Curriculum and Reporting
To provide a rich and viable curriculum that meets the needs of all students in an inclusive and supportive environment.
Our students, parents and teachers will know and be able to operate within our core values of PRIDE, RESPECT, SAFETY and LEARNING. Through understanding our core values, we want students to be challenged and engaged learners in a supportive and knowledgeable (content and pedagogical knowledge) environment, that understands student learning.
The teachers and students will demonstrate PRIDE in themselves and their work daily.
The teachers and students will demonstrate RESPECT for themselves and others daily.
The teachers and students will demonstrate SAFE work practices (in and outside of the classroom), SAFE play practices and demonstrate SAFE us of digital technologies (Cyber- safety).
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 school and wider community.
Curriculum Core - AusVELS:
- Learning Areas
- General Capabilities
- Cross- Curriculum Priorities
- Critical and creative thinking
- Aboriginal and Torres Strait Islander histories and cultures
- Personal and social capability
- Asia and Australia’s engagement with Asia
- Intercultural understanding
- Health and Physical Education
- Ethical Understanding
- Humanities and Social Sciences (History, Geography, Civics and Citizenship, Economics and Business)
- The Arts(performing and visual)
- Technologies(Design and Technologies) and Digital Technologies
The school provides a comprehensive curriculum with a strong focus on English and Mathematics, PE/Health, Science, Humanities/History, Civics and Citizenship, ICT and The Arts. All programs across all domains have strong Literacy, Numeracy and ICT emphasis. Interdisciplinary, personal and social learning are addressed within these learning areas. In 2015 a Languages program (Italian) will commence for all Foundation to Year 2 students, by a qualified EAL teacher.
Rich Specialist Programs
Specialist teachers with strong content and pedagogy knowledge teach ICT, the Arts and PE/Health. Every student has the opportunity to be taught by a qualified Specialist Teacher in the areas of PE/Health, ICT and The ARTS. Whoever possible Specialist Teachers work closely with the classroom teachers and often work on integrated units together.
The curriculum is supported by a range of educational camps and excursion initiatives.
Prep – 2 – School Activity Day and Sleep Over
Year 3 – Swan Hill Camp
Year 4 – Rose’s Gap Camp
Year 5 – Lake Cullulleraine Camp
Year 6 – Melbourne Camp
Students participating in a range of ‘Performing Arts’ presentations - at local secondary schools, at this school and at other venues in Mildura – audience participation.
Creating, Performing and Participating:
Year 5/6 students – The Beat (combined local schools spectacular).
Irymple Primary School’s Got Talent – Student organised and run.
After school venue for a visiting teacher - Keyboard teaching
Emergency Service Groups e.g. Police, Fire, Ambulance and individuals are invited into the school.
We give our senior students leadership training opportunities in the GRIP Leadership program and we encourage our four Captains and four Vice Captains to lead our assemblies and special occasions such as Anzac Day.
The school is an active participant in district sport competitions across a range of sports.
We have visiting sporting groups from various codes to conduct training sessions with the students e.g. Hockey and Rugby League and Australia Rules Football.
We provide opportunities for students to participate in choir, xylophone, and Art Club.
Students will have opportunities to try and out represent the school to further their sporting ability at Regional and State level e.g. Athletics, Hockey, Australian rules Football, Netball, Tennis Soccer and Cross County running
Teaching and learning teams across Year levels ensure that there is a 2 year cycle to their scope and sequence plans. The curriculum is monitored by the leadership team consisting of the Principal, Assistant Principal, and the three leaders form each planning team.
The yearly program is written in Units. Units exist as:
Year 3/4 and
Each Unit has a designated Leader to oversee the unit operations and to assist staff with all areas of planning, teaching, assessment and evaluation. The unit leaders are exemplary teachers (not necessarily the most experienced teachers) who have a keen interest and desire to practise and develop their leadership knowledge and skills.
The school has developed 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 by teachers and parents. The data analysed regularly by teachers in their curriculum planning includes a collection of year level assessments including, but not exclusively, NAPLAN, On Demand data, PM Benchmark and Probe.
Other school performance data that is analysed includes student, staff and parent surveys.
Curriculum planning will be targeted and strategic and will have the following characteristics:
Each Unit has a Scope and Sequence planner for the subject areas taught. This operates over a two year cycle (to co-inside with the two year bands of schooling) due to composite classes from Year 1 to Year 6. This is documented and available whole school to view.
All teachers use a common curriculum planning template and this also includes Specialist Teachers.
All teachers plan as a team within their designated Year Level teaching group.
The whole school plans within 5 week teaching Units.
All students are catered for in every 5 week plan.
Planning documents are completed as a team and personalised at classroom level for each teacher.
From Year 3 to 6 students in Mathematics, are streamed into AusVELS ability groupings based on pre and post testing information. These groups are fluid with each new topic.
All Unit plans are checked by the Unit Leader prior to being forwarded to the Principal for observation and feedback.
All Unit plans are evaluated with the whole teaching team each 5 weeks and this evaluated planner is forwarded to the Principal for any additional feedback.
All teachers plan during school meeting time and designated Staff Meeting free weeks.
All EAL students and ATSI students have Individual Education Plans (IEPS) that are reviewed each term or twice a term if the need is identified.
Effective Student Learning
All teachers have a high quality understanding of Effective Pedagogy – they understand that EFFECTIVE Student Learning occurs when there is a rich and viable curriculum available to all students no matter what their needs.
The students are taught by teachers who have a thorough understanding of:
WHAT will be taught and how it will provide the common ability between same year level students to progress on a continuum of learning, so that no student will have a lesser opportunity due to having a different teacher.
HOW we teach, and how we will support the students in their learning as they move through planned activities.
ASSESSMENT of what is learned. This refers to ‘HOW WELL’ the students have done individually with the knowledge, skills and behaviours taught.
REPORTING - showing the final placement of the students in relation to the AusVELS standards.
Reporting to Parents
Formal reporting to parents takes place twice a year in June and December.
Assessment otherwise is at various points of teaching and learning and can be ‘for’ learning ‘as’ learning and ‘of’ learning. It represents a wide variety of assessment practices. It must document the recording of ‘conversations had’, ‘observations’ of learning and interactions and ‘products’ created as a result of the activities planned. Sometimes a product will need to be videoed or be photographed and commented upon, as it is a product such as Reading or a skill being taught in PE such as how to execute a successful Long Jump.
Prep – 2 students will have a home journal that includes assessment pieces that are sent home each term for parent feedback and comment.
Year 3 – 6 students will produce electronic folios that are able to be viewed at home during the year and at the end of each semester.
The minimum requirement for Reporting to parents is always adhered to and a high quality report format is valued by the whole school.
Curriculum and School Improvement teams
These teams operate in the following areas:
- eSmart - ICT
- Wellbeing and
Membership is compulsory and all teachers must be a member of one team. Teams are approximately the same size. Teams may merge from time to time to share learning and their expertise e.g. Wellbeing and eSmart team to plan for Cyberbullying instruction in the school.
Data Collection and Analysis
Data is analysed at all year levels and according to the school assessment policy. It is continuous and involves the analysis of a range of data sets around school improvement.
Whole School Planning
Curriculum support is made possible through the financial management of the Student Resource Package (SRP). This requires strategic workforce planning and planning for school improvement over time. There is a high level of professional development and the promotion of professional autonomy as we strive for continuous school improvement. Key initiatives are undertaken for English as an Additional Language (EAL) and Aboriginal and Torres Strait Islander (ATSI) students. We have benefited from participation in and meeting all the requirements for the following DEECD supported projects: