junior school curriculum handbook may - walford …€¦ · the pyp has been chosen at walford as...

Walford Anglican School for Girls Inc.316 Unley Road Hyde Park South Australia 5061PO Box 430 Unley South Australia 5061Tel. 61 8 8272 6555 Email. [email protected]

CRICOS PROVIDER No 00563J

Junior SchoolCurriculumInformationIB PRIMARY YEARS PROGRAMELC, RECEPTION AND YEARS 1 2 3 4 5

Introduction

WalfordAnglicanSchoolforGirlshasastrongtraditionfordedicationtoexcellenceintheeducationofgirls.Aswellasacademicexcellenceweaimtoempoweryoungwomentoparticipatewithconfidence,courageandcompassioninourglobalworldthroughaninspirededucation.

WalfordJuniorSchoolhasaco-educationalEarlyLearningCentre(ELC)andcatersforgirlsfromReceptiontoYear5.Thecurriculumbasisforallstudents,EarlyLearningtoYear5,istheInternationalBaccalaureate,PrimaryYearsProgramme(IBPYP),theAustralianCurriculumandtheEarlyYearsLearningFramework.

ThisbookletcontainsinformationaboutthecurriculumfromtheELCthroughtoYear5.ItbeginswiththeprinciplesuponwhichthecurriculumintheJuniorSchoolisbased.Itthenprovidesinformationonassessment,homeworkandco-curricularactivities.TheprinciplesandparticularcharacteristicsofthePYParepresented,aswellassomeinformationaboutthesubjectsineachoftheyearlevels.

Ourprogramsarecomprehensiveandflexibleinacademic,culturalandpersonaldevelopmenttoensurethatthepotentialofeachgirlisdevelopedinaccordancewithherparticularabilitiesandaspirations,andtoprovideopportunitiesforextensioninavarietyofactivities.

ThePYPhasbeenchosenatWalfordasthebasisforourJuniorSchoolcurriculumbecauseofitsprinciples,internationaloutlookandsuitabilityforJuniorSchoolstudents.Theprogrammeisdesignedtofosterthedevelopmentofthewholechild,notjustintheclassroom,asitencompassesastudent’ssocial,physical,emotional,spiritualandculturalneeds,aswellastheiracademicwelfare.ThereisabalancebetweenthetraditionaldisciplinesandthetransdisciplinaryProgrammeofInquiry.Theconstructionofknowledgeandtheimportanceofskillsarealsovalued.Theprogrammepromotesinternational-mindednessandanemphasisonstudentstakingaction.Thereisastrongemphasisonmakingadifference.

ItisimportanttonotethatthePYPisacurriculumframework.TheIBdoesnotprescribethecontentoftheprogramme-thecontentisleftuptotheindividualschools.HencetheWalfordPYPisuniquetoourschool.ThecontentoftheprogrammeisrelevantandappropriatetoourparticularcommunityandisbasedontheAustralianCurriculum.

WalfordisoneofaselectgroupofschoolsthroughouttheworldtoofferallthreeprogramsoftheInternationalBaccalaureate(IB)–thePrimaryYearsProgram(PYP),theMiddleYearsProgram(MYP)andtheDiplomaProgram(DP).

IfyouhaveanyqueriesabouttheJuniorSchoolcurriculum,pleasecontactourJuniorSchoolPYPCoordinator,orHeadofJuniorSchool.

TableofContentsAcknowledgments..........................................................................................................................1MissionandValues.........................................................................................................................2ThePrimaryYearsProgramme.......................................................................................................3AssessmentandReporting.............................................................................................................8Wellbeing,EngagementandBelonging(WEB):AWholeSchoolPastoralCareApproach...........13HomeworkPolicy.........................................................................................................................14LearningSupport..........................................................................................................................15JuniorSchoolLibraryandInformationCentre.............................................................................17TheRoleofInformationandCommunicationTechnologiesintheJuniorSchool.......................18Co-curricularProgram..................................................................................................................19EarlyLearningCentre..................................................................................................................22Reception....................................................................................................................................24YearOne......................................................................................................................................31YearTwo.......................................................................................................................................42YearThree...................................................................................................................................52YearFour.....................................................................................................................................63YearFiveLanguage–English........................................................................................................72

AcknowledgmentsInthewritingofthisdocumentwewishtoacknowledgethatmuchoftheinformationwassourcedfromthefollowing:

InternationalBaccalaureate:PrimaryYearsProgramme

MakingthePYPHappen:Acurriculumframeworkforinternationalprimaryeducation

AustralianCurriculum(www.australiancurriculum.edu.au)

Belonging,BeingandBecoming–TheEarlyYearsLearningFrameworkforAustralia

MissionandValues‘VIRTUTEETVERITATE’–WITHCOURAGEANDTRUTH

OURMISSION

Toempoweryoungwomentoparticipatewithconfidence,courageandcompassioninourglobalworldthroughaninspirededucation.

OURVISION

Agloballypre-eminentschoolforgirlsinwhichlearningflourishes.

OURGUIDINGVALUESANDBELIEFS(reflectiveofourChristianphilosophy)

• Faith,joyandappreciationoflifeandlearning.

• Respectandinclusionofallmannerofdiversity.

• Courageandintegritytobeone’sselfandtomakeadifference.

• Love,careandcompassionforourselves,othersandtheenvironment.

• Responsibilityandjusticeforone’sconductandendeavour,andforeachother.

WEASPIRE

• Foreachstudenttoachieveherpersonalbestandtorealiseherpotential.

• Forthehigheststandardsofacademicperformanceandexcellenceineducation.

• Forstrongrelationshipsandpartnershipswithourstudentsandourcommunity.

• Tobeapre-eminentschoolofchoiceforstudentslocallyandfatherafield.

• Tobeinformedandcaringcontributorstoourlocalandglobalsociety.

• Tofosterandgrowcreativityandinnovation.

• Forlongtermsecurityandsustainability.

• Forareputableandrecognisedbrand.

Walfordhasacommitmenttoexcellenceineducationinthedeliveryofallaspectsofthecurriculum.Weencourageindividualstoreachtheirpotentialandtoaimforexcellenceinallareasofthecurriculum.

ThePrimaryYearsProgrammeThemissionstatementoftheInternationalBaccalaureate

TheInternationalBaccalaureateaimstodevelopinquiring,knowledgeableandcaringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthroughinterculturalunderstandingandrespect.

WhatisthePrimaryYearsProgramme?

ThePrimaryYearsProgramme(PYP)isatransdisciplinaryprogrammeofinternationaleducationdesignedtofosterdevelopmentofthewholechild.ThePYPisoneofthreeInternationalBaccalaureate(IB)programmesatWalford.ThePYPisacurriculumframeworkforJuniorSchools.

ThePYP:

• isforstudentsbetweentheagesof3and12

• isdesignedtofosterdevelopmentofthewholechild,notjustintheclassroom

• encompassessocial,physical,emotional,spiritualandculturalneeds,aswellasacademicwelfare

• combinesthebestresearchandpracticeineducationtocreatearelevantandengagingeducationalframeworkforallstudents

• promotestheconstructionofknowledgeandtheimportanceofskills

• promotesinquiry

• strikesabalancebetweenthetraditionaldisciplinesandthetransdisciplinaryProgrammeofInquiry

• promotesinternational-mindedness

• encouragesstudentstobecomeactive,compassionateandlifelonglearnerswhounderstanddifferences

• requiresvalidandvariedassessment.

ItisimportanttonotethattheIBdoesnotprescribethecontentoftheprogramme–thisisleftuptotheindividualschools.

WhatistheLearnerProfile?

ThemaingoalofthePYPistodevelopstudentswhoexemplifythecharacteristicsoftheLearnerProfile.AllIBprogrammesseektodevelopinternationally-mindedpeoplewho,inrecognisingtheircommonhumanityandsharedguardianshipoftheplanethelptocreateabetterandmorepeacefulworld.

IBlearnersstrivetobe:

• InquirersTheydeveloptheirnaturalcuriosity.Theyacquiretheskillsnecessarytoconductinquiryandresearchandshowindependenceinlearning.Theyactivelyenjoylearningandthisloveoflearningwillbesustainedthroughouttheirlives.

• KnowledgeableTheyexploreconcepts,ideasandissuesthathavelocalandglobalsignificance.Insodoing,theyacquirein-depthknowledgeanddevelopunderstandingacrossabroadandbalancedrangeofdisciplines.

• ThinkersTheyexerciseinitiativeinapplyingthinkingskillscriticallyandcreativelytorecogniseandapproachcomplexproblems,andmakereasoned,ethicaldecisions.

• CommunicatorsTheyunderstandandexpressideasandinformationconfidentlyandcreativelyinmorethanonelanguageandinavarietyofmodesofcommunication.Theyworkeffectivelyandwillinglyincollaborationwithothers.

• PrincipledTheyactwithintegrityandhonesty,withastrongsenseoffairness,justiceandrespectforthedignityoftheindividual,groupsandcommunities.Theytakeresponsibilityfortheirownactionsandtheconsequencesthataccompanythem.

• Open-mindedTheyunderstandandappreciatetheirownculturesandpersonalhistories,andareopentotheperspectives,valuesandtraditionsofotherindividualsandcommunities.Theyareaccustomedtoseekingandevaluatingarangeofpointsofview,andarewillingtogrowfromtheexperience.

• CaringTheyshowempathy,compassionandrespecttowardstheneedsandfeelingsofothers.Theyhaveapersonalcommitmenttoservice,andacttomakeapositivedifferencetothelivesofothersandtotheenvironment.

• Risk-takers�Theyapproachunfamiliarsituationsanduncertaintywithcourageandforethought,andhavetheindependenceofspirittoexplorenewroles,ideasandstrategies.Theyarebraveandarticulateindefendingtheirbeliefs.

• BalancedTheyunderstandtheimportanceofintellectual,physicalandemotionalbalancetoachievepersonalwell-beingforthemselvesandothers.

• ReflectiveTheygivethoughtfulconsiderationtotheirownlearningandexperience.Theyareabletoassessandunderstandtheirstrengthsandlimitationsinordertosupporttheirlearningandpersonaldevelopment.

Howisthecurriculumorganised?

ThePYPisacurriculumframework,whichconsistsofthefiveessentialelements:concepts,knowledge,skills,attitudesandaction.TheknowledgecomponentisdevelopedthroughthetransdisciplinaryProgrammeofInquiryandtheindividualdisciplinese.g.Mathematics,Language,etc.

TheProgrammeofInquiryconsistsofsixindividualunitsofinquiryateachyearlevel–undersixorganisingthemes:

Howtheworldworks,Whereweareintimeandplace,Howwesharetheplanet,Howweexpressourselves,HowweorganiseourselvesandWhoweare.

ThisformspartofacohesiveandcomprehensiveprogrammeacrosstheJuniorSchool.

Eachteacherisawareofwhattheotheryearlevelsarestudying,andspecialistteacher’sworkwithclassroomteacherstodevelopunitsofinquiryaswellasteachingtheirownindividualdisciplines.Themethodologyisbasedontheconstructivistapproachandinquirybasedlearning.Teachersascertainwhatthestudentsalreadyknowaboutthetopicunderinvestigationandthenguidetheinquirybybuildingonwhateachstudentalreadyknows.Thisenablestheclassroomteachertotailorthelearningprogrammetosuitindividualneeds.

WhydoesthePYPincludeconceptsasanessentialelement?

CentraltothephilosophyofthePYPistheprinciplethatpurposeful,structuredinquiryisapowerfulvehicleforlearningthatpromotesmeaningandunderstandingandchallengesstudentstoengagewithsignificantideas.Thereforethereisacommitmenttoaconcept-drivencurriculum.Theeightconceptsareimportantinthedesignofatransdisciplinarycurriculum.Theconceptsare:

Concept: Rationale

Form Thisconceptwasselectedbecausetheabilitytoobserve,identify,describeandcategoriseisfundamentaltohumanlearningwithinandacrossalldisciplines.

Function Thisconceptwasselectedbecausetheabilitytoanalysefunction,role,behaviourandthewaysinwhichthingsworkisfundamentaltolearningwithinandacrossalldisciplines.

Causation Thisconceptwasselectedbecauseoftheimportanceofpromptingstudentstoask“Why?”andofhelpingthemtorecognisethatactionsandeventshavereasonsandconsequences.Theanalysisofcausalrelationshipsissignificantwithinandacrossalldisciplines.

Change Thisconceptwasselected,notonlybecauseitissuchauniversalfeatureofallexistence,butalsobecauseithasparticularrelevancetostudentsdevelopinginternational-mindednesswhoaregrowingupinaworldinwhichthepaceofchange,bothlocalandglobal,isaccelerating.

Connection Thisconceptwasselectedbecauseoftheimportanceofappreciatingthatnothingexistsinavacuumbut,rather,asanelementinasystem;thattherelationshipswithinandamongsystemsareoftencomplex,andthatchangesinoneaspectofasystemwillhaveconsequences,eventhoughthesemaynotbeimmediatelyapparent;thatwemustconsidertheimpactofouractionsonothers,whetherattheimmediate,personallevelorattheleveloffar-reachingdecisionsaffectingenvironmentsandcommunities.

Perspective Thisconceptwasselectedbecauseofthecompellingneedtodevelopinstudentsthedispositiontowardsrejectingsimplistic,biasedinterpretations,towardsseekingandconsideringthepointsofviewofothers,andtowardsdevelopingdefensibleinterpretations.

Responsibility Thisconceptwasselectedbecauseoftheneedtodevelopinstudentsthedispositiontowardsidentifyingandassumingresponsibility,andtowardstakingsociallyresponsibleaction.Thisconceptisdirectlylinkedtotheactioncomponent,oneoftheessentialelementsinthePYPcurriculum.

Reflection. Thisconceptwasselectedforaseriesofinterrelatedreasons.Itchallengesthestudentstoexaminetheirevidencemethodsandconclusions.Indoingso,itextendstheirthinkingintothehigherorderofmetacognition,beginstoacquaintthemwithwhatitmeanstoknowindifferentdisciplines,andencouragesthemtoberigorousinexaminingevidenceforpotentialbiasorotherinaccuracy.

WhatarethePYPAttitudes?

Inordertobeaninternationallymindedpersonitisimportantthatthereisafocusonthedevelopmentofpersonalattitudestowardspeople,theenvironment,learningandthewell-beingofindividualsandgroups.InPYPschools,studentsshoulddemonstrate:

• Appreciation:Appreciatingthewonderandbeautyoftheworldanditspeople

• Commitment:Beingcommittedtotheirownlearning,perseveringandshowingselfdisciplineandresponsibility

• Confidence:Feelingconfidentintheirabilityaslearners,havingthecouragetotakerisks,applyingwhattheyhavelearnedandmakingappropriatedecisionsandchoices

• Cooperation:Cooperating,collaborating,andleadingorfollowingasthesituationdemands

• Creativity:Beingcreativeandimaginativeintheirthinkingandintheirapproachtoproblemsanddilemmas

• Curiosity:Beingcuriousaboutthenatureoflearning,abouttheworld,itspeopleandcultures

• Empathy:Imaginingthemselvesinanother’ssituationinordertounderstandhisorherreasoningandemotions,soastobeopen-mindedandreflectiveabouttheperspectivesofothers

• Enthusiasm:Enjoyinglearningandwillinglyputtingtheeffortintotheprocess

• Independence:Thinkingandactingindependently,makingtheirownjudgmentsbasedonreasonedargument,andbeingabletodefendtheirjudgments

• Integrity:Beinghonestanddemonstratingaconsideredsenseoffairness

• Respect:Respectingthemselves,othersandtheworldaroundthem

• Tolerance:Beingsensitiveaboutdifferencesanddiversityintheworldandbeingresponsivetotheneedsofothers.

ApproachestoLearning(ATL)ATLsaredeliberatestrategies,skillsandattitudesthatpermeatetheIBteachingandlearningenvironment.

TheIBapproachestolearningskillsare:

• Thinkingskills

• Communicationskills

• Socialskills

• Self-managementskills

• Researchskills

TheIBapproachestoteachingskillsare:

• basedoninquiry

• focusedonconceptualunderstanding

• developedinlocalandglobalcontexts

• focusedoneffectiveteamworkandcollaboration

• differentiatedtomeettheneedsofalllearners

• informedbyformativeandsummativeassessment

Whyincludeactionasanessentialelement?InthePYP,itisbelievedthateducationmustextendbeyondtheintellectualtoincludenotonlysociallyresponsibleattitudesbutalsothoughtfulandappropriateaction.AnexplicitexpectationofthePYPisthatsuccessfulinquirywillleadtoresponsibleaction,initiatedbythestudentasaresultofthelearningprocess.�

Thisactionwillextendthestudent’slearning,oritmayhaveawidersocialimpact,andwillclearlylookdifferentwithineachagerange.PYPschoolscanandshouldmeetthechallengeofofferingalllearnerstheopportunityandthepowertochoosetoact;todecideontheiractions;andtoreflectontheseactionsinordertomakeadifferenceinandtotheworld.

Theactioncyclediagram.

AssessmentandReportingTheassessmentofstudentachievementisasignificantcomponentintheplanningofcurriculumdeliveryatWalfordAnglicanSchoolforGirls.Itisrecognisedthatwhatisassessedandhowitisassessedandreportedon,providesthestrongestpossiblemessageaboutwhatisimportantandwhatisvaluedbytheschoolinteachingandlearning.

AssessmentPrinciplesAtWalford,thefollowingprinciplesareapplied:

• Assessmentshouldbecarriedoutinordertoassistwiththestudents’learningandacademicdevelopment,toprovideinformationtorelevantpartiesabouttheprogressandachievementofindividualsandtoassistintheevaluationofteachingprograms.

• Assessmentshouldbecarriedoutinavarietyofstyles(formal/informal,written/oral,individual/group,etc).

• Assessmentshouldbecurriculumledandintegratedintothedeliveryofthecurriculum.

• Assessmentshouldbeefficientandmanageable.

• Assessmenttaskswillhaveclearspecifications.Duedatesmustbeset.

• Assessmenttaskswillbeclearlylinkedtospecificobjectiveswithinthesubjectcriteriaandstudentswillhaveaclearunderstandingofwhichcriteriaarebeingassessedandwhen.

AssessmentinPracticeFormalassessmentthroughouttheschooliscriterion-referencedandacleardistinctionismadebetweensummativeandformativetasks.

IntheJuniorSchoolthefinalassessmentsofthestudent’sworkconveyedtoparentsaredescriptiveorindicatedonaperformancecontinuum.

ReportingTheprogressofindividualstudentsisreportedtoparentsseveraltimesayear.Formalwrittenreportsforallyearlevelsareuploadedtotheparentportalattheendofeachsemester.StudentsinYears3,5,7and9receiveNAPLANresultsinterm3.

IntheJuniorSchoolreportingalsooccursthroughinformaldropins,studentlearningjourneys,parentteacherinterviewsandLearningPortfolios.

ReportingFormatParent-TeacherInterview

Theparent-teacherinterviewisadiscussionbetweentheparent(s)andteacherdesignedtogivetheparent(s)informationaboutthestudent’sprogressandneedsinrelationtotheschoolprogram.Itisalsoanopportunityfortheparent(s)toprovideinformationrelevanttothestudentintheschoolcontext.

