009 curriculum handbook Printing versio€¦ · An explicit expectation of the PYP is that...
Transcript of 009 curriculum handbook Printing versio€¦ · An explicit expectation of the PYP is that...
Primary School Curriculum Handbook 0
2018
Primary School Curriculum Handbook 0
Mount Scopus Mission Statement
Learning Principles
2
The Primary Years Program
Learner Profile 3
Essential Elements 4
Attitudes 6
Inquiry Based Learning 7
Transdisciplinary themes 8
Program of Inquiry 9
Key Learning Areas
English 11
Jewish Studies: 13
Mathematics 19
Table of Contents
Visual Art 24
Music 25
Physical Education 26
Personal and Social Development 27
eLearning 29
Kitchen Garden 30
Extra Curricula Activities 31
Early Learning Centre 32
Student support 33
Assessment and Reporting 34
Primary School Curriculum Handbook 0
Mount Scopus Memorial College Mission Statement
Mount Scopus Memorial College
Our Mission
The mission of Mount Scopus Memorial College is to provide each student with an education and an environment that:
promotes excellence in learning and academic
achievement by means of inquiry and critical thinking and
by creating a desire for lifelong learning
develops the student’s whole personality by offering a
wide range of activities, inside and outside of the
classroom
provides Jewish learning, values, experiences, within a
Modern Orthodox and Zionist Framework, that enable
each student to make an informed choice as to the
meaning of their Jewish identity
engenders values, knowledge and skills so that students
can play their full part in their communities– as members
of the College, as Jews, as Australians and as citizens of
the World.
Primary School Curriculum Handbook 1
The staff of Mount Scopus Primary Schools collaborated to explore our beliefs about how learning best takes place and articulated the following principles, on which we strive to base all educational decisions within our school community.
Learning Principles
We believe that…
We learn in different ways, depending on abilities, preferences and
interests.
Learning takes place through inquiry: questioning, exploring,
experimenting and problem solving.
Learning includes acquisition of skills and knowledge, constructing
meaning and transfer to different contexts.
Learning is active and social and is enhanced by collaboration and
interaction.
Learners need to feel secure, valued and able to take risks.
Learning needs to be challenging, meaningful, purposeful and
engaging.
Learning includes meta-cognition and reflection, which support
learners taking ownership of their learning.
We ask a lot of questions and gather data for our inquiries.
We collaborate with the people around us and use each other’s
strengths. We all learn from each
other.
We think about our thinking and reflect on our learning. We
take ownership.
We practise and apply our knowledge and
skills to make sense of our learning.
We are encouraged to explore different ways of learning and feel safe sharing our
ideas.
We challenge ourselves in our
learning and we are enthusiastic and
involved
Primary School Curriculum Handbook 2
The Primary Years Programme of the International Baccalaureate
International Baccalaureate Organisation Mission Statement The International Baccalaureate Organisation aims to
develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through
intercultural understanding and respect.
To this end the IBO works with schools, governments and
international organisations to develop challenging programs
of international education and rigorous assessment.
These programs encourage students across the world to
become active, compassionate and lifelong learners who
understand that other people, with their differences, can also
be right.
The Learner Profile of the PYP Student
They are:
Inquirers
Thinkers
Communicators
Risk-takers
Knowledgeable
Principled
Caring
Open-minded
Well-balanced
Reflective
Attitudes
Appreciation
Integrity
Independence
Commitment
Creativity
Confidence
Respect
Curiosity
Tolerance
Cooperation
Enthusiasm
Empathy
Primary School Curriculum Handbook 3
Inquirer The student…
asks meaningful questions
demonstrates curiosity
is motivated to research and learn.
Risk Taker The student…
is prepared to try new things
is willing to make mistakes.
Caring The student…
tries to find helpful solutions
acts as part of a classroom community.
Knowledgeable The student:
explores concepts, ideas and issues
applies knowledge to own experience.
Thinker The student…
thinks critically and creatively
makes connections
solves problems and makes decisions.
Principled The student… thinks about what is right and wrong and acts accordingly is honest with self and others accepts responsibility for own actions.
Open-Minded The student…
considers other people’s perspectives
demonstrates tolerance.
Reflective The student…
effectively explains what has been learned
identifies how to improve the next time.
Communicator The student…
expresses ideas and information confidently
uses language effectively
listens attentively.
Balanced The student…
has varied interests
uses time wisely.
The aim of the PYP program is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.
The Learner Profile
The Five Essential Elements of the PYP Curriculum
Primary School Curriculum Handbook 4
Knowledge What we want the students to know about. The PYP identifies a body of knowledge for all students in all cultures, in six principal subject areas: language, humanities,
mathematics, science and technology, the arts, personal, social and physical education. Wherever possible they are taught
within the context of the six transdiciplinary themes.
Who we are
Where we are in place and time
How we express ourselves
How we organise ourselves
How the world works
Sharing the planet
Concepts What we want the students to understand.
The PYP curriculum is structured around eight key concepts which enable students to explore powerful ideas. These
concepts provide a lens which promotes deep inquiry.
Form What is it like? Function How does it work?
Causation Why is it like it is?
Change How is it changing?
Connection How is it connected to other things?
Perspective What are the points of view?
Responsibility What is our responsibility?
Reflection How do we know?
The Five Essential Elements of the PYP Curriculum
Primary School Curriculum Handbook 5
Skills
What we want the students to be able to do. In addition to subject specific skills, the construction of meaning is complemented by students acquiring and applying
a range of trans-disciplinary skills. These skills are valuable not only in the units of inquiry but also for any teaching
and learning that goes on within the classroom and in life outside the school.
Thinking skills Social skills Communication skills Self-management skills Research skills
Attitudes
What we want the students to feel, value and demonstrate.
While recognizing the importance of knowledge, concepts and skills, these alone do not make a well-rounded,
internationally-minded person. It is vital that there is also focus on the development of attitudes towards people,
towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the
group.
Action
How we want the students to act?
An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the
student as a result of the learning process. This action will extend the student’s learning, or it may have a wider
social impact, and will vary within each age range. PYP schools can and should meet the challenge of offering all
learners the opportunity and the power to choose to act, to decide on their actions and to reflect on these actions in
order to make a difference in and to the world.
