Introduction - Walford Anglican School for Girls · Introduction Walford Anglican School for Girls...

Introduction Walford Anglican School for Girls has a strong tradition for dedication to excellence in the education of girls. As well as academic excellence, we aim to empower young women to participate with confidence, courage and compassion in our global world through an inspired education. Walford Junior School has a co-educational Early Learning Centre (ELC) and caters for girls from Reception to Year 5. The curriculum basis for all students, Early Learning to Year 5, is the International Baccalaureate, Primary Years Programme (IB PYP), the Australian Curriculum and the Early Years Learning Framework. This booklet contains information about the curriculum from the ELC through to Year 5. It begins with the principles upon which the curriculum in the Junior School is based. It then provides information on assessment, homework and co-curricular activities. The principles and particular characteristics of the PYP are presented, as well as some information about the subjects in each of the year levels. Our programs are comprehensive and flexible in academic, cultural and personal development to ensure that the potential of each girl is developed in accordance with her particular abilities and aspirations, and to provide opportunities for extension in a variety of activities. The PYP has been chosen at Walford as the basis for our Junior School curriculum because of its principles, international outlook and suitability for Junior School students. The programme is designed to foster the development of the whole child, not just in the classroom, as it encompasses a student’s social, physical, emotional, spiritual and cultural needs, as well as their academic welfare. There is a balance between the traditional disciplines and the transdisciplinary Programme of Inquiry. The construction of knowledge and the importance of skills are also valued. The programme promotes international-mindedness and an emphasis on students taking action. There is a strong emphasis on making a difference. It is important to note that the PYP is a curriculum framework. The IB does not prescribe the content of the programme - the content is left up to the individual schools. Hence the Walford PYP is unique to our school. The content of the programme is relevant and appropriate to our particular community and is based on the Australian Curriculum. Walford is one of a select group of schools throughout the world to offer all three programs of the International Baccalaureate (IB) – the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). If you have any queries about the Junior School curriculum, please contact our Junior School PYP Coordinator, or Head of Junior School.

Contents

Acknowledgments ................................................................................................................................................... 1 Mission and Values .................................................................................................................................................. 2 The Primary Years Programme.................................................................................................................................. 3 Assessment and Reporting ....................................................................................................................................... 7 Wellbeing, Engagement and Belonging (WEB): A Whole School Pastoral Care Approach ............................................ 10 Homework Policy ................................................................................................................................................... 11 Learning Support ................................................................................................................................................... 12 Junior School Library and Information Centre ........................................................................................................... 13 The Role of Information and Communication Technologies in the Junior School.......................................................... 15 Co-curricular Program ............................................................................................................................................ 15 Early Learning Centre ............................................................................................................................................ 17 Reception ............................................................................................................................................................. 19 Year One .............................................................................................................................................................. 24 Year Two ............................................................................................................................................................... 29 Year Three ............................................................................................................................................................ 36 Year Four ............................................................................................................................................................. 42 Year Five .............................................................................................................................................................. 48

Acknowledgments In the writing of this document we wish to acknowledge that much of the information was sourced from the following: International Baccalaureate: Primary Years Programme Making the PYP Happen: A curriculum framework for international primary education Australian Curriculum (www.australiancurriculum.edu.au) Belonging, Being and Becoming – The Early Years Learning Framework for Australia

Mission and Values ‘VIRTUTE ET VERITATE’ – WITH COURAGE AND TRUTH OUR MISSION To empower young women to participate with confidence, courage and compassion in our global world through an inspired education. OUR VISION A globally pre-eminent school for girls in which learning flourishes. OUR GUIDING VALUES AND BELIEFS (reflective of our Christian philosophy)

• Faith, joy and appreciation of life and learning

• Respect and inclusion of all manner of diversity

• Courage and integrity to be one’s self and to make a difference

• Love, care and compassion for ourselves, others and the environment

• Responsibility and justice for one’s conduct and endeavour, and for each other WE ASPIRE

• For each student to achieve her personal best and to realise her potential

• For the highest standards of academic performance and excellence in education

• For strong relationships and partnerships with our students and our community

• To be a pre-eminent school of choice for students locally and further afield

• To be informed and caring contributors to our local and global society

• To foster and grow creativity and innovation

• For long term security and sustainability

• For a reputable and recognised brand

Walford has a commitment to excellence in education in the delivery of all aspects of the curriculum. We encourage individuals to reach their potential and to aim for excellence in all areas of the curriculum.

The Primary Years Programme The mission statement of the International Baccalaureate: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. What is the Primary Years Programme? The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed to foster development of the whole child. The PYP is one of three International Baccalaureate (IB) programmes at Walford. The PYP is a curriculum framework for Junior Schools. The PYP:

• is for students between the ages of 3 and 12 • is designed to foster development of the whole child, not just in the classroom • encompasses social, physical, emotional, spiritual and cultural needs, as well as academic welfare • combines the best research and practice in education to create a relevant and engaging educational framework for

all students • promotes the construction of knowledge and the importance of skills • promotes inquiry • strikes a balance between the traditional disciplines and the transdisciplinary Programme of Inquiry • promotes international-mindedness • encourages students to become active, compassionate and lifelong learners who understand differences • requires valid and varied assessment.

It is important to note that the IB does not prescribe the content of the programme – this is left up to the individual schools. What is the Learner Profile? The main goal of the PYP is to develop students who exemplify the characteristics of the Learner Profile. All IB programmes seek to develop internationally-minded people who, in recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be:

• Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

• Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

• Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

• Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

• Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

• Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

• Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

• Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

• Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

• Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

How is the curriculum organised? The PYP is a curriculum framework, which consists of the five essential elements: concepts, knowledge, skills, attitudes and action. The knowledge component is developed through the transdisciplinary Programme of Inquiry and the individual disciplines e.g. Mathematics, Language, etc. The Programme of Inquiry consists of six individual units of inquiry at each year level – under six organising themes: How the world works, Where we are in time and place, How we share the planet, How we express ourselves, How we organise ourselves and Who we are. This forms part of a cohesive and comprehensive programme across the Junior School. Each teacher is aware of what the other year levels are studying, and specialist teacher’s work with classroom teachers to develop units of inquiry as well as teaching their own individual disciplines. The methodology is based on the constructivist approach and inquiry based learning. Teachers ascertain what the students already know about the topic under investigation and then guide the inquiry by building on what each student already knows. This enables the classroom teacher to tailor the learning programme to suit individual needs.

Why does the PYP include concepts as an essential element? Central to the philosophy of the PYP is the principle that purposeful, structured inquiry is a powerful vehicle for learning that promotes meaning and understanding and challenges students to engage with significant ideas. Therefore, there is a commitment to a concept-driven curriculum. The eight concepts are important in the design of a transdisciplinary curriculum. The concepts are:

Concept: Rationale

Form This concept was selected because the ability to observe, identify, describe and categorise is fundamental to human learning within and across all disciplines.

Function This concept was selected because the ability to analyse function, role, behaviour and the ways in which things work is fundamental to learning within and across all disciplines.

Causation This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognise that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.

Change This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international-mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.

Connection This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.

Perspective This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.

Responsibility This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.

Reflection. This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence methods and conclusions. In doing so, it extends their thinking into the higher order of metacognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.

What are the PYP Attitudes? In order to be an internationally minded person it is important that there is a focus on the development of personal attitudes towards people, the environment, learning and the well-being of individuals and groups. In PYP schools, students should demonstrate:

• Appreciation: Appreciating the wonder and beauty of the world and its people • Commitment: Being committed to their own learning, persevering and showing self discipline and responsibility • Confidence: Feeling confident in their ability as learners, having the courage to take risks, applying what they have

learned and making appropriate decisions and choices • Cooperation: Cooperating, collaborating, and leading or following as the situation demands • Creativity: Being creative and imaginative in their thinking and in their approach to problems and dilemma • Curiosity: Being curious about the nature of learning, about the world, its people and cultures • Empathy: Imagining themselves in another’s situation in order to understand his or her reasoning and emotions, so

as to be open-minded and reflective about the perspectives of others • Enthusiasm: Enjoying learning and willingly putting the effort into the process • Independence: Thinking and acting independently, making their own judgments based on reasoned argument, and

being able to defend their judgments • Integrity: Being honest and demonstrating a considered sense of fairness • Respect: Respecting themselves, others and the world around them • Tolerance: Being sensitive about differences and diversity in the world and being responsive to the needs of others

Approaches to Learning (ATL) ATLs are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment. The IB approaches to learning skills are:

• Thinking skills • Communication skills • Social skills • Self-management skills • Research skills

The IB approaches to teaching skills are:

• based on inquiry • focused on conceptual understanding • developed in local and global contexts • focused on effective teamwork and collaboration • differentiated to meet the needs of all learners • informed by formative and summative assessment

Why include action as an essential element? In the PYP, it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. 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 clearly look different 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. The action cycle diagram

Assessment and Reporting The assessment of student achievement is a significant component in the planning of curriculum delivery at Walford Anglican School for Girls. It is recognised that what is assessed and how it is assessed and reported on, provides the strongest possible message about what is important and what is valued by the school in teaching and learning. Assessment Principles At Walford, the following principles are applied:

• Assessment should be carried out in order to assist with the students’ learning and academic development, to provide information to relevant parties about the progress and achievement of individuals and to assist in the evaluation of teaching programs