Itwillincludereferenceto:

• TheIB-PYPLearnerProfile

• Academicandsocialareasofstrengthandareaswhichrequirefuturedevelopmentandassistance

• Behaviour

• Skills

• Attitudes.

TheLearningJourney

• Thelearningjourneyisaformaldiscussion,withpredeterminedcriteria,betweenthestudentandparent(s)facilitatedbytheteacher.Thestudentssharetheirworkanddiscusstheirworkandprogresswiththeirparents.

• Thelearningjourneyisaformofstudent-ledconference.

Atapre-arrangedtime,studentsshareandreflectontheirlearningwiththeirparentsastheyviewtheirwork,whichisdisplayedintheirportfolio,theclassroomandintheirbooks.Dependingonthedevelopmentalstageofthestudent,studentsdiscuss:

• Bothacademicandsocialareasofstrengthandareasthatrequirefurtherdevelopmentandassistance

• TheIB-PYPLearnerProfile

• ThefiveessentialelementsinrelationtotheProgrammeofInquiryandthesubjectdomains.

• Parentsareencouragedtoaskquestions.

TheWrittenReport

• Therewillbetwowrittenreports.Thewrittenreportwillbeadetailedsummativereportoftheschoolsemester.ItwillbeuploadedtothePortalattheendofTerms2and4.

TheStudentPortfolio

• Thestudentportfolioisamethodofstoringandcollectingrelevantinformationthatcanbeusedtodocumentandassessstudentprogressandachievement.

• Itisaselectiveandpurposefulcollectionofstudentwork.

• Thestudentportfolioisarecordofstudent’sinvolvementinlearning,whichisdesignedtodemonstratesuccess,growth,higher-orderthinking,creativity,assessmentstrategiesandreflection.

• Itisacelebrationofanactivemindatwork.

• Studentportfoliosaretobecompiledthroughouttheyearandwillbesharedwithparentsatleasttwiceayear.

TheExhibition

InYear5,thefinalyearofthePYP,studentsparticipateinaculminatingprojectthePYPexhibition.Thisrequireseachstudenttodemonstrateengagementwiththefiveessentialelementsoftheprogramme:knowledge,concepts,skills,attitudesandaction.

Itisatransdisciplinaryinquiryconductedinthespiritofpersonalandsharedresponsibility,aswellasasummativeassessmentactivitythatiscelebratedasstudentsmovefromthePYPintotheMiddleYearsProgramme(MYP)inthemiddleschool.

ReportingTimeline

InitialParent-TeacherMeeting • Reception-Year5–Meettheteacherdropintime.• Interviewstobescheduledforallnewstudentstotheschool,other

interviewscanbemadebyrequest.

StudentPortfolio • Studentportfoliosaretobecompiledthroughouttheyearandwillbesharedatleasttwiceayear.

•

TermOne • Parent-teacherinterview.

TermTwo • WrittenreporttobesenthomeattheendofTerm2.• Parent-teacherinterview.• Aselectionofstudentworktobesharedwithparents.

TermThree • Reception–Year5LearningJourneys.• NAPLANtestingresultssenthome.• Studentworktobesharedwithparents.

TermFour • Awrittenreporttobesenthomeattheendoftheyear.• Year5Exhibition.• Allstudentworksenthome.

ReligiousEducationTheReligiousEducationprogramatWalfordhelpsstudentstodeveloptheirunderstandingofthemselves,othersandthewidercommunity.ItisunderpinnedbyastrongethicalandChristianphilosophythatrespectsindividualsandtheimportanceofteamwork.AtWalfordweacknowledgethattheChristianfaithsupportsthenatureofourschoolandourcommunityactions.

ReligiousEducationisabasisonwhichtomakeinformedandwellthoughtoutdecisionsandgivesstudentstheopportunitytoconsidertheplaceGodhasintheirlives.IthelpsstudentstogainknowledgeandunderstandingoftheBibleandtheChristianfaith,andtherelevanceandapplicationofthesetolife.

JuniorSchoolHouseCaptainsorganiseandleadourassemblies,ataskthatincludeschoosingandexplainingthechoiceofhymnandprayertotherestofthegirls.Walford’schaplainregularlycontributestothespiritualcontentofassembly.Songsandprayersintheclassroomhelpthegirlstodeveloparepertoireofappropriatemusic,andadeeperunderstandingoftheessenceoffaith.

Aims:

• TodevelopeachstudenttoherGodgivenpotentialofbody,mindandspirit,inanatmosphereofChristianlove,careandresponsibility

• TosupportthespiritualvaluesoftheschoolandappreciatetheheritageoftheAnglicanChurch

• Toassistthestudentstoexplore,reflectandmakeconnections

• Tounderstandtheconceptofservicetootherswithinacommunity

• TohearanddiscussstoriesandteachingsfromtheBible

• Toparticipateinassemblyandbegiventheopportunityforprayerandreflection

• Tosupportandencouragestewardshipandcareoftheearth

• TodevelopChristianvaluesandpositivesocialbehaviours.

Content:

Reception,Year1andYear2 Year3and4 Year5

Classdevotiontimes.

Hymnandprayer.

JuniorSchool/WholeSchoolAssemblies.

Biblestories.

RecognitionofthespecialdaysoftheChristianYear.

Dailyhymnandprayer.


Reflections.

Biblereadings.


Dailyhymnandprayer.


Reflections.

Biblereadings.


Wellbeing,EngagementandBelonging(WEB):AWholeSchoolPastoralCareApproachTheWEBProgramisawholeschoolPastoralCareapproachthatrecognisestheinterrelationshipofstudents,staff,parentsandexternalbodiesinfosteringpastoralcarewithintheWalfordCommunity.RepresentedbytheacronymWEBthecorequalitiesoftheprogramare:

Wellbeing,

Engagement

Belonging

Thesymbolismofawebissignificant;websareintricateandcomplex.Thematerialfromwhichspiderwebsaremadehasagreatertensilestrengththansteelandalsohasgreatelasticityandviscosity.Spidersareactivecreaturesthatexpendanenormousamountofenergyspinningwebsandrelyonthewebtoprovidethenourishmentneededtorevitalisethem.

Usingthissymbolism,ourwholeschoolWEBprogramseekstodevelop,exploreandnurtureawebofWellbeing,EngagementandBelongingthatextendsacrossthreesettings(domains):

TheIndividual-Self

TheSchool

TheCommunity

TheWEBprogramisunderpinnedbytheschoolmotto,theaimsoftheInternationalBaccalaureatecurriculumandChristianphilosophy.Itisrecognisedthatstudentsneedtodevelopawareness,skillsandknowledgeacrossthesesettings(domains)soastobecomecriticalthinkersandactiontakerswhoareinformed,responsible,ethicalandempathetic.

Thechartbelowoutlinestheelementsofthesesettings(domains)tobeexploredwithintheWEBprogram.

Individual-Self School Community

Identity:WhoamI? Leadershipandservice Communityserviceandawareness

Values:WhatdoIbelieve? Schoolethosandtraditions Communityvalues

Learning:HowdoIlearnbest? Schoollearningenvironment Learningandlifeoutsideandbeyondschool

Safety:HowdoIstaysafe? Schoolrules,policiesandprocedures Lawsandcivics

Healthandwellbeing:HowdoIstayhealthyandpositive?

Flourishingatschool Communityengagement

Belonging:HowdoIbelongtoagroup?

Makingconnectionswithothers Communityresources

Asabroadapproach,thequalitiesofWellbeing,EngagementandBelongingareexploredanddevelopedacrossmanysubjectareas,throughco-curriculumactivities,camps,communityserviceaswellasthroughtheexplicitdeliveryoftopicsandteachingofexplicitskills.PastoralcareandpersonaldevelopmentcomponentsaredeliveredbyClassteachersandexternalexpertsandresourcesmayalsobeutilised.

TheWEBprogramisintegraltoteachingandlearninginthePrimaryYearsProgrammeandisembodiedintheIBlearnerprofilethatpermeatestheprogrammeandrepresentsthequalitiesofinternationallymindedstudentsandeffectivelifelonglearners.

ThePrimaryYearsProgrammeoffersopportunitiesforthedevelopmentofpersonal,socialandphysicalwellbeingthroughtherelevantandrealisticcontextoftheunitsofinquiryaswellasthroughteachingandlearningexperiencesinotherareasofthecurriculum.

TheJuniorSchoolusesavarietyofpertinentresourcestosupportoutWEBprogramincludingthePYPPersonal,SocialandPhysicalEducationscopeandsequence,thenewrevisedBounceBack!WellbeingandResilienceprogram,What’s

theBuzz?andtheKimochi’sprogramintheJuniorYears.TheWEBprogramwillalsocontinueimplementationoftheKeepingSafeChildProtectionCurriculumacrossallyears.

HomeworkPolicyPhilosophyHomeworkhasanimportantplaceinastudent'seducation.Itsrolevariesfordifferentindividuals,dependingontheyearlevelandthecharacteristicsofeachchild.Homeworkallowsstudentstouselongerperiodsoftimeandmoreprivatereflectivethinkingthanispossibleinagroupsituation.Homeworkshouldhaveapurposecleartothestudentandtheteacher.Itshouldleavetimeforotheractivitiesthatarealsoofvalue,suchasreading,musicpractice,sport,specialinterestsandfamilyactivities.

Purposeofhomework

• Toallowtimeforindividualthinking,writing,reading,reflectionandapplicationoflearning.

• Toallowopportunitiesforindividualpreparation,includingtests,presentationsandcreativetasks.

• Toconsolidatematerial,includingassignmentsandprojects.

• Toassiststudentswiththeirtimemanagementandindependentlearning.

• Tofurtherdevelopskillsthatcannotbefullydevelopedintheconstraintsoftheschoolday.

TimingofhomeworkYearsR–2 Encouragementtoreadtoparents,developliteracyskillsandexploremathematicsintheirdaily

lives.

Years3and4 Amaximumof20minutespernight(plus15minutesreadingtime).

Years5 Amaximumof30minutespernight(plus15minutesreadingtime).

Readingiscrucialandwilloftengobeyondthetimeallocated.

HomeworkwillgenerallynotbesetasanewtaskonFridaynights.HolidayhomeworkisnotsetintheJuniorSchool.

Students'approachestohomeworkSelf-organisationiscentraltohomework.Homeworkinthejunioryearsshouldhelpastudenttodevelopgoodtimemanagementandorganisationalskills.

Oneofthemainvaluesofhomeworkistohelpastudentdevelopself-managementskillsandbecomeanindependentlearner.Toaidthis,theuseofthediaryisessentialtorecordhomeworktasks,duedates,specialevents,andotherpersonalactivities,whichwillinfluencehomeworkschedulesandtiming.

ParentsandhomeworkIngeneral,theschoolexpectsthatparentswillprovideanappropriateworkenvironmentforthestudentastheircontributiontohomework.Itistheresponsibilityofthestudentandtheteachertocheckthathomeworkiscompletedsatisfactorily.Parentsareencouragedtocommentonandcorrespondwiththeteacherregardinganyproblemsthatastudentmighthavehadincompletingatask.ParentsareencouragedtosignJuniorSchooldiariesdailyinYears3–5.

LearningSupportAtWalford,weacknowledgethatwehavearesponsibilitytoprovideallofourgirlswithahighqualityeducationwhichfostersaloveoflearning,encouragesspiritual,emotional,physicalandacademicgrowthanddevelopmentofindividualstotheirpotential.

Inordertoassiststudentswithadiverserangeoflearningneeds,anumberofprogramsareoffered.Theseareoutlinedbelow.

MiniLitProgram(Reception/Year1)MiniLitisasystematic,effectiveandexplicitmodelforteachingreadingskillsandinvolvesaprogramofcarefullystructuredlessonsthatcoversoundsandwords,textreadingandstorybookreading.MiniLitisdesignedtobedeliveredtosmallgroupsofstudentsinthesecondhalfofReceptionandallofYear1.Itisdividedintotwolevels:

• Level1:Teachingthebasicsofletter/soundknowledgeanddecodingskillsforCVCwords

• Level2:Extendingwordattackknowledgebyteachingcommonlyuseddigraphsandlongerwords.

Skillstobetaught

• phonologicalawarenessskills(awarenessofthesoundstructureofspokenwords)

• alphabetskills(soundsandnames)

• sightworddevelopment

• wordattackstrategies

• readingcomprehension

• handwriting

• participateingameswhichrequirecooperativesocialskills.

Criteriaforentryintotheprogram

• identifiedandnominatedbyclassteacher

• assessedasexperiencingsignificantdifficultieswithearlyliteracyconcepts.

MultiLitReadingTutorProgram(Years2-5)TheMultilitReadingProgramwillfocusonexplicitteachingofphonicskills,particularlydecodingandsoundblending.Thegoalisforthestudenttodeveloptheabilitytobeabletocompetentlyblendsoundstogethertomakerealandnon-realwords.

StudentsfromYear2throughtoYear5willbereferredtotheLearningSupportTeacherforassessmenttoascertaineligibilityfortheprogram.StudentswillbeofferedindividuallessonsbytheLearningSupportTeacher,LearningSupportAssistantandtrainedvolunteers.

Skillstobetaught

• saythesoundforthelettersofthealphabetwhenshownthewrittenformoftheletter

• blendtwo,three,four+soundstogethertoformrealornon-realwords

• practisephonemicrecoding:abletosayletterclustersandgroupsofletterclusters

• identifyconsonantdigraphs:sh,ch,wh,th,quassinglephonemes

• identify2and3letterinitialconsonantblendsinwords

• identify2letterfinalconsonantsinwords

• recognisevoweldigraphsandgeneratewordscontainingthedigrapheg:ar,er,or,oo,ay,oi,ai,aw,oyetc

• recogniselongandshortvowelswhen‘magice’isusedattheendsofwords

• developsightwordrecognitionusingthelistsprovidedwithintheMacquarieProgram(basedontheHoldawayList)

• writelowercaseletterscorrectlyandspellphoneticwordsaccurately

• usecorrectletterformationwhenwriting

• readatextatthestudent’sappropriatelevelandapplyarangeofreadingstrategies.

Criteriaforentryintotheprogram


• assessedasexperiencingdifficultieswithdecodingandblendingsounds.

LiteracySupport(YearsR–5)LearningSupportlessonsincludesmallgroupsofstudentsfromthesameclassandyearlevelwhohavebeenassessedasrequiringsupportinordertoaccesstheclassroomcurriculumorrequireamodifiedcurriculum(ornegotiatedcurriculumplan).

Theselessonsaretimetabledtocoincidewithclassliteracylessonswherepossibleandfollowthe‘BeatDyslexia’program.Thelessonsaimtodevelopthoseliteracyskillsthestudentshavenotyetmasteredthroughstructured,multisensory,activity-basedactivitiesthatarefunandengaging.

Criteriaforentryintotheprogram:


• assessedasexperiencingsignificantdifficultieswithearlyliteracyconcepts

• insomecasesapsychologicalassessmentthatsuggestsastudentisatriskofliteracydifficulties.

MathsSupport(YearsR–5)Classteachersdifferentiatemathematicslessonstocaterforthediverseneedsofstudents.Smallgrouplearningsupportisofferedtoidentifiedstudentswhohavebeenexperiencingsignificantdifficultieswithcoremathematicalconcepts.Mathematicslearningsupportoccurswithinandoutsidetheclassroom.

Criteriaforentryintotheprogram:


• assessedasexperiencingsignificantdifficultieswithcoremathematicalconcepts.

JuniorSchoolLibraryandInformationCentreAims:• Toencouragestudentstovaluebooks,aswellasdigital,electronicandothermedia,assourcesofpleasureand

information

• Tointroducestudentsto,andencouragethecriticalappreciationof,qualitychildren’sliterature,acrossawiderangeofgenres

• Toprovide,whenappropriate,readingguidancetoindividualstudents

• ToprovideaccesstoawidevarietyofteachingandlearningresourceswhichsupporttheJuniorSchool’sPrimaryYearsProgrammebothintheclassroomandintheInformationCentre

• Tohelpstudentsacquireresearchskills,withinthecontextofunitsofinquiry,byworkingcollaborativelywithallclassteachers

• Toencouragestudentstobecomeconfident,independentinquirersandusersoflibrariesandinformation

• Tohelpstudentsacquiredigitalliteracyskillsandbecomeeducated,effective,discriminating,responsible,principledandsafeusersofdigitaltechnologyanddigital,printandaudiovisualresources

• Tohelpstudentsengageinpurposefulinquirybothcollaborativelyandindividually

• Toaidstudentsindevelopingproblemsolvingskillsandhigher-levelcreativeandcriticalthinkingskills

• Tohelpstudentscommunicateeffectivelyandcreatively

• Toencouragestudentstoreflectupontheirlearning,theirperspectivesandtheperspectivesofothers

• Topromotealifelongloveoflearningandliterature.

CurriculumContent:TheJuniorSchoolLibraryandInformationLiteracycurriculumsupportsinquiryandresearchskillsaswellasencouraginganappreciationofliteraturethroughouttheJuniorSchoolandELC.

InformationLiteracyFocusInformationliteracyshouldbetaughtasaskillthatencompassesalltexttypes,print,oral,digitalandvisual.Justasstudentsaretaughttolocateinformationinwrittentextsusingtoolssuchasindexesandatableofcontents,sotheyshouldbetaughttonavigateawebpageusingmenus,tabsandhyperlinks.TheycanalsodesignandconstructtheirowntextsacrossarangeofmediaanduseICTasatooltoextendtheirlearningandknowledgesharingbeyondhardcopytechniquesandalocalaudience

Wheneverpossibleandappropriate,teachinginformationliteracyandresearchskillsshouldbedonewithintheschool’sProgrammeofInquiry.ThisisparticularlysoinYears2-5.TheteacherlibrarianmayuseanumberofthefollowingmodelstoteachtheseskillswithinthePYP.

IntegratingorsupportingaunitwithintheProgrammeofInquiryWheneverappropriate,theteacherlibrarianandclassroomteachersshouldbeinvolvedincollaborativeplanningtointegrateInformationLiteracy,literature,inquiryandICTexperiencesseamlesslyintotheteachingandlearningwithineachUnitofInquiry.

PreparingfororfollowingonfromaunitwithintheProgrammeofInquiryThedirectteachingofinformationliteracy,inquiryandICTskillsthroughoutaunitofinquirymaynotalwaysbefeasiblebut,whereappropriate,introductoryorfollow-upactivitiesmaybeused,forexample,‘frontloading’ofinformationorquestioningaboutatopic.

Skills-basedteachingTherearetimes,particularlyintheearlyyears,whentheteacherlibrarianwillbeteachingskillsnotdirectlyrelatedtoaunitofinquirybutrequiredforthedevelopmentofstudents’understandingofconceptssuchasFictionandNonFiction,theDeweyDecimalSystem,libraryorganisationandthedevelopmentofbooksearchandlocationskills.