Primary School Curriculum Handbook 6
We encourage our students to demonstrate the following attitudes and to set goals as to how to achieve them. Appreciation: Students appreciate the wonder and beauty of the world and its people.
Commitment: Students are committed to their learning. They persevere and show self-discipline and responsibility
Confidence:
Students feel confident in their ability as learners. They have the courage to take risks, apply what they have learned and make appropriate decisions and choices.
Empathy:
Students can imagine themselves in another’s situation and try to understand his/her thoughts, reasoning and emotions.
Curiosity: Students are curious about the nature of learning and of the world, its people and cultures.
Enthusiasm:
Students enjoy learning and participating in activities.
Integrity: Students are honest and think about what is fair.
Cooperation:
Students cooperate, collaborate and lead or follow as the situation demands.
Tolerance: Students accept differences and diversity and consider other
perspectives.
Independence:
Students think and act independently. They make their own decisions and can defend their judgements.
Creativity:
Students are creative and imaginative in their thinking and in their approach to problems and dilemmas.
Respect: Students respect themselves, others and the world around them.
Attitudes
Primary School Curriculum Handbook 7
Inquiry is:
exploring, wondering and questioning
experimenting and playing with
possibilities
making connections between previous
learning and current learning
making predictions and acting purposefully
to see what happens
collecting data and reporting findings
clarifying existing ideas and reappraising
perceptions of events
researching and seeking information
taking and defending a position.
The most important premise of the PYP is that children learn through their own curiosity. It is the school’s responsibility to encourage them to be curious, to ask questions and to explore ways of finding the answers to their questions. This is called Inquiry Based Learning, and it shapes our entire program.
Each school develops its unique Program of Inquiry which integrates the components of the curriculum into the units.
What caused Africa to be so poor and Australia to
be so wealthy?
Why can’t you speak under water?
I wonder how the Ethiopian Jews felt when
they arrived in Israel.
I think people should use happiness as a weapon
for good.
I wonder why we don’t
float into space.
Why can’t wealthy
governments join together and stop child labour,
barely livable conditions and unfair rules?
If there is so much water in
the world why doesn't everyone have enough?
How do blind people read stories?
Inquiry Based Learning
Primary School Curriculum Handbook 8
An exploration of our orientation in place and time; of our personal
histories; the discoveries, explorations and migrations of
humankind.
Who we are
How the world
works
How we express ourselves
How we organise
ourselves
Where we are in place and time
An exploration of the physical and material world; of natural and human-made phenomena;
of the world of science and technology.
An exploration of the ways in which we discover and express
our nature, ideas, feelings, beliefs and values through
language and the arts.
An exploration of the nature of the self; of our beliefs and values; of
personal, physical, mental, social and spiritual health; of our families,
friends, communities and cultures; of our rights and responsibilities; of
what it means to be human.
An exploration of rights and responsibilities in the struggle to share finite resources with other people; access to equal
opportunities, peace and conflict resolution.
An exploration of human systems and communities; the structure and
function of organisations; societal decision making; economic activities
and their impact.
Sharing the planet
Six Trans-disciplinary
Themes
Program of Inquiry 2018
Primary School Curriculum Handbook 9
Students inquire into and learn about, globally significant issues in the context of trans-disciplinary, units of inquiry, each of which is built
around a conceptual central idea that is broad, transferable and has multiple access points depending on students’ needs and interests.
These units collectively constitute the school’s program of inquiry, providing a scaffold for the development of international-mindedness. It
enables them to develop a balance of subject specific knowledge, concepts and skills.
Our trans-disciplinary program of inquiry addresses the requirements of the AustralianCurriculum in subject specific areas such as History,
Geography, Science, Technology and Civics.
Who We Are Where We Are in Place and Time
How the World Works
How We Express Ourselves
How We Organise Ourselves
Sharing the Planet
LK/UK Exploring our
identity helps us
understand who we
are individually and
as a community.
Curiosity helps us
understand how the
world works.
We express ourselves
through materials
The decisions we
make influence our
community.
Prep Our choices define
who we are as
individuals and as a
community.
Life today is different
from life in the past.
Many factors
influence the way
objects move.
People express their
feelings in different
ways in response to
situations.
We can receive and
communicate
meaning through
symbols.
Living things have
rights
Year 1 Our choices define
who we are as
individuals and as a
community.
Orientation in place
can be
communicated
verbally and visually
Living things go
through a process of
change.
People express
themselves through
performance.
Products go through
a process to reach
consumers
Actions can make a
difference to the
environment.
Program of Inquiry 2018
Primary School Curriculum Handbook 10
Who We Are
Where We Are in
Place and Time
How the World
Works
How We Express
Ourselves How We Organise
Ourselves Sharing the Planet
Year 2 Our choices define
who we are as
individuals and as a
learning community
People’s lives are
different around the
world but we share
commonalities.
An understanding of
science supports,
design and creation.
Literature expands
our understanding of
the world.
Public spaces are
organised to serve
the needs of
communities.
Human behaviour
impacts on the
habitats of living
things.
Year 3 Our choices define
who we are as
individuals and as a
community.
Diversity enriches
community
Exploration leads to
new discoveries
People’s experiences influence how they express themselves.
Making informed choices as citizens creates opportunities.
Everyone has the
right to have their
needs met
Year 4 Our choices define
who we are as
individuals and as a
community.
Settlement has led to
challenges and
change.
Scientific
investigation helps
understand the
‘magic’ of the
physical world
Cultures can be
expressed and
understood through
the Arts.
Our choices
contribute towards a
sustainable future
People have rights
and responsibilities
in sharing earth’s
natural resources.
Year 5 Our choices define
who we are as
individuals and as a
community.
Investigating history
helps us understand
the past and the
present
Humans apply their
understanding of
energy to create a
more sustainable
world.
The way ideas and
messages are
presented influences
how they are
received.
Ideas inspire
possibilities for
action
Changes in
biodiversity have
consequences.
Year 6 Our choices define
who we are as
individuals and as a
community.
Developing an
understanding of
places expands our
perceptions beyond
generalisations.
People apply their
understanding of
science to solve
problems and meet
needs
Language is a vehicle
for communication
and self-expression.
We grow as learners
and individuals
through meaningful
personal inquiry.
Thinking beyond
ourselves empowers
us to act
English
Primary School Curriculum Handbook 11
Reading Phase 1 – Early Years Phase 2 – Prep
Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.
Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.
Phase 4 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6
Learners show an understanding that text is used to convey meaning in different ways and for different purposes. They are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.
Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.
Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can ariticulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of the world.
.
English
Primary School Curriculum Handbook 12
Writing Phase 1 – Early Years Phase 2 – Prep
Learners show an understanding that writing
is a form of expression to be enjoyed. They
know that how you write and what you write
conveys meaning; that writing is a purposeful
act, with individual and collaborative aspects.
Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual and the imagined world.
Phase 3 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6
Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.
Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.
Learners show an understanding of the
conventions pertaining to writing, in its
different forms, that are widely accepted. In
addition, they demonstrate a high level of
integration of the strands of language in
order to create meaning in a manner that
suits their learning styles. They can analyse
the writing of others and identify common or
recurring themes or issues. They accept
feedback from others.
Jewish Studies
Primary School Curriculum Handbook 13
As a traditional Jewish day school, Mount Scopus seeks to create an
atmosphere that is distinctly Jewish and at the same time respects the
diversity of our students. The values of our Torah and our affinity with
the state of Israel are the foundation for our educational program. The
Jewish Studies program is based on the College's philosophy of
providing a Jewish education that is steeped in traditional values.
The Jewish Studies program is based on .a ‘formal’ and ‘informal’
curriculum. By ‘formal’ curriculum we mean the actual teaching and
learning experiences that take place in the classroom. ‘Informal’
curriculum refers to the many informal experiences that students
encounter as part of their Jewish learning, both in and out of the
classroom.
The ‘Formal’ Curriculum
Festivals – חגים The school year revolves around the celebration of all the Jewish
festivals. The students learn about each festival in detail, including
history, significance, mitzvot and customs and how the festival is
observed in the home, synagogue, community and in Israel. Festivals
are usually studied as a unit of inquiry with a relevant central idea as a
starting point, emphasising a different aspect at each year level. This
approach encourages the students to think deeply about the festivals
and to perceive them from a variety of points of view.
Hebrew - עברית Our approach is based on the recognition that Hebrew is the language of
the Jewish people and on the conviction that language is an essential
factor in the shaping of a child’s Jewish identity.
Torah – Bible Through the study of Torah, we aim to develop in our students an appreciation and love for Biblical text and tradition. Through learning Torah, the students are able to learn about early Jewish history, Jewish laws and traditions. Jewish values are instilled as an integral part of Torah learning.
Hebrew
Primary School Curriculum Handbook 14
Reading Phase 1 – Early Years Phase 2 – Prep
Learners are exposed to environmental print in Hebrew. They recognise their own and other familiar names. They begin to recognise and name some of the Hebrew letters in the alphabet.
Learners begin to recognise and name Hebrew letters of the alphabet and their sounds. They develop awareness of directionality. As they begin to blend single letters and sounds, they read their own and other familiar names and begin to read words, and simple texts. Learners begin to build a bank of sight words.
Phase 4 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6
Learners recognise and name Hebrew letters of the alphabet and their sounds. They recognise high frequency words and use a variety of cues to assist their reading. Strategies are developed to promote independent reading. Students select and reread favourite texts for enjoyment. They learn to read the script alphabet.
Learners read familiar texts accurately and with understanding, with increasing fluency and expression. They respond to familiar texts by identifying the main idea and answering informational questions. They begin to apply their skills to read unfamiliar texts accurately.
Learners read familiar texts accurately and with understanding, with increasing fluency and expression. They apply their skills to read unfamiliar texts accurately. They identify and describe elements of stories read in class. They respond to texts by identifying the main idea, answering informational questions and distinguishing between fact and opinion.
Hebrew
Primary School Curriculum Handbook 15
Writing Phase 1 – Early Years Phase 2 – Prep
Learners use a variety of materials to form the letters of their Hebrew names.
Learners know that writing in Hebrew involves the use of different codes and symbols than English and that writing and reading use the same codes and symbols. Learners form letters with a variety of materials and learn to write conventionally and legibly. They demonstrate awareness of directionality and begin to write words.
Phase 3 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6
Learners use familiar letters and sounds to write words, gradually adding new letters. They begin to write sentences using basic sentence patterns and learnt vocabulary.
In Year 2 students learn to write in script. They use learnt vocabulary to write original and creative sentences.
Learners show confidence and a positive attitude to writing. They present writing appropriately with correct directionality and spacing. They begin to be aware of common spelling patterns and grammatical forms. They write sentences and simple sequenced stories on familiar topics with learnt vocabulary.
In Year 4 learners can write a descriptive narrative or information paragraph on a given topic. Learners demonstrate an increasing understanding of how grammar works.
Learners demonstrate an increasing understanding of Hebrew grammar. They compose written pieces using learnt vocabulary and show an increasing awareness of language structures.
They use new vocabulary in a range of contexts. Learners can write a descriptive narrative or information paragraph on a given topic and reread written work in order to make revisions and improvements. They attempt a range of styles and genres such as diary entries and poems.
They learn to use a dictionary to find unknown words and experiment with using them appropriately.
Hebrew
Primary School Curriculum Handbook 16
Speaking and Listening Phase 1 – Early Years Phase 2 – Prep
Learners are aware that an object or symbol may have different sounds or words associated with it in different languages. They learn to name familiar objects in Hebrew and repeat teacher modelled use of language for greeting and farewelling. They become more familiar with how the language sounds through songs and conversation.
Learners hear and accept differences between languages. They repeat teacher-modelled use of Hebrew for daily routines. They listen effectively in order to follow simple instructions and repeat modelled sentences with modifications. They learn to respond to questions about familiar topics using learnt vocabulary.
