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
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AcknowledgmentsInthewritingofthisdocumentwewishtoacknowledgethatmuchoftheinformationwassourcedfromthefollowing:
InternationalBaccalaureate:PrimaryYearsProgramme
MakingthePYPHappen:Acurriculumframeworkforinternationalprimaryeducation
AustralianCurriculum(www.australiancurriculum.edu.au)
Belonging,BeingandBecoming–TheEarlyYearsLearningFrameworkforAustralia
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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.
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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.
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• 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.
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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
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• 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.
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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.
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• 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.
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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.
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ReligiousEducationisabasisonwhichtomakeinformedandwellthoughtoutdecisionsandgivesstudentstheopportunitytoconsidertheplaceGodhasintheirlives.IthelpsstudentstogainknowledgeandunderstandingoftheBibleandtheChristianfaith,andtherelevanceandapplicationofthesetolife.
JuniorSchoolHouseCaptainsorganiseandleadourassemblies,ataskthatincludeschoosingandexplainingthechoiceofhymnandprayertotherestofthegirls.Walford’schaplainregularlycontributestothespiritualcontentofassembly.Songsandprayersintheclassroomhelpthegirlstodeveloparepertoireofappropriatemusic,andadeeperunderstandingoftheessenceoffaith.
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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.
JuniorSchool/WholeSchoolAssemblies.
Reflections.
Biblereadings.
RecognitionofthespecialdaysoftheChristianYear.
Dailyhymnandprayer.
JuniorSchool/WholeSchoolAssemblies.
Reflections.
Biblereadings.
RecognitionofthespecialdaysoftheChristianYear.
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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
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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.
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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
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• developsightwordrecognitionusingthelistsprovidedwithintheMacquarieProgram(basedontheHoldawayList)
• writelowercaseletterscorrectlyandspellphoneticwordsaccurately
• usecorrectletterformationwhenwriting
• readatextatthestudent’sappropriatelevelandapplyarangeofreadingstrategies.
Criteriaforentryintotheprogram
• identifiedandnominatedbyclassteacher
• assessedasexperiencingdifficultieswithdecodingandblendingsounds.
LiteracySupport(YearsR–5)LearningSupportlessonsincludesmallgroupsofstudentsfromthesameclassandyearlevelwhohavebeenassessedasrequiringsupportinordertoaccesstheclassroomcurriculumorrequireamodifiedcurriculum(ornegotiatedcurriculumplan).
Theselessonsaretimetabledtocoincidewithclassliteracylessonswherepossibleandfollowthe‘BeatDyslexia’program.Thelessonsaimtodevelopthoseliteracyskillsthestudentshavenotyetmasteredthroughstructured,multisensory,activity-basedactivitiesthatarefunandengaging.
Criteriaforentryintotheprogram:
• identifiedandnominatedbyclassteacher
• assessedasexperiencingsignificantdifficultieswithearlyliteracyconcepts
• insomecasesapsychologicalassessmentthatsuggestsastudentisatriskofliteracydifficulties.
MathsSupport(YearsR–5)Classteachersdifferentiatemathematicslessonstocaterforthediverseneedsofstudents.Smallgrouplearningsupportisofferedtoidentifiedstudentswhohavebeenexperiencingsignificantdifficultieswithcoremathematicalconcepts.Mathematicslearningsupportoccurswithinandoutsidetheclassroom.
Criteriaforentryintotheprogram:
• identifiedandnominatedbyclassteacher
• assessedasexperiencingsignificantdifficultieswithcoremathematicalconcepts.
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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.
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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
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• 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.
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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)
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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
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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.
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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
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• 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
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• 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.
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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.
AustralianCurriculumAchievementStandardforReception
BytheendoftheyearReceptionstudentsdescribethepropertiesandbehaviouroffamiliarobjects.Theysuggesthowtheenvironmentaffectsthemandotherlivingthings.Studentsshareobservationsoffamiliarobjectsandevents.
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HistoryThereceptionhistorycurriculumprovidesastudyofpersonalandfamilyhistories.Studentslearnabouttheirownhistoryandthatoftheirfamily.Asparticipantsintheirownhistory,studentsbuildonetheirknowledgeandunderstandingofhowthepastisdifferentfromthepresent.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.
AustralianCurriculumAchievementStandardforReception
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
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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
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• 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.
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YearOneLanguage–EnglishAims:
• Toprovideastimulating,languagerichenvironment
• Todevelopaloveoflanguagethroughtheintegrationofliterature
• Todevelopapositiveattitudetowardsallareasoflanguage
• Todevelopskillsincriticalliteracy
• Tolearnabouttheworldthroughlanguage
• Tolearnaboutthewaysinwhichlanguageisconstructed,bothspokenandwritten.
Content:
OralLanguage–ListeningandSpeaking
• Showanunderstandingthatsoundsareassociatedwithobjects,eventsandideas.
• Demonstrateappropriatelisteningandaudiencebehavior.
• Respondtorequestsandfollowinstructions,showingunderstanding.
• Useorallanguagetocommunicateduringclassroomactivitiesandlearningexperiences.
• Askquestionstogaininformationandrespondtoinquiries.
• Talkaboutthewriting,picturesandmodelstheyhavecreated.
• Distinguishbeginning,medialandendingsoundsofwordswithincreasingaccuracy.
VisualLanguage–ViewingandPresenting
• Identify,interpretandrespondtoarangeofvisualtextspromptsandhaveanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.
• Beexposedtoavarietyofvisualmaterials.
• Retelleventsinastoryanddiscussesapersonalinterpretationofthemainevents.
• Respondtovisualmessages–talkaboutfeelings,showempathyforothers,identifymainideas,predictnextevent.
• Useavarietyofimplementstopractiseanddevelophandwritingandpresentationskills.
WrittenLanguage–Reading
• Showanunderstandingthatlanguagecanberepresentedvisuallythroughcodesandsymbols.
• Selectandreadavarietyoftextsforenjoymentandinformation.
• Participateinavarietyofsharedreadingexperiences(bigbooks,guidedreading,partnerreading,joininginwithrefrains).
• Usemeaning,visual,contextualandmemorycuestodecodetext.
• Readwithincreasingconfidence,fluencyandindependence.
• Recogniseabankofhighfrequencywords.
Year One
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• 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.
MathematicsMeasurementandGeometry
Shape
• Recognise,describe,nameandclassifyfamiliartwo-dimensionalandthree-dimensionalshapes.
• Useeverydaylanguageandsomemathematicallanguagetodescribethemincludingcorners,edgesandfaces.
Locationandtransformation
• Useandunderstandthelanguageofpositiontofollowandgivedirectionstofamiliarlocationsincludingusingthetermsanti-clockwiseandclockwise.
• Describeandexplaintheeffectofsimpleflip,slideandturnonshapes.
• Recognisesymmetryinfamiliarobjectsandshapes.
Usingunitsofmeasurement
• Estimate,measureandcomparethesize,lengthandcapacityofobjectsusinginformalandsomeformalmethods.
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• 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.
Datarepresentationandinterpretation
• 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.
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TheProgrammeofInquiryTheUnitsofInquiryforYearOneare:
TransdisciplinaryThemes UnitofInquiry
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:
• Toleadstudentstoanunderstandingoftheirrelationshipwithothersandtheworldinwhichtheylive
• Todevelopinterpersonalandgroupparticipationskills
• Toprovideopportunitiesforchildrentodeveloptheirproblemsolvingandthinkingskills
• Todevelopknowledgeandvalues
• Todevelopbeginningresearchskills.
ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear1,studentsdeveloptheirobservationalskillsbyusingtheirsensestogatherandrecordinformation,andusetheirobservationstoidentifypatterns,makepredictionsandrefinetheirideas.Theyexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofcauseandeffectrelationships.Studentsexaminechangeovervaryingperiodsandrecognisethatmorethanonevariablemayaffectchange.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,showcare,andrespectforthemselves,otherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirscientificexperience.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.
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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.
AustralianCurriculumAchievementStandardforYear1
BytheendofYear1,studentsexplainhowsomeaspectsofdailylifehavechangedoverrecenttimewhileothershaveremainedthesame.Theydescribepersonalandfamilyeventsthathavesignificance.
Studentssequenceeventsinorder,usingeverydaytermsaboutthepassingoftime.Theyposequestionsaboutthepastandexaminesourcestosuggestanswerstothesequestions.Studentsrelatestoriesaboutlifeinthepast,usingarangeoftexts.