SupportingthePrimaryYearsProgramanditskeyelementsTheteacherlibrarian,throughtheuseofliteratureanddiscussion,cansupportthekeyelementsofthePYP,suchastheLearnerProfile,throughtheuseofchildren’sliteratureandgroupdiscussion.

LiteratureFocusThecurriculumalsosupportsanappreciationofqualityliteratureandanunderstandingofnarrativethroughavarietyofmeans.

Weeklyborrowingtimeandthepromotionofbooksnewtothelibrary.

Allclassescometothelibraryforborrowingtimeonceaweekatwhichtimetheteacherlibrariancanassiststudentswithbookchoices,introduceandreadnewbookstotheclass.

BookWeekfocusInthefirsthalfofthirdterm,theteacherlibrarianintroducesthestudentstothebooksshortlistedbytheChildren’sBookCouncilOfAustraliaforBookoftheYearAwards.ThesearestudiedanddiscussedandthisculminatesinspecialeventsduringBookWeekincludingvisitingauthorsandperformanceswhereappropriate.

StudyofnarrativestructureLearningabouttheelementsofliteratureincludingplot,setting,characterisation,style,themeandillustration.Thestudentsmaybeassistedinproducingtheirownnarrativeseitherindividuallyorasagroupcollaboration.

AuthorandIllustratorstudiesParticularlyintheearlyyears,studentsmaystudytheworkofaparticularauthororillustratorasaclassandthendiscussandindividuallyrespondtothebooksstudied.

TheRoleofInformationandCommunicationTechnologiesintheJuniorSchoolTheever-increasingimpactofinformationandcommunicationtechnologies(ICT)onteachingandlearningisrecognisedinthePYP.ThereisnomysteryaboutICTforWalfordstudentsastheyhavereadyaccessanduseitseamlesslyinalotofwhattheydoeachday.Theuseofavailabletechnologiessuchascomputers,digitalcameras,iPads,interactivewhiteboards,AppleTV’sandprojectorsareintegratedintostudentinquiriesandothercurriculumareas.

Theschoolprovidesaccesstocomputersconnectedtoourwirelessnetworkinclassroomsandthecomputersuiteinthelibrary.Inadditiontothis,classeshaveaccesstoasharedclasssetofiPads.ThereareanumberofinteractivewhiteboardsandprojectorsinclassroomsthatutilizeinteractiveonlinemediasuchasAppleTV.

Year5studentsarepartofWalford’s1:1ITprogram.StudentsfromYear5throughtoYear10useAppleiPads.TheseiPadsaretobeprovidedbythestudentsandareusedinatransdisciplinarynatureacrossthecurriculum.Strictguidelinesforuseatschoolareinplace,toensureappropriateuse.

TheuseofICT:

• candocumentthelearning,makingitavailabletoallparties

• canprovideopportunitiesforrapidfeedbackandreflection

• canprovideopportunitiestoenhanceauthenticlearning

• canprovideaccesstoabroadrangeofsourcesofinformation

• canprovidestudentswitharangeoftoolstostore,organizeandpresenttheirlearning

• encouragesandallowsforcommunicationwithawide-rangingaudience.

ICTtoolsshouldbeusedcritically,withintegrity,andthereisbespecificattentiongiventothevalidityandreliabilityofinformationgainedthroughtheiruse.

Co-curricularProgramTheco-curricularprogramisanintegralpartoftheeducationalexperienceatWalford.Thefocusisonthe‘wholechild’andincludesactivitiesthatsupport,enhanceorcomplementtheformalacademiccurriculum.Co-curricularactivitiescontributetothedevelopmentofeachgirl’spotential,helptobridgethegapbetweenstudentlearninganddevelopment,insideandoutsideoftheclassroom,andformanessentialcomponentofthebroadandliberaleducationofferedatWalford.

Allstudentsareencouragedtoparticipateinco-curricularactivities,eitherindividuallyoraspartofateam.Girlschoosefromarangeofprograms,activitiesandotherexperiencesintheareasofsports,theartsandculturalpursuits,problemsolvingandpersonaldevelopment.

Co-curricularactivitiesgenerallytakeplaceoutsideoftheregularscheduledschooldayandalwaysundertheguidanceorsupervisionofqualifiedadults.Activitiesmaybeschoolbasedorconductedoffcampus.

Aims:

• Todevelopacomprehensiveandbalancedco-curricularprogram

• Toaddresstheintellectual,cultural,physical,social,moralandspiritualneedsofstudents

• Tocomplementtheacademicprogramandprovideabalancebetweenacademic,physicalandartisticpursuits

• Toencouragethedevelopmentofpersonalinterests

• Toencourageteamwork,initiativeandthedevelopmentofsocialandleadershipskills

• Tobuildconfidenceandself-esteem

• Tobuildschoolidentityandunityandtopromoteasenseofbelonging.

Objectives:

• Toprovideopportunitiesforeverystudenttobeabletoparticipateintheco-curricularprogram

• Toprovideprogramsandopportunitiesforgirlstoexploreanddeveloptheirinterests,skillsandtalents

• Toprovidesupportiveenvironmentsforgirlstoparticipateinchallengingandenjoyableexperiences

• Toprovideopportunitiestomakenewfriends,maintainfitnessandtolearnnewskills

• Toprovideopportunitiesforinvolvementinactivitiesinvolvingotherschoolsandthewidercommunity.

SportingOpportunitiesWalfordJuniorSchoolstudentsinYears4and5mayparticipateinsportsteams,whichcompeteintheIndependentPrimarySchoolsCompetition.Matchesareplayedafterschool,usuallyonWednesdaysorFridaysfrom4.00pmto5.00pm.

JuniorSchoolstudentsmayalsoplayforWalfordtennisteamsintheSouthernDistrictstennisCompetitionplayedonSaturdaymorningsinterms1and4.

Sportingactivitiesmayincludethefollowing:

Term1 Term2 Term3 Term4

• Teeball

• Softball

• Swimming

• Tennis

• Netball

• Hockey

• Minkey

• CrossCountry

• Basketball

• Soccer

• Athletics

• Teeball

• Softball

• Tennis

• Swimsquads

StudentsarealsoencouragedtotrialforteamsthroughouttheyeartorepresentourSAPSASADistrictinsoftball,tennis,soccer,netballandhockey.

SportsSkillsSessions

JuniorschoolstudentsinYears1,2and3mayparticipateinafterschoolsportsskillssessionsfor6weeks.Theseareofferedmosttermsandinclude:cricket,nettaandbasketball,soccerandfootball,andgymnastics.

MusicalOpportunitiesMusicEnsembles

TheschooloffersstudentstheopportunitytoparticipateinavarietyofmusicalensemblesthatperforminWalfordandcommunityconcerts.Theformationandstructureofensembleswithintheschoolisflexibleandmayvary.

TheJuniorSchoolhasaJuniorStringOrchestraandaYear3Orchestra.MoreadvancedJuniorSchoolstudentsmaybeaskedtojointheIntermediateConcertBandorotherMiddleorSeniorSchoolEnsembles.

InstrumentalTuition

Walford’spolicyhasalwaysbeentoencourageinstrumentalteachingattheschoolandtoenableasmanystudentsaspossibletoexploretheirmusicalpotential.Tuitionisarrangedforthefollowinginstruments;piano,violin,viola,cello,doublebass,flute,clarinet,saxophone,guitar(electricandclassical),bassguitar,voice(Year5),harp,Frenchhorn,trumpet,tromboneandpercussion.

StudentsareabletocommenceinstrumentaltuitionfromYear3toYear5.VocaltuitionisonlyofferedfromYear5.

Instrumentsareavailableforhirefromtheschool.Thehiringfeecoversmaintenance,repairs,insuranceandaccidentaldamage.Thehiringofaninstrumentisnormallylimitedtooneyearforeachstudent.

Choir

StudentsinYears2and3participateinJuniorChoirandtheYear4and5studentsformtheConcertChoir.Thesechoirsarevoluntaryandpartofourco-curricularprogram.Bothofthechoirsperformthroughouttheyearatvariousevents.TheConcertChoirparticipatesinthefabulousAnnualChoralConcertandalsoperformsatvariousassembliesandJuniorSchooleventsthroughouttheyear.TheJuniorChoirenjoysentertainingresidentsatResthaven,singingattheMothers’DayMorningTeaandJuniorSchoolassemblies.

AnnualConcerts

ThestudentsparticipateintwoannualJuniorSchoolconcertseachyear.

OtherCo-curricularActivities

Otheractivitiesmayinclude:

• Chess

• ScienceClub

• OliphantScienceAwards

• JuniorOrator

• CodeClub

(Theseactivitiesaresubjecttochange)

EarlyLearningCentreTheWalfordEarlyLearningCentre(ELC)providesarichlearningenvironmentandopportunitiesthatdeepenchildren’slearningexperiences.Weaimtofosterintellectualindependence,emotionalsecurity,spiritualgrowth,socialandphysicaldevelopment.Weofferspecialisedpre-schoolprogramsforbothboysandgirls,includingflexiblesessionsforboth3yearoldand4yearoldchildren,afull-timeReceptionReadyprogramforchildrenturning5duringtheyearbeforetheirstarttoformalschoolingandaplaygroupfortoddlers.

TheELCsettingprovidesastimulatingandsupportiveenvironmentforchildrentoencourageasenseofwonderandcuriosityandtodevelopandapplymeaningfulconceptsandideasabouttheworldinwhichtheylive.Itaimstoencouragealoveandeagernesstolearn,andtofosteraninquiringmind.TheWalfordEarlyLearningCentreimplementstheNationalEarlyYearsLearningFramework:Belonging,BeingandBecomingtoguideplanning,programmingandreportingonoutcomesforchildren’slearning.TheEarlyYearsLearningFrameworkhasastrongemphasisonplay-basedlearningandrecognisestheimportanceofsocial,emotionalandphysicaldevelopment,communication,languageandthedevelopmentofearlyliteracyandnumeracy.

FundamentaltotheEarlyYearsLearningFrameworkisaviewofchildren’slivesascharacterisedbybelonging,beingandbecoming.Frombeforebirthchildrenareconnectedtofamily,community,cultureandplace.Theirearliestdevelopmentandlearningtakesplacethroughtheserelationships.Aschildrenparticipateineverydaylifetheydevelopinterestsandconstructtheirownidentitiesandunderstandingsoftheworld.

TheFrameworkconveysthehighestexpectationsforallchildren’slearningfrombirthtofiveyearsandthroughthetransitionstoschool.ItcommunicatestheseexpectationsthroughthefollowingfiveLearningOutcomes:

• Childrenhaveastrongsenseofidentity

• Childrenareconnectedwithandcontributetotheirworld

• Childrenhaveastrongsenseofwellbeing

• Childrenareconfidentandinvolvedlearners

• Childrenareeffectivecommunicators

Asplayisthefundamentalmediumforyoungchildren’slearning,playiscentraltotheWalfordEarlyLearningCentrecurriculum.Itisdevelopmentallyappropriateforyoungchildrenandpromotesobservation,talk,interactionandreallifeexperiences.Playisanaturalactivityforyoungchildrenthroughwhichtheymakemeaningoftheworld,developsocialskillsandaccessandapplypriorlearning.Playassistschildrentoacquirenewknowledgeandskills,toexperimentanddevelopimagination,learntorepresenttheirideasinconstruction,paintings,drawingandtoworkattheirownpaceandstageofdevelopmentandability.

Playnurtureseveryaspectofchildren’sdevelopment–itformsthefoundationofintellectual,social,physical,andemotionalskillsnecessaryforsuccessinschoolandinlife.Playfacilitatesproblemsolvingandfosterscreativity.Throughplaychildrendevelopandpractisesocialskills,languageskills,turntaking,groupskills,fine-motorskills,gross-motorskillsandtheirunderstandingofthemselvesandtheworldaroundthem.

TheWalfordEarlyLearningCentrecurriculumaimstoprovideabalanceofteacher-directed,teacher-guidedandchild-initiatedactivities.Thechildrenworkwithmanyandvariedlearningexperiencesthataremeaningfulandpurposefultothem,thatcrosscurriculumandpromotelanguageandliteracyskills,numeracyandfoundationalmathematicalskills,creativethinkingandproblemsolvingskills.

TheprinciplesoftheReggioEmiliaapproacharehighlyvaluedandarereflectedinourviewofthechildandembeddedintheWalfordEarlyLearningCentrephilosophystatement.Childrenareviewedaspowerfulandcapablelearnerswhoareactivelyinvolvedintheconstructionoftheirlearning.Theeducatorscollaboratewithandguidechildrentomakemeaningoftheirinvestigationsandthechildren’sdifferentmodesofexpressionwillbeevident,documentedandcelebrated.

Early Learning Centre

TheplaybasedandReggioEmiliainspiredcurriculumfitsseamlesslywiththeinquirypedagogyofthePrimaryYearsProgramoftheInternationalBaccalaureate(PYP).ThePYPlearningjourneybeginsattheWalfordEarlyLearningCentreandthechildrenengagewithunitsofinquirythatareplannedforeachagegroup.UnitsofInquiryaredesignedtofacilitateessentiallearningsandskillsandarebasedonthechildren’sneeds,interestsandcompetencies.

ThePYProgrammeofinquiryisdefinedbythesixtransdisciplinarythemes.Theseare:

• Whoweare;

• Whereweareinplaceandtime;

• Howweexpressourselves;

• Howtheworldworks;

• Howweorganiseourselves;

• Sharingtheplanet.

Eachthemeisexploredinaunitofinquirythatisplannedanddocumented.EarlyLearningCentrechildrenarerequiredtocompleteatleastfourunitsofinquiryeachyearandunitsarereviewedannuallytoensuretheyarerelevant,engaginganddevelopmentallyappropriate.

TheUnitsofInquiryforthethreeyearoldprogramare:

TransdisciplinaryThemes CentralIdea

Whoweare EverydayIlearnmoreaboutwhoIamandwhatIcando

Howweexpressourselves Peopleexpresstheirfeelingsinavarietyofways–expressionthroughcolour

Howweorganiseourselves Transportsystemsareusedwithinourcommunity

Howtheworldworks Changeisallaroundus

TheUnitsofInquiryforthefouryearoldprogramare:

TransdisciplinaryThemes CentralIdea

Whoweare Familiesarepartofourlives

Howweexpressourselves Throughplayweuseourimaginationandcreativity

Howweorganiseourselves Thepeopleinourcommunity

Howtheworldworks Changeisallaroundus

IfyouhaveanyqueriesabouttheEarlyLearningCentre,pleasecontactourDirectorofELC,MissCharmaineBrooks.

ReceptionLanguage-EnglishEarlylanguageactivitiesareusedtodetermineeachstudent'sstageofdevelopmentinfineandgrossmotorskills,patterning,auralskills,dominance,visualdiscriminationandconceptsaboutprint.Theseproceduresservetodeterminetheoptimumtimefortheintroductionofparticularreadingandwritingskills.Earlyassessmentsareusedasaguidetoprovidestrategiesforenhancingprocessingofinformation.AtWalfordweuseJollyPhonicsachild-centred,multi-sensoryapproachtoliteracytomakelearningenjoyableforstudents.

Aims:

• Toimmersestudentsinlanguageandtoprovideastimulatingliteraryenvironment

• Toencouragealoveoforal,visualandwrittenlanguage

• Toencouragestudentstowriteexpressively,imaginativelyandfactuallyonaregularbasisandtopresenttheirworkinavarietyofforms

• Toencouragestudentstoattempttospellunknownwordsindependentlyandtodeveloptheskillsofspellingsothattheywillbeabletocommunicateinwritingatalevelappropriatetotheirageandability

• Toportrayreadingasalifeskillandtoencouragestudentstodeveloptheskillsneededtobeindependentreadersinordertoreadforpleasureandtosupportacademicdevelopmentinallareasofthecurriculum

• Toencourageclearspeechandtheuseofcorrectgrammarinverbalcommunication.

Content:

OralLanguage–ListeningandSpeaking

• Showanunderstandingthatsoundsareassociatedwithobjects,eventsandideas.

• Listenandrespondinsmallandlargegroups.

• Followinstructions.

• Useorallanguagetocommunicateduringclassroomactivities,conversationsandimaginativeplay.

• Askquestionstogaininformationandrespondtoinquiries.

VisualLanguage–ViewingandPresenting

• Identify,interpretandrespondtoarangeofvisualtextspromptsandhaveanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.

• Beexposedtoavarietyofvisualmaterials.

• Respondtovisualmessages–talkaboutfeelings,showempathyforothers.

• Useavarietyofimplementstopractiseanddevelophandwritingandpresentationskills.

WrittenLanguage–Reading

• Showanunderstandingthatlanguagecanberepresentedvisuallythroughcodesandsymbols.

• Selectandreadavarietyoftextsforenjoymentandinformation.

• Participateinavarietyofsharedreadingexperiences(bigbooks,guidedreading,partnerreading).

• Usemeaning,visual,contextualandmemorycuestodecodetext.

• Recogniseabankofhighfrequencywords.

Reception

• Participateinlearningengagementsinvolvingreadingaloud.

• Usevisualcuestorecallsoundsandthewordstheyare‘reading’toconstructmeaning.

WrittenLanguage–Writing• Showanunderstandingthatwritingisameansofrecording,rememberingandcommunicating.

• Enjoywritingandvaluetheirownefforts.

• Writewords,sentencesandtextsusingphoneticandvisualstrategies.

• Formletters/conventionslegiblywithcorrectpencilgrip.

• Writeanincreasingnumberoffrequentlyusedwordsorideasindependently.

• Usearangeofspellingstrategiestolearnnewwords.

AustralianCurriculumAchievementStandardforReceptionBytheendofreception,studentsusepredictingandquestioningstrategiestomakemeaningfromtexts.Theyrecalloneortwoeventsfromtextswithfamiliartopics.Theyunderstandthattherearedifferenttypesoftextsandthatthesecanhavesimilarcharacteristics.Theyidentifyconnectionsbetweentextsandtheirpersonalexperience.

Theyreadshort,predictabletextswithfamiliarvocabularyandsupportiveimages,drawingontheirdevelopingknowledgeofconceptsaboutprintandsoundandletters.TheyidentifythelettersoftheEnglishalphabetandusethesoundsrepresentedbymostletters.Theylistentoanduseappropriatelanguagefeaturestorespondtoothersinafamiliarenvironment.Theylistenforrhyme,letterpatternsandsoundsinwords.

Studentsunderstandthattheirtextscanreflecttheirownexperiences.Theyidentifyanddescribelikesanddislikesaboutfamiliartexts,objects,charactersandevents.Ininformalgroupandwholeclasssettings,studentscommunicateclearly.Theyretelleventsandexperienceswithpeersandknownadults.Theyidentifyanduserhyme,letterpatternsandsoundsinwords.

Whenwriting,studentsusefamiliarwordsandphrasesandimagestoconveyideas.Theirwritingshowsevidenceofsoundandletterknowledge,beginningwritingbehavioursandexperimentationwithcapitallettersandfullstops.Theycorrectlyformknownupper-andlower-caseletters.

MathematicsMeasurementandGeometry

Shape

• Sort,describe,drawandnamefamiliartwo-dimensionalandthree-dimensionalobjectsintheenvironment.

