Teaching & Learning

Victorian Curriculum

F-10 is the curriculum for Victorian schools. It incorporates the Australian Curriculum and reflects Victorian standards and priorities. The curriculum is accessed from the, whilst resources and supporting information is available here. Victorian Curriculum F-10 website

Program Planning

We rotate our planning every 5 weeks. One team member takes one curriculum domain, and plans for 5 weeks for the team. We take turns to cycle through the following:

  • Reading
  • Writing
  • Maths
  • Science Humanities ICT Capabilities

We do all our planning digitally through Unit Hero, an online portal that allows us to share units of work and all required resources, lesson plans, and schedules. We build our units from scratch, and plan in 5-week blocks, where we plan sequential lessons for each subject for each week. Each lesson involves a warm up, or tune in activity. We explain the learning intention for each lesson, and detail what we would expect to see from students if they have been successful in the learning intention of the lesson.

Our planning always includes explicit teaching that targets the learning intention, and teaches students what they need to know in order to be successful in attaining it. We usually deliver our lessons via our Smartboards. Lessons include like or mixed ability group work or independent work where students put what they learned through the explicit teaching, into practise. Lessons conclude with some reflective practice, where students review the learning intention and reflect upon their learning throughout the lesson.

Reading

We stream the students into like-ability groups (based on their assessment data) across the Grade 1 – Grade 6 classes, for two to three reading 30 minute sessions per week, where we use the Cars and Stars Reading Comprehension program (a research based model), to explicitly teach the 12 key strategies that students need to become fluent, discerning readers. Each lesson sequence involves the explicit teaching of a strategy, teacher – guided usage of the strategy, independent work, and assessment preparation, and runs for 30 minutes. For two sessions per week the Grade 1 – Grade 6 students participate in Reading Groups. Prep students participate in these sessions every day. These focus on particular Victorian Curriculum statements from the curriculum relevant to each year level. Students cycle through rotational activities that include:

  • Reciprocal or Guided Reading with the teacher
  • Independent work on the SRA Reading Comprehension Laboratory Program. Students read short texts at their level, and answer a variety of comprehension and word study questions.
  • Study Ladder, an online learning platform where teachers are able to set tasks for students, that focus on the curriculum statements to be targeted each lesson.

Teachers read a prescribed text to the students each semester that connects to the Narrative Writing genre that they will study that semester. For one session a week in Reading, students in Grade 5 and Grade 6 reflect on the latest chapter they have read, and complete a Book Study set of questions that analyse the text.

Writing

Lessons are 50 minutes. The structure of lesson is 10 – 15 minutes of explicit teaching, 20 – 30 minutes of independent work, and 5-10 minutes of reflective practice. We study writing in 5-week blocks focusing on one genre and text type at a time. Over the 5 weeks of Writing, we follow this process:

  • Week 1 Content Creation
  • Week 2 Writing Process
  • Week 3 Content Creation
  • Week 4 Writing Process
  • Week 5 Publish & Celebrate

Content Creation Week is when we pull apart the genre and text type studied, and explicitly teach the language features, structural elements, and linguistic devices specific to the text type.

Writing Process weeks are where the students have a go at putting the language features, structural elements, and devices that they have learnt about into their own piece of work.

Handwriting is a component of the Victorian Curriculum. Students at each year level complete guided handwriting tasks for approximately 30 minutes per week.

Spelling (Smart Words)

We stream the students for Smart Words four times a week, which is our spelling program. The Smart Words class is split into 4 groups, each working at a different level, which is represented by a letter (e.g. Group P, Group D etc.) Smart words is a 4 day rotational program, with each group cycling through Day 1, Day 2, Day 3, & Day 4 of their levels. This means that each group is with the teacher on Day 1. On Day 1 the teacher introduces the spelling list for that particular for the week, which focuses on a particular sound/ letter combination/ group of sounds. While the teacher works with the Day 1 group, the rest of the class works independently with their group on their Day 2, Day 3, and Day 4 work. This means that on Day 1, the teacher needs to scaffold each group with enough information about their list words to be able successfully complete Day 2 & Day 3 without teacher assistance (Day 4 is a revision page). To do this, the teacher prepares a chart of the list words, and a ‘cheat sheet’, containing everything that needs to go onto the chart to enable the students to work independently. On Day 1, the teacher writes up a sentence that tests the students on the previous week’s list words, and the students write it down. Then the teacher introduces the focus sound/s, and explains any spelling rules necessary for the list words, then moves through the following process:

  • Read through the list words and underline the focus sound/ letter combination/group of sounds
  • Students articulate what they know about each word. The teacher uses the cheat sheet to ensure that all the information that students will need for each word for Day 2 & 3 is written on the chart.
  • The teacher asks the students if any list words are verbs, and writes out the verb families for each word.
  • The teacher moves on to saying the each word 3x, sounding each word 3x, & spelling each word aloud 3x, with the students writing the word in the first column of their books.
  • Once completed, the students are to cover write check to complete the rest of their columns.
  • Teacher to sign & sight work (During this time the teacher may select a word or two from the list and ask the student to put it in a sentence and verbalise.

Numeracy

Numeracy Lessons
Each class at Le Page will complete five Mathematics lessons per week. These lessons are 50 minutes in duration and follow a specific instructional model. They begin with a short tune-in activity or number based game, followed by an explanation of the learning intention and explicit teaching of relevant mathematical concepts as detailed by the Victorian Curriculum.

Learning activities are hands-on and student focused. Activities are based on real-life maths, rather than worksheets, and are designed for independent, like-need and mixed ability groupings. After explicit teaching, the students put into practice what they have learned.

Lessons conclude with some reflective practice, where students reflect upon their learning throughout the lesson, share any misconceptions, and discuss how the learning intention was realised.

JEMM, JEMM+ and EMM
Students from Grade 3 – Grade 6 take part in JEMM, JEMM+ or EMM (Elementary Maths Mastery) lessons four times a week. This is a teacher-guided mental maths skills mastery program, which consists of scripted lessons composed of different Mathematical strands. In each lesson, the teacher reads a set of questions that progress students on from the last lesson, accompanied by visual displays and prompts on the SmartBoard. The teacher then leads students through the questions, correcting answers as a class, and clarifying any errors and mistakes. The tasks become progressively harder and students track their progress after each session. Teachers identify precisely where and when the students are experiencing difficulty.

Mathletics / Maths Online
Every student and teacher at Le Page is provided with a login to access the activities and resources on Mathletics. The program allows students to work independently at their level, and utilised as a student homework tool.

Science

Science lessons and units of study are planned by professional learning teams to meet the Science outcomes outlined in Victorian Curriculum. Each lesson is 50 minutes in duration and students will complete one session per week. A scope and sequence approach is practiced.

ICT

ICT lessons are planned in teams to meet the ICT outcomes outlined in Victorian Curriculum. ICT is also integrated into our lessons through the use of the SmartBoard, laptops, iPads and other devices. Students work towards achieving a Digital Excellence badge each Term. Dr John’s Digital Excellence Awards is an online motivational, personalised learning approach. Digital Excellence is used to accelerate individual students’ learning in Information and Communication Technology. Children aim to become ‘Digital Experts’ and work towards Dr John’s Digital Excellence Awards in all areas of ICT across all subjects.

Children choose to have their awards sewn onto their jackets and wear their badges proudly. The badges provide the children with public recognition, that they are digital experts in a range of area e.g. email, web design, desktop publishing. The Prep children work with Digit Bear, a mascot that is much loved. The children take Digit Bear home and report on their adventures together while learning ICT basics. Each lesson is 50 minutes in duration and students complete one session per week.

Humanities

Humanities lessons are planned in teams to meet the outcomes outlined in the Victorian Curriculum. Each lesson is 50 minutes in duration and students will complete one session per week. Each term we rotate through the following Humanities domains:

  • History
  • Geography
  • Civics & Citizenship (Grade 3 – 6 only)
  • Business & Economics (Grade 5 – 6 only)

Capabilities (Resilience Development)

Capabilities lessons are planned in teams to meet the outcomes outlined in the Victorian Curriculum. We align these outcomes with The Resilience Project and The Leader In Me programs we run at our school. Each lesson is 50 minutes in duration and students will complete one session per week. Each term we rotate through the following Capabilities domains:

  • Ethical Understanding
  • Social and Personal Understanding
  • Critical and Creative Thinking
  • Intercultural Understanding

 

Social and Emotional Learning

Schools can play a pivotal role in providing students with the opportunity to gain greater social and emotional awareness and to practice interpersonal skills as they learn and grow. Social and Emotional Learning (SEL) can help students develop the understanding, strategies and skills that support a positive sense of self, promote respectful relationships and build student capacity to recognize and manage their own emotions and make responsible decisions.