Phase 3 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6
Learners hear and accept differences between languages. They repeat teacher-modelled use of Hebrew for daily routines. They listen effectively in order to follow simple instructions and repeat modelled sentences with modifications. They respond to questions about familiar topics using learnt vocabulary. They generate simple sentences with learnt vocabulary and can respond to simple questions about familiar short songs, stories and rhymes. Learners participate in simple role plays using vocabulary and language from learnt topics.
Learners identify and appreciate difference and similarities between English and Hebrew. They communicate in simple Hebrew for daily routines. Learners ask and answer questions relating to familiar topics. They generate original sentences using learnt vocabulary and can retell familiar stories. They recognise and begin to incorporate use of present tense. They participate in imaginative role play and dramatization of stories.
Learners identify and appreciate difference and similarities between English and Hebrew. They are increasingly able to express their thoughts, feelings, opinions and ideas using familiar and new vocabulary. They retell events and familiar stories and can identify and talk about the main points. They recognise and incorporate use of different language structures such as tense and gender. Learners discuss stories, poems and learnt material with increasing confidence. They participate in imaginative role play and dramatization of stories and poems.
Torah
Primary School Curriculum Handbook 17
Through the study of Torah, we aim to develop in our students an appreciation and love for Biblical text and tradition. Through learning Torah, the students are able to learn about early Jewish history, Jewish laws and traditions. Jewish values are instilled as an integral part of Torah learning. We aim to motivate and inspire children to become independent Torah learners by enabling them to gain a deeper knowledge and understanding of Torah through the use of critical and analytical thinking skills.
Parashat Hashavuah
Learners are exposed to Torah portion that we read each week in the synagogue. Our aim in teaching Parashat Hashavuah is to provide students from Prep to Year 6 with an overview of the Torah as well as messages relevant to their lives. Learning about the Parasha experienced through formal discussions, debates, drama and games.
Year 3 Students are introduced and exposed to a variety of rich Jewish texts including the Bible, Mishna and Chassidic Tales.
Year 4
Learners begin to develop skills and understanding through in depth study of Torah text. They explore the life and journey of Abraham and his relationship with Hashem through close reading
Year 5 Learners continue to develop knowledge and understanding, through in depth study of Torah text. They explore family relationships through close reading of Parashot Chayeh Sarah in the book of Breishit. They further develop their analytical skills and apply them in different contexts. Year 6
Learners gain further knowledge and understanding, through in depth study of Torah text. They explore Parashot Toldot, Vayishlach and Vayeshev in the book of Breishit. Through analysis of this text, students continue to develop analytical skills. Students learn how to draw inferences and make meaningful connections between the events and characters in the Torah narrative
.
of Parashot Lech Lecha and Veyara in the book of Breishit They
learn to examine key words, phrases and verses to support their
analysis of the text
Informal Jewish Studies
Primary School Curriculum Handbook 18
The Informal Jewish Studies Department is a cornerstone of Mount
Scopus Memorial College education. It is well recognized
that informal and experiential undertakings have a positive and long-
lasting effect on Jewish identity. The informal program complements the
formal Jewish education to assist in developing our children’s Jewish
identity. The informal Jewish education program concentrates on five
key experiential learning areas:
Chagim
The informal program provides the students with activities to further
enhance what is learnt in the classroom by adding an experiential
element to the students’ learning. The focus of these activities is
generally the moral and ethical lessons which our students can learn
from the festivals.
Camps and Shabbatonim Camps in Years 3 to 6 centre on the theme of challenge and cooperation. The informal program adds a Jewish dimension, through evening activities with Jewish content, ruach, singing and Israeli dancing. In addition, the Year 6 Shabbaton offers students an opportunity to experience an authentic Shabbat.
Bnei Mitzvah In Year 6, students are prepared for Bar or Bat Mitzvah. Boys are given
the opportunity to learn their Haftarah and Parashah with our Bar
Mitzvah teacher. Girls have the option of participating in intimate group
Bat Mitzvah ceremonies.
In class, students explore the topic as a unit of inquiry, beginning with
‘coming of age’ commemorations in other cultures, to provide them with
a broader context for their more focussed, in-depth study of Bar/Bat
Mitzvah.
Israel
The Israel curriculum creates an identification with and connection to
Israel. Programs expand the students’ knowledge base through a variety
of topics including Israeli and Biblical sources, geography, history,
personalities and aliyah.
Leadership
All Year 6 students have the opportunity to be involved in the Achrayim program which focuses on the students taking responsibility in their lives. The aim of the program is to encourage year students to take responsibility in all facets of their lives – within their personal and wider communities. Most importantly however, the program encourages the students to think about how they can take responsibility in everyday life and to constantly view themselves as leaders. The leaders have opportunities to prepare and lead assemblies and take initiative in organising fundraisers and school events.
Mathematics
Primary School Curriculum Handbook 19
Number and Algebra Phase 1 – Early Years and Prep Phase 2 - Years 1 and 2
Number
Learners will understand that numbers are used
for many different purposes in the real world.
They will develop an understanding of one-to-
one correspondence and conservation of
number, and be able to count and use number
words and numerals to represent quantities.
Algebra
Learners will understand that patterns and
sequences occur in everyday situations. They
will be able to identify, describe, extend and
create patterns in various ways.
Number
Learners will develop their understanding of the
base 10 place value system and will model,
read, write, estimate, compare and order
numbers to hundreds or beyond. They will have
automatic recall of addition and subtraction facts
and be able to model addition and subtraction of
whole numbers using the appropriate
mathematical language to describe their mental
and written strategies. Learners will have an
understanding of fractions as representations of
whole-part relationships and will be able to
model fractions and use fraction names in real-
life situations.
Algebra
Learners will understand that whole numbers
exhibit patterns and relationships that can be
observed and described, and that the patterns
can be represented using numbers and other
symbols. As a result, learners will understand
the inverse relationship between addition and
subtraction. They will be able to use their
understanding of pattern to represent and make
sense of real-life situations and, where
appropriate, to solve problems involving addition
and subtraction.
Mathematics
Primary School Curriculum Handbook 20
Number and Algebra Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6
Number
Learners will develop the understanding that
fractions and decimals are ways of representing
whole-part relationships and will demonstrate
this understanding by modelling equivalent
fractions and decimal fractions to hundredths or
beyond. They will be able to read, write,
compare and order fractions, and use them in
real-life situations. Learners will have automatic
recall of addition, subtraction, multiplication and
division facts. They will use a range of strategies
to solve problems involving addition, subtraction,
multiplication and division, using estimation
strategies to check the reasonableness of
answers.
Algebra
Learners will analyse patterns and identify rules
for patterns, developing the understanding that
functions describe the relationship or rules that
uniquely associate members of one set with
members of another set. They will understand
the inverse relationship between multiplication
and division, and the associative and
commutative properties of multiplication. They
will be able to use their understanding of pattern
and function to represent and make sense of
real-life situations and, where appropriate, to
solve problems involving the four operations.
Number
Learners will understand that the base 10 place
value system extends infinitely in two directions
and will be able to compare and order numbers
to millions or beyond, as well as model integers.
They will develop an understanding of ratios.
They will understand that fractions, decimals
and percentages are ways of representing
whole-part relationships and will work towards
comparing, reading, writing, ordering and
converting fractions, decimals and percentages.
They will use mental and written strategies to
solve problems involving whole numbers,
fractions and decimals in real-life situations.
Algebra
Learners will understand that patterns can be
represented, analysed and generalized using
algebraic expressions, equations or functions.
They will use words, tables, graphs and, where
possible, symbolic rules to analyse and
represent patterns. They will develop an
understanding of exponential notation as a way
to express repeated products, and of the inverse
relationship that exists between exponents and
roots. The students will continue to use their
understanding of pattern and function to
represent and make sense of real-life situations
and to solve problems involving the four
operations.
Mathematics
Primary School Curriculum Handbook 21
Measurement and Geometry Phase 1 – Early Years and Prep Phase 2 – Years 1 and 2
Measurement
Learners will develop an understanding of how
measurement involves the comparison of
objects and the ordering and sequencing of
events. They will be able to identify, compare
and describe attributes of real objects as well as
describe and sequence familiar events in their
daily routine.
Geometry
Learners will understand that shapes have
characteristics that can be described and
compared. They will understand and use
common language to describe paths, regions
and boundaries of their immediate environment.
Measurement
Learners will understand that standard units
allow us to have a common language to
measure and describe objects and events, and
that while estimation is a strategy that can be
applied for approximate measurements;
particular tools allow us to measure and
describe attributes of objects and events with
more accuracy. Learners will develop these
understandings in relation to measurement
involving length, mass, capacity, money,
temperature and time.
Geometry
Learners will continue to work with 2D and 3D
shapes, developing the understanding that
shapes are classified and named according to
their properties. They will understand that
examples of symmetry and transformations can
be found in their immediate environment.
Learners will interpret, create and use simple
directions and specific vocabulary to describe
paths, regions, positions and boundaries of their
immediate environment.
Mathematics
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Measurement and Geometry Phase 3 – Years 3 and 4 Phase 4 - Years 5 and 6
Measurement
Learners will continue to use standard units to
measure objects, in particular developing their
understanding of measuring perimeter, area and
volume. They will select and use appropriate
tools and units of measurement, and will be able
to describe measures that fall between two
numbers on a scale. The learners will be given
the opportunity to construct meaning about the
concept of an angle as a measure of rotation.
Geometry
Learners will sort, describe and model regular
and irregular polygons, developing an
understanding of their properties. They will be
able to describe and model congruency and
similarity in 2D shapes. Learners will continue to
develop their understanding of symmetry, in
particular reflective and rotational symmetry.
They will understand how geometric shapes and
associated vocabulary are useful for
representing and describing objects and events
in real-world situations.
Measurement
Learners will understand that a range of
procedures exists to measure different attributes
of objects and events, for example, the use of
formulas for finding area, perimeter and volume.
They will be able to decide on the level of
accuracy required for measuring and using
decimal and fraction notation when precise
measurements are necessary. To demonstrate
their understanding of angles as a measure of
rotation, the learners will be able to measure
and construct angles.
Geometry
Learners will understand the properties of
regular and irregular polyhedra. They will
understand the properties of 2D shapes and
understand that 2D representations of 3D
objects can be used to visualize and solve
problems in the real world, for example, through
the use of drawing and modelling. Learners will
develop their understanding of the use of scale
(ratio) to enlarge and reduce shapes. They will
apply the language and notation of bearing to
describe direction and position.
Mathematics
Primary School Curriculum Handbook 23
Statistics and Probability Phase 1 - Early Years and Prep Phase 2 – Year 1 and 2
Learners will develop an understanding of how
the collection and organization of information
helps to make sense of the world. They will sort,
describe and label objects by attributes and
represent information in graphs including
pictographs and tally marks. The learners will
discuss chance in daily events.
Learners will understand how information can
be expressed as organized and structured data
and that this can occur in a range of ways. They
will collect and represent data in different types
of graphs, interpreting the resulting information
for the purpose of answering questions. The
learners will develop an understanding that
some events in daily life are more likely to
happen than others and they will identify and
describe likelihood using appropriate
vocabulary.
Phase 3 – Years 3 and 4 Phase 4 -Years 5 and 6
Learners will continue to collect, organize,
display and analyse data, developing an
understanding of how different graphs highlight
different aspects of data more efficiently. They
will understand that scale can represent
different quantities in graphs and that mode can
be used to summarize a set of data. The
learners will make the connection that
probability is based on experimental events and
can be expressed numerically.
Learners will collect, organize and display data
for the purposes of valid interpretation and
communication. They will be able to use the
mode, median, mean and range to summarize a
set of data. They will create and manipulate an
electronic database for their own purposes,
including setting up spreadsheets and using
simple formulas to create graphs. Learners will
understand that probability can be expressed on
a scale and that the probability of an event can
be predicted theoretically.
Visual Art
Primary School Curriculum Handbook 24
Phase 1 – Early Years and Prep Phase 2 - Years 1 and 2
Learners draw upon their own play and
imagination to create 2D and 3D artworks
using a variety of media. They experiment
with line, texture, colour, pattern and shape.