Language–FrenchYearOnestudentsareexposedtoFrenchlanguageandculturethroughavarietyoflisteningandspeakingactivities.Lessonsmayinclude:
• Bigbookreading
• Songs,dances,gamesandrhymes
• PractisingsimpleFrenchphrases
• CopyingorillustratingFrenchwords
• ViewingDVDsaboutFrenchculture.
TheArtsMusic
Aims:
• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading
• Todevelopapositiveattitudetowardsmusic
• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms
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• Toprovideenjoyablemusicactivities,includingtwoannualconcerts
• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.
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Content:
Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing:
RhythmandBeat
• Developaphysicalfeelingofbeat/rhythmiebodypercussion
• Developabilitytokeepthebeat/rhythmusingpercussioninstruments
• Developasenseofrhythmthroughsongsandmusicgames
• Reinforceti-titaandsaaurallyandvisually
MelodyandPitch
• Recognisingsounds:high-low,same-different
• Echosingingandpitchmatching
• Reinforcesohandmisolfasoundsandhand-signs
• Makeconsciouslasolfasoundandhand-sign
• Introducedohsolfasoundandhand-sign
• Playingknownrepertoireonglockenspiel
TempoandDynamics
• RecognitionoffastandslowmusicincludingItaliantermslento/presto
• RecognitionofloudandsoftmusicincludingItaliantermsforte/piano
Form
• Recognisingphrases–sameordifferent
• Introducesectionsinmusicwhicharethesameordifferent
InstrumentalRecognition
• Introducepercussioninstrumentsvisuallyandaurally
• ReinforceStringFamilyofinstrumentsvisuallyandaurally
• Introducebrassandwoodwindinstrumentsvisuallyandaurally
• Musicstudy-PeterandtheWolfbySergeiProkofiev
MusicalExploration
• Explorethetonalqualitiesofinstruments
• Usinggraphicnotationandstoriestocreatemusic
Performance
• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4.
ArtAims:
• Toencourageimagination,creativity,expressivenessandenjoyment
• Tofosteranappreciationofcolour,shapeandformintheenvironment
• Tointroducethestudenttotheuseofvariedmedia
• Tohelpdevelopmanipulativeskills.
Content:
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Studentsareintroducedtothevariousmediaandareencouragedtousetheirownimaginationandskillstocreatepleasingartandcraftworkattheirownlevelofability.
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• 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.
Personal,SocialandPhysicalEducationPhysicalEducation
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.
PersonalandSocialEducation
Aims:
• Tobeawareofourselvesandunderstandgrowthanddevelopment
• Toexplorerelationshipswithothers
• Todevelopresponsibleattitudes
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• Tobecomemoreawareofthenatureofworkandleisureenvironments
• Tounderstandtheprinciplesofnutrition,adequaterestandphysicalactivity.
Content:
• Classroomandyardbehavioursandresponsibilities
• Beingagoodfriend
• Eatingahealthyandbalanceddiet
• Thingsourgrowingbodiesneed:sleep,relaxation,food,water,shelter,love
• KeepingSafeChildProtectionCurriculum.
OtherCurriculum-BasedActivities
JuniorPrimarystudentsparticipateinanEnrichmentProgramthatstimulatestheirsocial,physical,andintellectualabilities.Eachsessioninvolvesthegirlsrotatingthroughaseriesofplay-basedactivitiesandcreativelearningexperiences.Theactivitiesmayincludegardening,cooking,art,craft,movement,constructionandthemedplayboxes.
Year1studentshaveanextendeddayatschoolwheretheyenjoyathemedaywithafternoontea,activitiesandanearlydinnerbeforeheadinghome.
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YearTwoLanguage–EnglishAims:
• Toimmersestudentsinlanguageandtoprovideastimulatingliteracyenvironment
• Toencouragealoveoflanguage
• Toencouragestudentstoexperimentbywritingexpressively,imaginativelyandfactuallyonaregularbasisandtopresenttheirworkinavarietyofforms
• Toencouragestudentstoattempttospellunknownwordsindependentlyandtodeveloptheskillsofspellingsothattheywillbeabletocommunicateinwritingatalevelappropriatetotheirageandability
• Tofosterreadingasalifeskillandtoencouragestudentstodeveloptheskillsneededtobeindependentreadersinordertoreadforpleasureandtosupportacademicdevelopmentinallareasofthecurriculum
• Toencourageclearspeechandtheuseofcorrectgrammarinverbalcommunication.
Content:
OralLanguage–ListeningandSpeaking
• Showanunderstandingofthewiderangeofpurposesofspokenlanguage.
• Listenattentivelyandspeakappropriatelyinsmallandlargegroupinteractions.
• Listentoavarietyoforalpresentationsandrespondwithincreasingconfidenceanddetail.
• Followmulti-stepdirections.
• Understandandusespecificvocabularytosuitdifferentpurposes.
• Sequenceideas,withsomedetail,whenspeaking.
VisualLanguage–ViewingandPresenting
• Showanunderstandingthatvisualtextmayrepresentrealityorfantasy.
• Viewvisualinformationandshowunderstandingbyaskingrelevantquestionsanddiscussingpossiblemeaning.
• Showanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.
• Presentworkinavarietyofwaysforaparticularpurpose.
WrittenLanguage–Reading
• Showanunderstandingthattextisusedtoconveymeaningindifferentwaysandfordifferentpurposes.
• Developpersonalpreference,selectingbooksforpleasureandinformation.
• Readtextsatanappropriatelevel,independently,confidentlyandwithgoodunderstanding.
• Recognisearangeofdifferenttexttypes.
• Participateinavarietyofsharedreadingexperiences.
• Useavarietyofstrategiestoself-monitorandself-correct.
Year Two
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• Recallandretellinformationfromtextsreadandviewed.
WrittenLanguage–Writing
• 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.
MathematicsMeasurementandGeometry
Shape
• Describethefeaturesofthree-dimensionalobjects.
• Describeanddrawtwo-dimensionalshapeswithandwithouttheuseofdigitaltechnologies.
Locationandtransformation
• Describeandexplaintheeffectofone-stepflips,slidesandturnsonshapes,andidentifyanddescribehalfandquarterturns.
• Locatekeyfeatureswheninterpretingormakingsimplemapsormodelsoffamiliarlocations.
Usingunitsofmeasurement
• Tellthetimetothehalfandquarter-houranddescribetimeelapsedineverydaylanguageandcommonunitsoftime.
• Describe,orderandsequenceeventswithrespecttothetimeoftheday,monthandseasoninwhichtheyoccur.
• Chooseandusetheappropriateattributewhenrespondingtomeasurementquestionsandselectunitsofmeasurethatrelatewelltotheattribute.
• Compareandorderseveralshapesandobjectsbasedonlength,area,volumeandcapacityusingappropriateuniforminformalandformalunits.
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• 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.
Fractionsanddecimals
• Recogniseandinterpretcommonusesofhalves,quarters,thirdsandeighthsofshapesandcollections.
• Usefractionlanguageinrelationtoobjectsandcollectionsofobjects.
Moneyandfinancialmathematics
• Read,recordandordermoneyamounts,accordingtotheirvalue,anddealwithsimplechangesituations.
StatisticsandProbability
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.
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Studentscounttoandfrom1000.Theyperformsimpleadditionandsubtractioncalculationsusingarangeofstrategies.Theydividecollectionsandshapesintohalves,quartersandeighths.Studentsordershapesandobjectsusinginformalunits.Theytelltimetothequarterhouranduseacalendartoidentifythedateandthemonthsincludedinseasons.Theydrawtwo-dimensionalshapes.Theydescribeoutcomesforeverydayevents.Studentscollectdatafromrelevantquestionstocreatelists,tablesandpicturegraphs.
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TheProgrammeofInquiryTheUnitsofInquiryforYearTwoare:
TransdisciplinaryThemes UnitsofInquiry
Whoweare Ourlearninganddevelopmentissupportedthroughunderstandingourabilities,interestsandcharacteristics
Whereweareinplaceandtime Wecanlearnaboutourhistorybyexploringwhathasbeenleftbehind
Howweexpressourselves Throughthevisualarts,artistsexpressideas,feelingsandexperiences
Howtheworldworks Apushorapullaffectshowanobjectmovesorchangesshape
Howweorganiseourselves Mostofthefoodweeatgoesthroughseveralstagesfromorigintoconsumption
Sharingtheplanet Waterisanessentialresourceforlife
TheProgrammeofInquiryissubjecttochange
SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.InYear2,studentsgainanunderstandingoftheirworld,focusingonthemselves,theirfriends,families,andtheirenvironment.Theyappreciatethereasonswhypeoplebelongtogroups,therolestheyfulfilandthedifferentwaysthatpeopleinteractwithingroups.Theygainasenseofplaceandthereasonswhyparticularplacesareimportanttopeopleaswellashowandwhypeople’sactivitiesinfluenceandareinfluencedbytheplacesintheirenvironment.Theygainasenseoftime,recognisingimportanteventsintheirownlivesandhowtimeandchangeaffectpeople.