• Copyandcreatesimplespatialpicturesandpatterns.

• Useshapeandorientationtofitseveralsimpleshapestogetherbycopyingormatchinglines.

Locationandtransformation

• Describepositionandmovement.

• Followshortpathsonsimpledrawings,modelsandmazes.

Usingunitsofmeasurement

• Useindirectanddirectcomparisonsandexplainreasoningusingeverydaylanguage.

• Estimate,measureandcomparethesizeofobjectsusinginformalmethods.

• Compareandorderthedurationofeventsusingtheeverydaylanguageoftime.

• Relatethefunctionofclockstothetellingoftime.

NumberandAlgebraNumberandplacevalue

• Count,compareandordercollectionsofatleast20objects.

• Connectnumbernames,numeralsandquantities–includingzero-uptoatleast20andusecountingstrategiestofindrelationshipsbetweensmallnumbers.

• Recogniseandwritenumeralsfrom1to20andbeyond.

• Useknowledgeofnumbersandcountingtoexploreanddescribesimple,everydaynumericalsituations,includingtheuseofmoney.

• Useknowledgeofnumberstogroupobjectsandcomparegroupsofobjectsofuptoatleast20andexplainreasoning.

• Useanumberlinetoaidandexplorecountingandplace-valueconcepts.

• Instantlyrecognisesmallcollectionsofobjects.

• Representpracticalsituationstomodeladditionandsharing.

Patternsandalgebra

• Sortandclassifyfamiliarobjectsandexplainthebasisoftheseclassifications.Copy,continueandcreatepatternswithobjectsanddrawings.

• Usematerialstorecognise,generateandrepresentsimplenumberpatterns.

StatisticsandProbabilityChance

• Recognisethatsomeeventsinvolvechance.Investigateanddescribeeventsthatinvolvechanceandrecognisetheunpredictablenatureofparticularoutcomes.

Datarepresentationandinterpretation

• Collectdatainordertoanswerquestionsposedbyself,peersorteacher.

• Answeryes/noquestionstocollectinformation.

• Summarise,organise,interpret,discussanddisplaydatausingconcreteandpictorialdisplaysandoraldescriptions.

AustralianCurriculumAchievementStandardforReception

Bytheendoftheyear,studentsmaketheconnectionsbetweennumbernamesandquantities,upto10.Theycompareobjectsusingmass,lengthandcapacity.Studentsconnecteventsandthedaysoftheweek.Theyexplaintheorderanddurationoftheevents.Studentsuseappropriatelanguagetodescribelocation.

Studentscounttoandfrom20andordersmallcollections.Theygroupobjectsbasedoncommoncharacteristicsandsortshapesandobjects.Studentsanswersimplequestionstocollectinformationandmakesimpleinferences.

TheProgrammeofInquiryTheUnitsofInquiryforReceptionare:

TransdisciplinaryThemes UnitofInquiry

Whoweare People’srelationshipswitheachothercanhaveanimpactonwellbeing

Whereweareintimeandplace Learningaboutthepasthelpsustounderstandtherelationshipbetweenthepastandthepresent

Howweexpressourselves Peopleexpressthemselvescreativelythroughperformance

Howtheworldworks Ourenvironmentsgothroughaprocessofchange

TheProgrammeofInquiryissubjecttochange.

SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.

InReception,studentsgainanunderstandingoftheirworld,focusingonthemselves,theirfriends,families,andtheirenvironment.Theyappreciatethereasonswhypeoplebelongtogroups,therolestheyfulfilandthedifferentwaysthatpeopleinteractwithingroups.Theygainasenseofplaceandthereasonswhyparticularplacesareimportanttopeopleaswellashowandwhypeople’sactivitiesinfluenceandareinfluencedbytheplacesintheirenvironment.Theygainasenseoftime,recognisingimportanteventsintheirownlivesandhowtimeandchangeaffectpeople.

Aims:

• Toleadstudentstoanunderstandingoftheirrelationshipwithothersandtheworldinwhichtheylive

• Todevelopinterpersonalandgroupparticipationskills

• Toprovideopportunitiesforchildrentodeveloptheirproblemsolvingandthinkingskills

• Todevelopknowledgeandvalues

• Todevelopbeginningresearchskills

• Todevelopobservationandquestioningskills.

Science

Scienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InReception,studentsdeveloptheirobservationalskillsbyusingtheirsensestogatherandrecordinformation,andusetheirobservationstoidentifypatterns,makepredictionsandrefinetheirideas.Theyexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofcauseandeffectrelationships.Studentsexaminechangeovervaryingperiodsandrecognisethatmorethanonevariablemayaffectchange.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,showcare,andrespectforthemselves,otherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirscientificexperience.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.

Content:

Biologicalsciences Chemicalsciences Earthandspacesciences Physicalsciences

Livingthings Materialsandmatter Earthandspace Forcesandenergy

Livingthingshavebasicneeds,includingfoodandwater.

Objectsaremadeofmaterialsthathaveobservableproperties.

Whereweareinplaceandtime.

Dailyandseasonalchangesinourenvironment,includingtheweather,affecteverydaylife.

Thewayobjectsmovedependsonavarietyoffactors,includingtheirsizeandshape.


BytheendoftheyearReceptionstudentsdescribethepropertiesandbehaviouroffamiliarobjects.Theysuggesthowtheenvironmentaffectsthemandotherlivingthings.Studentsshareobservationsoffamiliarobjectsandevents.

HistoryThereceptionhistorycurriculumprovidesastudyofpersonalandfamilyhistories.Studentslearnabouttheirownhistoryandthatoftheirfamily.Asparticipantsintheirownhistory,studentsbuildonetheirknowledgeandunderstandingofhowthepastisdifferentfromthepresent.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


Bytheendofreception,studentscanidentifysimilaritiesanddifferencesbetweenfamilies.Theycanrecognisehowimportantfamilyeventsarecommemorated.Studentswillbeabletosequenceeventsinorderandposequestionsaboutthepast.Theycanrelateastoryabouttheirpastusingarangeoftexts.

Language-FrenchReceptionstudentsareexposedtoFrenchlanguageandculturethroughavarietyoflisteningandspeakingactivities.Lessonsmayinclude:

• Bigbookreading

• Songs,dances,gamesandrhymes

• PractisingsimpleFrenchphrases

• CopyingorillustratingFrenchwords

• ViewingDVDsaboutFrenchculture.

TheArtsMusic

Aims:

• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading

• Todevelopapositiveattitudetowardsmusic

• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms

• Toprovideenjoyablemusicactivities,includingtwoannualconcerts

• Toprovideanopportunityforextensionactivitiesforinterestandabilitygroups.

Content:

Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing:

RhythmandBeat

• Developaphysicalfeelingofbeati.e.bodypercussion

• Developabilitytokeepthebeatusingpercussioninstruments

• Developasenseofrhythmthroughsongs/rhymes

• Introduceti-titaandsaaurallyandvisually

MelodyandPitch

• Listeningexperiencesforhigh-low,same-different

• Echosingingandpitchmatching

• Makeconscioussohandmisolfasoundsandhand-signs

• Introducelasolfasoundandhand-sign

TempoandDynamics

• Recognitionoffastandslowmusic

• Understandingofreasonsfortempo

• Recognitionofloudandsoftmusic

• Understandingofreasonsfordynamics

InstrumentalRecognition

• Introducepercussioninstrumentsvisuallyandaurally

• IntroduceStringFamilyofinstrumentsvisually

Performance

• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4.

Art

Aims:

InReceptiontheclassroomteacherisresponsibleforartandcraftactivities.Theaimistoprovideenjoyable,creativeartexperiences,whichdevelopeye-handcoordination.Activitiesenablethegirlstoexpressandenhancetheircreativityanddeveloptheirfinemotorskills.Awiderangeofactivitiesandmediaareexploredthroughouttheyeartodevelopinterestincolour,shape,textureandmanipulation.

Drama

Aims:

Dramaiscoveredthrougharangeofsubjectareasandusedtodevelopself-confidenceandtheabilitytoworkeffectivelywithothers.Thebasicelementsofdramasuchasrole-playandmimetotellastoryornurseryrhymeareexplored.Imaginationandcreativityaredevelopedandoftencomepartofregularplay.

Personal,SocialandPhysicalEducationPhysicalEducation

Aims:

• Toleadstudentsthroughavarietyofsensori-motoractivitiesinordertofurtherdevelopbalance,grossandfinemotorco-ordination,spatialawareness,generalmotorskillsandmovementconcepts

• Tofosteraninterestandenjoymentinparticipatinginphysicalactivities

• Todeveloptheabilitytomoverhythmicallyandtousemovementinacreativeway

• Tointroducestudentstowaterandtodeveloptheirconfidencein,on,underandaroundwater

• Toencouragecooperativeplayinavarietyofgroupsettings

• Todevelopeachstudent’ssocialskillsthroughgamesandphysicalactivities

• Toprovideavarietyofvigorousplayactivities.

Studentsreceive120minutesofphysicaleducationeachweekacrosstherangeofmovementstrands.OnceaweektheyparticipateintheActionLearningProgram,whichinvolvessixstationsthatdevelopthebrainthroughmovement.Indance,gymnastics,ballskillsandmovement,anexploratoryapproachisusedtodevelopeachindividualchild’sfundamentalmovementskills.Swimminglessonsareconductedintermfour,withsomeinitiallessonsintermone.

PersonalandSocialEducation

Aims:

• Tobeawareofourselvesandunderstandgrowthanddevelopment

• Toexplorerelationshipswithothers

• Todevelopresponsibleattitudes

• Tolearnhowtocareforourselves,othersandtheenvironment

• Tounderstandtheprinciplesofnutrition,adequaterestandphysicalactivity.

Content:

• Classroomandyardbehavioursandresponsibilities

• Beingagoodfriend

• Eatingahealthyandbalanceddiet

• Goalsetting

• Handlingconflict

• Developingconfidence,resilienceandpersistence

• Thingsourgrowingbodiesneed:sleep,relaxation,food,water,shelter,love

• KeepingSafeChildProtectionCurriculum.

OtherCurriculum-BasedActivitiesJuniorPrimarystudentsparticipateinanEnrichmentProgramthatstimulatestheirsocial,physical,andintellectualabilities.Eachsessioninvolvesthegirlsrotatingthroughaseriesofplay-basedactivitiesandcreativelearningexperiences.Theactivitiesmayincludegardening,cooking,art,craft,movement,constructionandthemedplayboxes.

Receptionsstudentshaveandextendeddayatschoolwheretheyenjoyathemedaywithafternoontea,activitiesandanearlydinnerbeforeheadinghome.AvarietyofexcursionsandincursionswillalsotakeplacethroughouttheyeartofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.

YearOneLanguage–EnglishAims:

• Toprovideastimulating,languagerichenvironment

• Todevelopaloveoflanguagethroughtheintegrationofliterature

• Todevelopapositiveattitudetowardsallareasoflanguage

• Todevelopskillsincriticalliteracy

• Tolearnabouttheworldthroughlanguage

• Tolearnaboutthewaysinwhichlanguageisconstructed,bothspokenandwritten.

Content:


• Showanunderstandingthatsoundsareassociatedwithobjects,eventsandideas.

• Demonstrateappropriatelisteningandaudiencebehavior.

• Respondtorequestsandfollowinstructions,showingunderstanding.

• Useorallanguagetocommunicateduringclassroomactivitiesandlearningexperiences.

• Askquestionstogaininformationandrespondtoinquiries.

• Talkaboutthewriting,picturesandmodelstheyhavecreated.

• Distinguishbeginning,medialandendingsoundsofwordswithincreasingaccuracy.


• Identify,interpretandrespondtoarangeofvisualtextspromptsandhaveanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.

• Beexposedtoavarietyofvisualmaterials.

• Retelleventsinastoryanddiscussesapersonalinterpretationofthemainevents.

• Respondtovisualmessages–talkaboutfeelings,showempathyforothers,identifymainideas,predictnextevent.

• Useavarietyofimplementstopractiseanddevelophandwritingandpresentationskills.


• Showanunderstandingthatlanguagecanberepresentedvisuallythroughcodesandsymbols.

• Selectandreadavarietyoftextsforenjoymentandinformation.

• Participateinavarietyofsharedreadingexperiences(bigbooks,guidedreading,partnerreading,joininginwithrefrains).

• Usemeaning,visual,contextualandmemorycuestodecodetext.

• Readwithincreasingconfidence,fluencyandindependence.

• Recogniseabankofhighfrequencywords.

Year One

• Participateinlearningengagementsinvolvingreadingaloud.

• Usevisualcuestorecallsoundsandthewordstheyare‘reading’toconstructmeaning.

WrittenLanguage–Writing

• Showanunderstandingthatwritingisameansofrecording,rememberingandcommunicating.

• Enjoywritingfordifferentpurposesandaudiences.

• Experimentwithavarietyofwritinggenres.

• Writewords,sentencesandtextsusingphoneticandvisualstrategies.

• Begintousepunctuationandbasicediting/proofreading.

• Formletters/conventionsandlegiblywithcorrectpencilgrip.

• Writeanincreasingnumberoffrequentlyusedwordsorideasindependently.

• Demonstrateanawarenessoftheconventionsofwrittentext.

• Usearangeofspellingstrategiestolearnnewwords.

• Confidentlysoundandwritethreeandfourletterwords.

AustralianCurriculumAchievementStandardforYearOne

BytheendofYear1,studentsunderstandthedifferentpurposesoftexts.Theymakeconnectionstopersonalexperiencewhenexplainingcharactersandmaineventsinshorttexts.Theyidentifythelanguagefeatures,imagesandvocabularyusedtodescribecharactersandevents.

Studentsreadaloud,withdevelopingfluencyandintonation,shorttextswithsomeunfamiliarvocabulary,simpleandcompoundsentencesandsupportiveimages.Whenreading,theyuseknowledgeofsoundsandletters,highfrequencywords,sentenceboundarypunctuationanddirectionalitytomakemeaning.Theyrecallkeyideasandrecogniseliteralandimpliedmeaningintexts.Theylistentootherswhentakingpartinconversations,usingappropriatelanguagefeatures.Theylistenforandreproduceletterpatternsandletterclusters.

Studentsunderstandhowcharactersintextsaredevelopedandgivereasonsforpersonalpreferences.Theycreatetextsthatshowunderstandingoftheconnectionbetweenwriting,speechandimages.

Theycreateshorttextsforasmallrangeofpurposes.Theyinteractinpair,groupandclassdiscussions,takingturnswhenresponding.

Studentsmakeshortpresentationsofafewconnectedsentencesonfamiliarandlearnedtopics.Whenwriting,studentsprovidedetailsaboutideasorevents.Theyaccuratelyspellwordswithregularspellingpatternsandusecapitallettersandfullstops.Theycorrectlyformallupper-andlower-caseletters.


Shape

• Recognise,describe,nameandclassifyfamiliartwo-dimensionalandthree-dimensionalshapes.

• Useeverydaylanguageandsomemathematicallanguagetodescribethemincludingcorners,edgesandfaces.


• Useandunderstandthelanguageofpositiontofollowandgivedirectionstofamiliarlocationsincludingusingthetermsanti-clockwiseandclockwise.

• Describeandexplaintheeffectofsimpleflip,slideandturnonshapes.

• Recognisesymmetryinfamiliarobjectsandshapes.


• Estimate,measureandcomparethesize,lengthandcapacityofobjectsusinginformalandsomeformalmethods.

• Useeverydaylanguagetodescribeandcomparedistance,mass,capacityandarea.

• Relatetimeto,anddescribetimeintermsof,familiarrecurringphenomenawithinownlifeusingseasons,months,weeks,daysandhours.

• Relatethefunctionofclockstothetellingoftimeandtellthetimetothehourandhalf-hourusinganalogueanddigitalclocks.

• Useinformalandformallanguageandtoolstomeasuretemperatureandrelateittoeverydaylife.

NumberandAlgebra

Numberandplacevalue

• Developconfidencewithnumbersequencetoandfromonehundredfromanystartingpoint,countingby2s,5sand10s.

• Model,recognise,read,writeandordernumbersfrom1to100andlocatethesenumbersonanumberline.

• Useanumberlineandconcretematerialstoaidandexploreaddition,subtractionandplace-valueconcepts,andtochecksolutions.

• Countcollectionsto100bypartitioningnumbersusingplacevalue.

• Representandsolvesimpleadditionandsubtractionproblemsusingarangeofstrategiesincludingcountingon,partitioningandrearrangingparts.

• Createandsolveadditionandsubtractionnumbersentencesupto20,usingarangeofstrategies,correctsymbols,andanunderstandingofplacevalue.

• Exploreandattemptsimplemultiplicationanddivisionproblems.

Patternsandalgebra

• Investigateanddescribenumberpatternsformedbyskipcountingandpatternswithobjects.

• Recognise,generate,continueandrecordnumberandotherpatterns.

Fractionsanddecimals

• Recognise,describeandorderAustraliancoinsandbanknotesaccordingtotheirvalue.

• Recogniseanddescribeone-halfasoneoftwoequalpartsofawholeandone-quarterasoneoffourequalpartsofawhole.

StatisticsandProbability

Chance

• Recognisethatsomeeventsinvolvechance.Investigateanddescribeeventsthatinvolvechanceandrecognisetheunpredictablenatureofparticularoutcomes.


• Collectdatainordertoanswerquestionsposedbythemselves,peersandteachers.

• Summarise,organise,interpret,discussanddisplaydatausingconcreteandpictorialdisplaysandoraldescriptions.

AustralianCurriculumAchievementStandardforYearOne

BytheendofYear1,studentsdescribenumbersequencesresultingfromskipcountingby2s,5sand10s.Theyidentifyrepresentationsofonehalf.TheyrecogniseAustraliancoinsaccordingtotheirvalue.Studentsexplaintimedurations.Theydescribetwo-dimensionalshapesandthree-dimensionalobjects.Studentsdescribedatadisplays.

Studentscounttoandfrom100andlocatenumbersonanumberline.Theycarryoutsimpleadditionsandsubtractionsusingcountingstrategies.Theypartitionnumbersusingplacevalue.Theycontinuesimplepatternsinvolvingnumbersandobjects.Studentsorderobjectsbasedonlengthsandcapacitiesusinginformalunits.Theytelltimetothehalfhour.Theyusethelanguageofdirectiontomovefromplacetoplace.Studentsclassifyoutcomesofsimplefamiliarevents.Theycollectdatabyaskingquestionsandcandrawsimpledatadisplays.

TheProgrammeofInquiryTheUnitsofInquiryforYearOneare:


Whoweare Thechoiceswemakeaffectourhealthandwellbeing

Whereweareinplaceandtime Ourfamilies,livesandenvironmentchangeovertime

Howweexpressourselves Peopletellstoriesindifferentways

Howtheworldworks Lightandsoundarecreatedandsensedindifferentways

Howweorganiseourselves Amarketplaceisasystemoftradinggoodsandservicestomeetthedemandsofthecommunity

Sharingtheplanet Theimpacthumanchoiceshaveonanimalsandtheirhabitats

TheProgrammeofInquiryissubjecttochange

SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,owtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.