Through experimentation, they learn new
techniques and processes. Children enjoy
viewing and discussing their own and others’
artworks.
Learners draw upon their experiences and
imagination to create 2D and 3D artworks
about their feelings, ideas and observations.
They experiment with and learn to
manipulate materials and tools used in a
range of art forms, such as ceramics,
printmaking, collage, drawing and painting.
Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6
Learners further develop their artistic skills in
a wider range of art forms including drawing,
watercolour, acrylic painting, foam and
mono-printing, ceramics, collage, mixed
media, textiles and plaster work. Concepts
such as colour theory, design, repetition,
symmetry, balance, proportion and basic
perspective are also explored.
Learners develop and apply their skills and
knowledge to visually communicate their
feelings and understanding of themselves and
other people. They explore and use a variety
of sources for inspiration and ideas in a broad
range of art forms, drawing upon experiences,
direct observation and imagination. They
further develop their skills in graphics,
sculpture, tonal painting and drawing.
Students are introduced to new art
terminology and make use of technology,
photography and film to enhance their
learning.
Music
Primary School Curriculum Handbook 25
Phase 1 – Early years and Prep Phase 2 -Years 1 and 2
Learners participate in a variety of musical activities to develop skills in beat and rhythm, pitch and melody. Students learn songs with simple melodic and rhythmic patterns and basic elements of vocal technique are explored in solo and group singing. Students also explore body percussion, tempo, form and dynamics, creating and performing using instruments, voice, movement and visual notation. Children have opportunities to learn privately on instruments and voice at each campus. Learners may choose to perform in musical soirees.
Learners participate in a variety of musical activities that develop an understanding of beat, rhythm, pitch and melody. Learners develop their ability to read, create and perform through the introduction of sol-fa notation, musical elements, educational games, technology and non- traditional ways of representing musical ideas. Students explore and develop an understanding of pitch and melody via singing in both solo and group settings. Students create and perform melodic and rhythmic patterns using instruments, movement and voice. Improvisation and composition form part of the creative process. Children have opportunities to learn privately on instruments and voice at each campus. Learners may choose to perform in musical soirees.
Phase 3 – Year 3 Phase 3 - Year 4 Phase 4 - Years 5 and 6
Learners undergo further studies in the areas of beat, rhythm, pitch and melody. Students explore body percussion, floor percussion, games, sol-fa echo singing, sight-reading, notation and more in strengthening their understanding of the musical elements. Learners develop their ability in harmonic accompaniment through a play and sing approach on the ukulele, and undergo short-term study in our classroom violin program. They develop their vocal skills reading tonal and rhythmic patterns. As part of inquiry, the students explore ways to express themselves as individuals, through musical composition. Learners may choose to perform in musical soirees.
Learners explore composition and improvisation. They imagine and create their own music by investigating combinations of sound and silence. They compose using sampled sounds to improvise and create music. They read and write music using traditional and non-traditional notation. Learners iidentify and describe the elements of music as they sing, play and compose. They recognise how the use of music elements changes in different styles when performing or composing music.
Learners identify and describe the elements of music as they sing, play and compose. Learners create music that will be continually refined after being shared with others in small groups. They modify their practices and/or compositions based on the audience's’ responses. They incorporate the other arts and available resources in order to broaden their creative expression. They read and write music in traditional and/or non-traditional notation. They explore ways music is recorded and shared in different styles and Traditions. Children have opportunities to learn privately on instruments and voice at each campus. All learners are involved in a bi-annual musical (as actors, dancers or singers) and they may choose to perform in musical soirees. Creative performances in assemblies are also encouraged.
Physical Education
Primary School Curriculum Handbook 26
Active Living
Phase 1 - Prep Phase 2 - Years 1 and 2
Learners show an understanding of bodily control through spatial awareness, gymnastics, athletics, minor games and sport specific skills. They begin to combine movement with the use of equipment while learning to share and adhere to rules that aid participation and cooperation. Students explore water familiarisation and basic stroke techniques. PMP (Perceptual Motor Program) sessions, improve skills such as balance, co-ordination and body awareness and help improve confidence, risk taking and team work.
Learners show an understanding of the association between skills and sports including gymnastics, athletics, basketball, netball, AFL, soccer and T-ball. Individually and in groups, students combine movement with the safe use of equipment while learning to share and adhere to rules that aid participation and cooperation. Water familiarisation, basic stroke techniques and water survival skills are explored. Promoting regular exercise and healthy food choices help to make students well balanced.
Phase 3 – Year 3 and 4 Phase 4 - Years 5 and 6 Upper Primary Interschool Sports Competition
Learners develop the motor skills necessary to participate successfully in a variety of physical activities Fitness is developed throughout the year in cooperative and competitive situations such as inter-house sport. Fitness is also developed in our dance taster program. The students focus on understanding safety principles in games and activities together with fair play in order to encourage more effective teamwork. In swimming, students learn basic water safety and stroke techniques. Students learn about the importance of healthy eating and physical activity and how this contributes to their wellbeing. Bike Education is introduced in Year 4. Learners develop knowledge and skills in bike riding.
Learners refine and expand the motor skills necessary to participate successfully in a variety of physical activities. Fitness is developed throughout the year in cooperative and competitive situations. In athletics students participate in running, jumping and throwing events. Stroke techniques and water safety are explored in swimming. Confidence, sportsmanship and strategic thinking are encouraged through competitive games. Students begin to understand and reflect on the importance of healthy eating and physical activity and how this contributes to their wellbeing. Bike education includes knowledge and understanding of the road traffic environment as well as decision making.
(Mulgrave District School Sports Association – MDSSA) All Year 6 students compete in the MDSSA team sport competition (with the possibility of competing in the zone and state competitions) during Terms 1 and 2. The emphasis is on active participation, team work and having fun. Students train during lunch times throughout the year. Selective Year 4, 5 and 6 students participate in interschool zone and state cross country, swimming and athletics throughout the year.
