extra
curricula

  • Bike ed
  • life education van
  • school camps
  • principal's day out
  • bike ride to rutherglen
  • visiting athletes & artists
  • easter fun day
  • cross-country
  • swimming carnival
  • athletics carnival
  • winter sports carnival
  • lions club public speaking
  • School productions
  • book week
  • fun fair
  • public speaking competition

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our
curriculum

So much to learn!

Our school aims to provide an inclusive, rigorous learning environment that challenges and engages young people to grow as passionate learners. The school seeks to develop motivated, creative and independent learners who demonstrate strong social values and whose leadership, resilience and self-esteem is evident when interacting with the community.

The school provides a comprehensive curriculum with a strong focus on literacy and numeracy. Curriculum initiatives include incorporating High Impact Teaching Strategies (pedagogical model) in these areas in conjunction with the school’s instructional model. We also place a large emphasis on social and emotional learning which is incorporated in the Health Curriculum using programs such as, Bounce Back, You Can Do It and Respectful Relationships.

We are a KidsMatter school, which recognises its commitment to the prevention and early intervention of child mental health issues. In addition to the comprehensive classroom programs offered in literacy and numeracy we have a comprehensive and well-planned approach in all curriculum areas. Specialist teachers provide instruction in Language (French), Science and Visual Arts. Interdisciplinary, personal and social learning are addressed within these domains and supported by a range of outdoor education camps and excursion initiatives. The school is an active participant in district sport competitions as well as providing opportunities for students to participate in other community events.

Teachers across all levels ensure scope and sequence and curriculum coverage is monitored across the school. All teachers are responsible for core curriculum development and delivery.

The school improvement team is focused on two-year planning cycles and continuous analysis of a range of data around school improvement. There is a high level of professional development particularly through our participation in our small school cluster professional learning community which focuses on individual school and whole cluster improvement.

The school is developing a structured approach to curriculum planning that ensures a shared vision within the school on curriculum development, common documentation and common understanding of the whole-school curriculum. Student data is analysed regularly by teachers in their curriculum planning. Formative assessment is used at all levels to analyse teacher practice. Teachers plan a variety of other assessment tasks throughout all programs in addition to the standardised whole school assessment schedule.

literacy

Our English curriculum aims to ensure that students:
• learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose
• appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue
• understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning
• develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.

numeracy

Our Mathematics curriculum aims to ensure that students:
• develop useful mathematical and numeracy skills for everyday life, work and as active and critical citizens in a technological world
• see connections and apply mathematical concepts, skills and processes to pose and solve problems in mathematics and in other disciplines and contexts
• acquire specialist knowledge and skills in mathematics that provide for further study in the discipline
• appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy

french

We have a long traditional of teaching French across the school. Beginning in Foundation, all students are introduced to the French language and culture by our very experienced Mrs Cheesley!

physical education

We want our children to be fit and active! Our senior students run daily morning fitness sessions most morning. All students are placed in multi age groups who rotate around different activities where they can practise their gross motor and hand-eye coordination skills. Further to this, students also engage in regular sport lessons, as well as whole school sporting events such as swimming, athletics, cross-country, Winter Sports and more.

art

Students receive specialist instruction by our visiting art teacher Miss Turner every fortnight.

science

All students from Prep to Year 6 receive 90 minutes of Science instruction every week from our specialist science teacher, Stacey!


WELLBEING dog

We are blessed to welcome Rosie the Groodle to our school almost every day. Rosie is a trained wellbeing dog who spends a lot of her day in with the Year 5/6 students who also take on a lot of responsibility for taking Rosie for her exercise breaks and playing games. She often goes out with the teachers on duty to get as many pats as she can!

social & emotional learning

Wellbeing, behaviour management, discipline, call it what you will. Our approach is relatively straight forward: if a child doesn't know how to read, we teach them. If a child doesn't know how to count, we teach them. If a child doesn't know how to behave, we teach them. Children come to school from all kinds of backgrounds. We see it as our job to set really clear expectations about behaviour, and then go about explicitly teaching these skills to all students. This way, everyone knows what is expected of them and how to achieve it. This is not to say that there are no consequences for poor behaviour. There are. We keep children in, send letters home, remove privileges and have detention, because in the end, some behaviours can never be tolerated. Our aim, however, is to always work with the child and their family to improve their behaviour because, ultimately, we are working with children (not criminals) and we see it as our job to help them become upstanding citizens in our community.

Demonstrating the importance we place on wellbeing, we employ a full time Wellbeing Co-ordinator who works with staff, students and families to cultivate a positive and proactive culture. This includes providing parenting programs and connecting families with other services and support in the community.

gardening

The school has its own vegetable patch which is to grow and harvest our own vegetables. These are then used in cooking lessons during specialist lessons or sent home with families.

SCHOOL LEADERSHIP & CLASS REPS

Our school has a well-established program for student voice and leadership. We have four student and staff elected School Captains, two Sports Captains, and three House Captains. These leaders are responsible for running assemblies, organising activities and special events, however their most important role is setting the example for their fellow students. We also have class representatives in every year level who hold class meetings meet twice per term before meeting with the Principal to discuss their ideas for school improvement.

Information & communication technology

Our school is extremely well resourced when it comes to IT equipment. Students in our Prep/1 class have access to 1:1 ipads. In our other year levels we are lucky enough to have a 1:1 bank of laptops for all students. We aim to strike a balance between making sure our students are 'tech savvy' and have the skills to be prepared for 21st century learning, particularly as they move on to high school, but we also ensure they learn the basic skills of reading, writing and maths without the use of technology.