InYear1,studentsgainanunderstandingoftheirworld,focusingonthemselves,theirfriends,families,andtheirenvironment.Theyappreciatethereasonswhypeoplebelongtogroups,therolestheyfulfilandthedifferentwaysthatpeopleinteractwithingroups.Theygainasenseofplaceandthereasonswhyparticularplacesareimportanttopeopleaswellashowandwhypeople’sactivitiesinfluenceandareinfluencedbytheplacesintheirenvironment.Theygainasenseoftime,recognisingimportanteventsintheirownlivesandhowtimeandchangeaffectpeople.

Aims:





• Todevelopbeginningresearchskills.

ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear1,studentsdeveloptheirobservationalskillsbyusingtheirsensestogatherandrecordinformation,andusetheirobservationstoidentifypatterns,makepredictionsandrefinetheirideas.Theyexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofcauseandeffectrelationships.Studentsexaminechangeovervaryingperiodsandrecognisethatmorethanonevariablemayaffectchange.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,showcare,andrespectforthemselves,otherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirscientificexperience.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.

Content:

Biologicalsciences Earthandspacesciences Chemicalsciences Physicalsciences

Livingthings Earthandspace Materialsandmatter Forcesandenergy

Livingthingshaveavarietyofexternalfeatures.

Livingthingsliveindifferentplaceswheretheirneedsaremet.

Observablechangesoccurintheskyandlandscape.

Everydaymaterialscanbephysicallychangedinavarietyofways.

Lightandsoundareproducedbyarangeofsourcesandcanbesensed.

AustralianCurriculumAchievementStandardforYear1

BytheendofYear1,studentsdescribeobjectsandeventsthattheyencounterintheireverydaylivesandtheeffectsofinteractingwithmaterialsandobjects.Theyidentifyarangeofhabitats.Theydescribechangestothingsintheirlocalenvironmentandsuggesthowsciencehelpspeoplecareforenvironments.

Studentsmakepredictionsandinvestigateeverydayphenomena.Theyfollowinstructionstorecordandsorttheirobservationsandsharetheirobservationswithothers.

History

TheYear1historycurriculumprovidesastudyofpresentandpastfamilylifewithinthecontextofthestudents’ownworld.Studentslearnaboutsimilaritiesanddifferencesinfamilylifebycomparingthepresentwiththepast.Theybegintoexplorethelinksandthechangesthatoccurovertime.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


BytheendofYear1,studentsexplainhowsomeaspectsofdailylifehavechangedoverrecenttimewhileothershaveremainedthesame.Theydescribepersonalandfamilyeventsthathavesignificance.

Studentssequenceeventsinorder,usingeverydaytermsaboutthepassingoftime.Theyposequestionsaboutthepastandexaminesourcestosuggestanswerstothesequestions.Studentsrelatestoriesaboutlifeinthepast,usingarangeoftexts.

Language–FrenchYearOnestudentsareexposedtoFrenchlanguageandculturethroughavarietyoflisteningandspeakingactivities.Lessonsmayinclude:

• Bigbookreading

• Songs,dances,gamesandrhymes

• PractisingsimpleFrenchphrases

• CopyingorillustratingFrenchwords

• ViewingDVDsaboutFrenchculture.

TheArtsMusic

Aims:





• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.

Content:


RhythmandBeat

• Developaphysicalfeelingofbeat/rhythmiebodypercussion

• Developabilitytokeepthebeat/rhythmusingpercussioninstruments

• Developasenseofrhythmthroughsongsandmusicgames

• Reinforceti-titaandsaaurallyandvisually

MelodyandPitch

• Recognisingsounds:high-low,same-different


• Reinforcesohandmisolfasoundsandhand-signs

• Makeconsciouslasolfasoundandhand-sign

• Introducedohsolfasoundandhand-sign

• Playingknownrepertoireonglockenspiel

TempoandDynamics

• RecognitionoffastandslowmusicincludingItaliantermslento/presto

• RecognitionofloudandsoftmusicincludingItaliantermsforte/piano

Form

• Recognisingphrases–sameordifferent

• Introducesectionsinmusicwhicharethesameordifferent



• ReinforceStringFamilyofinstrumentsvisuallyandaurally

• Introducebrassandwoodwindinstrumentsvisuallyandaurally

• Musicstudy-PeterandtheWolfbySergeiProkofiev

MusicalExploration

• Explorethetonalqualitiesofinstruments

• Usinggraphicnotationandstoriestocreatemusic

Performance


ArtAims:

• Toencourageimagination,creativity,expressivenessandenjoyment

• Tofosteranappreciationofcolour,shapeandformintheenvironment

• Tointroducethestudenttotheuseofvariedmedia

• Tohelpdevelopmanipulativeskills.

Content:

Studentsareintroducedtothevariousmediaandareencouragedtousetheirownimaginationandskillstocreatepleasingartandcraftworkattheirownlevelofability.

• Painting-usingacrylicandwater-basedpaints,fooddyes,naturaldyesetc.

• Drawing-usingpencils,crayons,textasetc.

• Modelling-usingclay,playdough,papermache,scrapmaterialsetc.

• Collage-usingcolouredpaper,material,flowers,leaves,seedsetc.

• Printing-usingnaturalandcommercialobjects.

DramaAims:

• Topromotetheallrounddevelopmentofthechildbyprovidinglearningexperiencesbaseduponcooperationandcollaboration

• Todevelopconfidenceandself-expression.

Content:

Activitiesarederivedfromthebroadareasofmime,movement,games,storytelling,puppetry,costumeandimprovisation.Themesandrelatedactivitiesareexploredusingavarietyoftechniques.Inallinstances,thethreemodes(performance,spectatorandexpressive)areconsidered.


Aims:

• Toinvolvestudentsinregularandenergeticphysicalactivity

• Toencouragegirlstoplayandtobephysicallyactive

• Toextendthestudent'smovementvocabulary

• Tofurtherdevelopthestudent’shand-eyeandfoot-eyecoordinationandmanipulation(ofsmallandlargeobjectssuchasballs,bats,andhoops)

• Tofurtherdevelopeachstudent’sabilitytomoverhythmicallyandcreatively

• Toencouragecooperativeplayandparticipationinvariousgroupsettings

• Todevelopeachstudent'sgrossmotorskills

• Toprovideavarietyofvigorousmovementactivities

• Toimprove/maintainthephysicalfitnesslevelofthestudentsintheareasofaerobicendurance,strengthandjointmobility

• Toprovideoutdoorexperienceswhichextendthechildren'sphysicalandsocialhorizons

• Tofosteranawareness,appreciationandunderstandingofdifferentenvironments

• Todeveloptheabilityandconfidencetocopesafelyinavarietyofenvironments.

Studentsreceive120minutesofphysicaleducationaweek,includingparticipatingintheActionLearningProgramfor30minutes.Swimming,dance,gymnastics,ballskillsandfundamentalmovementskillsaredeveloped.Simplegamestodevelopaerobiccapacity,agilityandgamesunderstandingsareparticipatedineachlesson.


Aims:




• Tobecomemoreawareofthenatureofworkandleisureenvironments


Content:






OtherCurriculum-BasedActivities

JuniorPrimarystudentsparticipateinanEnrichmentProgramthatstimulatestheirsocial,physical,andintellectualabilities.Eachsessioninvolvesthegirlsrotatingthroughaseriesofplay-basedactivitiesandcreativelearningexperiences.Theactivitiesmayincludegardening,cooking,art,craft,movement,constructionandthemedplayboxes.

Year1studentshaveanextendeddayatschoolwheretheyenjoyathemedaywithafternoontea,activitiesandanearlydinnerbeforeheadinghome.

YearTwoLanguage–EnglishAims:

• Toimmersestudentsinlanguageandtoprovideastimulatingliteracyenvironment

• Toencouragealoveoflanguage

• Toencouragestudentstoexperimentbywritingexpressively,imaginativelyandfactuallyonaregularbasisandtopresenttheirworkinavarietyofforms

• Toencouragestudentstoattempttospellunknownwordsindependentlyandtodeveloptheskillsofspellingsothattheywillbeabletocommunicateinwritingatalevelappropriatetotheirageandability

• Tofosterreadingasalifeskillandtoencouragestudentstodeveloptheskillsneededtobeindependentreadersinordertoreadforpleasureandtosupportacademicdevelopmentinallareasofthecurriculum

• Toencourageclearspeechandtheuseofcorrectgrammarinverbalcommunication.

Content:


• Showanunderstandingofthewiderangeofpurposesofspokenlanguage.

• Listenattentivelyandspeakappropriatelyinsmallandlargegroupinteractions.

• Listentoavarietyoforalpresentationsandrespondwithincreasingconfidenceanddetail.

• Followmulti-stepdirections.

• Understandandusespecificvocabularytosuitdifferentpurposes.

• Sequenceideas,withsomedetail,whenspeaking.


• Showanunderstandingthatvisualtextmayrepresentrealityorfantasy.

• Viewvisualinformationandshowunderstandingbyaskingrelevantquestionsanddiscussingpossiblemeaning.

• Showanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.

• Presentworkinavarietyofwaysforaparticularpurpose.


• Showanunderstandingthattextisusedtoconveymeaningindifferentwaysandfordifferentpurposes.

• Developpersonalpreference,selectingbooksforpleasureandinformation.

• Readtextsatanappropriatelevel,independently,confidentlyandwithgoodunderstanding.

• Recognisearangeofdifferenttexttypes.

• Participateinavarietyofsharedreadingexperiences.

• Useavarietyofstrategiestoself-monitorandself-correct.

Year Two

• Recallandretellinformationfromtextsreadandviewed.


• Showanunderstandingthatwritingcanbestructuredindifferentwaystoexpressdifferentpurposes.

• Engageconfidentlywiththeprocessofwriting.

• Writeaboutarangeoftopicsforavarietyofpurposesusingstructuresmodelledbytheteacher.

• Usegraphicorganisersandothertoolstoplanwriting.

• Usearangeofspellingstrategiesandrulestolearnnewwords.

• Proofreadownwritingandmakesomecorrectionsandimprovements.

• Experimentwiththeuseofquestionmarks,exclamationmarks,commas,apostrophesforcontractionsandquotationmarks.

• Writelegiblyandinaconsistentstyle.

AustralianCurriculumAchievementStandardforYearTwo

BytheendofYear2,studentsunderstandhowsimilartextssharecharacteristicsbyidentifyingtextstructuresandlanguagefeaturesusedtodescribecharacters,settingsandevents.Theyreadtextsthatcontainvariedsentencestructures,someunfamiliarvocabulary,asignificantnumberofhighfrequencysightwordsandimagesthatprovideadditionalinformation.Theymonitormeaningandself-correctusingcontext,priorknowledge,punctuation,languageandphonicknowledge.Theyidentifyliteralandimpliedmeaning,mainideasandsupportingdetail.Studentsmakeconnectionsbetweentextsbycomparingcontent.Theylistenforparticularpurposes.Theylistenforandmanipulatesoundcombinationsandrhythmicsoundpatterns.

Whendiscussingtheirideasandexperiences,studentsuseeverydaylanguagefeaturesandtopic-specificvocabulary.Theyexplaintheirpreferencesforaspectsoftextsusingothertextsascomparisons.Theycreatetextsthatshowhowimagessupportthemeaningofthetext.

Studentscreatetexts,drawingontheirownexperiences,theirimaginationandinformationtheyhavelearned.Theyuseavarietyofstrategiestoengageingroupandclassdiscussionsandmakepresentations.Theyaccuratelyspellfamiliarwordsandattempttospelllessfamiliarwordsandusepunctuationaccurately.Theylegiblywriteun-joinedupper-andlower-caseletters.


Shape

• Describethefeaturesofthree-dimensionalobjects.

• Describeanddrawtwo-dimensionalshapeswithandwithouttheuseofdigitaltechnologies.


• Describeandexplaintheeffectofone-stepflips,slidesandturnsonshapes,andidentifyanddescribehalfandquarterturns.

• Locatekeyfeatureswheninterpretingormakingsimplemapsormodelsoffamiliarlocations.


• Tellthetimetothehalfandquarter-houranddescribetimeelapsedineverydaylanguageandcommonunitsoftime.

• Describe,orderandsequenceeventswithrespecttothetimeoftheday,monthandseasoninwhichtheyoccur.

• Chooseandusetheappropriateattributewhenrespondingtomeasurementquestionsandselectunitsofmeasurethatrelatewelltotheattribute.

• Compareandorderseveralshapesandobjectsbasedonlength,area,volumeandcapacityusingappropriateuniforminformalandformalunits.

• Comparemassesofobjectsusingscales.

NumberandAlgebra

Numberandplacevalue

• Countforwardsandbackwardstoandfromatleast1000andskip-countto100by2’s,3’s,5’sand10’sfromanystartingpoint,thenmovetoothersequences.

• Recognise,model,representandordernumberstoatleast1000.

• Useafour-functioncalculatortoaidandexplorecountingandplace-valueconcepts.

• Calculatementallywithnumbers.

• Modeladditionandsubtractionoperationsanduseformalwrittenmethodsbasedonplacevaluetosolveproblems,checkingsolutionsbyestimationandtheuseofacalculator.

• Recogniseandrepresentmultiplicationasrepeatedaddition,groupsandarrays.

• Recogniseandrepresentdivisionasgroupingintoequalsetsandsolvesimpleproblemsusingtheserepresentations.

• Read,write,andinterpretsymbolicnumbersentencesinvolvingoneoperation.

• Constructandcompletesimplestatementsofequality(equations).

• Useestimationstrategies,includingroundingtothenearestten,toassistcountingandcomputationswhendealingwithlargenumbers.

Patternsandalgebra

• Represent,identify,extendanddevisewholenumberpatterns.

• Solvenumbersentencesarisingfromnumberstoriesandsituationsthatinvolveasingleoperationofaddition,subtraction,multiplicationordivision.


• Recogniseandinterpretcommonusesofhalves,quarters,thirdsandeighthsofshapesandcollections.

• Usefractionlanguageinrelationtoobjectsandcollectionsofobjects.

Moneyandfinancialmathematics

• Read,recordandordermoneyamounts,accordingtotheirvalue,anddealwithsimplechangesituations.


Chance

• Identifyandclassifyeventsthatinvolvechance.Describeoutcomesascertain,possible,impossible,likelyorunlikely.

Datarepresentationinterpretation

• Posequestionsofinterestarisingfromfamiliarsituationsorfromcollectedinformationandgatherdatarelevanttothequestion.

• Collectandclassifydataintheformofobjects,pictures,statementsandnumberstoanswerquestionsortestconjectures.

• Record,representandsummarisedatainlistsandsimplegraphs.

AustralianCurriculumAchievementStandardforYearTwo

BytheendofYear2,studentsrecogniseincreasinganddecreasingnumbersequencesinvolving2s,3sand5s.Theyrepresentmultiplicationanddivisionbygroupingintosets.TheyassociatecollectionsofAustraliancoinswiththeirvalue.Studentsidentifythemissingelementinanumbersequence.Studentsrecognisethefeaturesofthree-dimensionalobjects.Theyinterpretsimplemapsoffamiliarlocations.Theyexplaintheeffectsofone-steptransformations.Studentsmakesenseofcollectedinformation.

Studentscounttoandfrom1000.Theyperformsimpleadditionandsubtractioncalculationsusingarangeofstrategies.Theydividecollectionsandshapesintohalves,quartersandeighths.Studentsordershapesandobjectsusinginformalunits.Theytelltimetothequarterhouranduseacalendartoidentifythedateandthemonthsincludedinseasons.Theydrawtwo-dimensionalshapes.Theydescribeoutcomesforeverydayevents.Studentscollectdatafromrelevantquestionstocreatelists,tablesandpicturegraphs.

TheProgrammeofInquiryTheUnitsofInquiryforYearTwoare:

TransdisciplinaryThemes UnitsofInquiry

Whoweare Ourlearninganddevelopmentissupportedthroughunderstandingourabilities,interestsandcharacteristics

Whereweareinplaceandtime Wecanlearnaboutourhistorybyexploringwhathasbeenleftbehind

Howweexpressourselves Throughthevisualarts,artistsexpressideas,feelingsandexperiences

Howtheworldworks Apushorapullaffectshowanobjectmovesorchangesshape

Howweorganiseourselves Mostofthefoodweeatgoesthroughseveralstagesfromorigintoconsumption

Sharingtheplanet Waterisanessentialresourceforlife


SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.InYear2,studentsgainanunderstandingoftheirworld,focusingonthemselves,theirfriends,families,andtheirenvironment.Theyappreciatethereasonswhypeoplebelongtogroups,therolestheyfulfilandthedifferentwaysthatpeopleinteractwithingroups.Theygainasenseofplaceandthereasonswhyparticularplacesareimportanttopeopleaswellashowandwhypeople’sactivitiesinfluenceandareinfluencedbytheplacesintheirenvironment.Theygainasenseoftime,recognisingimportanteventsintheirownlivesandhowtimeandchangeaffectpeople.

Aims:




• Todevelopknowledgeandvalues.

ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear2,studentsdeveloptheirobservationalskillsbyusingtheirsensestogatherandrecordinformation,andusetheirobservationstoidentifypatterns,makepredictionsandrefinetheirideas.Theyexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofcauseandeffectrelationships.Studentsexaminechangeovervaryingperiodsandrecognisethatmorethanonevariablemayaffectchange.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,showcare,andrespectforthemselves,otherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirscientificexperience.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.

Content:



Livingthingsgrow,changeandhaveoffspringsimilartothemselves.

Differentmaterialscanbecombined,includingbymixing,foraparticularpurpose.

Earth’sresourcesincludingwaterareusedinavarietyofways.

Apushorpullaffectshowanobjectmovesorchangesshape.


BytheendofYear2,studentsdescribechangestoobjects,materialsandlivingthings.Theyidentifythatcertainmaterialsandresourceshavedifferentusesanddescribeexamplesofwherescienceisusedinpeople’sdailylives.

Studentsposequestionsabouttheirexperiencesandpredictoutcomesofinvestigations.Theyuseinformalmeasurementstomakeandcompareobservations.Theyfollowinstructionstorecordandrepresenttheirobservationsandcommunicatetheirideastoothers.

HistoryTheYear2historycurriculumprovidesastudyoflocalhistory.Studentsexplore,recogniseandappreciatethehistoryoftheirlocalareabyexaminingremainsofthepastandconsideringwhytheyshouldbepreserved.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


BytheendofYear2,studentsanalyseaspectsofdailylifetoidentifyhowsomehavechangedoverrecenttimewhileothershaveremainedthesame.Theydescribeaperson,siteoreventofsignificanceinthelocalcommunity.

Studentssequenceeventsinorderusingarangeoftermsrelatedtotime.Theyposequestionsaboutthepastandusesourcestoanswerthesequestions.Theycompareobjectsfromthepastandpresentanddevelopanarrativeaboutthepastusingarangeoftexts.

Language–FrenchAims:

IntroducingstudentstoalanguageotherthanEnglishto:

• AcquireknowledgeandskillstocommunicateeffectivelyinFrench

• Learnaboutanotherculture

• Makecomparisonsacrosscultures.