Aims:
• Toleadstudentstoanunderstandingoftheirrelationshipwithothersandtheworldinwhichtheylive
• Todevelopinterpersonalandgroupparticipationskills
• Toprovideopportunitiesforchildrentodeveloptheirproblemsolvingandthinkingskills
• Todevelopknowledgeandvalues.
ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear2,studentsdeveloptheirobservationalskillsbyusingtheirsensestogatherandrecordinformation,andusetheirobservationstoidentifypatterns,makepredictionsandrefinetheirideas.Theyexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofcauseandeffectrelationships.Studentsexaminechangeovervaryingperiodsandrecognisethatmorethanonevariablemayaffectchange.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,showcare,andrespectforthemselves,otherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirscientificexperience.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.
Content:
Biologicalsciences Chemicalsciences Earthandspacesciences Physicalsciences
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Livingthings Materialsandmatter Earthandspace Forcesandenergy
Livingthingsgrow,changeandhaveoffspringsimilartothemselves.
Differentmaterialscanbecombined,includingbymixing,foraparticularpurpose.
Earth’sresourcesincludingwaterareusedinavarietyofways.
Apushorpullaffectshowanobjectmovesorchangesshape.
AustralianCurriculumAchievementStandardforYear2
BytheendofYear2,studentsdescribechangestoobjects,materialsandlivingthings.Theyidentifythatcertainmaterialsandresourceshavedifferentusesanddescribeexamplesofwherescienceisusedinpeople’sdailylives.
Studentsposequestionsabouttheirexperiencesandpredictoutcomesofinvestigations.Theyuseinformalmeasurementstomakeandcompareobservations.Theyfollowinstructionstorecordandrepresenttheirobservationsandcommunicatetheirideastoothers.
HistoryTheYear2historycurriculumprovidesastudyoflocalhistory.Studentsexplore,recogniseandappreciatethehistoryoftheirlocalareabyexaminingremainsofthepastandconsideringwhytheyshouldbepreserved.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.
AustralianCurriculumAchievementStandardforYear2
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.
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• LinkswithUnitsofInquiry.
TheArtsMusic
Aims:
• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading
• Todevelopapositiveattitudetowardsmusic
• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms
• Toprovideenjoyablemusicactivities,includingtwoannualconcerts
• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.Thismaytakeformofchoirsandinstrumentalensembles.
Content:
Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing:
RhythmandBeat
• Developaphysicalfeelingofbeat/rhythmiebodypercussion
• Developabilitytokeepthebeat/rhythmusingpercussioninstruments
• Developasenseofrhythmthroughsongs/musicgames
• Reinforceti-titaandsaaurallyandvisuallyandintroduceta-a
MelodyandPitch
• Recognisingsounds:high-low,same-different
• Echosingingandpitchmatching
• Reinforcesohandmiandlasolfasoundsandhand-signs
• Makeconsciousdohandintroduceresolfasoundandhand-sign
• Playingknownrepertoireonglockenspiel
TempoandDynamics
• RecognitionoffastandslowmusicincludingItalianterms(presto/lento/accelerando/ritardando)
• RecognitionofloudandsoftmusicincludingItalianterms(forte/piano/crescendo/decrescendo)
Form
• Recognisingphrases:same-different
• Recognisingsectionsinmusicwhicharesame-different
InstrumentalRecognition
• Introducepercussioninstrumentsvisuallyandaurally
• ReinforceString,BrassandWoodwindinstrumentsvisuallyandaurally
MusicalExplorationandAppreciation
• Explorethetonalqualitiesofinstruments
• Usegraphicnotationandstoriestocreatemusic
• MusicstudyofvariousBallets
StringProgram
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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.
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Personal,SocialandPhysicalEducationPhysicalEducation
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.
PersonalandSocialEducation
Aims:
• Tobeawareofourselvesandunderstandgrowthanddevelopment
• Toexplorerelationshipswithothers
• Todevelopresponsibleattitudes
• Tobecomemoreawareofthenatureofworkandleisureenvironments
• Tounderstandtheprinciplesofnutrition,adequaterestandphysicalactivity.
Content:
• Classroomandyardbehavioursandresponsibilities
• Beingagoodfriend
• Developingpositiveself-talk,resilienceandpersistence
• Eatingahealthyandbalanceddiet
• Thingsourgrowingbodiesneed:sleep,relaxation,food,water,shelter,love
• KeepingSafeChildProtectionCurriculum.
OtherCurriculum-BasedActivitiesJuniorPrimarystudentsparticipateinaPeerActivityProgramthatstimulatestheirsocial,physical,andintellectualabilities.Eachsessioninvolvesthegirlsrotatingthroughaseriesofplay-basedactivitiesandcreativelearningexperiences.Theactivitiesmayincludegardening,cooking,art,craft,movement,constructionandthemedplayboxes.
Year2studentsenjoya‘nightawayfromhome’experiencewhentheysleepoveratschoolandparticipatearangeoffunactivities.AvarietyofexcursionsandincursionswillalsotakeplacethroughouttheyeartofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.
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YearThreeLanguage–EnglishAims:
• Immersestudentsinlanguageandtoprovideastimulatingliteraryenvironment
• Encouragealoveoflanguage
• Encouragestudentstowriteexpressively,imaginativelyandfactuallyonaregularbasisandtopresenttheirworkinavarietyofforms
• Encouragestudentstoattempttospellunknownwordsindependentlyandtodeveloptheskillsofspellingsothattheywillbeabletocommunicateinwritingatalevelappropriatetotheirageandability
• Portrayreadingasalifeskillandtoencouragestudentstodeveloptheskillsneededtobeindependentreadersinordertoreadforpleasureandtosupportacademicdevelopmentinallareasofthecurriculum.
Content:
OralLanguage–ListeningandSpeaking
• Showanunderstandingofthewiderangeofpurposesofspokenlanguage.
• Listenattentivelyandspeakappropriatelyinsmallandlargegroupinteractions.
• Listencriticallyandaskrelevantquestionsforclarification.
• Listentoavarietyoforalpresentationsandrespondwithincreasingconfidenceanddetail.
• Uselanguagetoexplain,inquireandcompare.
• Planandpreparespeechesusingpersonalopinions.
• Understandandusespecificvocabularytosuitdifferentpurposes.
VisualLanguage–ViewingandPresenting
• Showanunderstandingthatvisualtextmayrepresentrealityorfantasy.
• Viewvisualinformationandshowunderstandingbyaskingrelevantquestionsanddiscussingpossiblemeaning.
• Showanunderstandingthatdifferenttypesofvisualtextsservedifferentpurposes.
• Presentworkinavarietyofwaysforaparticularpurposeandaudience.
• Viewavarietyofmultimodaltextstogaininformation.
WrittenLanguage–Reading
• Showanunderstandingthattextisusedtoconveymeaningindifferentwaysandfordifferentpurposes.
• Developpersonalpreferences,selectingbooksforpleasureandinformation.
• Readtextsatanappropriatelevel,independently,confidentlyandwithunderstanding.
• Recognisearangeofdifferenttexttypes.
• Participateinavarietyofsharedreadingexperiences.
• Identifymeaningintexts,bothliteralandinferred.
Year Three
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• Useavarietyofstrategiestoself-monitorandself-correct.
• Recallandcanretellinformationfromtextsreadandviewed.
WrittenLanguage–Writing
• 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.
MathematicsMeasurementandGeometry
Shape
• Makemodelsofthree-dimensionalobjectsanddescribekeyfeaturesusingthelanguageofmathematics.
Locationandtransformation
• Describeandexplaintheeffectofrotations,translationsandreflectionsonshapes.
• Createandinterpretgridmapstoshowpositionandpathways.
• Useandunderstandeverydaylocationwords–includingnorth,south,eastandwest-tofollowandgiveoraldirections.
