplinary theme: How the world works Subject focus: Science: Forces and Energy Social Studies: Resources and the Environment Key concepts: Form, Function Central idea: Architecture uses distinctive design concepts and features Lines of inquiry: • The form and function of various

structural/design features • Distinctive architecture around the world • Architecture represents a place in time

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Human Systems and Economic Activities Key concepts: Causation, Form, Function Central idea: There are a variety of transport systems that service communities Lines of inquiry: • Specific purposes of different

transportation systems • Factors that affect the kinds of systems

that can be developed in society • How transport systems have evolved

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies: Resources and the Environment Key concepts: Change, Responsibility Central idea: We have a responsibility to manage finite resources and seek viable alternatives Lines of inquiry: • Finite resources • Alternative energy production • Effective personal action


YEAR 5 Transdisciplinary theme: Who we are Subject focus: Social Studies: Social Organisation and Culture Key concepts: Connection, Perspective Central idea: Recognising religious beliefs and traditions helps us to be global citizens Lines of inquiry: • The similarities and differences between

these traditions and beliefs • Appreciation and understanding of beliefs

and traditions • How beliefs, traditions and values

contribute to the formation and action of communities

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Continuity and Change through Time Key concepts: Change, Reflection Central idea: Over time, civilisations have changed and evolved Lines of inquiry: • How civilisations have changed • How civilisations have evolved • How ancient civilisations contrast to

modern societies • The validity of historical facts and

information

Transdisciplinary theme: How we express ourselves Subject focus: Visual Arts: Visual Arts in Society, Reflection and Appreciation Key concepts: Form, Function, Perspective Central idea: Humans express themselves through The Arts Lines of inquiry: • How humans use The Arts to express

themselves • The messages people convey through The

Arts • The role of The Arts in culture and

society

Transdisciplinary theme: How the world works Subject focus: Science: Earth & Space Key concepts: Causation, Change Central idea: The earth is a living body that is constantly changing Lines of inquiry: • The structure of the earth • How and why the earth moves and

changes • How these changes and movements

impact on individuals and communities

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Human Systems and Economic Activities Key concepts: Connection, Perspective Central idea: In an attempt to meet human needs, societies have determined human rights, rules and responsibilities Lines of inquiry: • The connection between rules, rights and

responsibilities • Who is responsible in ensuring human

rights are met • The varying interpretation of human

rights

Transdisciplinary theme: Sharing the planet Subject focus: Science: Living Things Social Studies: Human and Natural Environments Key concepts: Connection, Perspective Central idea: Our ability to care for country can be influenced by people’s cultural heritage Lines of inquiry: • The interconnectedness of living things • The relationship between culture and the

natural environment • Responsibilities regarding resources


YEAR 6 Transdisciplinary theme: Who we are Subject focus: Personal, Social and Physical Education: Health & Safety, Self Concept Key concepts: Change, Responsibility Central idea: Knowing how the body works and how to care for it, facilitates a healthy lifestyle Lines of inquiry: • The physical, social, emotional and

intellectual changes that occur throughout life

• Factors that contribute to well being during adolescence

• The impact of choice on the body

Transdisciplinary theme: Where we are in place and time Subject focus: Social Studies: Human and Natural Environments Key concepts: Causation, Form Central idea: The geographical and climatic features of a country can determine where people choose to settle Lines of inquiry: • Geographical and climatic features of the

earth • Features required/desired by settlers • Patterns of human settlement

Transdisciplinary theme: How we express ourselves Subject focus: Social Studies: Human Systems and Economic Activities Language: Visual Communication Key concepts: Perspective, Reflection Central idea: People can create or manipulate messages to influence specific audiences Lines of inquiry: • The role and purpose of advertising • How images, text and music are used to

influence behaviour of target audiences • How people respond to messages • Critical evaluation of messages presented

in the media

Transdisciplinary theme: How the world works Subject focus: Science: Materials and Matter Key concepts: Change, Form Central idea: Understanding the way materials behave and interact, determines how we use them Lines of inquiry: • What is matter? • How different conditions cause materials

to change • How materials are manipulated to suit a

purpose

Transdisciplinary theme: How we organise ourselves Subject focus: Social Studies: Human Systems and Economic Activities Key concepts: Connection, Function Central idea: Government systems impact on the lives of its citizens Lines of inquiry: • The structure of government systems • The function of governments • How decisions of government affect

citizens

Transdisciplinary theme: Sharing the planet Subject focus: Social Studies: Resources and the Environment Key concepts: Causation, Responsibility Central idea: Technology can impact the sustainability of the planet Lines of inquiry: • The major problems facing the

environment today • The technological developments that

have impacted the planet • The place of technology in environmental

sustainability


Key Contacts at Elsternwick Campus

All course details are located at:

www.wesleycollege.net

Select Portal > Teaching and Learning >Curriculum >Primary Years > 2014 Curriculum

Questions relating to Elsternwick campus should be directed to:

Luke Friend

Head of Junior School (Early Childhood to Year 4)

Tel: + 61 3 8102 6801

Email: [email protected]

or

Simon Thompson

Head of Middle School (Years 5-9)

Tel: + 61 3 8102 6801


Questions relating to curriculum should be directed to:

Primary Years Programme Coordinator, Kieran McCrohan

Tel: + 61 8102 6201


Enrolment enquiries should be directed to:

Admissions office

Tel: + 61 3 8102 6808


Curriculum Guide 2014St Kilda Road Campus

Senior Years 10, 11 & 12

Elsternwick 5 Gladstone Parade Elsternwick Victoria 3185 [email protected] Telephone: + 61 3 8102 6888Glen Waverley 620 High Street Road Glen Waverley Victoria 3150 [email protected] www.wesleycollege.netSt Kilda Road 577 St Kilda Road Melbourne Victoria 3004 [email protected] ABN 38 994 068 473 CRICOS 00354G

curriculum guide 2014 - wesley college/media/files/curriculum documents/2014/e... · curriculum...

Documents