Personal and Social Development
Primary School Curriculum Handbook 27
Phase 1 - Prep Phase 2 – Years 1 and 2
Learners have an awareness of themselves
and how they are similar and different to
others. They can describe how they have
grown and changed, and they can talk about
the new understandings and abilities that
have accompanied these changes. They
demonstrate a sense of competence with
developmentally appropriate daily tasks and
can identify and explore strategies that help
them cope with change. Learners reflect on
their experiences in order to inform future
learning and to understand themselves
better.
Learners interact, play and engage with
others, sharing ideas, cooperating and
communicating feelings in developmentally
appropriate ways. They are aware that their
behaviour affects others and identify when
their actions have had an impact. Learners
interact with, and demonstrate care for, local
environments.
Learners understand that there are many
factors that contribute to a person’s identity
and they have an awareness of the qualities,
abilities, character and characteristics that
make up their own identity. They are able to
identify and understand their emotions in
order to regulate their emotional responses
and behaviour. Learners explore and apply
different strategies that help them approach
challenges and new situations with
confidence.
Learners recognize the value of interacting,
playing and learning with others. They
understand that participation in a group can
require them to assume different roles and
responsibilities and they show a willingness
to cooperate. They nurture relationships with
others, sharing ideas, celebrating successes
and offering and seeking support as needed.
Learners understand that responsible
citizenship involves conservation and
preservation of the environment.
Personal and Social Development
Primary School Curriculum Handbook 28
Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6
Learners understand that a person’s identity is
shaped by a range of factors and that this identity
evolves over time. They explore and reflect on
the strategies they use to manage change,
approach new challenges and overcome
adversity. They analyse how they are connected
to the wider community and are open to learning
about others. Learners use their understanding of
their own emotions to interact positively with
others. They are aware that developing self-
reliance and persisting with tasks independently
will support their efforts to be more autonomous
learners.
Learners develop a sense of good
sportsmanship. Learners understand that group
work can be enhanced through the development
of a plan of action and through identifying and
utilizing the strengths of individual group
members. Learners reflect on the perspectives
and ideas of others. They understand that
healthy relationships are supported by the
development and demonstration of constructive
attitudes towards other people and the
environment.
Learners understand that the physical changes
they will experience at different stages in their
lives affect their evolving identities. They
understand that the values, beliefs and norms
within society can impact on an individual’s self-
concept and self-worth. Learners understand that
being emotionally aware helps them to manage
relationships. Learners apply and reflect on
strategies that develop resilience and help them
to cope with change and challenges.
Learners understand that they can experience
intrinsic satisfaction and personal growth from
interactions with others in group and team
activities. They understand the need for
developing and nurturing relationships with
others and are able to apply strategies
independently to resolve conflict as it arises.
They understand that healthy relationships are
supported by the development and
demonstration of constructive attitudes towards
other people and the environment.
eLearning
Primary School Curriculum Handbook 29
eLearning supports inquiry and helps connect learners within the local and global community, in order to empower learning. There are many opportunities to use technology in relevant, authentic contexts. The role of eLearning to support inquiry is important as students engage in building understandings that contribute to their success as lifelong learners in a digital age.
Our approach to eLearning supports the following six skills, which are relevant to all learners. Each skill is trans-disciplinary and fluidly supports learning throughout the curriculum. These skills interact with each other to support the development of learners.
Investigating
Learners carry out purposeful inquiry or research, to test existing understanding, discover new information and create new understanding. Through investigation, learners critically evaluate a variety of sources, making connections and synthesizing findings to apply knowledge to real-life contexts.
Creating
Learners are provided with an opportunity to innovate through the process of creating. They construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge through self-expression, problem-posing and problem-solving, and reflection.
Communicating
Learners exchange information with various audiences using a range of media and formats. Effective communicators contribute to cross-cultural understanding, make informed choices when deciding on tools to articulate meaning, and provide relevant, significant feedback to others.
Collaborating
Collaboration is the process through which learners validate and negotiate ideas and reach a deeper understanding and a global perspective. They are empowered through digital media and environments and through active participation in creating and sharing knowledge.
Organizing
Through organising learners develop the ability to structure or arrange connected items. They understand that eLearning systems can be used to inform, adapt, manage and problem-solve during their creative, communicative, collaborative and investigative processes. Learners make connections, transfer existing knowledge and independently explore new technologies.
Becoming responsible digital citizens
Becoming a responsible digital citizen involves making informed and ethical choices and acting with integrity and honesty when using technology. In a globally connected digital world, learners are empowered to be responsible for their actions, to value others’ rights and to practise safe and legal behaviours.
Kitchen Garden
Primary School Curriculum Handbook 30
Our Kitchen Garden program allows our students to physically engage in
growing plants and vegetables from seed through to fully grown ready to
harvest fruit and vegetables.
The Gandel Besen House Kitchen Garden is a place of intrigue for students from the Kindergarten upwards. The Kitchen Garden program is able to tap into the learners’ natural interest of the world around them and to form meaningful connections from their place in the world to many areas of learning. The GBH Kitchen Garden aims to remind students that we live in a world of interconnected parts and that by exploring these relationships through work and play we can come to understand how the world functions. In a typical garden class the students will get to explore their environment and are encouraged to ask questions about what they observe. Their answers and intrigue are what guide the lessons. Whether it’s investigating a bug infestation or caring for chickens, the students’ natural capacity for compassion brings out questions for inquiry. Some of these fantastic journeys link areas such as Maths, Literacy, Jewish studies and Science to what they observe and interact with in the garden.
At Fink Karp Ivany each Year level is responsible for a different part of the garden. In the kitchen there are opportunities to cook with the produce from the garden and small groups of learners meet with the scientist in residence to inquire and discover how Science and cooking are related. In our garden the Lower Kinder children look after the chicken houses and collect the eggs, while the Upper Kinder class has a sensory garden. Prep to Year 2 students are responsible for the sustainable garden, looking after the compost and wormery, and are involved in the daily care of all the campus pets.