• Assessment should be carried out in a variety of styles (formal/informal, written/oral, individual/group, etc) • Assessment should be curriculum led and integrated into the delivery of the curriculum • Assessment should be efficient and manageable • Assessment tasks will have clear specifications. Due dates must be set • Assessment tasks will be clearly linked to specific objectives within the subject criteria and students will have a

clear understanding of which criteria are being assessed and when

Assessment in Practice Formal assessment throughout the school is criterion-referenced and a clear distinction is made between summative and formative tasks. In the Junior School the final assessments of the student’s work conveyed to parents are descriptive or indicated on a performance continuum. Reporting The progress of individual students is reported to parents several times a year. Formal written reports for all year levels are uploaded to the parent portal at the end of each semester. Years 3, 5, 7 and 9 receive NAPLAN results in Term 3. In the Junior School reporting also occurs through informal drop ins, student learning journeys, parent teacher interviews and Learning Portfolios. Reporting Format Parent-Teacher Interview The parent-teacher interview is a discussion between the parent(s) and teacher designed to give the parent(s) information about the student’s progress and needs in relation to the school program. It is also an opportunity for the parent(s) to provide information relevant to the student in the school context. It will include reference to:

• The IB-PYP Learner Profile • Academic and social areas of strength and areas which require future development and assistance • Behaviour • Skills • Attitudes

The Learning Journey

• The learning journey is a formal discussion, with predetermined criteria, between the student and parent(s) facilitated by the teacher. The students share their work and discuss their work and progress with their parents

• The learning journey is a form of student-led conference • At a pre-arranged time, students share and reflect on their learning with their parents as they view their work,

which is displayed in their portfolio, the classroom and in their books. Depending on the developmental stage of the student, students discuss:

• Both academic and social areas of strength and areas that require further development and assistance • The IB-PYP Learner Profile • The five essential elements in relation to the Programme of Inquiry and the subject domains • Parents are encouraged to ask questions

The Written Report

• There will be two written reports. The written report will be a detailed summative report of the school semester. It will be uploaded to the Portal at the end of Terms 2 and 4

The Student Portfolio • The student portfolio is a method of storing and collecting relevant information that can be used to document and

assess student progress and achievement • It is a selective and purposeful collection of student work • The student portfolio is a record of student’s involvement in learning, which is designed to demonstrate success,

growth, higher-order thinking, creativity, assessment strategies and reflection • It is a celebration of an active mind at work • Student portfolios are to be compiled throughout the year and will be shared with parents at least twice a year

The Exhibition In Year 5, the final year of the PYP, students participate in a culminating project the PYP exhibition. This requires each student to demonstrate engagement with the five essential elements of the programme: knowledge, concepts, skills, attitudes and action. It is a transdisciplinary inquiry conducted in the spirit of personal and shared responsibility, as well as a summative assessment activity that is celebrated as students move from the PYP into the Middle Years Programme (MYP) in the Middle School.

Reporting Timeline

Initial Parent-Teacher Meeting • Reception-Year 5 – Meet the teacher drop in time. • Interviews to be scheduled for all new students to the school, other

interviews can be made by request. Student Portfolio • Student portfolios are to be compiled throughout the year and will be

shared at least twice a year at the end of each term. Term One • Parent-teacher interview. Term Two • Written report to be sent home at the end of Term 2.

• A selection of student work to be shared with parents. Term Three • Reception–Year 5 Learning Journeys.

• NAPLAN testing results sent home. • Student work to be shared with parents.

Term Four • A written report to be sent home at the end of the year. • Year 5 Exhibition. • All student work sent home.

Religious Education The Religious Education program at Walford helps students to develop their understanding of themselves, others and the wider community. It is underpinned by a strong ethical and Christian philosophy that respects individuals and the importance of teamwork. At Walford we acknowledge that the Christian faith supports the nature of our school and our community actions. Religious Education is a basis on which to make informed and well thought out decisions and gives students the opportunity to consider the place God has in their lives. It helps students to gain knowledge and understanding of the Bible and the Christian faith, and the relevance and application of these to life. Junior School House Captains organise and lead our assemblies, a task that includes choosing and explaining the choice of hymn and prayer to the rest of the girls. Walford’s chaplain regularly contributes to the spiritual content of assembly. Songs and prayers in the classroom help the girls to develop a repertoire of appropriate music, and a deeper understanding of the essence of faith. Aims:

• To develop each student to her God given potential of body, mind and spirit, in an atmosphere of Christian love, care and responsibility

• To support the spiritual values of the school and appreciate the heritage of the Anglican Church • To assist the students to explore, reflect and make connections • To understand the concept of service to others within a community • To hear and discuss stories and teachings from the Bible • To participate in assembly and be given the opportunity for prayer and reflection • To support and encourage stewardship and care of the earth • To develop Christian values and positive social behaviour

Content:

Reception, Year 1 and Year 2 Year 3 and 4 Year 5

Class devotion times Hymn and prayer Junior School/Whole School Assemblies Bible stories Recognition of the special days of the Christian Year

Daily hymn and prayer Junior School/Whole School Assemblies Reflections Bible readings Recognition of the special days of the Christian Year

Daily hymn and prayer Junior School/Whole School Assemblies Reflections Bible readings Recognition of the special days of the Christian Year

Wellbeing, Engagement and Belonging (WEB): A Whole School Pastoral Care Approach The WEB Program is a whole school Pastoral Care approach that recognises the interrelationship of students, staff, parents and external bodies in fostering pastoral care within the Walford Community. Represented by the acronym WEB the core qualities of the program are: Wellbeing Engagement Belonging The symbolism of a web is significant; webs are intricate and complex. The material from which spider webs are made has a greater tensile strength than steel and also has great elasticity and viscosity. Spiders are active creatures that expend an enormous amount of energy spinning webs and rely on the web to provide the nourishment needed to revitalise them. Using this symbolism, our whole school WEB program seeks to develop, explore and nurture a web of Wellbeing, Engagement and Belonging that extends across three settings (domains): The Individual-Self The School The Community The WEB program is underpinned by the school motto, the aims of the International Baccalaureate curriculum and Christian philosophy. It is recognised that students need to develop awareness, skills and knowledge across these settings (domains) so as to become critical thinkers and action takers who are informed, responsible, ethical and empathetic. The chart below outlines the elements of these settings (domains) to be explored within the WEB program:

Individual-Self School Community

Identity: Who am I? Leadership and service Community service and awareness

Values: What do I believe? School ethos and traditions Community values

Learning: How do I learn best? School learning environment Learning and life outside and beyond school

Safety: How do I stay safe? School rules, policies and procedures Laws and civics

Health and wellbeing: How do I stay healthy and positive?

Flourishing at school Community engagement

Belonging: How do I belong to a group?

Making connections with others Community resources

As a broad approach, the qualities of Wellbeing, Engagement and Belonging are explored and developed across many subject areas, through co-curriculum activities, camps, community service as well as through the explicit delivery of topics and teaching of explicit skills. Pastoral care and personal development components are delivered by class teachers and external experts and resources may also be utilised. The WEB program is integral to teaching and learning in the Primary Years Programme and is embodied in the IB learner profile that permeates the programme and represents the qualities of internationally minded students and effective lifelong learners. The Primary Years Programme offers opportunities for the development of personal, social and physical wellbeing through the relevant and realistic context of the units of inquiry as well as through teaching and learning experiences in other areas of the curriculum. The Junior School uses a variety of pertinent resources to support out WEB program including the PYP Personal, Social and Physical Education scope and sequence, the new revised Bounce Back! Wellbeing and Resilience programme, What’s the Buzz? and the Kimochi’s program in the Junior Years. The WEB program will also continue implementation of the Keeping Safe Child Protection Curriculum across all years.

Homework Policy Philosophy Homework has an important place in a student's education. Its role varies for different individuals, depending on the year level and the characteristics of each child. Homework allows students to use longer periods of time and more private reflective thinking than is possible in a group situation. Homework should have a purpose clear to the student and the teacher. It should leave time for other activities that are also of value, such as reading, music practice, sport, special interests and family activities. Purpose of homework

• To allow time for individual thinking, writing, reading, reflection and application of learning • To allow opportunities for individual preparation, including tests, presentations and creative tasks • To consolidate material, including assignments and projects • To assist students with their time management and independent learning • To further develop skills that cannot be fully developed in the constraints of the school day

Timing of homework Years R–2 Encouragement to read to parents, develop literacy skills and explore mathematics in their daily lives Years 3 and 4 A maximum of 20 minutes per night (plus 15 minutes reading time) Years 5 A maximum of 30 minutes per night (plus 15 minutes reading time) Reading is crucial and will often go beyond the time allocated. Homework will generally not be set as a new task on Friday nights. Holiday homework is not set in the Junior School. Students' approaches to homework Self-organisation is central to homework. Homework in the junior years should help a student to develop good time management and organisational skills. One of the main values of homework is to help a student develop self-management skills and become an independent learner. To aid this, the use of the diary is essential to record homework tasks, due dates, special events, and other personal activities, which will influence homework schedules and timing. Parents and homework In general, the school expects that parents will provide an appropriate work environment for the student as their contribution to homework. It is the responsibility of the student and the teacher to check that homework is completed satisfactorily. Parents are encouraged to comment on and correspond with the teacher regarding any problems that a student might have had in completing a task. Parents are encouraged to sign Junior School diaries daily in Years 3–5.