Further, according to the Collaborative for Academic, Social and Emotional Learning (CASEL) quality teaching of SEL promotes student satisfaction, success and academic engagement, outcomes and achievement.

For more information, see: Collaborative for Academic, Social and Emotional Learning (CASEL)

SEL can teach children and young people the competencies and skills they need to effectively manage their emotions, behaviour and relationships with others. The Australian Research Alliance for Children and Youth notes that schools who ensure that SEL is part of their teaching and learning can give students the opportunity to build the resilience to deal with change and unpredictability, an essential skill for positive mental health.

For more information, see: Australian Research Alliance for Children and Youth

SEL can be taught explicitly in the classroom. To support schools in teaching these skills, a suite of teaching and learning activities developed as part of Building Resilience: A Model to Support Children and Young People are now available. CASEL identifies five broad headings under which SEL falls:

  • Self-awareness
    identifying and recognizing emotions; recognizing personal interests and strengths; maintaining a well-grounded sense of self-confidence.
  • Self-management
    regulating emotions to handle stress, control impulses, and motivating oneself to persevere in overcoming obstacles, setting and monitoring progress toward the achievement of personal and academic goals; expressing emotions appropriately.
  • Social awareness
    being able to take the perspective of and empathize with others, recognizing and appreciating individual and group similarities and differences.
  • Relationship skills
    establishing and maintaining healthy and rewarding relationships based on cooperation and resistance to inappropriate social pressure, preventing, managing, and constructively resolving interpersonal conflict; seeking help when needed.
  • Responsible decision-making
    making decisions based on a consideration of all relevant factors, including applicable ethical standards, safety concerns, and social norms; the likely consequences of taking alternative courses of action; evaluation and reflection.

For more information see:

Building Resilience: A Model to Support Children and Young People

Building Resilience Social and Emotional Learning Activities

Queensland Department of Education and Training ‘Social and Emotional Learning’

CASEL‘ SEL Skills and Competencies’

Capabilities Curriculum Overview

Weeks Terms 1-4
1-2 7 Habits

Aligned to Ethical Understanding

3-6 Resilience Project

Aligned to Personal and Social Capabilities

7-8 Cultures of the World

Aligned to Intercultural Understanding

9-10 Problem Solving/STEM

Aligned to Critical and Creative Thinking)

Italian

At Le Page Primary School, all students from Foundation to Year 6 learn Italian, which is a logical language and the basic script is phonetic. The Italian Program is designed to develop students’ communication skills in both spoken and written Italian and to foster inter-cultural understanding. Students will learn key vocabulary, essential sentence structures and develop script recognition skills through a wide range of topics. Gestures are adopted where possible to help students understand and remember how to construct sentences and develop oral proficiency. In addition to worksheets, a variety of songs, games, as well as apps on the iPad and computer will be utilised throughout the year to maximise learning outcomes. Apart from developing language skills in Italian, some activities are employed to enhance cultural understanding such as learning about culturally appropriate gestures and significant Italian festivals through video clips, quizzes and craft activities.

Italian Term 1 Term 2 Term 3 Term 4
Foundation Numbers 1-10

Assessment

Animals

Assessment

Colours

Assessment

Body parts

Assessment

Year 1 More colours

Assessment

More animals

Assessment

Play: Brown bear, what do you see? Assessment When is your birthday?