The Smorgon Family Primary School 'Kitchen Garden Program' offers students an opportunity to grow, harvest, prepare and share in seasonal produce. Students tend to their garden, plant and harvest crops and establish a strong understanding of the environment and ecology around them. The kitchen program explores foods texture, combination and taste to develop students skills as they take fresh produce directly from the garden and learn to follow instruction, use various kitchen tools to create nutritious and tasty food. Eating fresh and local produce is a strong mantra our Kitchen Garden Program follows. Students celebrate the seasons and Australia's wonderfully rich and diverse culture. Gardening and food share strong links allowing the schools curriculum to entwine itself within. Many life lessons are established and explored from life cycles, animal husbandry, caring and tending to something shared, measurement, food sciences, human satisfaction and failure and the celebration of colourful and delicious food.
Extra Curricular Activities
Primary School Curriculum Handbook 31
In keeping with our learning principles, we are committed to
providing a diverse and inclusive program so that all students
within the College have opportunities to experiment and to ‘shine’
in areas of their choice. Our extra-curricular activities have the
capacity to engage, challenge and enhance the student’s learning
experiences.
Each campus provides a range of extra-curricular opportunities,
mostly during lunchtimes, some of which change during the year
according to the skills and interests of both teachers and students.
In Years Prep to 3, some of the extra-curricular activities include
scooter club, yoga, cooking club, science club, Israeli dancing,
mindfulness, Lego club and self defence.
At Smorgon Family Primary School we offer a range of lunch time
activities. These are offered at different times through the year
and might include bike riding, jewellery making, bat tennis, table
tennis, electronics and rock band. We also have early morning
swimming, Year 6 early morning breakfast club, girls’ soccer and
Australian Rules Football.
The Early Learning Centre
Primary School Curriculum Handbook 32
While our Early Childhood program draws from a range of educational theories and practices, our curriculum is based on the Primary Years Program of the International Baccalaureate. Programs are designed around the interests, needs and strengths of individual children and the class as a whole. Learning is hands on, interactive, interest based, play-centred, investigative and develops the inquiring mind. Children are encouraged to explore, to observe and question their world. Children’s ideas are documented, reflected upon and are used to plan future learning opportunities. The environment is rich in examples of print and writing and children are encouraged to recognise symbols, pictures, numbers and letters and small words as they engage in pre-reading experiences. Numeracy is play-based, hands on and is an integral part of the program. Children have many opportunities to explore numeracy through play, games, songs, stories, rhymes, hypothesising, estimating and experimenting. They practise skills associated with numbers; sorting, grouping simple number patterns, problem solving and measurement.
Social Development There is an emphasis on becoming a member of a group, to collaborate, take turns and interact with peers. The physical environment fosters social interactions and helps the children feel that their contribution to the group are valued. Classroom celebrations build a sense of belonging and community such as in our weekly Kabbalat Shabbat and birthday celebrations. Emotional Development Our Early Learning Centre provides a warm, caring and supportive environment to foster our children’s emotional development. Children are exposed to our PYP attitudes and Learner Profiles to become problem solvers, develop conflict resolution skills and resilience.
Physical Development Fine and gross motor skills are developed through everyday activities. Fine motor skills are developed through painting, play dough, cutting, writing, threading and sensory play. Gross motor skills are extended through a guided PMP (Physical Motor Program) with a specialist teacher and opportunities to use their gross and vestibular skills in the outdoor environment. Jewish Studies Jewish Studies is an integral part of the daily experience. We facilitate the children’s cultural identity and love of Israel. They are immersed in Hebrew and Jewish customs, traditions, celebrations, songs, and stories throughout the day.
Student Support
Primary School Curriculum Handbook 33
Counselling services are based on the principles of care, respect, responsibility and confidentiality. School Psychologists are therefore the people to consult when there is a concern about a child’s social, emotional and educational development. Contact with Psychologists can be initiated by students, parents or teachers.
School Psychologists provide the following services:
Counselling and support for individual students and their families.
Support for teachers in order to optimise a child’s integration into the classroom.
Assistance with classroom management for teachers.
Psycho-educational assessments in order to develop individualised goals and educational objectives for students.
Liaison with outside community and medical agencies.
Assistance in the development and execution of programs to enhance children’s welfare, social skills and self-esteem.
Participation in educational programs for the school community.
Learning Support Centre
The Learning Support Centre’s teachers provide a range of support services for students in Years Prep to 6 requiring additional assistance with literacy and numeracy on a withdrawal or in-class basis dependent on the students’ needs. Services include:
Support designed to improve literacy acquisition
Support designed to develop mathematical skills
Feuerstein Instrumental Enrichment program
Tuition for integrated students.
Speech and Language Pathology There is a provision for children to access speech and language therapy by a qualified speech pathologist during the school day.
Occupational Therapy There is the opportunity for children to access Occupational Therapy services within the school. This service is provided by qualified therapists.
Assessment and Reporting
Primary School Curriculum Handbook 34
Assessment is integral to teaching and learning and is the process of
gathering and analysing information in order to inform teaching and
learning.
Assessment
identifies what students know, understand and can do and feel
throughout the learning process.
gives students opportunities to identify achievement and set
targets needed for improvement in relation to curriculum goals.
provides the teachers with valuable information in order to
support learners in moving to the next level of development.
takes place through continuous informal assessment and regular
formal assessment using standardised tests.
Assessment and reporting practices
Formative assessment informs teaching and learning. It might be
planned in advance by teachers, or incidental through what takes
place in the classroom. Formative assessment is rarely through a
test. It can occur through any learning experience or task or
even by listening to the conversations of students as they engage
with their own learning.
Teachers are encouraged to keep anecdotal records of student
thinking and questioning to keep track of their development over
time.
Students have portfolios which contain samples of their learning.
The portfolios demonstrate the ‘process’ and the ‘progress’ as
well as the ‘performance’.
At 3 way interviews, students share their learning with their
parents. They talk about their strengths, weaknesses and goals
and their learning is celebrated.
Written reports, in addition to the comparative grades
required by government, also include narrative comments
which reflect the student as a learner, as well as evidence
that the student is displaying the attributes of the IB learner
profile.
Students reflect on their own learning regularly as part of the
learning process, and also in a written reflection on their
reports.
Acknowledgement: IBO Making the PYP Happen. For further information please contact
Edna Sackson Teaching and Learning Leader [email protected]