Thiswillbeachievedby:

• Listeningtoandspeakingthelanguageinavarietyofways

• Readingandrespondingtoanumberoftexttypes

• Writingthelanguagewiththeaidofappropriatemodels.

Content:

• Meetinggreetingandintroducing.

• Family.

• Homes.

• Pets.

• Preferences.

• Colours.

• Numbers.

• FrenchImpressionism.

• LinkswithUnitsofInquiry.

TheArtsMusic

Aims:





• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.Thismaytakeformofchoirsandinstrumentalensembles.

Content:


RhythmandBeat

• Developaphysicalfeelingofbeat/rhythmiebodypercussion

• Developabilitytokeepthebeat/rhythmusingpercussioninstruments

• Developasenseofrhythmthroughsongs/musicgames

• Reinforceti-titaandsaaurallyandvisuallyandintroduceta-a

MelodyandPitch

• Recognisingsounds:high-low,same-different


• Reinforcesohandmiandlasolfasoundsandhand-signs

• Makeconsciousdohandintroduceresolfasoundandhand-sign


TempoandDynamics

• RecognitionoffastandslowmusicincludingItalianterms(presto/lento/accelerando/ritardando)

• RecognitionofloudandsoftmusicincludingItalianterms(forte/piano/crescendo/decrescendo)

Form

• Recognisingphrases:same-different

• Recognisingsectionsinmusicwhicharesame-different



• ReinforceString,BrassandWoodwindinstrumentsvisuallyandaurally

MusicalExplorationandAppreciation

• Explorethetonalqualitiesofinstruments

• Usegraphicnotationandstoriestocreatemusic

• MusicstudyofvariousBallets

StringProgram

Allstudentsparticipateinlearningastringinstrument(violin/cello/doublebass)fortwoterms.ThistakesplaceinTerms3and4andincludesgrouptuitionculminatinginanassemblyandeveningconcert.

Performance

• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4

ArtAims:

• Touseandmakestudentsawareofthemainelementsofartieline,shape,texture,colour,toneandpattern

• Todeveloptheabilitytoconsciouslyobserve

• Toexperiencetheuseofarangeofmediaincreatingaworkofart

• Toworkwithdifferenttechniques

• Todevelopimaginativeresponsestoatopic

• Torefinemotorskills

• Tointroducetheworksoffamousartistsinrelationtopracticalthemesandmediause

• ToworkwiththeclassteacherwhererelevanttoextendUnitsofInquiry.

Content:

Drawing

• Introductiontoarangeofpenciltypesbothgraphiteandcoloured

• Drawingexperimentationwiththeuseofcharcoal,chalkandoilpastels

• Drawingdirectlyfromobservationiestilllifeandportraitstudies

• Imaginative:workingwithsetthemes

Painting

• Usingwatercolourandacrylic

• Studiesofartists:particularlyMonetandVanGogh

Design

• Creatingimagesusingtheelementsofline,shapeandpattern

• Useofcollagetodevelopimagery

Contactprinting

• Marblingandassociatedcolourstudies

Drama

Aims:

• EducationalDramaaimstopromotetheallrounddevelopmentofthechildbyprovidinglearningexperiencesbaseduponcooperationandcollaboration.

Content:Duringdramasessionsstudentswillbeinvolved/engagedin:

• Activitiesthatarederivedfromthebroadareasofmime,movement,games,storytelling,puppetry,costumeandimprovisation.

• PerformedresponsestoproblemsposedinothercurriculumareasasinProtectiveBehaviours.

• Learningaudienceskills.

• Assessingthemselvesandothersasperformersandaudiences.

• Playperformances.


Aims:

• Toassistthestudentthroughregularphysicalactivity,tomaintainanddevelophernaturalphysicalvitalityandtendencytoplay

• Toallowthestudentopportunitiestoexploreandexperimentwithmovementandthereforedevelopherawarenessofherphysicalabilitiesandmovementvocabulary

• Tofurtherdevelopthestudent'sskillsofhand-eyeandfoot-eyeco-ordination

• Toencouragethestudenttomoverhythmicallyandtousemovementinacreativefashion

• Toencouragecooperativeplayinsmallgroups

• Tointroducestudentstoavarietyofspecificskillsbypractisingtheminleadupgamesandminorgames

• Todevelopeachstudent'sgrossmotorandfundamentalmovementskills

• Topromotebeingactiveasfunandanimportantpartofourlives

• Toprovideavarietyofvigorousmovementactivities

• Toimprove/maintainthephysicalfitnesslevelofthestudentintheareasofaerobicendurance,strengthandjointmobility.

Studentsreceive120minutesofphysicaleducationperweek,includingparticipatingintheActionLearningProgramfor30minutes.Swimming,dance,gymnastics,ballskillsandfundamentalmovementskillsaredeveloped.Simplegamestodevelopaerobiccapacity,agilityandgamesunderstandingsareparticipatedineachlesson.


Aims:






Content:



• Developingpositiveself-talk,resilienceandpersistence




OtherCurriculum-BasedActivitiesJuniorPrimarystudentsparticipateinaPeerActivityProgramthatstimulatestheirsocial,physical,andintellectualabilities.Eachsessioninvolvesthegirlsrotatingthroughaseriesofplay-basedactivitiesandcreativelearningexperiences.Theactivitiesmayincludegardening,cooking,art,craft,movement,constructionandthemedplayboxes.

Year2studentsenjoya‘nightawayfromhome’experiencewhentheysleepoveratschoolandparticipatearangeoffunactivities.AvarietyofexcursionsandincursionswillalsotakeplacethroughouttheyeartofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.

YearThreeLanguage–EnglishAims:

• Immersestudentsinlanguageandtoprovideastimulatingliteraryenvironment

• Encouragealoveoflanguage

• Encouragestudentstowriteexpressively,imaginativelyandfactuallyonaregularbasisandtopresenttheirworkinavarietyofforms

• Encouragestudentstoattempttospellunknownwordsindependentlyandtodeveloptheskillsofspellingsothattheywillbeabletocommunicateinwritingatalevelappropriatetotheirageandability

• Portrayreadingasalifeskillandtoencouragestudentstodeveloptheskillsneededtobeindependentreadersinordertoreadforpleasureandtosupportacademicdevelopmentinallareasofthecurriculum.

Content:


• Showanunderstandingofthewiderangeofpurposesofspokenlanguage.

• Listenattentivelyandspeakappropriatelyinsmallandlargegroupinteractions.

• Listencriticallyandaskrelevantquestionsforclarification.

• Listentoavarietyoforalpresentationsandrespondwithincreasingconfidenceanddetail.

• Uselanguagetoexplain,inquireandcompare.

• Planandpreparespeechesusingpersonalopinions.

• Understandandusespecificvocabularytosuitdifferentpurposes.


• Showanunderstandingthatvisualtextmayrepresentrealityorfantasy.

• Viewvisualinformationandshowunderstandingbyaskingrelevantquestionsanddiscussingpossiblemeaning.

• Showanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.

• Presentworkinavarietyofwaysforaparticularpurposeandaudience.

• Viewavarietyofmultimodaltextstogaininformation.


• Showanunderstandingthattextisusedtoconveymeaningindifferentwaysandfordifferentpurposes.

• Developpersonalpreferences,selectingbooksforpleasureandinformation.

• Readtextsatanappropriatelevel,independently,confidentlyandwithunderstanding.

• Recognisearangeofdifferenttexttypes.

• Participateinavarietyofsharedreadingexperiences.

• Identifymeaningintexts,bothliteralandinferred.

Year Three

• Useavarietyofstrategiestoself-monitorandself-correct.

• Recallandcanretellinformationfromtextsreadandviewed.


• Showanunderstandingthatwritingcanbestructuredindifferentwaystoexpressdifferentpurposes.

• Engageconfidentlywiththeprocessofwriting.

• Writeaboutarangeoftopicsforavarietyofpurposesusingstructuresmodelledbytheteacher.

• Usegraphicorganisersandothertoolstoplanwriting.

• Usearangeofspellingstrategiesandrulestolearnnewwords.

• Demonstrateanunderstandingofgrammarandchoosesvocabularyandpunctuationappropriatetothepurposeandcontextoftheirwriting.

• Proofreadownwritingandmakesomecorrectionsandimprovements.

• Usequestionmarks,exclamationmarks,commas,apostrophesforcontractionsandquotationmarkswithincreasingaccuracy.

• Writejoinedlettersinalegibleandconsistentstyle.

AustralianCurriculumAchievementStandardforYearThree

BytheendofYear3,studentsunderstandhowcontentcanbeorganisedusingdifferenttextstructuresdependingonthepurposeofthetext.Theyunderstandhowlanguagefeatures,imagesandvocabularychoicesareusedfordifferenteffects.

Theyreadtextsthatcontainvariedsentencestructures,arangeofpunctuationconventions,andimagesthatprovideadditionalinformation.Theyidentifyliteralandimpliedmeaningconnectingideasindifferentpartsofatext.Theyselectinformation,ideasandeventsintextsthatrelatetotheirownlivesandtoothertexts.Theylistentoothers’viewsandrespondappropriately.

Studentsunderstandhowlanguagefeaturesareusedtolinkandsequenceideas.Theyunderstandhowlanguagecanbeusedtoexpressfeelingsandopinionsontopics.Theirtextsincludewritingandimagestoexpressanddevelopinsomedetailexperiences,events,information,ideasandcharacters.

Studentscreatearangeoftextsforfamiliarandunfamiliaraudiences.Theycontributeactivelytoclassandgroupdiscussions,askingquestions,providingusefulfeedbackandmakingpresentations.Theydemonstrateunderstandingofgrammarandchoosevocabularyandpunctuationappropriatetothepurposeandcontextoftheirwriting.Theyuseknowledgeofsoundsandhighfrequencywordstospellwordsaccurately,checkingtheirworkformeaning.Theywriteusingjoinedlettersthatareaccuratelyformedandconsistentinsize.


Shape

• Makemodelsofthree-dimensionalobjectsanddescribekeyfeaturesusingthelanguageofmathematics.


• Describeandexplaintheeffectofrotations,translationsandreflectionsonshapes.

• Createandinterpretgridmapstoshowpositionandpathways.

• Useandunderstandeverydaylocationwords–includingnorth,south,eastandwest-tofollowandgiveoraldirections.

• Identifysymmetryintheenvironment.


• Measure,compareandorderobjectsusingmetricunitsoflength,massandcapacity.

• Tellthetimetotheminuteusinganalogueanddigitalclocksanddescribetimeelapsedusingcommonunitsoftime.

Geometricreasoning

• Identifyanglesasmeasuresofturnandcompareanglesizesineverydaysituations.

NumberandAlgebraNumberandplacevalue

• Recognise,represent,modelandordernumbersuptoatleast10000.

• Investigatetheconditionsrequiredforanumbertobeoddorevenandidentifyoddandevennumbers.

• Applyplacevaluetopartition,rearrangeandregroupnumberstoatleast10000toassistcalculationsandsolveproblems.

• Useestimationstrategies,includingrounding,toassistcountingandcomputationswhendealingwithnumbersgreaterthan20.

• Recogniseandexplaintheconnectionbetweenadditionandsubtraction.

• Recalladditionfactsandrelatedsubtractionfactstodevelopincreasinglyefficientmentalstrategiesforcomputation.

• Recallmultiplicationfactsof2,3,4,5and10andrelateddivisionfacts.

• Representandsolveproblemsinvolvingmultiplicationusingefficientmentalandwrittenstrategiesandappropriatedigitaltechnologies.

• Createandsolvenumbersentencesarisingfromnumberstoriesandsituationsthatinvolvetheoperationsofaddition,subtraction,multiplicationordivision.

Patternsandalgebra

• Represent,identify,extendanddevisewholenumberpatternsusingadditionandsubtraction.

• Constructandcompletesimplestatementsofequality(equations).


• Modelandrepresentunitfractionsincluding½,1/3,1/4,1/5,1/6and1/8andtheirmultiplestocompleteawhole.

• Convertsimplefractionstodecimalsanddecimalstofractions.


• Read,recordandordermoneyamountsanddealwithchangesituations.


Chance

• Classifyeventsascertain,possible,impossible,likelyorunlikely.

• Conductchanceexperiments,identifyanddescribepossibleoutcomesandrecognisevariationinresults.


• Identifyquestionsorissuesforcategoricalvariables.Identifydatasourcesandplanmethodsofdatacollectionandrecording.

• Collectdataandorganiseintocategoriesandcreatedisplaysusinglists,tables,picturegraphsandcolumngraphs,withandwithouttheuseofdigitaltechnologies.

• Interpretandcomparedatadisplays.

AustralianCurriculumAchievementStandardforYearThree

BytheendofYear3,studentsrecognisetheconnectionbetweenadditionandsubtractionandsolveproblemsusingefficientstrategiesformultiplication.Theymodelandrepresentunitfractions.Theyrepresentmoneyvaluesinvariousways.Studentsidentifysymmetryintheenvironment.Theymatchpositionsonmapswithgiveninformation.Studentsrecogniseanglesinrealsituations.Theyinterpretandcomparedatadisplays.

Studentscounttoandfrom10000.Theyclassifynumbersaseitheroddoreven.Theyrecalladditionandmultiplicationfactsforsingledigitnumbers.Studentscorrectlycountoutchangefromfinancialtransactions.Theycontinuenumberpatternsinvolvingadditionandsubtraction.Studentsusemetricunitsforlength,massandcapacity.Theytelltimetothenearestminute.Studentsmakemodelsofthree-dimensionalobjects.Studentsconductchanceexperimentsandlistpossibleoutcomes.Theycarryoutsimpledatainvestigationsforcategoricalvariables.

TheProgrammeofInquiryTheUnitsofInquiryforYearThreeare:


Whoweare Peoplehaverightsandresponsibilities,whichhelpthemliveinacommunitywithothers

Whereweareintimeandplace Communitiesrememberandcelebrateimportanthistoricalevents

Howweexpressourselves Traditionalstorieshelpustodefineandexpressourbeliefsandvalues.

Howtheworldworks Matterchangesstateforavarietyofreasons

Howweorganiseourselves Peoplecreateorganisationstosolveproblemsandsupporthumanendeavourandenterprise

Sharingtheplanet PeoplemakechoicestosupportthesustainabilityoftheEarth’sresources.



InYear3,studentsextendtheirunderstandingofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasothercommunitiesthataredistantintimeandplace.Theyinvestigatehowandwhygroupsareorganisedwithincommunitiesandthewaysinwhichcommunitiesreflecttheculturesandcustomsoftheirpeople.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbytheplacesintheirenvironment.Studentsgainanappreciationoftherelationshipbetweenvaluingtheenvironmentandprotectingit.Theyextendtheirunderstandingoftime,recognisingimportanteventsinpeople’slivesandhowthepastisrecordedandrememberedindifferentways.

Aims:

• Todevelopcuriosityandinterestabouttheworld





• Todevelopindependenceandasenseofresponsibility

• Todevelopresearchskills.

ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear3,studentsdeveloptheirobservationalskillsbyusingtheirsensesandselectedobservationaltools.Theygatherandrecordobservedinformationinanumberofways,andreflectonthesefindingstoidentifypatternsorconnections,makepredictions,andtestandrefinetheirideaswithincreasingaccuracy.

Studentsexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofincreasinglycomplexcauseandeffectrelationships.Theyexaminechangeovertimeandrecognisethatchangemaybeaffectedbyoneormorevariables.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,andareabletoconsiderhowtheseviewsandcustomsmayhavebeenformulated.

Studentsusetheirlearninginsciencetoplanpositiveandrealisticactiontoimprovetheirwelfareandthatofotherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirownscientificexperience,andthatofothers.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.

Content:

Biologicalsciences Earthandspacesciences Chemicalsciences Physicalsciences

Sharingtheplanet Earthandspace Materialsandmatter Forcesandenergy

Livingthingscanbegroupedonthebasisofobservablefeaturesandcanbedistinguishedfromnon-livingthings.

Earth’srotationonitsaxiscausesregularchanges,includingnightandday.

Achangeofstatebetweensolidandliquidcanbecausedbyaddingorremovingheat.

Heatcanbeproducedinmanywaysandcanmovefromoneobjecttoanother.

Howtheworldworks.


BytheendofYear3,studentsusetheirunderstandingofthemovementoftheEarth,materialsandthebehaviourofheattosuggestexplanationforeverydayobservations.Theydescribefeaturescommontolivingthings.Theydescribehowtheycanusescienceinvestigationstorespondtoquestionsandidentifywherepeopleusescienceknowledgeintheirlives.

Studentsusetheirexperiencestoposequestionsandpredicttheoutcomesofinvestigations.Theymakeformalmeasurementsandfollowprocedurestocollectandpresentobservationsinawaythathelpstoanswertheinvestigationquestions.Studentssuggestpossiblereasonsfortheirfindings.Theydescribehowsafetyandfairnesswereconsideredintheirinvestigations.Theyusediagramsandotherrepresentationstocommunicatetheirideas.

HistoryTheYear3historycurriculumprovidesastudyofidentityanddiversityinbothalocalandbroadercontext.Movingfromtheheritageoftheirlocalarea,studentsexplorethehistoricalfeaturesanddiversityoftheircommunityasrepresentedinsymbolsandemblemsofsignificance,andcelebrationsandcommemorations,bothlocallyandinotherplacesaroundtheworld.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


BytheendofYear3,studentsexplainhowcommunitieshavechangedinthepast.Theydescribetheexperiencesofanindividualorgroup.Theyidentifyeventsandaspectsofthepastthathavesignificanceinthepresent.

Studentssequenceeventsandpeopleinchronologicalorderwithreferencetokeydates.Theyposequestionsaboutthepastandlocateinformationfromsourcestoanswerthesequestions.Studentsdeveloptexts,includingnarratives,usingtermsdenotingtime.


Content:

• Meetinggreetingandintroducing

• Classroomobjects

• Frenchfairytales

• Expressingage

• Monthsanddaysoftheweek

• Birthdaysandnamingdays

• Expressingsingularandpluralnouns


TheArtsMusic

Aims:






Content:


RhythmandBeat

• Introduceostinatousingpercussion

• Developasenseofrhythmandbeatthroughvariousactivities

• Reinforceti-titaandsaandta-aaurallyandvisually

• Introduceta-a-a(dottedminim),ta-a-a-a(semibreve)

• Introducebasictheorycourse

MelodyandPitch


• Introduceostinatousingvoice

• Reinforcesoh,mi,la,dohsolfasoundsandhand-signs

• Makeconsciousreandintroducefasolfasoundandhand-sign


TempoandDynamics

• ReinforceItalianterms(presto/lento/accelerando/ritardando)

• IntroduceItalianterms(Largo,Andante,Allegro,Vivace)

• ReinforceItalianterms(forte/piano/crescendo/decrescendo)

• IntroduceItalianterms(mezzoforte,mezzopiano,pianissimo,fortissimo)

Form



• Introducemusicform,binary


• Recognisinginstrumentalfamilies



• MusicstudyofMozartandopera

Performance


ArtAims:

• Todeveloptheuseofthemainelementsofart:line,shape,colour,texture,tone,pattern

• Toexperiencearangeofmediatovisuallyexpressandcommunicateideas

• Toextendonrelevantthemesandtopics

• Tomanipulateimageryinbothanobservationalandimaginativemanner

• Tomakestudentsawareofartistsandtheirtechnique/stylesofwork

• Todeveloptheuseofartlanguageinstudyingandproducingartworks.