Assessment

Year 2 Times

Assessment

My school bag

Assessment

Play: Little chicken

Assessment

Days of the week

Assessment

Year 3 Weather

Assessment

Food

Assessment

Play: The very hungry caterpillar Assessment Describing things

Assessment

Year 4 Family

Assessment

Presentation

Assessment

Play: The giant turnip

Assessment

Italian passport

Assessment

Year 5 Means of transport

Assessment

Community places

Assessment

Play: The rolling rice ball

Assessment

Italian passport

Assessment

Year 6 Means of transport

Assessment

Community places

Assessment

Play: The rolling rice ball

Assessment

Italian passport

Assessment

Visual Arts

The Visual Arts Program is the key learning area in the curriculum, which focuses on developing our student’s ability to create and respond to a wide variety of artworks. The program aims to maximise our student’s enjoyment of and interests in Visual Arts by providing them with an array of hands on experiences that are designed to build competency, confidence and creativity. Visual Arts at Le Page allows students to create a variety of visual artworks that communicate and express their own ideas and the ideas of others. Students enjoy experimenting with different materials, techniques and processes to plan and create artworks in a range of art forms. Students explore 7 areas of art form, including drawing, printmaking, modelling, construction, collage, textiles and painting. Students explore ideas, experiences, observations and imagination and express them through subject matter in the visual artworks they create. They develop their confidence, curiosity and imagination through opportunities to create artworks, which reflect their individual ideas, beliefs and inspirations.

Students view and respond to a variety of artworks from different places, times and cultures. They respond by discussing the subject matter and ideas, and their opinion on how the artist’s ideas are expressed to an audience. Students look at a variety of traditional and contemporary artists and their artworks and develop their critical and creative thinking to apply aesthetic judgements and infer meaning.

Visual Arts
Foundation – Year 6

Term 1
Drawing
Printmaking

Term 2
Modelling
Construction

Term 3
Collage
Textiles

Term 4
Painting
Arts Festival

 

Performing Arts

In the Victorian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places. The Victorian Curriculum: The Arts comprises five subjects: Dance; Drama; Media Arts; Music; and Visual Arts (Visual Arts component is covered by Dani Odri)

Performing Arts
Foundation – Year 6

Term 1
Music
Drama
Media Arts
Assessment

Term 2
Drama
Dance
Assessment

Term 3
Dance
Assessment

Term 4
Music
Drama
Assessment

 

Physical Education

The Physical Education Program is the key learning area in the curriculum that focuses explicitly on developing movement skills and concepts. Students are required to participate in physical activities with competence and confidence. The knowledge, understanding, skills and dispositions students develop through movement in Health and Physical Education encourage ongoing participation across their lifespan and in turn lead to positive health outcomes. Movement competence and confidence is seen as an important personal and community asset to be developed, refined and valued. Health and Physical Education promotes an appreciation of how movement in all its forms is central to daily life — from meeting functional requirements and providing opportunities for active living to acknowledging participation in physical activity and sport as significant cultural and social practices. The study of movement has a broad and established scientific, social, cultural and historical knowledge base, informing our understanding of how and why we move and how we can improve physical performance. The study of movement also provides challenges and opportunities for students to enhance a range of personal and social skills and behaviours that contribute to health and wellbeing.

P.E. Term 1 Term 2 Term 3 Term 4
Foundation

Year 1

Hand Eye Coordination

Gross motor skills

Invasion Games

Assessment

 

Football

Netball

Soccer

Assessment

 

 

Tag Games

Basketball

Hockey

Assessment

 

 

Cricket

P-2 Sports Fun Day

Evasion Games

Assessment

 

 

Year 2 Tennis

Cricket

Rounders

Assessment

 

Football

Netball

Soccer

Assessment

 

Tag Games

Basketball

Hockey

Assessment

 

Newcombe Ball

T-Ball

P-2 Sports Fun Day

Evasion Games

Assessment

Year 3

 

Tennis

Cricket

Rounders/Softball

District Swimming

Assessment

 

 

 

Football

Netball

Soccer

House/District Cross Country

Assessment

 

 

Tag Rugby

Basketball

Hockey

House/ District Athletics Gala Days

Assessment

 

 

Newcombe Ball

T-Ball

Sports Fun Day

Evasion Games

Assessment

 

 

 

Years 4-6 Tennis

Cricket

Rounders/Softball

District Swimming

Assessment

 

 

Football

Netball

Soccer

House/ District Cross Country Interschool Sports

Assessment

Tag Rugby

Basketball

Hockey

House/ District Athletics

Gala Days

Assessment

Newcombe Ball

T-Ball

Sports Fun Day

Evasion Games

Assessment

 

 

Kate’s Kitchen Program (Vegetable Garden)

The planting, growing, harvesting and food preparation processes provide students with engaging, “hands-on” real-life learning. Education opportunities are limitless and integrate across all curriculum areas. Kate Clipperton coordinates the program and is always planning a season ahead. The students enjoy the organic garden and the “fruits of their labour”.

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