• Identifysymmetryintheenvironment.
Usingunitsofmeasurement
• Measure,compareandorderobjectsusingmetricunitsoflength,massandcapacity.
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• Tellthetimetotheminuteusinganalogueanddigitalclocksanddescribetimeelapsedusingcommonunitsoftime.
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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).
Fractionsanddecimals
• Modelandrepresentunitfractionsincluding½,1/3,1/4,1/5,1/6and1/8andtheirmultiplestocompleteawhole.
• Convertsimplefractionstodecimalsanddecimalstofractions.
Moneyandfinancialmathematics
• Read,recordandordermoneyamountsanddealwithchangesituations.
StatisticsandProbability
Chance
• Classifyeventsascertain,possible,impossible,likelyorunlikely.
• Conductchanceexperiments,identifyanddescribepossibleoutcomesandrecognisevariationinresults.
Datarepresentationandinterpretation
• Identifyquestionsorissuesforcategoricalvariables.Identifydatasourcesandplanmethodsofdatacollectionandrecording.
• Collectdataandorganiseintocategoriesandcreatedisplaysusinglists,tables,picturegraphsandcolumngraphs,withandwithouttheuseofdigitaltechnologies.
• Interpretandcomparedatadisplays.
AustralianCurriculumAchievementStandardforYearThree
BytheendofYear3,studentsrecognisetheconnectionbetweenadditionandsubtractionandsolveproblemsusingefficientstrategiesformultiplication.Theymodelandrepresentunitfractions.Theyrepresentmoneyvaluesinvariousways.Studentsidentifysymmetryintheenvironment.Theymatchpositionsonmapswithgiveninformation.Studentsrecogniseanglesinrealsituations.Theyinterpretandcomparedatadisplays.
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Studentscounttoandfrom10000.Theyclassifynumbersaseitheroddoreven.Theyrecalladditionandmultiplicationfactsforsingledigitnumbers.Studentscorrectlycountoutchangefromfinancialtransactions.Theycontinuenumberpatternsinvolvingadditionandsubtraction.Studentsusemetricunitsforlength,massandcapacity.Theytelltimetothenearestminute.Studentsmakemodelsofthree-dimensionalobjects.Studentsconductchanceexperimentsandlistpossibleoutcomes.Theycarryoutsimpledatainvestigationsforcategoricalvariables.
TheProgrammeofInquiryTheUnitsofInquiryforYearThreeare:
TransdisciplinaryThemes UnitofInquiry
Whoweare Peoplehaverightsandresponsibilities,whichhelpthemliveinacommunitywithothers
Whereweareintimeandplace Communitiesrememberandcelebrateimportanthistoricalevents
Howweexpressourselves Traditionalstorieshelpustodefineandexpressourbeliefsandvalues.
Howtheworldworks Matterchangesstateforavarietyofreasons
Howweorganiseourselves Peoplecreateorganisationstosolveproblemsandsupporthumanendeavourandenterprise
Sharingtheplanet PeoplemakechoicestosupportthesustainabilityoftheEarth’sresources.
TheProgrammeofInquiryissubjecttochange
SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.
InYear3,studentsextendtheirunderstandingofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasothercommunitiesthataredistantintimeandplace.Theyinvestigatehowandwhygroupsareorganisedwithincommunitiesandthewaysinwhichcommunitiesreflecttheculturesandcustomsoftheirpeople.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbytheplacesintheirenvironment.Studentsgainanappreciationoftherelationshipbetweenvaluingtheenvironmentandprotectingit.Theyextendtheirunderstandingoftime,recognisingimportanteventsinpeople’slivesandhowthepastisrecordedandrememberedindifferentways.
Aims:
• Todevelopcuriosityandinterestabouttheworld
• Toleadstudentstoanunderstandingoftheirrelationshipwithothersandtheworldinwhichtheylive
• Todevelopknowledgeandvalues
• Todevelopinterpersonalandgroupparticipationskills
• Toprovideopportunitiesforchildrentodeveloptheirproblemsolvingandthinkingskills
• Todevelopindependenceandasenseofresponsibility
• Todevelopresearchskills.
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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.
AustralianCurriculumAchievementStandardforYear3
BytheendofYear3,studentsusetheirunderstandingofthemovementoftheEarth,materialsandthebehaviourofheattosuggestexplanationforeverydayobservations.Theydescribefeaturescommontolivingthings.Theydescribehowtheycanusescienceinvestigationstorespondtoquestionsandidentifywherepeopleusescienceknowledgeintheirlives.
Studentsusetheirexperiencestoposequestionsandpredicttheoutcomesofinvestigations.Theymakeformalmeasurementsandfollowprocedurestocollectandpresentobservationsinawaythathelpstoanswertheinvestigationquestions.Studentssuggestpossiblereasonsfortheirfindings.Theydescribehowsafetyandfairnesswereconsideredintheirinvestigations.Theyusediagramsandotherrepresentationstocommunicatetheirideas.
HistoryTheYear3historycurriculumprovidesastudyofidentityanddiversityinbothalocalandbroadercontext.Movingfromtheheritageoftheirlocalarea,studentsexplorethehistoricalfeaturesanddiversityoftheircommunityasrepresentedinsymbolsandemblemsofsignificance,andcelebrationsandcommemorations,bothlocallyandinotherplacesaroundtheworld.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.
AustralianCurriculumAchievementStandardforYear3
BytheendofYear3,studentsexplainhowcommunitieshavechangedinthepast.Theydescribetheexperiencesofanindividualorgroup.Theyidentifyeventsandaspectsofthepastthathavesignificanceinthepresent.
Studentssequenceeventsandpeopleinchronologicalorderwithreferencetokeydates.Theyposequestionsaboutthepastandlocateinformationfromsourcestoanswerthesequestions.Studentsdeveloptexts,includingnarratives,usingtermsdenotingtime.
Language–FrenchAims:
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IntroducingstudentstoalanguageotherthanEnglishto:
• AcquireknowledgeandskillstocommunicateeffectivelyinFrench
• Learnaboutanotherculture
• Makecomparisonsacrosscultures.
Thiswillbeachievedby:
• Listeningtoandspeakingthelanguageinavarietyofways
• Readingandrespondingtoanumberoftexttypes
• Writingthelanguagewiththeaidofappropriatemodels.
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Content:
• Meetinggreetingandintroducing
• Classroomobjects
• Frenchfairytales
• Expressingage
• Monthsanddaysoftheweek
• Birthdaysandnamingdays
• Expressingsingularandpluralnouns
• LinkswithUnitsofInquiry.
TheArtsMusic
Aims:
• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading
• Todevelopapositiveattitudetowardsmusic
• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms
• Toprovideenjoyablemusicactivities,includingtwoannualconcerts
• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.Thismaytakeformofchoirsandinstrumentalensembles.
Content:
Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing:
RhythmandBeat
• Introduceostinatousingpercussion
• Developasenseofrhythmandbeatthroughvariousactivities
• Reinforceti-titaandsaandta-aaurallyandvisually
• Introduceta-a-a(dottedminim),ta-a-a-a(semibreve)
• Introducebasictheorycourse
MelodyandPitch
• Echosingingandpitchmatching
• Introduceostinatousingvoice
• Reinforcesoh,mi,la,dohsolfasoundsandhand-signs
• Makeconsciousreandintroducefasolfasoundandhand-sign
• Playingknownrepertoireonglockenspiel
TempoandDynamics
• ReinforceItalianterms(presto/lento/accelerando/ritardando)
• IntroduceItalianterms(Largo,Andante,Allegro,Vivace)
• ReinforceItalianterms(forte/piano/crescendo/decrescendo)
• IntroduceItalianterms(mezzoforte,mezzopiano,pianissimo,fortissimo)
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Form
• Recognisingphrases:same-different
• Recognisingsectionsinmusicwhicharesame-different
• Introducemusicform,binary
InstrumentalRecognition
• Recognisinginstrumentalfamilies
MusicalExplorationandAppreciation
• Usinggraphicnotationandstoriestocreatemusic
• MusicstudyofMozartandopera
Performance
• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4.
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.
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DramaAims:
• Toapplythebasicelementsofdrama,suchasrole-play,plotandsituationtotellastoryorpresentanidea
• Toworkindependentlywithself-confidenceinsmallgroupsandinpairs
• Tofurtherdeveloptheabilitytocreateandportrayacharacterandtosustainaroleinagivensituation
• Toreflectontheirworkandoftheworkofothers.