Content:

Drawing

• Observationalandimaginativestudiesusingpencil,pen,charcoalandpastels.

Painting

• Developtheuseofaquarelleandwatercolourpaintsandmixedmediastudies.

• Studiesoffamousartists–lookingatuseofcolourandmedia.

Design

• Useoflines,shapesandrepetitiontocreatepattern.

• Developthetechniqueoflayeringimagerytoproduceall-overpatternsandcompositions.

Printmaking

• Monoprintingusingonecolourandhandpainting.

• Collageusingavarietyofpapersandnaturalmaterialstolayershapes,coloursandtextures.

DramaAims:

• Toapplythebasicelementsofdrama,suchasrole-play,plotandsituationtotellastoryorpresentanidea

• Toworkindependentlywithself-confidenceinsmallgroupsandinpairs

• Tofurtherdeveloptheabilitytocreateandportrayacharacterandtosustainaroleinagivensituation

• Toreflectontheirworkandoftheworkofothers.

Content:

• Activitiesarederivedfromthebroadareasofmime,movement,games,storytelling,puppetry,costumeandimprovisation.

• Studentshaveopportunitiestoperformthroughconcerts,assembliesandclasspresentations.


Aims:

• Torefinethestudent’sbasicbodymovementsandassistindevelopingtheskillsnecessaryforhandlingsmallapparatus

• Tofurtherdevelopskillsutilisedinbodycontrolandmovement

• Tohelpthestudenttodevelopskillsrequiredinordertomovetoavarietyofrhythms

• Toencouragestudentstousemovementinanexpressiveandinventiveway

• Tofostercooperativeplayinavarietyofgroupsettings

• Todevelopeachstudent'sgrossmotorskills

• Toprovideavarietyofvigorousphysicalactivities

• Toimprove/maintainthephysicalfitnesslevelofthestudentsintheareasofaerobicendurance,strengthandjointmobility

• Tobegintoappreciatethebenefitsofphysicalactivityandahealthylifestyle.

Studentsreceive120minutesofphysicaleducationeachweek.

Gymnastics,athletics,teamsports,dance,jumpropeandswimmingarecoveredinphysicaleducationlessons.Studentscompeteinhouseteamsinaswimmingcarnivalandforsportsday.Schoolcampsusuallyinvolveadventurechallenges.

PersonalandSocialEducationAims:

• Tohelpstudentsdevelopselfconfidence,asenseofworthandrespectandconsiderationforothers

• Todevelopdecisionmakingandproblemsolvingskills


• Todevelopacoherentsetofpersonalandsocialvaluesandacommitmenttothem.

Content:

• Developmentofselfesteemandselfworth


• Knowledgeaboutsociety,themselves,friendshipgroups,families,communities,nationsandtheinter-relationshipsbetweenthem

• Friendshipsandgroupmembershipskills

• Conflictresolutiondevelopment


OtherCurriculum-BasedActivities• Atwo-day/onenightcamp.

• AvarietyofexcursionsandincursionstofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.

• Visitstorelevantexhibitionsandtheatreproductionsthatmayoccurduringtheyear.

YearFourLanguage–English

Aims:

• Tofosteraloveofbooksandreadingandlearntheskillofaccuratecomprehension

• Tobecomefluent,expressiveandgrammaticalinbothoralandwrittenwork

• Toimmersestudentsinlanguageandprovideastimulatingliteraryenvironment

• Tofosteraloveofbooksandreading

• Topractiseskillsofeditingownwork

• Todevelopspellingskillsforindependentuse.

Content:


• Showanunderstandingoftheconventionsassociatedwithspeakingandlistening.

• Listenappreciativelyandresponsively,presentingtheirownpointofviewandrespectingtheviewsofothers.

• Listenforaspecificpurposeinavarietyofsituations.

• Explainanddiscusstheirownwritingwithpeersandadults.

• Organisethoughtsandfeelingsbeforespeaking.

• Useorallanguageappropriately,confidentlyandwithincreasingaccuracy.

• Understandthatlanguageisinfluencedbypurpose,audienceandcontext.


• Showanopen-mindednessabouttheuseofarangeofvisualtextresourcestoaccessinformation.

• View,respondtoanddescribevisualinformation,communicatingunderstandinginoral,writtenandvisualform.

• Describepersonalreactionstovisualmessages.

• Understandandexplainhowvisualeffectscanbeusedtoreflectaparticularcontext.

• Prepare,individuallyorincollaboration,visualpresentationsusingarangeofmedia.


• Showanunderstandingoftherelationshipbetweenreading,thinkingandreflection.

• Readavarietyofbooksforpleasure,instructionandinformation;reflectregularlyonreadingandsetfuturegoals.

• Distinguishbetweenfictionandnon-fictionandselectbooksappropriatetoaspecificpurpose.

• Recognisethepurposeoftexts(topersuade,inform,entertain,instruct).

• Describeliteralandimpliedmeaningconnectingideasindifferenttexts.

• Usearangeofstrategieswhenreadingtoenhanceunderstanding.

Year Four

• Accessinformationfromavarietyoftextsbothinprintandonline.


• Demonstrateanunderstandingofstorystructureandareabletomakecriticaljudgementsabouttheirwritingandthewritingofothers.

• Writeindependentlyandwithconfidence,demonstratingapersonalvoiceasawriter.

• Writeforarangeofpurposes,bothcreativeandinformative,usingdifferenttypesofstructuresandstyles.

• Organiseideasinalogicalsequence.

• Useappropriatepunctuation,vocabularyandgrammartosupportmeaning.

• Checkpunctuation,varietyofsentencestarters,spellingandpresentationofwrittenwork.

• Workindependentlytoproducewrittenworkthatislegibleandwellpresented.

• Constructtextsthoughtfullytoconveyideaseffectively.

AustralianCurriculumAchievementStandardforYearFour

BytheendofYear4,studentsunderstandthattextshavedifferenttextstructuresdependingonpurposeandaudience.Theyexplainhowlanguagefeatures,imagesandvocabularyareusedtoengagetheinterestofaudiences.

Theydescribeliteralandimpliedmeaningconnectingideasindifferenttexts.Theyexpresspreferencesforparticulartexts,andrespondtoothers’viewpoints.Theylistenforkeypointsindiscussions.

Studentsuselanguagefeaturestocreatecoherenceandadddetailtotheirtexts.Theyunderstandhowtoexpressanopinionbasedoninformationinatext.Theycreatetextsthatshowunderstandingofhowimagesanddetailcanbeusedtoextendkeyideas.

Studentscreatestructuredtextstoexplainideasfordifferentaudiences.Theymakepresentationsandcontributeactivelytoclassandgroupdiscussions,varyinglanguageaccordingtocontext.Theydemonstrateunderstandingofgrammar,selectvocabularyfromarangeofresourcesanduseaccuratespellingandpunctuation,editingtheirworktoimprovemeaning.


Shape

• Comparetheareasofregularandirregularshapes.

• Compareanddescribetwo-dimensionalshapesthatresultfromcombiningandsplittingcommonshapes,withandwithouttheuseofdigitaltechnologies.

• Usecorrectterminologywhendescribingshapes,partsofshapes,objects,andpartsofobjects.

• Explainandcomparethespatialpropertiesofshapesandobjects.


• Copyandcreatepatternsinvolvingtranslating,rotatingandreflectingmultiplecopiesofashapeanddescribethetransformationsused.

• Identifysymmetryinregulartwo-dimensionalshapesandcreatesymmetricalpatterns,picturesandshapeswithorwithoutdigitaltechnologies.

• Usesimplescales,legendsanddirectionstointerpretinformationcontainedinbasicmaps.


• Usescaledinstrumentstomeasureandcomparelengths,masses,capacitiesandtemperatures.

• Estimate,measureandcompareobjectsusingmetricunitsofareaandvolume.

• Convertfromonestandardmeasuretoanother.

• Convertbetweenunitsoftime.

• Describedurationoftimeintermsofamandpmnotation,andmakeandusetimetablesandschedules.

Geometricreasoning

• Compareanglesandclassifythemasequalto,greaterthanorlessthanarightangle.

NumberandAlgebra

Numberandplacevalue

• Investigateandusethepropertiesofoddandevennumbers.

• Applyplacevaluetopartition,rearrangeandregroupnumberstoatleasttensofthousandstoassistcalculationsandsolveproblems.

• Recognise,representandorderwholenumbersupto100000,includingplacevalue.

• Recallmultiplicationfactsupto10x10andrelateddivisionfacts.

• Investigatenumbersequencesinvolvingmultiplesof3,4,6,7,8and9.

• Developefficientmentalandwrittenstrategiesformultiplicationandfordivisionwherethereisnoremainder.

Patternsandalgebra

• Userulesinvolvingaddition,subtractionandmultiplicationtodevise,describe,extendandtestnumberpatterns.

• Solvewordproblemsbyusingnumbersentencesinvolvingmultiplicationordivisionwherethereisnoremainder.

• Useequivalentnumbersentencesinvolvingadditionandsubtractiontofindunknownquantities.

• Specifymultiplesandfactorsofwholenumbers.


• Recogniseandinvestigateequivalenceincommonfractions.

• Countbyquarters,halvesandthirds,includingwithmixednumerals.Locateandrepresenttheseonanumberline.

• Renamecommonfractionsasdecimals.

• Understandthattheplacevaluesystemcanbeextendedtotenthsandhundredthsandusedecimalnotationtorepresentandcomparesimpledecimals.


• Solveproblemsinvolvingpurchasesandthecalculationofchangetothenearestfivecentswithandwithoutdigitaltechnologies.Showanawarenessofothercurrencies.


Chance

• Identifyandrecordoutcomesfromsimplechanceexperiments.

• Comparethelikelihoodofoutcomesofsimplechanceexperimentsandofeverydayeventsandordertheirchancesofoccurring.


• Identifyinformationrequiredtoanswerquestionsortestconjectures,refiningthequestionswherenecessary.

• Determineappropriateprocedurestocollectinformationrelevanttoquestionsandconjecturesofinterest.

• Organiseandsummarisenumberdata.

• Usediagramsandtablestosummariseanddisplaydata.

• Usegraphicalmethodsinvolvingscaletodisplaydata,includingpicturegraphsandcolumngraphs.

• Extractspecificinformationfromdatasummarisedindiagramsandtables.

• Describe,interpretdataandevaluatetheeffectivenessofdatadisplayedinscaledgraphs.

AustralianCurriculumAchievementStandardforYearFour

BytheendofYear4,studentschooseappropriatestrategiesforcalculationsinvolvingmultiplicationanddivision.Theyrecognisecommonequivalentfractionsinfamiliarcontextsandmakeconnectionsbetweenfractionanddecimalnotationsuptotwodecimalplaces.Studentssolvesimplepurchasingproblems.Theyidentifyunknownquantitiesinnumbersentences.Theydescribenumberpatternsresultingfrommultiplication.Studentscompareareasofregularandirregularshapesusinginformalunits.Theysolveproblemsinvolvingtimeduration.Theyinterpretinformationcontainedinmaps.Studentsidentifydependentandindependentevents.Theydescribedifferentmethodsfordatacollectionandrepresentation,andevaluatetheireffectiveness.

Studentsusethepropertiesofoddandevennumbers.Theyrecallmultiplicationfactsto10x10andrelateddivisionfacts.Studentslocatefamiliarfractionsonanumberline.Theycontinuenumbersequencesinvolvingmultiplesofsingledigitnumbers.Studentsusescaledinstrumentstomeasuretemperatures,lengths,shapesandobjects.Theyconvertbetweenunitsoftime.Studentscreatesymmetricalshapesandpatterns.Theyclassifyanglesinrelationtoarightangle.Studentslisttheprobabilitiesofeverydayevents.Theyconstructdatadisplaysfromgivenorcollecteddata.

TheProgrammeofInquiryTheUnitsofInquiryforYearFourare:


Whoweare Whatwebelieveisapartofwhoweare

Whereweareinplaceandtime ThroughouthistoryexplorationhasledtodiscoveriesandhasimpactedonIndigenouspeople

Howweexpressourselves Advertisingconveysavarietyofmessagesthatattempttoinfluencethewaypeoplethink,feelandact

Howtheworldworks Anunderstandingofforcehelpsustomakesenseoftheworldaroundus

Howweorganiseourselves Peoplehavedevelopedsystemsandtechnologiestohelpthemcommunicatemoreeffectively

Sharingtheplanet Biodiversityreliesonmaintaininginterdependentrelationshipsbetweenlivingthings.



InYear4,studentsextendtheirunderstandingofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasothercommunitiesthataredistantintimeandplace.Theyinvestigatehowandwhygroupsareorganisedwithincommunitiesandthewaysinwhichcommunitiesreflecttheculturesandcustomsoftheirpeople.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbytheplacesintheirenvironment.Studentsgainanappreciationoftherelationshipbetweenvaluingtheenvironmentandprotectingit.Theyextendtheirunderstandingoftime,recognisingimportanteventsinpeople’slivesandhowthepastisrecordedandrememberedindifferentways.

Aims:

• Todevelopthestudents'skillsforsocialliving,includingproblemsolvingandthinkingskills,interpersonalandgroupparticipationskills


• Toincreasethestudents'understandingofthemselves,theirsocietyandtheworldinwhichtheylive


• Toteachresearchskillsandorderlypresentationoffacts.




Content:


Livingthings Howweexpressourselves

Earthandspace Forcesandenergy

Livingthingshavelifecycles.

Livingthings,includingplantsandanimals,dependoneachotherandtheenvironmenttosurvive.

Naturalandprocessedmaterialshavearangeofphysicalproperties;thesepropertiescaninfluencetheiruse.

Howweexpressourselves.

Earth’ssurfacechangesovertimeasaresultofnaturalprocessesandhumanactivity.

Forcescanbeexertedbyoneobjectonanotherthroughdirectcontactorfromadistance.


BytheendofYear4,studentsapplytheobservablepropertiesofmaterialstoexplainhowobjectsandmaterialscanbeused.Theyusecontactandnon-contactforcestodescribeinteractionsbetweenobjects.TheydiscusshownaturalandhumanprocessescausechangetotheEarth’ssurface.Theydescriberelationshipsthatassistthesurvivaloflivingthingsandsequencethekeystagesinthelifecycleofananimalorplant.Theyidentifywhenscienceisusedtoaskquestionsandmakepredictions.Theydescribesituationswherescienceunderstandingcaninfluencetheirownandothers’actions.

HistoryTheYear4historycurriculumintroducesworldhistoryandthemovementofpeoples.BeginningwiththehistoryofAboriginalandTorresStraitIslanderpeoples,studentsexamineEuropeanexplorationandcolonisationinAustraliaandthroughouttheworlduptotheearly1800s.Studentsexaminetheimpactofexplorationonothersocieties,howthesesocietiesinteractedwithnewcomersandhowtheseexperiencescontributedtotheirculturaldiversity.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


BytheendofYear4,studentsexplainhowandwhylifechangedinthepastandidentifyaspectsofthepastthatremainedthesame.Theydescribetheexperiencesofanindividualorgroupovertime.Theyrecognisethesignificanceofeventsinbringingaboutchange.

Studentssequenceeventsandpeopleinchronologicalordertoidentifykeydates.Theyposearangeofquestionsaboutthepast.Theyidentifysourcesandlocateinformationtoanswerthesequestionsandrecognisedifferentpointsofview.Studentsdevelopandpresenttexts,includingnarratives,usinghistoricalterms.










Content:

• Expressingpreferences

• Frenchfood

• Frenchcelebrations

• Clothes

• Thebody

• Adjectives

• Frenchwritingconventions


TheArtsMusic

Aims:






Content:

Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing

RhythmandBeat

• ReinforceOstinatousingpercussion


• ReinforceallKodalyrhythmsfromYear3

• Reinforceandextendbasictheorycourse

• Introducetika-tika

MelodyandPitch

• ReinforceOstinatousingvoice


• Reinforcesoh,mi,la,doh,andresolfasoundsandhand-signs

• Makeconsciousfaandintroducetisolfasoundandhand-sign


TempoandDynamics

• ReinforcingItaliantermsfromYear3

• ReinforceItaliantermsfromYear3

Form



• ReinforceBinaryFormandintroduceTernaryform


• ReinforcingInstrumentalFamilies

• Investigatehowsoundiscreated



• MusicstudyofBeethovenandsymphonies

Performance


ArtAims:

• Developtheuseofthemainelementsofart:ieline,shape,colour,texture,toneandpattern

• Developskillsinobservationaldrawingsthroughtheuseofarangeofmedia

• Experimentwithideasandexploreimaginativeresponsestotopics

• Developartlanguagethroughself-analysis

• Encourageaninterestinarthistorythroughstudiesofartistsandtheirwork.

Content:

Drawing

• Imaginativeandobservationalstudiesusingavarietyofpencils,pen,charcoalandpastels

Painting

• Furtherdevelopmentoftheuseofwatercolourpaintingandmixedmediastudies

Printmaking

• Reliefandmonoprinting

• Developtheunderstandingofsimpleprintmakingtechniques

Design

• Studyofgraphicdesignineverydaylife(Designalogo)

• Manipulatingimagerytocreatedesigns

• Usingthecomputerasatooltocreateimages

Collage

• Usingavarietyofpapersandnaturalmaterials

DramaAims:

• Toapplythebasicelementsofdrama,suchasrole-play,plotandsituationtotellastoryorpresentanidea

• Toworkindependentlywithself-confidenceinsmallgroupsandinpairs

• Tofurtherdeveloptheabilitytocreateandportrayacharacterandtosustainaroleinagivensituation

• Toreflectontheirworkandoftheworkofothers.

Content:

• Activitiesarederivedfromthebroadareasofmime,movement,games,storytellingandimprovisation.

• Studentshaveopportunitiestoperformthroughconcerts,assembliesandclasspresentations.


Aims:

• Toassiststudentsinrefiningtheirbasicbodymovementsandtheskillsneededinhandlingsmallapparatus

• Tofurtherdevelopmovementsandskillsusedineffectivebodymanagementandmovement

• Toencouragetheuseofmovementincreativerhythmicways

• Tofosterandenhancecooperationandunderstandimportanceofworkingeffectivelywithothers

• Toimprovethestudent'sphysicalfitnessintheareasofaerobicendurance,strengthandjointmobility

• Toexperienceandenjoybalancedandvariedfitnessactivities

• Tobegintoappreciatethebenefitsofphysicalactivityandahealthylifestyle.




Aims:

• Tohelpstudentsdevelopselfconfidence,asenseofworthandrespectandconsiderationforothers

• Todevelopdecisionmakingandproblemsolvingskills


• Todevelopacoherentsetofpersonalandsocialvaluesandacommitmenttothem.