Learning Support At Walford, we acknowledge that we have a responsibility to provide all of our girls with a high-quality education which fosters a love of learning, encourages spiritual, emotional, physical and academic growth and development of individuals to their potential. In order to assist students with a diverse range of learning needs, a number of programs are offered. These are outlined below. MiniLit Program (Reception/Year 1)

MiniLit is a systematic, effective and explicit model for teaching reading skills and involves a program of carefully structured lessons that cover sounds and words, text reading and story book reading. MiniLit is designed to be delivered to small groups of students in the second half of Reception and all of Year 1. It is divided into two levels:

• Level 1: Teaching the basics of letter/sound knowledge and decoding skills for CVC words • Level 2: Extending word attack knowledge by teaching commonly used digraphs and longer words

Skills to be taught

• phonological awareness skills (awareness of the sound structure of spoken words) • alphabet skills (sounds and names) • sight word development • word attack strategies • reading comprehension • handwriting • participate in games which require cooperative social skills

Criteria for entry into the program

• identified and nominated by class teacher • assessed as experiencing significant difficulties with early literacy concepts

MultiLit Reading Tutor Program (Years 2-5) The Multilit Reading Program will focus on explicit teaching of phonic skills, particularly decoding and sound blending. The goal is for the student to develop the ability to be able to competently blend sounds together to make real and non-real words. Students from Year 2 through to Year 5 will be referred to the Learning Support Teacher for assessment to ascertain eligibility for the program. Students will be offered individual lessons by the Learning Support Teacher, Learning Support Assistant and trained volunteers. Skills to be taught

• say the sound for the letters of the alphabet when shown the written form of the letter • blend two, three, four + sounds together to form real or non-real words • practice phonemic recoding: able to say letter clusters and groups of letter clusters • identify consonant digraphs: sh, ch, wh, th, qu as single phonemes • identify 2 and 3 letter initial consonant blends in words • identify 2 letter final consonants in words • recognise vowel digraphs and generate words containing the digraph eg: ar, er, or, oo, ay, oi, ai, aw, oy etc • recognise long and short vowels when ‘magic e’ is used at the ends of words • develop sight word recognition using the lists provided within the Macquarie Program (based on the Holdaway List) • write lower case letters correctly and spell phonetic words accurately • use correct letter formation when writing • read a text at the student’s appropriate level and apply a range of reading strategies

Criteria for entry into the program

• identified and nominated by class teacher • assessed as experiencing difficulties with decoding and blending sounds

Literacy Support (Years R–5) Learning Support lessons include small groups of students from the same class and year level who have been assessed as requiring support in order to access the classroom curriculum or require a modified curriculum (or negotiated curriculum plan). These lessons are timetabled to coincide with class literacy lessons where possible and follow the ‘Beat Dyslexia’ program. The lessons aim to develop those literacy skills the students have not yet mastered through structured, multisensory, activity-based activities that are fun and engaging. Criteria for entry into the program:

• identified and nominated by class teacher • assessed as experiencing significant difficulties with early literacy concept • in some cases, a psychological assessment that suggests a student is at risk of literacy difficulties

Maths Support (Years R–5) Class teachers differentiate mathematics lessons to cater for the diverse needs of students. Small group learning support is offered to identified students who have been experiencing significant difficulties with core mathematical concepts. Mathematics learning support occurs within and outside the classroom. Criteria for entry into the program:

• identified and nominated by class teacher • assessed as experiencing significant difficulties with core mathematical concepts

Enrichment (Years R-5) The Primary Years Programme framework provides for ongoing, embedded opportunities to enrich and extend the learning of each student throughout her day. In addition to this, an enrichment teacher also links to the classroom curriculum offering further opportunities for broadening knowledge and skills. This may be in the form of individual challenges, small group problem solving across a variety of subject areas, and Mathematics extension groups. The enrichment teacher also coordinates the involvement of students in external competitions and in other opportunities to stretch beyond the curriculum. Junior School Library and Information Centre Aims:

• To encourage students to value books, as well as digital, electronic and other media, as sources of pleasure and

information • To introduce students to, and encourage the critical appreciation of, quality children’s literature, across a wide

range of genres • To provide, when appropriate, reading guidance to individual students • To provide access to a wide variety of teaching and learning resources which support the Junior School’s Primary

Years Programme both in the classroom and in the Information Centre • To help students acquire research skills, within the context of units of inquiry, by working collaboratively with all

class teachers • To encourage students to become confident, independent inquirers and users of libraries and information • To help students acquire digital literacy skills and become educated, effective, discriminating, responsible,

principled and safe users of digital technology and digital, print and audiovisual resources • To help students engage in purposeful inquiry both collaboratively and individually • To aid students in developing problem solving skills and higher-level creative and critical thinking skills • To help students communicate effectively and creatively • To encourage students to reflect upon their learning, their perspectives and the perspectives of others • To promote a lifelong love of learning and literature

Curriculum Content: The Junior School Library and Information Literacy curriculum supports inquiry and research skills as well as encouraging an appreciation of literature throughout the Junior School and ELC. Information Literacy Focus Information literacy should be taught as a skill that encompasses all text types, print, oral, digital and visual. Just as students are taught to locate information in written texts, using tools such as indexes and a table of contents, so they should be taught to navigate a web page using menus, tabs and hyperlinks. They can also design and construct their own texts across a range of media and use ICT as a tool to extend their learning and knowledge sharing beyond hard copy techniques and a local audience. Whenever possible and appropriate, teaching information literacy and research skills should be done within the school’s Programme of Inquiry. This is particularly so in Years 2-5. The teacher librarian may use a number of the following models to teach these skills within the PYP. Integrating or supporting a unit within the Programme of Inquiry Whenever appropriate, the teacher librarian and classroom teachers should be involved in collaborative planning to integrate Information Literacy, literature, inquiry and ICT experiences seamlessly into the teaching and learning within each Unit of Inquiry. Preparing for or following on from a unit within the Programme of Inquiry The direct teaching of information literacy, inquiry and ICT skills throughout a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up activities may be used, for example, ‘frontloading’ of information or questioning about a topic. Skills-based teaching There are times, particularly in the early years, when the teacher librarian will be teaching skills not directly related to a unit of inquiry but required for the development of students’ understanding of concepts such as Fiction and Non Fiction, the Dewey Decimal System, library organisation and the development of book search and location skills. Supporting the Primary Years Programme and its key elements The teacher librarian, through the use of literature and discussion, can support the key elements of the PYP, such as the Learner Profile, through the use of children’s literature and group discussion. Literature Focus The curriculum also supports an appreciation of quality literature and an understanding of narrative through a variety of means. Weekly borrowing time and the promotion of books new to the library. All classes come to the library for borrowing time once a week at which time the teacher librarian can assist students with book choices, introduce and read new books to the class. Book Week focus In the first half of third term, the teacher librarian introduces the students to the books shortlisted by the Children’s Book Council of Australia for Book of the Year Awards. These are studied and discussed and this culminates in special events during Book Week including visiting authors and performances where appropriate. Study of narrative structure Learning about the elements of literature including plot, setting, characterisation, style, theme and illustration. The students may be assisted in producing their own narratives either individually or as a group collaboration. Author and illustrator studies Particularly in the early years, students may study the work of a particular author or illustrator as a class and then discuss and individually respond to the books studied.

The Role of Information and Communication Technologies in the Junior School The ever-increasing impact of information and communication technologies (ICT) on teaching and learning is recognised in the PYP. There is no mystery about ICT for Walford students as they have ready access and use it seamlessly in a lot of what they do each day. The use of available technologies such as computers, digital cameras, iPads, interactive whiteboards, Apple TV’s, 3D printer, green screen, and projectors are integrated into student inquiries and other curriculum areas. The school provides access to computers connected to our wireless network in classrooms and the computer suite in the library. In addition to this, classes have access to a shared class set of iPads. There are a number of interactive whiteboards and projectors in classrooms that utilize interactive online media such as Apple TV. iPads are supplied for the use of Junior School students, Reception to Year 4. Year 5 students are part of Walford’s 1:1 IT program. Students from Year 5 through to Year 10 use Apple iPads. These iPads are to be provided by the students and are used in a transdisciplinary nature across the curriculum. Strict guidelines for use at school are in place, to ensure appropriate use. The use of ICT:

• can document the learning, making it available to all parties • can provide opportunities for rapid feedback and reflection • can provide opportunities to enhance authentic learning • can provide access to a broad range of sources of information • can provide students with a range of tools to store, organise and present their learning • encourages and allows for communication with a wide-ranging audience

ICT tools should be used critically, with integrity, and there is be specific attention given to the validity and reliability of information gained through their use. Co-curricular Program The co-curricular program is an integral part of the educational experience at Walford. The focus is on the ‘whole child’ and includes activities that support, enhance or complement the formal academic curriculum. Co-curricular activities contribute to the development of each girl’s potential, help to bridge the gap between student learning and development, inside and outside of the classroom, and form an essential component of the broad and liberal education offered at Walford. All students are encouraged to participate in co-curricular activities, either individually or as part of a team. Girls choose from a range of programs, activities and other experiences in the areas of sports, the arts and cultural pursuits, problem solving and personal development. Co-curricular activities generally take place outside of the regular scheduled school day and always under the guidance or supervision of qualified adults. Activities may be school based or conducted off campus. Aims:

• To develop a comprehensive and balanced co-curricular program • To address the intellectual, cultural, physical, social, moral and spiritual needs of students • To complement the academic program and provide a balance between academic, physical and artistic pursuits • To encourage the development of personal interests • To encourage teamwork, initiative and the development of social and leadership skills • To build confidence and self-esteem • To build school identity and unity and to promote a sense of belonging

Objectives:

• To provide opportunities for every student to be able to participate in the co-curricular program • To provide programs and opportunities for girls to explore and develop their interests, skills and talents • To provide supportive environments for girls to participate in challenging and enjoyable experiences • To provide opportunities to make new friends, maintain fitness and to learn new skills • To provide opportunities for involvement in activities involving other schools and the wider community

Sporting Opportunities Walford Junior School students in Years 4 and 5 may participate in sports teams, which compete in the Independent Primary Schools Competition. Matches are played after school, usually on Wednesdays or Fridays from 4.00pm to 5.00pm. Junior School students may also play for Walford tennis teams in the Southern Districts Tennis Competition played on Saturday mornings in Terms 1 and 4. Sporting activities may include the following:

Term 1 Term 2 Term 3 Term 4 • Teeball • Softball • Swimming • Tennis

• Netball • Hockey • Minkey • Cross Country

• Basketball • Soccer • Athletics

• Teeball • Softball • Tennis • Swim squads

Students are also encouraged to trial for teams throughout the year to represent our SAPSASA District in softball, tennis, soccer, netball and hockey. Sports Skills Sessions Junior School students in Years 1, 2 and 3 may participate in after school sports skills sessions for 6 weeks. These are offered most terms and include: cricket, netta, basketball, soccer, football, and gymnastics. Musical Opportunities Music Ensembles The school offers students the opportunity to participate in a variety of musical ensembles that perform in Walford and community concerts. The formation and structure of ensembles within the school is flexible and may vary. The Junior School has a Junior String Orchestra. More advanced Junior School students may be asked to join the Intermediate Concert Band or other Middle or Senior School Ensembles. Instrumental Tuition Walford’s policy has always been to encourage instrumental teaching at the school and to enable as many students as possible to explore their musical potential. Tuition is arranged for the following instruments; piano, violin, viola, cello, double bass, flute, clarinet, saxophone, guitar (electric and classical), bass guitar, voice (Year 5), harp, French horn, trumpet, trombone and percussion. Students are able to commence instrumental tuition of one instrument from Year 3. Vocal tuition is only offered from Year 5. Instruments are available for hire from the school. The hiring fee covers maintenance, repairs, insurance and accidental damage. The hiring of an instrument is normally limited to one year for each student. Choir Students in Years 2 and 3 participate in Junior Choir and the Year 4 and 5 students form the Concert Choir. These choirs are voluntary and part of our co-curricular program. Both of the choirs perform throughout the year at various events. The Concert Choir participates in the fabulous Annual Choral Concert and also performs at various assemblies and Junior School events throughout the year. The Junior Choir enjoys entertaining residents at Resthaven, singing at the Mothers’ Day Morning Tea and Junior School Assemblies. Annual Concerts The students participate in two annual Junior School concerts each year. Other Co-curricular Activities Other activities may include:

• Chess • Science Club • Oliphant Science Awards • Junior Orator

• Code Club • Thinkers Club • Homework Club

(These activities are subject to change)

ly Learning Centre The Walford Early Learning Centre (ELC) provides a rich learning environment and opportunities that deepen children’s learning experiences. We aim to foster intellectual independence, emotional security, spiritual growth, social and physical development. We offer specialised pre-school programs for both boys and girls, including flexible sessions for both 3 year old and 4 year old children, a full-time Reception Ready program for children turning 5 during the year before their start to formal schooling and a playgroup for toddlers. The ELC setting provides a stimulating and supportive environment for children to encourage a sense of wonder and curiosity and to develop and apply meaningful concepts and ideas about the world in which they live. It aims to encourage a love and eagerness to learn, and to foster an inquiring mind. The Walford Early Learning Centre implements the National Early Years Learning Framework: Belonging, Being and Becoming to guide planning, programming and reporting on outcomes for children’s learning. The Early Years Learning Framework has a strong emphasis on play-based learning and recognises the importance of social, emotional and physical development, communication, language and the development of early literacy and numeracy. Fundamental to the Early Years Learning Framework is a view of children’s lives as characterised by belonging, being and becoming. From before birth children are connected to family, community, culture and place. Their earliest development and learning takes place through these relationships. As children participate in everyday life they develop interests and construct their own identities and understandings of the world. The Framework conveys the highest expectations for all children’s learning from birth to five years and through the transitions to school. It communicates these expectations through the following five Learning Outcomes:

• Children have a strong sense of identity • Children are connected with and contribute to their world • Children have a strong sense of wellbeing • Children are confident and involved learners • Children are effective communicators

As play is the fundamental medium for young children’s learning, play is central to the Walford Early Learning Centre curriculum. It is developmentally appropriate for young children and promotes observation, talk, interaction and real life experiences. Play is a natural activity for young children through which they make meaning of the world, develop social skills and access and apply prior learning. Play assists children to acquire new knowledge and skills, to experiment and develop imagination, learn to represent their ideas in construction, paintings, drawing and to work at their own pace and stage of development and ability. Play nurtures every aspect of children’s development – it forms the foundation of intellectual, social, physical, and emotional skills necessary for success in school and in life. Play facilitates problem solving and fosters creativity. Through play children develop and practise social skills, language skills, turn taking, group skills, fine-motor skills, gross-motor skills and their understanding of themselves and the world around them. The Walford Early Learning Centre curriculum aims to provide a balance of teacher-directed, teacher-guided and child-initiated activities. The children work with many and varied learning experiences that are meaningful and purposeful to them, that cross curriculum and promote language and literacy skills, numeracy and foundational mathematical skills, creative thinking and problem solving skills. The principles of the Reggio Emilia approach are highly valued and are reflected in our view of the child and embedded in the Walford Early Learning Centre philosophy statement. Children are viewed as powerful and capable learners who are actively involved in the construction of their learning. The educators collaborate with and guide children to make meaning of their investigations and the children’s different modes of expression will be evident, documented and celebrated. The play based and Reggio Emilia inspired curriculum fits seamlessly with the inquiry pedagogy of the Primary Years Program of the International Baccalaureate (PYP). The PYP learning journey begins at the Walford Early Learning Centre and the children engage with units of inquiry that are planned for each age group. Units of Inquiry are designed to facilitate essential learnings and skills and are based on the children’s needs, interests and competencies. Each theme is explored in a unit of inquiry that is planned and documented. Early Learning Centre children are required to complete at least four units of inquiry each year and units are reviewed annually to ensure they are relevant, engaging and developmentally appropriate.

Early Learning Centre

The Units of Inquiry for the three year old program are:

Transdisciplinary Themes Central Idea Who we are Every day I learn more about who I am and what I can do How we organise ourselves Transport systems are used within our community How the world works Change is all around us

The Units of Inquiry for the four year old program are:

Transdisciplinary Themes Central Idea How we express ourselves Through play we use our imagination and creativity How we organise ourselves The people in our community How the world works Change is all around us

If you have any queries about the Early Learning Centre, please contact our Director of ELC.

Early Learning Centre Language - English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Reception, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. Productive modes (speaking, writing and creating) Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They re-tell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper and lowercase letters. Primary Years Programme Overall Expectation Listening and Speaking

Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses. Viewing and Presenting

Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes. Reading

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 recognise them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. Writing

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 or the imagined world.

Reception

Mathematics Australian Curriculum Achievement Standard

By the end of the Reception year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences. Primary Years Programme Overall Expectation 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. Pattern and Function 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. 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. Shape and Space 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. Data Handling Learners will develop an understanding of how the collection and organisation 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. The Programme of Inquiry

Humanities and Social Sciences (History and Geography) By the end of Foundation Year, students identify important events in their own lives and recognise why some places are special to people. They describe the features of familiar places and recognise that places can be represented on maps and models. They identify how they, their families and friends know about their past and commemorate events that are important to them. Students respond to questions about their own past and places they belong to. They sequence familiar events in order. They observe the familiar features of places and represent these features and their location on pictorial maps and models. They reflect on their learning to suggest ways they can care for a familiar place. Students relate stories about their past and share and compare observations about familiar places.

Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations, and ask and respond to questions about familiar objects and events. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognize that more than one variable may affect change. They will be aware of different perspectives and ways of organising the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience. Language - French Reception students are exposed to French language and culture through a variety of listening and speaking activities. Lessons may include:

• Big book reading • Songs, dances, games and rhymes • Practicing simple French phrases • Copying or illustrating French words • Viewing DVDs about French culture.

The Arts Music

Aims:

• To provide a sequential development in the various facets of music through activities such as singing, playing,

moving, listening, creating and reading • To develop a positive attitude towards music • To develop the student’s sensitivity towards the music she creates and performs • To provide enjoyable music activities, including two annual concerts • To provide an opportunity for extension activities for interest and ability groups

Content: While participating in activities involving singing, playing percussion instruments, moving, listening and creating, the student will develop an awareness and understanding of the following: Rhythm and Beat

• Develop a physical feeling of beat i.e. body percussion • Develop ability to keep the beat using percussion instruments • Develop a sense of rhythm through songs/rhyme • Melody and Pitch • Listening experiences for high-low, same-different • Echo singing and pitch matching

• Make conscious soh and mi solfa sounds and hand-signs • Introduce la solfa sound and hand-sign

Tempo and Dynamics

• Recognition of fast and slow music • Understanding of reasons for tempo • Recognition of loud and soft music • Understanding of reasons for dynamics

Instrumental Recognition

• Introduce percussion instruments visually and aurally • Introduce String Family of instruments visually

Performance

• The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4 Art Aims: In Reception, the classroom teacher is responsible for art and craft activities. The aim is to provide enjoyable, creative art experiences, which develop eye-hand coordination. Activities enable the girls to express and enhance their creativity and develop their fine motor skills. A wide range of activities and media are explored throughout the year to develop interest in colour, shape, texture and manipulation.

Drama Aims: Drama is covered through a range of subject areas and used to develop self-confidence and the ability to work effectively with others. The basic elements of drama such as role-play and mime to tell a story or nursery rhyme are explored. Imagination and creativity are developed and often come part of regular play.

Personal, Social and Physical Education Physical Education Aims:

• To lead students through a variety of sensori-motor activities in order to further develop balance, gross and fine

motor co-ordination, spatial awareness, general motor skills and movement concepts • To foster an interest and enjoyment in participating in physical activities • To develop the ability to move rhythmically and to use movement in a creative way • To introduce students to water and to develop their confidence in, on, under and around water • To encourage cooperative play in a variety of group settings • To develop each student’s social skills through games and physical activities • To provide a variety of vigorous play activities

Students receive 120 minutes of physical education each week across the range of movement strands. Once a week they participate in the Action Learning Program, which involves six stations that develop the brain through movement. In dance, gymnastics, ball skills and movement, an exploratory approach is used to develop each individual child’s fundamental movement skills. Swimming lessons are conducted in Term 4, with some initial lessons in Term 1.