Content:
• Activitiesarederivedfromthebroadareasofmime,movement,games,storytelling,puppetry,costumeandimprovisation.
• Studentshaveopportunitiestoperformthroughconcerts,assembliesandclasspresentations.
Personal,SocialandPhysicalEducationPhysicalEducation
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
• Tobeawareofourselvesandunderstandgrowthanddevelopment
• Todevelopacoherentsetofpersonalandsocialvaluesandacommitmenttothem.
Content:
• Developmentofselfesteemandselfworth
• Classroomandyardbehavioursandresponsibilities
• Knowledgeaboutsociety,themselves,friendshipgroups,families,communities,nationsandtheinter-relationshipsbetweenthem
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• Friendshipsandgroupmembershipskills
• Conflictresolutiondevelopment
• KeepingSafeChildProtectionCurriculum.
OtherCurriculum-BasedActivities• Atwo-day/onenightcamp.
• AvarietyofexcursionsandincursionstofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.
• Visitstorelevantexhibitionsandtheatreproductionsthatmayoccurduringtheyear.
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YearFourLanguage–English
Aims:
• Tofosteraloveofbooksandreadingandlearntheskillofaccuratecomprehension
• Tobecomefluent,expressiveandgrammaticalinbothoralandwrittenwork
• Toimmersestudentsinlanguageandprovideastimulatingliteraryenvironment
• Tofosteraloveofbooksandreading
• Topractiseskillsofeditingownwork
• Todevelopspellingskillsforindependentuse.
Content:
OralLanguage–ListeningandSpeaking
• Showanunderstandingoftheconventionsassociatedwithspeakingandlistening.
• Listenappreciativelyandresponsively,presentingtheirownpointofviewandrespectingtheviewsofothers.
• Listenforaspecificpurposeinavarietyofsituations.
• Explainanddiscusstheirownwritingwithpeersandadults.
• Organisethoughtsandfeelingsbeforespeaking.
• Useorallanguageappropriately,confidentlyandwithincreasingaccuracy.
• Understandthatlanguageisinfluencedbypurpose,audienceandcontext.
VisualLanguage–ViewingandPresenting
• Showanopen-mindednessabouttheuseofarangeofvisualtextresourcestoaccessinformation.
• View,respondtoanddescribevisualinformation,communicatingunderstandinginoral,writtenandvisualform.
• Describepersonalreactionstovisualmessages.
• Understandandexplainhowvisualeffectscanbeusedtoreflectaparticularcontext.
• Prepare,individuallyorincollaboration,visualpresentationsusingarangeofmedia.
WrittenLanguage–Reading
• Showanunderstandingoftherelationshipbetweenreading,thinkingandreflection.
• Readavarietyofbooksforpleasure,instructionandinformation;reflectregularlyonreadingandsetfuturegoals.
• Distinguishbetweenfictionandnon-fictionandselectbooksappropriatetoaspecificpurpose.
• Recognisethepurposeoftexts(topersuade,inform,entertain,instruct).
• Describeliteralandimpliedmeaningconnectingideasindifferenttexts.
• Usearangeofstrategieswhenreadingtoenhanceunderstanding.
Year Four
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• Accessinformationfromavarietyoftextsbothinprintandonline.
WrittenLanguage–Writing
• 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.
MathematicsMeasurementandGeometry
Shape
• Comparetheareasofregularandirregularshapes.
• Compareanddescribetwo-dimensionalshapesthatresultfromcombiningandsplittingcommonshapes,withandwithouttheuseofdigitaltechnologies.
• Usecorrectterminologywhendescribingshapes,partsofshapes,objects,andpartsofobjects.
• Explainandcomparethespatialpropertiesofshapesandobjects.
Locationandtransformation
• Copyandcreatepatternsinvolvingtranslating,rotatingandreflectingmultiplecopiesofashapeanddescribethetransformationsused.
• Identifysymmetryinregulartwo-dimensionalshapesandcreatesymmetricalpatterns,picturesandshapeswithorwithoutdigitaltechnologies.
• Usesimplescales,legendsanddirectionstointerpretinformationcontainedinbasicmaps.
Usingunitsofmeasurement
• Usescaledinstrumentstomeasureandcomparelengths,masses,capacitiesandtemperatures.
• Estimate,measureandcompareobjectsusingmetricunitsofareaandvolume.
• Convertfromonestandardmeasuretoanother.
• Convertbetweenunitsoftime.
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• 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.
Fractionsanddecimals
• Recogniseandinvestigateequivalenceincommonfractions.
• Countbyquarters,halvesandthirds,includingwithmixednumerals.Locateandrepresenttheseonanumberline.
• Renamecommonfractionsasdecimals.
• Understandthattheplacevaluesystemcanbeextendedtotenthsandhundredthsandusedecimalnotationtorepresentandcomparesimpledecimals.
Moneyandfinancialmathematics
• Solveproblemsinvolvingpurchasesandthecalculationofchangetothenearestfivecentswithandwithoutdigitaltechnologies.Showanawarenessofothercurrencies.
StatisticsandProbability
Chance
• Identifyandrecordoutcomesfromsimplechanceexperiments.
• Comparethelikelihoodofoutcomesofsimplechanceexperimentsandofeverydayeventsandordertheirchancesofoccurring.
Datarepresentationandinterpretation
• Identifyinformationrequiredtoanswerquestionsortestconjectures,refiningthequestionswherenecessary.
• Determineappropriateprocedurestocollectinformationrelevanttoquestionsandconjecturesofinterest.
• Organiseandsummarisenumberdata.
• Usediagramsandtablestosummariseanddisplaydata.
• Usegraphicalmethodsinvolvingscaletodisplaydata,includingpicturegraphsandcolumngraphs.
• Extractspecificinformationfromdatasummarisedindiagramsandtables.
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• 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:
TransdisciplinaryThemes UnitofInquiry
Whoweare Whatwebelieveisapartofwhoweare
Whereweareinplaceandtime ThroughouthistoryexplorationhasledtodiscoveriesandhasimpactedonIndigenouspeople
Howweexpressourselves Advertisingconveysavarietyofmessagesthatattempttoinfluencethewaypeoplethink,feelandact
Howtheworldworks Anunderstandingofforcehelpsustomakesenseoftheworldaroundus
Howweorganiseourselves Peoplehavedevelopedsystemsandtechnologiestohelpthemcommunicatemoreeffectively
Sharingtheplanet Biodiversityreliesonmaintaininginterdependentrelationshipsbetweenlivingthings.
TheProgrammeofInquiryissubjecttochange
SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.
InYear4,studentsextendtheirunderstandingofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasothercommunitiesthataredistantintimeandplace.Theyinvestigatehowandwhygroupsareorganisedwithincommunitiesandthewaysinwhichcommunitiesreflecttheculturesandcustomsoftheirpeople.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbytheplacesintheirenvironment.Studentsgainanappreciationoftherelationshipbetweenvaluingtheenvironmentandprotectingit.Theyextendtheirunderstandingoftime,recognisingimportanteventsinpeople’slivesandhowthepastisrecordedandrememberedindifferentways.
Aims:
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• Todevelopthestudents'skillsforsocialliving,includingproblemsolvingandthinkingskills,interpersonalandgroupparticipationskills
• Todevelopknowledgeandvalues
• Toincreasethestudents'understandingofthemselves,theirsocietyandtheworldinwhichtheylive
• Todevelopindependenceandasenseofresponsibility
• Toteachresearchskillsandorderlypresentationoffacts.
ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear4,studentsdeveloptheirobservationalskillsbyusingtheirsensesandselectedobservationaltools.Theygatherandrecordobservedinformationinanumberofways,andreflectonthesefindingstoidentifypatternsorconnections,makepredictions,andtestandrefinetheirideaswithincreasingaccuracy.
Studentsexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofincreasinglycomplexcauseandeffectrelationships.Theyexaminechangeovertimeandrecognisethatchangemaybeaffectedbyoneormorevariables.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,andareabletoconsiderhowtheseviewsandcustomsmayhavebeenformulated.
Studentsusetheirlearninginsciencetoplanpositiveandrealisticactiontoimprovetheirwelfareandthatofotherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirownscientificexperience,andthatofothers.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.
Content:
Biologicalsciences Chemicalsciences Earthandspacesciences Physicalsciences
Livingthings Howweexpressourselves
Earthandspace Forcesandenergy
Livingthingshavelifecycles.