Content:

• Developmentofselfesteemandselfworth


• Knowledgeaboutsociety,themselves,friendshipgroups,families,communities,nationsandtheinter-relationshipsbetweenthem

• Friendshipsandgroupmembershipskills

• Conflictresolutiondevelopment


OtherCurriculum-BasedActivities• Atwo-day/onenightcamp.



YearFiveLanguage–EnglishAims:

• Tofosteraloveofbooksandreading

• Tolearntheskillofaccuratecomprehension

• Tobecomemorefluent,expressiveandgrammaticalinbothoralandwrittenwork

• Topractiseskillsofeditingownwork

• Tointroduceandrevisethedifferentwritinggenres

• Todevelopspellingskillsforindependentuse.

Content:

• OralLanguage–ListeningandSpeaking

• Understandthedifferencebetweenliteralandfigurativelanguageandhowtouselanguagefordifferentpurposes.

• Participateappropriatelyaslistenerandspeaker,indiscussions,conversations,debatesandgrouppresentations.

• Listenandrespondappropriatelytoinstructions,questionsandexplanations.

• Generate,developandmodifyideasandopinionsthroughdiscussion.

• Useorallanguagetoinform,influenceandentertainothers.


• Engagewithanincreasingrangeofvisualtextresources.

• Viewandcriticallyanalysearangeofvisualtexts,communicatingunderstandingthroughoral,writtenandvisualmedia.

• Identifyfactorsthatinfluencepersonalreactionstovisualtexts.

• Applyknowledgeofpresentationtechniquesinoriginalandinnovativeways.

• Useappropriatetechnologyforeffectivepresentations.


• Showanunderstandingofthestrategiesauthorsusetoengagethem.

• Readawiderangeoftextsconfidently,independentlyandwithunderstanding.

• Locateandselecttextsappropriatetopurposeandaudience.

• Identifygenreandexplainelementsandliteraryformsthatareassociatedwithdifferentgenres.

• Demonstrateavarietyofcomprehensionskillsduringsettasks,includingmainidea,pointsofview,drawingconclusions,makingjudgmentsandsummarizing.

• Usearangeofstrategiestosolvecomprehensionproblemsandtodeepentheirunderstandingofatext.

Year Five


• Showanunderstandingofthedifferentformsofwriting.

• Writeindependentlyandwithconfidence,showingthedevelopmentoftheirownvoiceandstyle.

• Writeusingarangeoftexttypesinordertocommunicateeffectively.

• Adaptwritingaccordingtotheaudienceandengagetheinterestofthereader.

• Usearangeofvocabularytoconveymeaningandcreateatmosphereandmood.

• Usearangeofwordprocessingandpublishingtools.

• Useplanning,drafting,editingandreviewingprocessesindependently.

• Demonstrateanincreasingunderstandingofhowgrammarworks.

• Usestandardspellingformostwordsanduseappropriateresourcestocheckspelling.

AustralianCurriculumAchievementStandardforYearFive

BytheendofYear5,studentsexplainhowtextstructuresassistinunderstandingthetext.Theyunderstandhowlanguagefeatures,imagesandvocabularyinfluenceinterpretationsofcharacters,settingsandevents.

Theyanalyseandexplainliteralandimpliedinformationfromavarietyoftexts.Theydescribehowevents,charactersandsettingsintextsaredepictedandexplaintheirownresponsestothem.Theylistenandaskquestionstoclarifycontent.

Studentsuselanguagefeaturestoshowhowideascanbeextended.Theydevelopandexplainapointofviewaboutatext,selectinginformation,ideasandimagesfromarangeofresources.

Studentscreateavarietyofsequencedtextsfordifferentpurposesandaudiences.Theymakepresentationsandcontributeactivelytoclassandgroupdiscussions,takingintoaccountotherperspectives.Whenwriting,theydemonstrateunderstandingofgrammar,selectspecificvocabularyanduseaccuratespellingandpunctuation,editingtheirworktoprovidestructureandmeaning.


Shape

• Recogniseandnamethree-dimensionalobjectsandcreateaccuratemodelsfromtheirnets.

• Useconventionalspatiallanguagewhendescribingshapes,partsofshapes,objects,partsofobjectsandsimplecross-sections.

• Identifythepropertiesofandclassifythedifferenttypesoftrianglesbytheirsidesandangles.

• Explainandcomparethespatialpropertiesofshapesandobjects.


• Interpretanddescribelocationanddirectionusinggridreferences,landmarksanddirectionallanguagesuchascardinalcompasspoints.

• Describetranslations,reflectionsandrotationsoftwo-dimensionalshapes.Identifylineandrotationalsymmetries.

• Copyandcreatesimplepatternsinvolvingtranslating,rotatingandreflectingmultiplecopiesofashapeanddescribethetransformationsused.


• Makeaccurateestimatesofmeasurementsusingstandardmeasures.

• Estimateanduseappropriateunitsofmeasuretomeasurelength,area,mass,volume,capacityandtemperature.

• Convertfromonestandardmeasuretoanother.

• Calculatetheperimeterandareasofrectanglesusingmetricunits.

• Comparetwelveandtwenty-fourhourtimesystemsandconvertbetweenthem.

Geometricreasoning

• Demonstrateunderstandingoftheconceptofanangletoclassify,measureandcompareanglesusingdegrees.

NumberandAlgebra

Numberandplacevalue

• Recogniseanddescribethestructureofwholenumbersuptoonemillion,includingplacevalue.

• Automaticallyrecallbasicmultiplicationandrelateddivisionfacts.

• Useestimationandroundingtocheckthereasonablenessofanswerstocalculations.

• Useknowledgeofplacevaluetosolveandrecordsolutionstoaddition,subtraction,multiplicationanddivisionproblemsusingefficientmentalandwrittenstrategies.

• Useefficientmentalandwrittenstrategiesandapplyappropriatedigitaltechnologiestosolveproblems.

• Identifymultiplesandfactorsofwholenumbersandusethemtosolveproblems.

Patternsandalgebra

• Userulesinvolvingaddition,subtractionandmultiplicationtodevise,describe,extendandtestnumberpatternsinvolvingwholenumbers,fractionsanddecimals.

• Constructandcompletesimplestatementsofequalityinvolvingwholenumbersandfractions.


• Compareandordercommonunitfractionsandlocateandrepresentthemonanumberline.

• Recogniseequivalenceincommonfractionsandcarryoutcalculationsinvolvingsimplefractions.

• Recognisetherelationshipbetweenmixednumbersandimproperfractionsandconvertfromoneformtotheother.

• Investigatestrategiestosolveproblemsinvolvingadditionandsubtractionoffractionswiththesamedenominator.

• Renamecommonfractionsasdecimalsandpercentages.

• Usedecimalnotationtorepresentandcomparesimpledecimalsbeyondhundredths.

• Compare,orderandrepresentdecimals.


• Createsimplefinancialplans.

DataStatisticsandProbabilityChance

• Identifyoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresenttheprobabilitiesofthoseoutcomesusingfractions.

• Recognisethatprobabilitiesrangefromzerotoone.


• Posequestionsandcollectcategoricalornumericaldatabyobservationorsurvey.

• Usegraphicalmethodstodisplaydata,includingcolumngraphs,dotplotsandtables,appropriatetothedatatype.

• Modifythemethodofdatacollectionandclassificationtorefineaquestionorinvestigateafurtherquestion.

• Interpretanddescribeinformationfromdatasummarisedingraphicaldisplaysandtables.

AustralianCurriculumAchievementStandardforYearFive

BytheendofYear5,studentssolvesimpleproblemsinvolvingthefouroperationsusingarangeofstrategies.Theycheckthereasonablenessofanswersusingestimationandrounding.Studentsidentifyanddescribefactorsandmultiples.Theyexplainplansforsimplebudgets.Studentsconnectthree-dimensionalobjectswiththeirtwo-dimensionalrepresentations.Theydescribetransformationsoftwo-dimensionalshapesandidentifylineandrotationalsymmetry.Studentscompareandinterpretdifferentdatasets.

Studentsorderdecimalsandunitfractionsandlocatethemonnumberlines.Theyaddandsubtractfractionswiththesamedenominator.Studentscontinuepatternsbyaddingandsubtractingfractionsanddecimals.Theyfindunknownquantitiesinnumbersentences.Theyuseappropriateunitsofmeasurementforlength,area,volume,capacityandmass,andcalculateperimeterandareaofrectangles.Theyconvertbetween12and24-hourtime.Studentsuseagridreferencesystemtolocatelandmarks.Theymeasureandconstructdifferentangles.Studentslistoutcomesofchanceexperimentswithequallylikelyoutcomesandassignprobabilitiesbetween0and1.Studentsposequestionstogatherdata,andconstructdatadisplaysappropriateforthedata.

TheProgrammeofInquiryTheUnitsofInquiryforYearFiveare:


Whoweare Abalanceinpersonal,physical,mental,socialandspiritualhealthcontributestowellbeing

Whereweareinplaceandtime Peoplemigrateforsocialpoliticalandeconomicreasons

Howweexpressourselves Universallytherearemanyformsofexpression

Howtheworldworks Livingthingsadapttoaidsurvival

Howweorganiseourselves Governmentsystemsinfluencethelivesofcitizens

Sharingtheplanet Reachingaresolutionduringconflictisinfluencedbytheactionsandreactionsofallinvolved



InYear5,studentsinvestigateaspectsofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasgroupsofpeoplethataredistantintimeandplace.Theyextendtheirunderstandingofhowandwhygroupsareorganisedwithincommunitiesandhowparticipationwithingroupsinvolvesbothrightsandresponsibilities.Studentsgainanappreciationofhowculturalgroupsmayvaryintheircustomsandpractices,butreflectsimilarpurposes.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbyplacesintheenvironment.Theyappreciatethesignificanceofdevelopingasenseofbelongingandstewardshiptowardstheenvironment,valuingandcaringforit,intheinterestsofthemselvesandfuturegenerations.Theyextendtheirunderstandingoftime,recognisinghowideasandactionsofpeopleinthepasthavechangedthelivesofothersandappreciatinghowthepastisrecordedandrememberedindifferentways.Theygainanunderstandingofhowandwhypeoplemanageresourcesandwhydifferentsystemsfortheexchangeofgoodsandserviceshavedeveloped.

Aims:

• Todevelopthestudents'skillsforsocialliving,includingproblemsolvingandthinkingskills,inter-personalandgroupparticipationskills


• Toincreasethestudents'understandingofthemselves,theirsocietyandtheworldinwhichtheylive


• Toteachresearchskillsandorderlypresentationoffacts.




Aims:

• Toprovideabalanceofsubjectmatterduringtheyearwhichwillfosterinterest,inquiryandawarenessofthescientificworld

• Todevelopskillsofobservation,classifying,usingnumber,communicating,measuring,predicting,inferring

• Toinvolvestudentsingeneratingideasandactingonthemaswellasusinganddevelopingprocessesandproductsthatsatisfyhumanneeds

• Todevelopthestudents’knowledgeofpastandpresenttechnologyandtoexaminepossibilitiesandemergingtrends.

Content:



Livingthingshavestructuralfeaturesandadaptationsthathelpthemtosurviveintheirenvironment.

Solids,liquidsandgaseshavedifferentobservablepropertiesandbehaveindifferentways.

TheEarthispartofasystemofplanetsorbitingaroundastar(thesun).

Lightfromasourceformsshadowsandcanreflectedandrefracted.

Howweexpressourselves.

OliphantScience


BytheendofYear5,studentsclassifysubstancesaccordingtotheirobservablepropertiesandbehaviours.Theyexplaineverydayphenomenaassociatedwiththetransferoflight.Theydescribethekeyfeaturesofoursolarsystem.Theyanalysehowtheformoflivingthingsenablesthemtofunctionintheirenvironments.Studentsdiscusshowscientificdevelopmentshaveaffectedpeople’slivesandhowscienceknowledgedevelopsfrommanypeople’scontributions.

Studentsfollowinstructionstoposequestionsforinvestigations,predictwhatmighthappenwhenvariablesarechangedandplaninvestigationmethods.Theyuseequipmentinwaysthataresafeandimprovetheaccuracyoftheir

observations.Studentsconstructtablesandgraphstoorganisedataandidentifypatterns.Theyusepatternsintheirdatatosuggestexplanationsandrefertodatawhentheyreportfindings.Theydescribewaystoimprovethefairnessoftheirmethodsandcommunicatetheirideas,methodsandfindingsusingarangeoftexttypes.

HistoryTheYear5historycurriculumprovidesastudyofcolonialAustraliainthe1800s.StudentslookatthefoundingofBritishcoloniesandthedevelopmentofacolony.Theylearnaboutwhatlifewaslikefordifferentgroupsofpeopleinthecolonialperiod.Theyexaminesignificanteventsandpeople,politicalandeconomicdevelopments,socialstructuresandsettlementpatterns.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.


BytheendofYear5,studentsidentifythecausesandeffectsofchangeonparticularcommunitiesanddescribeaspectsofthepastthathaveremainedthesame.Theydescribethedifferentexperiencesofpeopleinthepastandthesignificanceofpeopleandeventsinbringingaboutchange.

Studentssequenceeventsandpeopleinchronologicalorderusingtimelines.Whenresearchingstudentsdevelopquestionstoframeahistoricalinquiry.Theyidentifyarangeofsourcesandlocateandrecordinformationrelatedtothisinquiry.Theyexaminesourcestoidentifypointsofview.Studentsdevelop,organiseandpresenttheirtexts,particularlynarratives,usinghistoricaltermsandconcepts.










Content:

• Formalandinformalmeetingandgreeting

• Numbers1-100

• Self-description

• Expressingtime

• Schoolsubjects

• Pastimesandsports

• Weather

• Useofnegativeexpressions

• LinkswithUnitsofInquiry

• InvolvementintheYear5Exhibition.

TheArtsMusic

Aims:






Content:


RhythmandBeat

• ReinforceOstinatousingpercussion


• ReinforceallKodalyrhythmsfromYear4

• BeginCoolCatstheorycourseBeginnerBookB

• Introduceta-am

l

MelodyandPitch

• ReinforceOstinatousingvoice


• Reinforcesoh,mi,la,doh,re,faandtisolfasoundsandhand-signs


TempoandDynamics

• ReinforcingItaliantermsfromYear4

• IntroduceItalianterm(Andante)

Form



• ReinforceBinaryFormandintroduceTernaryform

• IntroduceRondoform


• ReinforcingInstrumentalFamilies

• Howsoundiscreated



• MusicstudyofColePorterandJazz

• MusicstudyofSchumann,RomanticismandArtsandEmotion

• Watchtwomusicalsandreviewmusicalcontentofeach

BandProgram

• Allstudentsparticipateinlearningabandinstrumentforonesemester.Thisincludesgrouptuitionculminatinginaperformanceattheendoftheprogram.

Performance


ArtAims:

• Tofurtherdeveloptheuseofartelementsline,shape,pattern,tone,texture

• Lookingatpositiveandnegativeshapesanddetailsofcolour/tintvariations

• Studyofartistsspecifictotechniquesandtopics/themesset

• Workingwithtwoandthree-dimensionalimageryandusingawiderangeofmedia

• Experimentwithideasandexploreimaginativeresponsestotopics

• Usingcomputerprogramstodevelopdrawinganddesignimagery

• Furtherdevelopartlanguagethoughevaluationofpersonalandfamousartworks.

Content:

Painting

• Usingacrylic,watercolourpaintsandpencils

• Studiesrelatedtoarangeofthemeswiththeuseofmixedmedia

• VisittotheArtGalleryofSAtoobservevaryingportraitpaintingstylesbyartiststhrougharangeoferas

Drawing

• Usingpencil,pen,charcoal,oilandchalkpastels

Collage

• Usingarangeofpaperstolayershapestocreateimagery

Printing

• Reliefprintingontopaperandhandcolouring

• Lookingatartistswhocreateprints

• Developunderstandingofreliefprinting

Construction

• Creatinganddevelopingdesignsontoathreedimensionalsurface

• Design

• Computeraideddesign:lookingatsymmetryandrepetitioninthedevelopmentofpatternandshape

DramaAims:

• EducationalDramaaimstopromotetheallrounddevelopmentofthechildbyprovidinglearningexperiencesbaseduponcooperationandcollaboration.

Content:

• Activitiesarederivedfromthebroadareasofmime,movement,games,storytelling,puppetry,costumeandimprovisation.

• Studentshavemanyopportunitiestoperformthroughconcerts,assembliesandclasspresentations.


Aims:

• Tointroducestudentstospecificskillsofgames,dance,gymnasticsandaquatics

• Tobuildonthefoundationsandbasicskillsdevelopedintheearlieryears

• Tointroducethestudenttocompetitioninacontrolledenvironmentandprovidefoundationsforgirlstobecomeinvolvedinsportandotherrelatedphysicalactivities

• Toexposestudentstomovementasacreativeandexpressivemedium

• Todevelopcooperation,confidenceandcompetenceinavarietyofsettings,whenworkingindividuallyandingroupactivities

• Todevelopgamesenseandproblemsolvingskillsinphysicalchallenges

• Toimprovethestudent'sphysicalfitnessintheareasofaerobicendurance,strength,agility,andjointmobility

• Toexperienceandenjoybalancedandvariedfitnessactivities

• Tobegintoappreciatethebenefitsofphysicalactivityandahealthylifestyle

• Topromoteenjoymentofphysicalactivityanddevelopunderstandingofimportanceofbeingactiveasalifelongpractice.




Aims:



• Todeveloparesponsibleattitude



Content:

• PatternsofGrowthandDevelopment-bodycare,adolescentdevelopment,puberty

• PeopleandFood-nutrition,influencesoneatingpractices

• StatesofHealth-definitionofhealthy,healthybehaviours,balancedlifestyle

• Identity-rightsandresponsibilities,selfesteem

• Interaction,RelationshipsandGroups-dealingwithconflict,friendships,groupskills

• Challenge,RiskandSafety-protectivebehaviours,watersafety,drugsandsafety

• KeepingSafe–childprotectioncurriculum.

OtherCurriculum-BasedActivities• Year5Exhibition–Aculminationofthegirls’PrimaryYearsProgramme.

• PeerSupportLeadershipProgram–girlsaretrainedtobePeerSupportleadersinYear5.PairsofgirlsworkwithasmallgroupofgirlsfromReceptiontoYear4.Thisgivesoldergirlsanopportunityforself-developmentanda

chancetopractiseleadershipskills.Italsoencouragesfriendshipsandsupportsystemsacrossdifferentyearlevels.

• HouseCaptainsystem–twogirlsfromeachHousechosenbypeersforasemester.

• StudentRepresentativeCouncil–Year5studentsrunthefortnightlymeetings.

• Two-nightcamp.

• VarietyofInterschoolSportingactivitiesandSAPSASAevents.



Walford Anglican School for Girls Inc.316 Unley Road Hyde Park South Australia 5061PO Box 430 Unley South Australia 5061Tel. 61 8 8272 6555 Email. [email protected]

CRICOS PROVIDER No 00563J

Junior SchoolCurriculumInformationIB PRIMARY YEARS PROGRAMELC, RECEPTION AND YEARS 1 2 3 4 5

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