Personal and Social Education Aims:

• To be aware of ourselves and understand growth and development • To explore relationships with others • To develop responsible attitudes • To learn how to care for ourselves, others and the environment • To understand the principles of nutrition, adequate rest and physical activity

Content:

• Classroom and yard behaviours and responsibilities • Being a good friend • Eating a healthy and balanced diet • Goal setting • Handling conflict • Developing confidence, resilience and persistence • Things our growing bodies need: sleep, relaxation, food, water, shelter, love • Keeping Safe Child Protection Curriculum

Other Curriculum-Based Activities Junior Primary students participate in an Enrichment Program that stimulates their social, physical, and intellectual abilities. Each session involves the girls rotating through a series of play-based activities and creative learning experiences. The activities may include gardening, cooking, art, craft, movement, construction and themed play boxes.

Year One Language – English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify the language features, images and vocabulary used to describe characters and events. Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts. They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters. Productive modes (speaking, writing and creating) Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and images. They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops. They correctly form all upper and lowercase letters. Primary Years Programme Overall Expectation Listening and Speaking Learners show an understanding that sounds are associated with objects, events and ideas, or with symbolic representations of them. They are aware that an object or symbol may have different sounds or words associated with it in different languages. They are beginning to be cognizant about the high degree of variability of language and its uses. Viewing and Presenting Learners identify, interpret and respond to a range of visual text prompts and show an understanding that different types of visual texts serve different purposes. They use this knowledge to create their own visual texts for particular purposes. Reading 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 recognise them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning. Writing 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 or the imagined world.

Year One

Mathematics Australian Curriculum Achievement Standard By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays and make simple inferences. Primary Years Programme Overall Expectation 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. Pattern and Function 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, and the associative and commutative properties of addition. 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. 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. The Programme of Inquiry Humanities and Social Sciences By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for. Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of Year 1, students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes in their local environment and how different places meet the needs of living things. Students respond to questions, make predictions, and participate in guided investigations of everyday phenomena. They follow instructions to record and sort their observations and share them with others. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses to gather and record information, and they will use their observations to identify patterns, make predictions and refine their ideas. They will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of cause and effect relationships. Students will examine change over varying time periods, and will recognise that more than one variable may affect change. They will be aware of different perspectives and ways of organising the world, and they will show care and respect for themselves, other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience.

Language – French Year 1 students are exposed to French language and culture through a variety of listening and speaking activities. Lessons may include:

• Big book reading • Songs, dances, games and rhyme • Practicing simple French phrases • Copying or illustrating French words • Viewing DVDs about French culture

The Arts Music Aims:

• To provide a sequential development in the various facets of music through activities such as singing, playing, moving, listening, creating and reading

• To develop a positive attitude towards music • To develop the student’s sensitivity towards the music she creates and performs • To provide enjoyable music activities, including two annual concerts • To provide opportunity for extension activities for interest and ability groups

Content: While participating in activities involving singing, playing percussion instruments, moving, listening and creating, the student will develop an awareness and understanding of the following: Rhythm and Beat

• Develop a physical feeling of beat/rhythm ie body percussion • Develop ability to keep the beat/rhythm using percussion instrument • Develop a sense of rhythm through songs and music games

Melody and Pitch

• Recognising sounds: high-low, same-different • Echo singing and pitch matching • Reinforce soh and mi solfa sounds and hand-signs • Make conscious la solfa sound and hand-sign • Introduce doh solfa sound and hand-sign • Playing known repertoire on glockenspiel

Tempo and Dynamics

• Recognition of fast and slow music including Italian terms lento/presto • Recognition of loud and soft music including Italian terms forte/piano

Form

• Recognising phrases – same or different • Introduce sections in music which are the same or different


• Introduce percussion instruments visually and aurally • Reinforce String Family of instruments visually and aurally • Introduce brass and woodwind instruments visually and aurally • Music study - Peter and the Wolf by Sergei Prokofiev

Musical Exploration

• Explore the tonal qualities of instruments • Using graphic notation and stories to create music

Performance

• The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4

Art Aims:

• To encourage imagination, creativity, expressiveness and enjoyment • To foster an appreciation of colour, shape and form in the environment • To introduce the student to the use of varied media • To help develop manipulative skills

Content: Students are introduced to the various media and are encouraged to use their own imagination and skills to create pleasing art and craft work at their own level of ability.

• Painting - using acrylic and water-based paints, food dyes, natural dyes etc • Drawing - using pencils, crayons, textas etc • Modelling - using clay, play dough, paper mache, scrap materials etc • Collage - using coloured paper, material, flowers, leaves, seeds etc • Printing - using natural and commercial objects

Drama Aims:

• To promote the all-round development of the child by providing learning experiences based upon cooperation and

collaboration • To develop confidence and self-expression

Content:

Activities are derived from the broad areas of mime, movement, games, storytelling, puppetry, costume and improvisation. Themes and related activities are explored using a variety of techniques. In all instances, the three modes (performance, spectator and expressive) are considered. Personal, Social and Physical Education Physical Education Aims:

• To involve students in regular and energetic physical activity • To encourage girls to play and to be physically active • To extend the student's movement vocabulary • To further develop the student’s hand-eye and foot-eye coordination and manipulation (of small and large objects

such as balls, bats, and hoops) • To further develop each student’s ability to move rhythmically and creatively • To encourage cooperative play and participation in various group settings • To develop each student's gross motor skills • To provide a variety of vigorous movement activities • To improve/maintain the physical fitness level of the students in the areas of aerobic endurance, strength and joint

mobility • To provide outdoor experiences which extend the children's physical and social horizons • To foster an awareness, appreciation and understanding of different environments • To develop the ability and confidence to cope safely in a variety of environments

Students receive 120 minutes of physical education a week, including participating in the Action Learning Program for 30 minutes. Swimming, dance, gymnastics, ball skills and fundamental movement skills are developed. Simple games to develop aerobic capacity, agility and games understandings are participated in each lesson. Personal and Social Education Aims:

• To be aware of ourselves and understand growth and development • To explore relationships with others • To develop responsible attitudes • To become more aware of the nature of work and leisure environments • To understand the principles of nutrition, adequate rest and physical activity

Content:

• Classroom and yard behaviours and responsibilities • Being a good friend • Eating a healthy and balanced diet • Things our growing bodies need: sleep, relaxation, food, water, shelter, love • Keeping Safe Child Protection Curriculum

Other Curriculum-Based Activities Junior Primary students participate in an Enrichment Program that stimulates their social, physical, and intellectual abilities. Each session involves the girls rotating through a series of play-based activities and creative learning experiences. The activities may include gardening, cooking, art, craft, movement, construction and themed play boxes.

Year Two Language – English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters, settings and events. They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high frequency sight words and images that provide additional information. They monitor meaning and self-correct using context, prior knowledge, punctuation, language and phonic knowledge. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for particular purposes. They listen for and manipulate sound combinations and rhythmic sound patterns. Productive modes (speaking, writing and creating) When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learned. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell familiar words and attempt to spell less familiar words and use punctuation accurately. They legibly write unjoined upper and lowercase letters. Primary Years Programme Overall Expectations Listening and Speaking Learners show an understanding of the wide ranges of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Viewing and Presenting Learners show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organise and represent information. Reading 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 recognise that the structure and organisation of text conveys meaning. Writing 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 or responses from readers. They can tell a story and create characters in their writing.

Year Two

Mathematics Australian Curriculum Achievement Standard By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences. Primary Years Programme Overall Expectation 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. Pattern and Function 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, and the associative and commutative properties of addition. 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. 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. Shape and Space 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. Data Handling Learners will understand how information can be expressed as organised 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.

The Programme of Inquiry Humanities and Social Sciences (History and Geography) By the end of Year 2, students describe a person, site and/or event of significance in the local community and explain why places are important to people. They identify how and why the lives of people have changed over time while others have remained the same. They recognise that the world is divided into geographic divisions and that places can be described at different scales. Students describe how people in different places are connected to each other and identify factors that influence these connections. They recognise that places have different meaning for different people and why the significant features of places should be preserved. Students pose questions about the past and familiar and unfamiliar objects and places. They locate information from observations and from sources provided. They compare objects from the past and present and interpret information and data to identify a point of view and draw simple conclusions. They sequence familiar objects and events in order and sort and record data in tables, plans and on labelled maps. They reflect on their learning to suggest ways to care for places and sites of significance. Students develop narratives about the past and communicate findings in a range of texts using language to describe direction, location and the passing of time. Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of Year 2, students describe changes to objects, materials and living things. They identify that certain materials and resources have different uses and describe examples of where science is used in people’s daily lives. Students pose and respond to questions about their experiences and predict outcomes of investigations. They use informal measurements to make and compare observations. They record and represent observations and communicate ideas in a variety of ways. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Language – French Aims: Introducing students to a language other than English to:

• Acquire knowledge and skills to communicate effectively in French • Learn about another culture • Make comparisons across cultures

This will be achieved by:

• Listening to and speaking the language in a variety of ways • Reading and responding to a number of text types • Writing the language with the aid of appropriate models

Content:

• Meeting greeting and introducing • Family • Homes • Pets • Preferences • Colours • Numbers • French Impressionism • Links with Units of Inquiry



moving, listening, creating and reading • To develop a positive attitude towards music • To develop the student’s sensitivity towards the music she creates and performs • To provide enjoyable music activities, including two annual concerts • To provide opportunity for extension activities for interest and ability groups. This may take form of choirs and

instrumental ensembles Content: While participating in activities involving singing, playing percussion instruments, moving, listening and creating, the student will develop an awareness and understanding of the following: Rhythm and Beat

• Develop a physical feeling of beat/rhythm ie body percussion • Develop ability to keep the beat/rhythm using percussion instruments • Develop a sense of rhythm through songs/music games