Livingthings,includingplantsandanimals,dependoneachotherandtheenvironmenttosurvive.
Naturalandprocessedmaterialshavearangeofphysicalproperties;thesepropertiescaninfluencetheiruse.
Howweexpressourselves.
Earth’ssurfacechangesovertimeasaresultofnaturalprocessesandhumanactivity.
Forcescanbeexertedbyoneobjectonanotherthroughdirectcontactorfromadistance.
AustralianCurriculumAchievementStandardforYear4
BytheendofYear4,studentsapplytheobservablepropertiesofmaterialstoexplainhowobjectsandmaterialscanbeused.Theyusecontactandnon-contactforcestodescribeinteractionsbetweenobjects.TheydiscusshownaturalandhumanprocessescausechangetotheEarth’ssurface.Theydescriberelationshipsthatassistthesurvivaloflivingthingsandsequencethekeystagesinthelifecycleofananimalorplant.Theyidentifywhenscienceisusedtoaskquestionsandmakepredictions.Theydescribesituationswherescienceunderstandingcaninfluencetheirownandothers’actions.
HistoryTheYear4historycurriculumintroducesworldhistoryandthemovementofpeoples.BeginningwiththehistoryofAboriginalandTorresStraitIslanderpeoples,studentsexamineEuropeanexplorationandcolonisationinAustraliaandthroughouttheworlduptotheearly1800s.Studentsexaminetheimpactofexplorationonothersocieties,howthesesocietiesinteractedwithnewcomersandhowtheseexperiencescontributedtotheirculturaldiversity.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.
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AustralianCurriculumAchievementStandardforYear4
BytheendofYear4,studentsexplainhowandwhylifechangedinthepastandidentifyaspectsofthepastthatremainedthesame.Theydescribetheexperiencesofanindividualorgroupovertime.Theyrecognisethesignificanceofeventsinbringingaboutchange.
Studentssequenceeventsandpeopleinchronologicalordertoidentifykeydates.Theyposearangeofquestionsaboutthepast.Theyidentifysourcesandlocateinformationtoanswerthesequestionsandrecognisedifferentpointsofview.Studentsdevelopandpresenttexts,includingnarratives,usinghistoricalterms.
Language–FrenchAims:
IntroducingstudentstoalanguageotherthanEnglishto:
• AcquireknowledgeandskillstocommunicateeffectivelyinFrench
• Learnaboutanotherculture
• Makecomparisonsacrosscultures.
Thiswillbeachievedby:
• Listeningtoandspeakingthelanguageinavarietyofways
• Readingandrespondingtoanumberoftexttypes
• Writingthelanguagewiththeaidofappropriatemodels.
Content:
• Expressingpreferences
• Frenchfood
• Frenchcelebrations
• Clothes
• Thebody
• Adjectives
• Frenchwritingconventions
• LinkswithUnitsofInquiry.
TheArtsMusic
Aims:
• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading
• Todevelopapositiveattitudetowardsmusic
• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms
• Toprovideenjoyablemusicactivities,includingtwoannualconcerts
• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.Thismaytakeformofchoirsandinstrumentalensembles.
Content:
Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing
RhythmandBeat
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• ReinforceOstinatousingpercussion
• Developasenseofrhythmandbeatthroughvariousactivities
• ReinforceallKodalyrhythmsfromYear3
• Reinforceandextendbasictheorycourse
• Introducetika-tika
MelodyandPitch
• ReinforceOstinatousingvoice
• Echosingingandpitchmatching
• Reinforcesoh,mi,la,doh,andresolfasoundsandhand-signs
• Makeconsciousfaandintroducetisolfasoundandhand-sign
• Playingknownrepertoireonglockenspiel
TempoandDynamics
• ReinforcingItaliantermsfromYear3
• ReinforceItaliantermsfromYear3
Form
• Recognisingphrases:same-different
• Recognisingsectionsinmusicwhicharesame-different
• ReinforceBinaryFormandintroduceTernaryform
InstrumentalRecognition
• ReinforcingInstrumentalFamilies
• Investigatehowsoundiscreated
MusicalExplorationandAppreciation
• Usinggraphicnotationandstoriestocreatemusic
• MusicstudyofBeethovenandsymphonies
Performance
• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4.
ArtAims:
• Developtheuseofthemainelementsofart:ieline,shape,colour,texture,toneandpattern
• Developskillsinobservationaldrawingsthroughtheuseofarangeofmedia
• Experimentwithideasandexploreimaginativeresponsestotopics
• Developartlanguagethroughself-analysis
• Encourageaninterestinarthistorythroughstudiesofartistsandtheirwork.
Content:
Drawing
• Imaginativeandobservationalstudiesusingavarietyofpencils,pen,charcoalandpastels
Painting
• Furtherdevelopmentoftheuseofwatercolourpaintingandmixedmediastudies
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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.
Personal,SocialandPhysicalEducationPhysicalEducation
Aims:
• Toassiststudentsinrefiningtheirbasicbodymovementsandtheskillsneededinhandlingsmallapparatus
• Tofurtherdevelopmovementsandskillsusedineffectivebodymanagementandmovement
• Toencouragetheuseofmovementincreativerhythmicways
• Tofosterandenhancecooperationandunderstandimportanceofworkingeffectivelywithothers
• Toimprovethestudent'sphysicalfitnessintheareasofaerobicendurance,strengthandjointmobility
• Toexperienceandenjoybalancedandvariedfitnessactivities
• Tobegintoappreciatethebenefitsofphysicalactivityandahealthylifestyle.
Studentsreceive120minutesofphysicaleducationeachweek.
Gymnastics,athletics,teamsports,dance,jumpropeandswimmingarecoveredinphysicaleducationlessons.Studentscompeteinhouseteamsinaswimmingcarnivalandforsportsday.Schoolcampsusuallyinvolveadventurechallenges.
PersonalandSocialEducation
Aims:
• Tohelpstudentsdevelopselfconfidence,asenseofworthandrespectandconsiderationforothers
• Todevelopdecisionmakingandproblemsolvingskills
• Tobeawareofourselvesandunderstandgrowthanddevelopment
• Todevelopacoherentsetofpersonalandsocialvaluesandacommitmenttothem.
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Content:
• Developmentofselfesteemandselfworth
• Classroomandyardbehavioursandresponsibilities
• Knowledgeaboutsociety,themselves,friendshipgroups,families,communities,nationsandtheinter-relationshipsbetweenthem
• Friendshipsandgroupmembershipskills
• Conflictresolutiondevelopment
• KeepingSafeChildProtectionCurriculum.
OtherCurriculum-BasedActivities• Atwo-day/onenightcamp.
• AvarietyofexcursionsandincursionstofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.
• Visitstorelevantexhibitionsandtheatreproductionsthatmayoccurduringtheyear.
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YearFiveLanguage–EnglishAims:
• Tofosteraloveofbooksandreading
• Tolearntheskillofaccuratecomprehension
• Tobecomemorefluent,expressiveandgrammaticalinbothoralandwrittenwork
• Topractiseskillsofeditingownwork
• Tointroduceandrevisethedifferentwritinggenres
• Todevelopspellingskillsforindependentuse.
Content:
• OralLanguage–ListeningandSpeaking
• Understandthedifferencebetweenliteralandfigurativelanguageandhowtouselanguagefordifferentpurposes.
• Participateappropriatelyaslistenerandspeaker,indiscussions,conversations,debatesandgrouppresentations.
• Listenandrespondappropriatelytoinstructions,questionsandexplanations.
• Generate,developandmodifyideasandopinionsthroughdiscussion.
• Useorallanguagetoinform,influenceandentertainothers.
VisualLanguage–ViewingandPresenting
• Engagewithanincreasingrangeofvisualtextresources.
• Viewandcriticallyanalysearangeofvisualtexts,communicatingunderstandingthroughoral,writtenandvisualmedia.
• Identifyfactorsthatinfluencepersonalreactionstovisualtexts.
• Applyknowledgeofpresentationtechniquesinoriginalandinnovativeways.
• Useappropriatetechnologyforeffectivepresentations.
WrittenLanguage–Reading
• Showanunderstandingofthestrategiesauthorsusetoengagethem.
• Readawiderangeoftextsconfidently,independentlyandwithunderstanding.
• Locateandselecttextsappropriatetopurposeandaudience.
• Identifygenreandexplainelementsandliteraryformsthatareassociatedwithdifferentgenres.
• Demonstrateavarietyofcomprehensionskillsduringsettasks,includingmainidea,pointsofview,drawingconclusions,makingjudgmentsandsummarizing.
• Usearangeofstrategiestosolvecomprehensionproblemsandtodeepentheirunderstandingofatext.
Year Five
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WrittenLanguage–Writing
• 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.
MathematicsMeasurementandGeometry
Shape
• Recogniseandnamethree-dimensionalobjectsandcreateaccuratemodelsfromtheirnets.
• Useconventionalspatiallanguagewhendescribingshapes,partsofshapes,objects,partsofobjectsandsimplecross-sections.
• Identifythepropertiesofandclassifythedifferenttypesoftrianglesbytheirsidesandangles.
• Explainandcomparethespatialpropertiesofshapesandobjects.
Locationandtransformation
• Interpretanddescribelocationanddirectionusinggridreferences,landmarksanddirectionallanguagesuchascardinalcompasspoints.
• Describetranslations,reflectionsandrotationsoftwo-dimensionalshapes.Identifylineandrotationalsymmetries.
• Copyandcreatesimplepatternsinvolvingtranslating,rotatingandreflectingmultiplecopiesofashapeanddescribethetransformationsused.
Usingunitsofmeasurement
• Makeaccurateestimatesofmeasurementsusingstandardmeasures.
• Estimateanduseappropriateunitsofmeasuretomeasurelength,area,mass,volume,capacityandtemperature.
• Convertfromonestandardmeasuretoanother.
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• Calculatetheperimeterandareasofrectanglesusingmetricunits.
• Comparetwelveandtwenty-fourhourtimesystemsandconvertbetweenthem.
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Geometricreasoning
• Demonstrateunderstandingoftheconceptofanangletoclassify,measureandcompareanglesusingdegrees.
NumberandAlgebra
Numberandplacevalue
• Recogniseanddescribethestructureofwholenumbersuptoonemillion,includingplacevalue.
• Automaticallyrecallbasicmultiplicationandrelateddivisionfacts.
• Useestimationandroundingtocheckthereasonablenessofanswerstocalculations.
• Useknowledgeofplacevaluetosolveandrecordsolutionstoaddition,subtraction,multiplicationanddivisionproblemsusingefficientmentalandwrittenstrategies.
• Useefficientmentalandwrittenstrategiesandapplyappropriatedigitaltechnologiestosolveproblems.
• Identifymultiplesandfactorsofwholenumbersandusethemtosolveproblems.
Patternsandalgebra
• Userulesinvolvingaddition,subtractionandmultiplicationtodevise,describe,extendandtestnumberpatternsinvolvingwholenumbers,fractionsanddecimals.
• Constructandcompletesimplestatementsofequalityinvolvingwholenumbersandfractions.
Fractionsanddecimals
• Compareandordercommonunitfractionsandlocateandrepresentthemonanumberline.
• Recogniseequivalenceincommonfractionsandcarryoutcalculationsinvolvingsimplefractions.
• Recognisetherelationshipbetweenmixednumbersandimproperfractionsandconvertfromoneformtotheother.
• Investigatestrategiestosolveproblemsinvolvingadditionandsubtractionoffractionswiththesamedenominator.
• Renamecommonfractionsasdecimalsandpercentages.
• Usedecimalnotationtorepresentandcomparesimpledecimalsbeyondhundredths.
• Compare,orderandrepresentdecimals.
Moneyandfinancialmathematics
• Createsimplefinancialplans.
DataStatisticsandProbabilityChance
• Identifyoutcomesofchanceexperimentsinvolvingequallylikelyoutcomesandrepresenttheprobabilitiesofthoseoutcomesusingfractions.
• Recognisethatprobabilitiesrangefromzerotoone.
Datarepresentationandinterpretation
• Posequestionsandcollectcategoricalornumericaldatabyobservationorsurvey.
• Usegraphicalmethodstodisplaydata,includingcolumngraphs,dotplotsandtables,appropriatetothedatatype.
• Modifythemethodofdatacollectionandclassificationtorefineaquestionorinvestigateafurtherquestion.
• Interpretanddescribeinformationfromdatasummarisedingraphicaldisplaysandtables.
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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:
TransdisciplinaryThemes UnitofInquiry
Whoweare Abalanceinpersonal,physical,mental,socialandspiritualhealthcontributestowellbeing
Whereweareinplaceandtime Peoplemigrateforsocialpoliticalandeconomicreasons
Howweexpressourselves Universallytherearemanyformsofexpression
Howtheworldworks Livingthingsadapttoaidsurvival
Howweorganiseourselves Governmentsystemsinfluencethelivesofcitizens
Sharingtheplanet Reachingaresolutionduringconflictisinfluencedbytheactionsandreactionsofallinvolved
TheProgrammeofInquiryissubjecttochange
SocietyandEnvironmentSocietyandEnvironmentlearningtakesplacewithinthecontextofthetransdisciplinarythemes(Whoweare,Whereweareinplaceandtime,Howweexpressourselves,Howtheworldworks,Howweorganiseourselves,andSharingtheplanet).Thesetransdisciplinarythemesaddressthefieldsofknowledgethatformthetraditionaldisciplines,butpresenttheminawaythattranscendsthedisciplines,thereforefacilitatingtransdisciplinarylearningthathassignificanceforallstudentsinallcultures.Studentsexperiencethetransdisciplinarythemesthroughunitsofinquiryandtheexplorationofcentralideasthathaverelevanceandsignificanceintheirlives.
InYear5,studentsinvestigateaspectsofhumansociety,focusingonthemselvesandotherswithintheirowncommunityaswellasgroupsofpeoplethataredistantintimeandplace.Theyextendtheirunderstandingofhowandwhygroupsareorganisedwithincommunitiesandhowparticipationwithingroupsinvolvesbothrightsandresponsibilities.Studentsgainanappreciationofhowculturalgroupsmayvaryintheircustomsandpractices,butreflectsimilarpurposes.Theydeepentheirunderstandingofhowpeopleinfluenceandareinfluencedbyplacesintheenvironment.Theyappreciatethesignificanceofdevelopingasenseofbelongingandstewardshiptowardstheenvironment,valuingandcaringforit,intheinterestsofthemselvesandfuturegenerations.Theyextendtheirunderstandingoftime,recognisinghowideasandactionsofpeopleinthepasthavechangedthelivesofothersandappreciatinghowthepastisrecordedandrememberedindifferentways.Theygainanunderstandingofhowandwhypeoplemanageresourcesandwhydifferentsystemsfortheexchangeofgoodsandserviceshavedeveloped.
Aims:
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• Todevelopthestudents'skillsforsocialliving,includingproblemsolvingandthinkingskills,inter-personalandgroupparticipationskills
• Todevelopknowledgeandvalues
• Toincreasethestudents'understandingofthemselves,theirsocietyandtheworldinwhichtheylive
• Todevelopindependenceandasenseofresponsibility
• Toteachresearchskillsandorderlypresentationoffacts.
ScienceScienceandtechnologylearningtakesplacewithinthecontextofthetransdisciplinarythemes.InYear5,studentsdeveloptheirobservationalskillsbyusingtheirsensesandselectedobservationaltools.Theygatherandrecordobservedinformationinanumberofways,andreflectonthesefindingstoidentifypatternsorconnections,makepredictions,andtestandrefinetheirideaswithincreasingaccuracy.
Studentsexplorethewayobjectsandphenomenafunction,identifypartsofasystemandgainanunderstandingofincreasinglycomplexcauseandeffectrelationships.Theyexaminechangeovertimeandrecognisethatchangemaybeaffectedbyoneormorevariables.Theyareawareofdifferentperspectivesandwaysoforganisingtheworld,andareabletoconsiderhowtheseviewsandcustomsmayhavebeenformulated.
Studentsusetheirlearninginsciencetoplanpositiveandrealisticactiontoimprovetheirwelfareandthatofotherlivingthingsandtheenvironment.Studentscommunicatetheirideasorprovideexplanationsusingtheirownscientificexperience,andthatofothers.ThesciencecurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofscientificunderstanding.
Aims:
• Toprovideabalanceofsubjectmatterduringtheyearwhichwillfosterinterest,inquiryandawarenessofthescientificworld
• Todevelopskillsofobservation,classifying,usingnumber,communicating,measuring,predicting,inferring
• Toinvolvestudentsingeneratingideasandactingonthemaswellasusinganddevelopingprocessesandproductsthatsatisfyhumanneeds
• Todevelopthestudents’knowledgeofpastandpresenttechnologyandtoexaminepossibilitiesandemergingtrends.