Melody and Pitch

• Recognising sounds: high-low, same-different • Echo singing and pitch matching • Reinforce soh and mi and la solfa sounds and hand-signs • Make conscious doh and introduce re solfa sound and hand-sign • Playing known repertoire on glockenspiel

Tempo and Dynamics

• Recognition of fast and slow music including Italian terms (presto/lento/accelerando/ritardando) • Recognition of loud and soft music including Italian terms (forte/piano/crescendo/decrescendo)

Form

• Recognising phrases: same-different • Recognising sections in music which are same-different


• Introduce percussion instruments visually and aurally • Reinforce String, Brass and Woodwind instruments visually and aurally

Musical Exploration and Appreciation

• Explore the tonal qualities of instruments • Use graphic notation and stories to create music • Music study

String Program All students participate in learning a string instrument (violin/cello/double bass) for two terms. This takes place in Terms 3 and 4 and includes group tuition culminating in an evening concert. Performance

• The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4

Art Aims:

• To use and make students aware of the main elements of art ie line, shape, texture, colour, tone and pattern • To develop the ability to consciously observe • To experience the use of a range of media in creating a work of art • To work with different techniques • To develop imaginative responses to a topic • To refine motor skills • To introduce the works of famous artists in relation to practical themes and media use • To work with the class teacher where relevant to extend Units of Inquiry

Content: Drawing

• Introduction to a range of pencil types both graphite and coloured • Drawing experimentation with the use of charcoal, chalk and oil pastels • Drawing directly from observation ie still life and portrait studies • Imaginative: working with set themes

Painting

• Using watercolour and acrylic • Studies of artists: particularly Monet and Van Gogh

Design

• Creating images using the elements of line, shape and pattern • Use of collage to develop imagery

Contact printing

• Marbling and associated colour studies

Drama Aims:

• Educational Drama aims to promote the all round development of the child by providing learning experiences

based upon cooperation and collaboration Content: During drama sessions students will be involved/ engaged in:

• Activities that are derived from the broad areas of mime, movement, games, storytelling, puppetry, costume and

improvisation • Performed responses to problems posed in other curriculum areas as in Protective Behaviours • Learning audience skills • Assessing themselves and others as performers and audiences • Play performances


• To assist the student through regular physical activity, to maintain and develop her natural physical vitality and tendency to play

• To allow the student opportunities to explore and experiment with movement and therefore develop her awareness of her physical abilities and movement vocabulary

• To further develop the student's skills of hand-eye and foot-eye co-ordination • To encourage the student to move rhythmically and to use movement in a creative fashion • To encourage cooperative play in small groups • To introduce students to a variety of specific skills by practising them in lead up games and minor games • To develop each student's gross motor and fundamental movement skills • To promote being active as fun and an important part of our lives • To provide a variety of vigorous movement activities • To improve/maintain the physical fitness level of the student in the areas of aerobic endurance, strength and joint

mobility Students receive 120 minutes of physical education per week, including participating in the Action Learning Program for 30 minutes. Swimming, dance, gymnastics, ball skills and fundamental movement skills are developed. Simple games to develop aerobic capacity, agility and games understandings are participated in each lesson. Personal and Social Education Aims:

• To be aware of ourselves and understand growth and development • To explore relationships with others • To develop responsible attitudes • To become more aware of the nature of work and leisure environments • To understand the principles of nutrition, adequate rest and physical activity

Content:

• Classroom and yard behaviours and responsibilities • Being a good friend • Developing positive self-talk, resilience and persistence • Eating a healthy and balanced diet

• Things our growing bodies need: sleep, relaxation, food, water, shelter, love • Keeping Safe Child Protection Curriculum

Other Curriculum-Based Activities Junior Primary students participate in a Peer Activity Program that stimulates their social, physical, and intellectual abilities. Each session involves the girls rotating through a series of play-based activities and creative learning experiences. The activities may include gardening, cooking, art, craft, movement, construction and themed play boxes. Year 2 students enjoy a ‘night away from home’ experience when they sleepover at school and participate a range of fun activities. A variety of excursions and incursions will also take place throughout the year to further support the classroom curriculum and to extend the Units of Inquiry.

Year Three Language – English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 3, students understand how content can be organised using different text structures depending on the purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information. They identify literal and implied meaning connecting ideas in different parts of a text. They select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others’ views and respond appropriately. Productive modes (speaking, writing and creating) Students understand how language features are used to link and sequence ideas. They understand how language can be used to express feelings and opinions on topics. Their texts include writing and images to express and develop in some detail experiences, events, information, ideas and characters. Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing. They use knowledge of sounds and high frequency words to spell words accurately, checking their work for meaning. They write using joined letters that are accurately formed and consistent in size. Primary Years Programme Overall Expectations Listening and Speaking Learners show an understanding of the wide ranges of purposes of spoken language: that it instructs, informs, entertains, reassures; that each listener’s perception of what they hear is unique. They are compiling rules about the use of different aspects of language. Viewing and Presenting Learners show an understanding that visual text may represent reality or fantasy. They recognise that visual text resources can provide factual information and increase understanding. They use visual text in a reflective way to enrich their storytelling or presentations, and to organise and represent information. Reading 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 recognise that the structure and organisation of text conveys meaning. Writing 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 or responses from readers. They can tell a story and create characters in their writing.

Year Three

Mathematics Australian Curriculum Achievement Standard By the end of Year 3, students recognise the connection between addition and subtraction and solve problems using efficient strategies for multiplication. They model and represent unit fractions. They represent money values in various ways. Students identify symmetry in the environment. They match positions on maps with given information. Students recognise angles in real situations. They interpret and compare data displays. Students count to and from 10 000. They classify numbers as either odd or even. They recall addition and multiplication facts for single digit numbers. Students correctly count out change from financial transactions. They continue number patterns involving addition and subtraction. Students use metric units for length, mass and capacity. They tell time to the nearest minute. Students make models of three-dimensional objects. Students conduct chance experiments and list possible outcomes. They carry out simple data investigations for categorical variables. Primary Years Programme Overall Expectation 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 model, 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 select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers. Pattern and Function 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. 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. Shape and Space 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. Data Handling Learners will continue to collect, organise, 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 summarise a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

The Programme of Inquiry Humanities and Social Sciences (History, Geography, Civics and Citizenship) Australian Curriculum Achievement Standard By the end of Year 3, students identify individuals, events and aspects of the past that have significance in the present. They identify and describe aspects of their community that have changed and remained the same over time. They describe the diverse characteristics of different places at the local scale and identify and describe similarities and differences between the characteristics of these places. They identify connections between people and the characteristics of places. Students explain the role of rules in their community and the importance of making decisions democratically. They identify the importance of different celebrations and commemorations for different groups. They explain how and why people participate in and contribute to their communities. Students pose questions and locate and collect information from sources, including observations, to answer these questions. They examine information to identify a point of view and interpret data to identify and describe simple distributions. They draw simple conclusions and share their views on an issue. They sequence information about events and the lives of individuals in chronological order. They record and represent data in different formats, including labelled maps using basic cartographic conventions. They reflect on their learning to suggest individual action in response to an issue or challenge. Students communicate their ideas, findings and conclusions in oral, visual and written forms using simple discipline-specific terms.

Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of Year 3, students use their understanding of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations. They group living things based on observable features and distinguish them from non-living things. They describe how they can use science investigations to respond to questions. Students use their experiences to identify questions and make predictions about scientific investigations. They follow procedures to collect and record observations and suggest possible reasons for their findings, based on patterns in their data. They describe how safety and fairness were considered and they use diagrams and other representations to communicate their ideas. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.





Content:

• Meeting greeting and introducing • Classroom objects • French fairy tales • Expressing age • Months and days of the week • Birthdays and naming days • Expressing singular and plural nouns • Links with Units of Inquiry





• Introduce ostinato using percussion • Develop a sense of rhythm and beat through various activities • Introduce ta-a-a (dotted minim), ta-a-a-a (semibreve) • Introduce basic theory course

Melody and Pitch

• Echo singing and pitch matching • Introduce ostinato using voice • Reinforce soh, mi, la, doh solfa sounds and hand-signs • Make conscious re and introduce fa solfa sound and hand-sign • Playing known repertoire on glockenspiel

Tempo and Dynamics

• Reinforce Italian terms (presto/lento/accelerando/ritardando) • Introduce Italian terms (Largo, Andante, Allegro, Vivace) • Reinforce Italian terms (forte/piano/crescendo/decrescendo) • Introduce Italian terms (mezzo forte, mezzo piano, pianissimo, fortissimo)

Form

• Recognising phrases: same-different • Recognising sections in music which are same-different • Introduce music form, binary


• Recognising instrumental families


• Using graphic notation and stories to create music • Music study of Mozart and opera

Performance

• The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4.

Art Aims:

• To develop the use of the main elements of art: line, shape, colour, texture, tone, pattern • To experience a range of media to visually express and communicate ideas • To extend on relevant themes and topics • To manipulate imagery in both an observational and imaginative manner • To make students aware of artists and their technique/styles of work • To develop the use of art language in studying and producing art works

Content: Drawing

• Observational and imaginative studies using pencil, pen, charcoal and pastels

Painting

• Develop the use of aquarelle and watercolour paints and mixed media studies • Studies of famous artists – looking at use of colour and media

Design

• Use of lines, shapes and repetition to create pattern • Develop the technique of layering imagery to produce all-over patterns and compositions

Printmaking

• Monoprinting using one colour and hand painting • Collage using a variety of papers and natural materials to layer shapes, colours and textures

Drama Aims:

• To apply the basic elements of drama, such as role-play, plot and situation to tell a story or present an idea • To work independently with self-confidence in small groups and in pairs • To further develop the ability to create and portray a character and to sustain a role in a given situation • To reflect on their work and of the work of others

Content:

• Activities are derived from the broad areas of mime, movement, games, storytelling, puppetry, costume and

improvisation • Students have opportunities to perform through concerts, assemblies and class presentations


• To refine the student’s basic body movements and assist in developing the skills necessary for handling small

apparatus • To further develop skills utilised in body control and movement • To help the student to develop skills required in order to move to a variety of rhythms • To encourage students to use movement in an expressive and inventive way • To foster cooperative play in a variety of group settings • To develop each student's gross motor skills • To provide a variety of vigorous physical activities • To improve/maintain the physical fitness level of the students in the areas of aerobic endurance, strength and joint

mobility • To begin to appreciate the benefits of physical activity and a healthy lifestyle

Students receive 120 minutes of physical education each week Gymnastics, athletics, team sports, dance, jump rope and swimming are covered in physical education lessons. Students compete in House teams in a swimming carnival and for Sports Day. School camps usually involve adventure challenges. Personal and Social Education Aims:

• To help students develop self confidence, a sense of worth and respect and consideration for others • To develop decision making and problem solving skills • To be aware of ourselves and understand growth and development • To develop a coherent set of personal and social values and a commitment to them

Content:

• Development of self esteem and self worth • Classroom and yard behaviours and responsibilities • Knowledge about society, themselves, friendship groups, families, communities, nations and the inter-relationships

between them • Friendships and group membership skills • Conflict resolution development • Keeping Safe Child Protection Curriculum

Other Curriculum-Based Activities

• A two-day/one night camp • A variety of excursions and incursions to further support the classroom curriculum and to extend the Units of

Inquiry • Visits to relevant exhibitions and theatre productions that may occur during the year

Year Four Language – English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 4, students understand that texts have different text structures depending on purpose and audience. They explain how language features, images and vocabulary are used to engage the interest of audiences. They describe literal and implied meaning connecting ideas in different texts. They express preferences for particular texts, and respond to others’ viewpoints. They listen for key points in discussions. Productive modes (speaking, writing and creating) Students use language features to create coherence and add detail to their texts. They understand how to express an opinion based on information in a text. They create texts that show understanding of how images and detail can be used to extend key ideas. Students create structured texts to explain ideas for different audiences. They make presentations and contribute actively to class and group discussions, varying language according to context. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, editing their work to improve meaning. Primary Years Programme Overall Expectations Listening and Speaking Learners show an understanding of the conventions associated with speaking and listening and the value of adhering to those conventions. They are aware that language is a vehicle for becoming knowledgeable; for negotiating understanding; and for negotiating the social dimension. Viewing and Presenting Learners show an open-mindedness about the use of a range of visual text resources to access information. They think critically, and are articulate about the use of visual text to influence the viewer. They are able to use visual imagery to present factual information, or to tell a story. Reading 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. 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.

Year Four

Mathematics Australian Curriculum Achievement Standard By the end of Year 4, students choose appropriate strategies for calculations involving multiplication and division. They recognise common equivalent fractions in familiar contexts and make connections between fraction and decimal notations up to two decimal places. Students solve simple purchasing problems. They identify unknown quantities in number sentences. They describe number patterns resulting from multiplication. Students compare areas of regular and irregular shapes using informal units. They solve problems involving time duration. They interpret information contained in maps. Students identify dependent and independent events. They describe different methods for data collection and representation, and evaluate their effectiveness. Students use the properties of odd and even numbers. They recall multiplication facts to 10 x 10 and related division facts. Students locate familiar fractions on a number line. They continue number sequences involving multiples of single digit numbers. Students use scaled instruments to measure temperatures, lengths, shapes and objects. They convert between units of time. Students create symmetrical shapes and patterns. They classify angles in relation to a right angle. Students list the probabilities of everyday events. They construct data displays from given or collected data. Primary Years Programme Overall Expectation 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 model, 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 select, use and describe a range of strategies to solve problems involving addition, subtraction, multiplication and division, using estimation strategies to check the reasonableness of their answers. Pattern and Function 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. 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. Shape and Space 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. Data Handling Learners will continue to collect, organise, 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 summarise a set of data. The learners will make the connection that probability is based on experimental events and can be expressed numerically.

The Programme of Inquiry Humanities and Social Sciences (History, Geography, Civics and Citizenship) By the end of Year 4, students recognise the significance of events in bringing about change and the importance of the environment. They explain how and why life changed in the past and identify aspects of the past that have remained the same. They describe the experiences of an individual or group in the past. They describe and compare the diverse characteristics of different places at local to national scales. Students identify the interconnections between components of the environment and between people and the environment. They identify structures that support their local community and recognise the importance of laws in society. They describe factors that shape a person’s identity and sense of belonging. They identify different views on how to respond to an issue or challenge. Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions. When examining information, they distinguish between facts and opinions and detect points of view. They interpret data and information to identify and describe distributions and simple patterns and draw conclusions. They share their points of view, respecting the views of others. Students sequence information about events and the lives of individuals in chronological order with reference to key dates. They sort, record and represent data in different formats, including large-scale maps using basic cartographic conventions. They reflect on their learning to propose action in response to an issue or challenge, and identify the possible effects of their proposed action. Students present ideas, findings and conclusions using discipline-specific terms in a range of communication forms. Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of Year 4, students apply the observable properties of materials to explain how objects and materials can be used. They describe how contact and non-contact forces affect interactions between objects. They discuss how natural processes and human activity cause changes to Earth’s surface. They describe relationships that assist the survival of living things and sequence key stages in the life cycle of a plant or animal. They identify when science is used to understand the effect of their actions. They analyse how the form of living things enables them to function in their environments. Students follow instructions to identify investigable questions about familiar contexts and make predictions based on prior knowledge. They describe ways to conduct investigations and safely use equipment to make and record observations with accuracy. They use provided tables and column graphs to organise data and identify patterns. Students suggest explanations for observations and compare their findings with their predictions. They suggest reasons why a test was fair or not. They use formal and informal ways to communicate their observations and findings. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.





Content:

• Expressing preferences • French food • French celebrations • Clothes • The body • Adjectives • French writing conventions • Links with Units of Inquiry





• Reinforce Ostinato using percussion • Develop a sense of rhythm and beat through various activities • Reinforce all Kodaly rhythms from Year 3 • Reinforce and extend basic theory course • Introduce tika-tika

Melody and Pitch

• Reinforce Ostinato using voice • Echo singing and pitch matching • Reinforce soh, mi, la, doh, and re solfa sounds and hand-signs

• Make conscious fa and introduce ti solfa sound and hand-sign • Playing known repertoire on glockenspiel

Tempo and Dynamics

• Reinforcing Italian terms from Year 3 • Reinforce Italian terms from Year 3

Form

• Recognising phrases: same-different • Recognising sections in music which are same-different • Reinforce Binary Form and introduce Ternary form


• Reinforcing Instrumental Families • Investigate how sound is created


• Using graphic notation and stories to create music • Music study of Beethoven and symphonies

Performance The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4. Art Aims:

• Develop the use of the main elements of art: ie line, shape, colour, texture, tone and pattern • Develop skills in observational drawings through the use of a range of media • Experiment with ideas and explore imaginative responses to topics • Develop art language through self-analysis • Encourage an interest in art history through studies of artists and their work.

Content: Drawing

• Imaginative and observational studies using a variety of pencils, pen, charcoal and pastels

Painting

• Further development of the use of watercolour painting and mixed media studies

Printmaking

• Relief and mono printing • Develop the understanding of simple printmaking techniques

Design

• Study of graphic design in everyday life (Design a logo) • Manipulating imagery to create designs • Using the computer as a tool to create images

Collage

• Using a variety of papers and natural materials

Drama Aims:

• To apply the basic elements of drama, such as role-play, plot and situation to tell a story or present an idea • To work independently with self-confidence in small groups and in pairs • To further develop the ability to create and portray a character and to sustain a role in a given situation • To reflect on their work and of the work of others

Content:

• Activities are derived from the broad areas of mime, movement, games, storytelling and improvisation • Students have opportunities to perform through concerts, assemblies and class presentations


• To assist students in refining their basic body movements and the skills needed in handling small apparatus • To further develop movements and skills used in effective body management and movement • To encourage the use of movement in creative rhythmic ways • To foster and enhance cooperation and understand importance of working effectively with others • To improve the student's physical fitness in the areas of aerobic endurance, strength and joint mobility • To experience and enjoy balanced and varied fitness activities • To begin to appreciate the benefits of physical activity and a healthy lifestyle

Students receive 120 minutes of physical education each week Gymnastics, athletics, team sports, dance, jump rope and swimming are covered in physical education lessons. Students compete in House teams in a swimming carnival and for Sports Day. School camps usually involve adventure challenges. Personal and Social Education Aims:

• To help students develop self confidence, a sense of worth and respect and consideration for others • To develop decision making and problem solving skills • To be aware of ourselves and understand growth and development • To develop a coherent set of personal and social values and a commitment to them.

Content:

• Development of self esteem and self worth • Classroom and yard behaviours and responsibilities • Knowledge about society, themselves, friendship groups, families, communities, nations and the inter-relationships

between them • Friendships and group membership skills • Conflict resolution development • Keeping Safe Child Protection Curriculum.


• A three day/ two night camp • A variety of excursions and incursions to further support the classroom curriculum and to extend the Units of

Inquiry • Visits to relevant exhibitions and theatre productions that may occur during the year

Year Five Language – English Australian Curriculum Achievement Standard Receptive modes (listening, reading and viewing) By the end of Year 5, students explain how text structures assist in understanding the text. They understand how language features, images and vocabulary influence interpretations of characters, settings and events. They analyse and explain literal and implied information from a variety of texts. They describe how events, characters and settings in texts are depicted and explain their own responses to them. They listen and ask questions to clarify content. Productive modes (speaking, writing and creating) Students use language features to show how ideas can be extended. They develop and explain a point of view about a text, selecting information, ideas and images from a range of resources. Students create a variety of sequenced texts for different purposes and audiences. They make presentations and contribute actively to class and group discussions, taking into account other perspectives. When writing, they demonstrate understanding of grammar, select specific vocabulary and use accurate spelling and punctuation, editing their work to provide structure and meaning. Primary Years Programme Overall Expectations Listening and Speaking Learners are able to understand the difference between literal and figurative language; how to use language differently for different purposes. They are aware that they are building on their previous experiences and using language to construct new meaning. Viewing and Presenting Through inquiry, learners engage with an increasing range of visual text resources. As well as exploring the viewing and presenting strategies that are a part of the planned learning environment, they select and use strategies that suit their learning styles. They are able to make connections between visual imagery and social commentary. They show more discernment in selecting information they consider reliable. They are able to use visual imagery to support a position. Reading Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can articulate 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. 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.