Content:
Biologicalsciences Chemicalsciences Earthandspacesciences Physicalsciences
Livingthings Materialsandmatter Earthandspace Forcesandenergy
Livingthingshavestructuralfeaturesandadaptationsthathelpthemtosurviveintheirenvironment.
Solids,liquidsandgaseshavedifferentobservablepropertiesandbehaveindifferentways.
TheEarthispartofasystemofplanetsorbitingaroundastar(thesun).
Lightfromasourceformsshadowsandcanreflectedandrefracted.
Howweexpressourselves.
OliphantScience
AustralianCurriculumAchievementStandardforYear5
BytheendofYear5,studentsclassifysubstancesaccordingtotheirobservablepropertiesandbehaviours.Theyexplaineverydayphenomenaassociatedwiththetransferoflight.Theydescribethekeyfeaturesofoursolarsystem.Theyanalysehowtheformoflivingthingsenablesthemtofunctionintheirenvironments.Studentsdiscusshowscientificdevelopmentshaveaffectedpeople’slivesandhowscienceknowledgedevelopsfrommanypeople’scontributions.
Studentsfollowinstructionstoposequestionsforinvestigations,predictwhatmighthappenwhenvariablesarechangedandplaninvestigationmethods.Theyuseequipmentinwaysthataresafeandimprovetheaccuracyoftheir
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observations.Studentsconstructtablesandgraphstoorganisedataandidentifypatterns.Theyusepatternsintheirdatatosuggestexplanationsandrefertodatawhentheyreportfindings.Theydescribewaystoimprovethefairnessoftheirmethodsandcommunicatetheirideas,methodsandfindingsusingarangeoftexttypes.
HistoryTheYear5historycurriculumprovidesastudyofcolonialAustraliainthe1800s.StudentslookatthefoundingofBritishcoloniesandthedevelopmentofacolony.Theylearnaboutwhatlifewaslikefordifferentgroupsofpeopleinthecolonialperiod.Theyexaminesignificanteventsandpeople,politicalandeconomicdevelopments,socialstructuresandsettlementpatterns.ThehistorycurriculumisincorporatedintheUnitsofInquiryandthroughthedevelopmentofhistoricalunderstanding.
AustralianCurriculumAchievementStandardforYear5
BytheendofYear5,studentsidentifythecausesandeffectsofchangeonparticularcommunitiesanddescribeaspectsofthepastthathaveremainedthesame.Theydescribethedifferentexperiencesofpeopleinthepastandthesignificanceofpeopleandeventsinbringingaboutchange.
Studentssequenceeventsandpeopleinchronologicalorderusingtimelines.Whenresearchingstudentsdevelopquestionstoframeahistoricalinquiry.Theyidentifyarangeofsourcesandlocateandrecordinformationrelatedtothisinquiry.Theyexaminesourcestoidentifypointsofview.Studentsdevelop,organiseandpresenttheirtexts,particularlynarratives,usinghistoricaltermsandconcepts.
Language–FrenchAims:
IntroducingstudentstoalanguageotherthanEnglishto:
• AcquireknowledgeandskillstocommunicateeffectivelyinFrench
• Learnaboutanotherculture
• Makecomparisonsacrosscultures.
Thiswillbeachievedby:
• Listeningtoandspeakingthelanguageinavarietyofways
• Readingandrespondingtoanumberoftexttypes
• Writingthelanguagewiththeaidofappropriatemodels.
Content:
• Formalandinformalmeetingandgreeting
• Numbers1-100
• Self-description
• Expressingtime
• Schoolsubjects
• Pastimesandsports
• Weather
• Useofnegativeexpressions
• LinkswithUnitsofInquiry
• InvolvementintheYear5Exhibition.
TheArtsMusic
Aims:
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• Toprovideasequentialdevelopmentinthevariousfacetsofmusicthroughactivitiessuchassinging,playing,moving,listening,creatingandreading
• Todevelopapositiveattitudetowardsmusic
• Todevelopthestudent’ssensitivitytowardsthemusicshecreatesandperforms
• Toprovideenjoyablemusicactivities,includingtwoannualconcerts
• Toprovideopportunityforextensionactivitiesforinterestandabilitygroups.Thismaytakeformofchoirsandinstrumentalensembles.
Content:
Whileparticipatinginactivitiesinvolvingsinging,playingpercussioninstruments,moving,listeningandcreating,thestudentwilldevelopanawarenessandunderstandingofthefollowing:
RhythmandBeat
• ReinforceOstinatousingpercussion
• Developasenseofrhythmandbeatthroughvariousactivities
• ReinforceallKodalyrhythmsfromYear4
• BeginCoolCatstheorycourseBeginnerBookB
• Introduceta-am
l
MelodyandPitch
• ReinforceOstinatousingvoice
• Echosingingandpitchmatching
• Reinforcesoh,mi,la,doh,re,faandtisolfasoundsandhand-signs
• Playingknownrepertoireonglockenspiel
TempoandDynamics
• ReinforcingItaliantermsfromYear4
• IntroduceItalianterm(Andante)
Form
• Recognisingphrases:same-different
• Recognisingsectionsinmusicwhicharesame-different
• ReinforceBinaryFormandintroduceTernaryform
• IntroduceRondoform
InstrumentalRecognition
• ReinforcingInstrumentalFamilies
• Howsoundiscreated
MusicalExplorationandAppreciation
• Usinggraphicnotationandstoriestocreatemusic
• MusicstudyofColePorterandJazz
• MusicstudyofSchumann,RomanticismandArtsandEmotion
• Watchtwomusicalsandreviewmusicalcontentofeach
BandProgram
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• Allstudentsparticipateinlearningabandinstrumentforonesemester.Thisincludesgrouptuitionculminatinginaperformanceattheendoftheprogram.
Performance
• ThestudentsparticipateinaJuniorSchoolconcertinTerm3andaChristmasConcertinTerm4.
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.
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Personal,SocialandPhysicalEducationPhysicalEducation
Aims:
• Tointroducestudentstospecificskillsofgames,dance,gymnasticsandaquatics
• Tobuildonthefoundationsandbasicskillsdevelopedintheearlieryears
• Tointroducethestudenttocompetitioninacontrolledenvironmentandprovidefoundationsforgirlstobecomeinvolvedinsportandotherrelatedphysicalactivities
• Toexposestudentstomovementasacreativeandexpressivemedium
• Todevelopcooperation,confidenceandcompetenceinavarietyofsettings,whenworkingindividuallyandingroupactivities
• Todevelopgamesenseandproblemsolvingskillsinphysicalchallenges
• Toimprovethestudent'sphysicalfitnessintheareasofaerobicendurance,strength,agility,andjointmobility
• Toexperienceandenjoybalancedandvariedfitnessactivities
• Tobegintoappreciatethebenefitsofphysicalactivityandahealthylifestyle
• Topromoteenjoymentofphysicalactivityanddevelopunderstandingofimportanceofbeingactiveasalifelongpractice.
Studentsreceive120minutesofphysicaleducationeachweek.
Gymnastics,athletics,teamsports,dance,jumpropeandswimmingarecoveredinphysicaleducationlessons.Studentscompeteinhouseteamsinaswimmingcarnivalandforsportsday.Schoolcampsusuallyinvolveadventurechallenges.
PersonalandSocialEducation
Aims:
• Tobeawareofourselvesandunderstandgrowthanddevelopment
• Toexplorerelationshipswithothers
• Todeveloparesponsibleattitude
• Tobecomemoreawareofthenatureofworkandleisureenvironments
• Tounderstandtheprinciplesofnutrition,adequaterestandphysicalactivity.
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
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chancetopractiseleadershipskills.Italsoencouragesfriendshipsandsupportsystemsacrossdifferentyearlevels.
• HouseCaptainsystem–twogirlsfromeachHousechosenbypeersforasemester.
• StudentRepresentativeCouncil–Year5studentsrunthefortnightlymeetings.
• Two-nightcamp.
• VarietyofInterschoolSportingactivitiesandSAPSASAevents.
• Visitstorelevantexhibitionsandtheatreproductionsthatmayoccurduringtheyear.
• AvarietyofexcursionsandincursionstofurthersupporttheclassroomcurriculumandtoextendtheUnitsofInquiry.
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