Year Five

Mathematics Australian Curriculum Achievement Standard By the end of Year 5, students solve simple problems involving the four operations using a range of strategies. They check the reasonableness of answers using estimation and rounding. Students identify and describe factors and multiples. They identify and explain strategies for finding unknown quantities in number sentences involving the four operations. They explain plans for simple budgets. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. Students interpret different data sets. Students order decimals and unit fractions and locate them on number lines. They add and subtract fractions with the same denominator. Students continue patterns by adding and subtracting fractions and decimals. They use appropriate units of measurement for length, area, volume, capacity and mass, and calculate perimeter and area of rectangles. They convert between 12 and 24-hour time. Students use a grid reference system to locate landmarks. They measure and construct different angles. Students list outcomes of chance experiments with equally likely outcomes and assign probabilities between 0 and 1. Students pose questions to gather data, and construct data displays appropriate for the data. Primary Years Programme Overall Expectation Number

Learners will understand that the base 10 place value system extends infinitely in two directions and will be able to model, compare, read, write 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 modelling, 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, using a range of strategies to evaluate reasonableness of answers. Pattern and Function

Learners will understand that patterns can be represented, analysed and generalised 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. 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. Shape and Space

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. Data Handling

Learners will collect, organise and display data for the purposes of valid interpretation and communication. They will be able to use the mode, median, mean and range to summarise 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 (0–1 or 0%–100%) and that the probability of an event can be predicted theoretically.

The Programme of Inquiry Humanities and Social Sciences (History, Geography, Civics and Citizenship) Australian Curriculum Achievement Standard By the end of Year 5, students describe the significance of people and events/developments in bringing about change. They identify the causes and effects of change on particular communities and describe aspects of the past that have remained the same. They describe the experiences of different people in the past. Students explain the characteristics of places in different locations at local to national scales. They identify and describe the interconnections between people and the human and environmental characteristics of places, and between components of environments. They identify the effects of these interconnections on the characteristics of places and environments. Students identify the importance of values and processes to Australia’s democracy and describe the roles of different people in Australia’s legal system. They recognise that choices need to be made when allocating resources. They describe factors that influence their choices as consumers and identify strategies that can be used to inform these choices. They describe different views on how to respond to an issue or challenge. Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. They interpret data to identify and describe distributions, simple patterns and trends, and to infer relationships, and suggest conclusions based on evidence. Students sequence information about events, the lives of individuals and selected phenomena in chronological order using timelines. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action, describing the possible effects of their proposed action. They present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions. Science Science is viewed as the exploration of biological, chemical, physical and earth and space aspects of the natural world, and the relationship between them. Science concepts and inquiry skills are taught within the Programme of Inquiry and within the context of the transdisciplinary themes. Australian Curriculum Achievement Standard By the end of Year 5, students classify substances according to their observable properties and behaviours. They explain everyday phenomena associated with the transfer of light. They describe the key features of our solar system. Students discuss how scientific developments have affected people’s lives, help us solve problems and how science knowledge develops from many people’s contributions. Students follow instructions to pose questions for investigation and predict the effect of changing variables when planning an investigation. They use equipment in ways that are safe and improve the accuracy of their observations. Students construct tables and graphs to organise data and identify patterns in the data. They compare patterns in their data with predictions when suggesting explanations. They describe ways to improve the fairness of their investigations, and communicate their ideas and findings using multimodal texts. Primary Years Programme Overall Expectation Students will develop their observational skills by using their senses and selected observational tools. They will gather and record observed information in a number of ways, and they will reflect on these findings to identify patterns or connections, make predictions, and test and refine their ideas with increasing accuracy. Students will explore the way objects and phenomena function, identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships. They will examine change over time, and will recognize that change may be affected by one or more variables. They will examine how products and tools have been developed through the application of science concepts. They will be aware of different perspectives and ways of organizing the world, and they will be able to consider how these views and customs may have been formulated. Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and realistic action in order to improve their welfare and that of other living things and the environment. Students will communicate their ideas or provide explanations using their own scientific experience and that of others.


• Acquire knowledge and skills to communicate effectively in French • Learn about another culture • Make comparisons across cultures.



Content:

• Formal and informal meeting and greeting • Numbers 1-100 • Self-description • Expressing time • School subjects • Pastimes and sports • Weather • Use of negative expressions • Links with Units of Inquiry • Involvement in the Year 5 Exhibition





• Reinforce Ostinato using percussion • Develop a sense of rhythm and beat through various activities • Reinforce all Kodaly rhythms from Year 4 • Begin Cool Cats theory course Beginner Book B • Introduce ta-am

Melody and Pitch

• Reinforce Ostinato using voice • Echo singing and pitch matching • Reinforce soh, mi, la, doh, re, fa and ti solfa sounds and hand-signs • Playing known repertoire on glockenspiel

Tempo and Dynamics

• Reinforcing Italian terms from Year 4 • Introduce Italian term (Andante)

Form

• Recognising phrases: same-different • Recognising sections in music which are same-different • Reinforce Binary Form and introduce Ternary form • Introduce Rondo form


• Reinforcing Instrumental Families • How sound is created


• Using graphic notation and stories to create music • Music study of Cole Porter and Jazz • Music study of Schumann, Romanticism and Arts and Emotion • Watch two musicals and review musical content of each

Band Program

• All students participate in learning a band instrument for one semester. This includes group tuition culminating in a

performance at the end of the program Performance

• The students participate in a Junior School concert in Term 2 and a Christmas Concert in Term 4.

Art Aims:

• To further develop the use of art elements line, shape, pattern, tone, texture • Looking at positive and negative shapes and details of colour/tint variations • Study of artists specific to techniques and topics/themes set • Working with two and three-dimensional imagery and using a wide range of media • Experiment with ideas and explore imaginative responses to topics • Using computer programs to develop drawing and design imagery • Further develop art language though evaluation of personal and famous art works

Content: Painting

• Using acrylic, watercolour paints and pencils • Studies related to a range of themes with the use of mixed media • Visit to the Art Gallery of SA to observe varying portrait painting styles by artists through a range of eras

Drawing

• Using pencil, pen, charcoal, oil and chalk pastels

Collage

• Using a range of papers to layer shapes to create imagery

Printing • Relief printing onto paper and hand colouring • Looking at artists who create prints • Develop understanding of relief printing

Construction

• Creating and developing designs onto a three dimensional surface • Design • Computer aided design: looking at symmetry and repetition in the development of pattern and shape

Drama Aims:

• Educational Drama aims to promote the all round development of the child by providing learning experiences

based upon cooperation and collaboration Content:

• Activities are derived from the broad areas of mime, movement, games, storytelling, puppetry, costume and

improvisation • Students have many opportunities to perform through concerts, assemblies and class presentations


• To introduce students to specific skills of games, dance, gymnastics and aquatics • To build on the foundations and basic skills developed in the earlier years • To introduce the student to competition in a controlled environment and provide foundations for girls to become

involved in sport and other related physical activities • To expose students to movement as a creative and expressive medium • To develop cooperation, confidence and competence in a variety of settings, when working individually and in

group activities • To develop game sense and problem solving skills in physical challenges • To improve the student's physical fitness in the areas of aerobic endurance, strength, agility, and joint mobility • To experience and enjoy balanced and varied fitness activities • To begin to appreciate the benefits of physical activity and a healthy lifestyle • To promote enjoyment of physical activity and develop understanding of importance of being active as a lifelong

practice Students receive 120 minutes of physical education each week. Gymnastics, athletics, team sports, dance, jump rope and swimming are covered in physical education lessons. Students compete in House teams in a swimming carnival and for Sports Day. School camps usually involve adventure challenges.

Personal and Social Education Aims:

• To be aware of ourselves and understand growth and development • To explore relationships with others • To develop a responsible attitude • To become more aware of the nature of work and leisure environments • To understand the principles of nutrition, adequate rest and physical activity

Content:

• Patterns of Growth and Development - body care, adolescent development, puberty • People and Food - nutrition, influences on eating practices • States of Health - definition of healthy, healthy behaviours, balanced lifestyle • Identity - rights and responsibilities, self esteem • Interaction, Relationships and Groups - dealing with conflict, friendships, group skills • Challenge, Risk and Safety - protective behaviours, water safety, drugs and safety • Keeping Safe – child protection curriculum


• Year 5 Exhibition – A culmination of the girls’ Primary Years Programme • Peer Support Leadership Program – girls are trained to be Peer Support leaders in Year 5. Pairs of girls work with

a small group of girls from Reception to Year 4. This gives older girls an opportunity for self-development and a chance to practise leadership skills. It also encourages friendships and support systems across different year levels

• House Captain system – two girls from each House chosen by peers for a semester • Student Representative Council – Year 5 students run the fortnightly meetings • A five day/four night camp • Variety of Interschool Sporting activities and SAPSASA events • Visits to relevant exhibitions and theatre productions that may occur during the year • A variety of excursions and incursions to further support the classroom curriculum and to extend the Units of

Inquiry

Introduction - Walford Anglican School for Girls · Introduction Walford Anglican School for Girls...

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