The Australian Curriculum
The development of the Australian Curriculum is guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the Ministerial Council in December 2008. The Melbourne Declaration emphasises the importance of knowledge, skills and understandings of learning areas, general capabilities and cross-curriculum priorities as the basis for a curriculum designed to support 21st century learning.
The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. It describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.
ACARA has developed the Australian Curriculum in consultation with states and territories. Education Authorities in each state and territory have responsibility for implementation of the Australian Curriculum and for supporting schools and teachers.
Teaching and Learning
One approach to teaching and learning that many schools use is inquiry learning. At Warrandyte Primary School we support an inquiry learning approach, encouraging students to ask key questions for investigation throughout the domains. Inquiry learning can take many forms, for example, integrated curriculum, issue/problem based, action led, negotiated or play based inquiry. Inquiry is characterised by students:
- asking questions, building on prior knowledge and making their own discoveries
- finding out information from primary sources to answer generative questions and develop deep conceptual understandings
- making connections between ideas, learning domains and experiences.
The benefits of using an inquiry approach in each of the programs – (integrated, discipline/subject-based and extended) are significant because this approach:
- considers the connections across learning areas, as well as the way that individual students learn allows learning to be more relevant, as concepts are learned in context and relate to existing knowledge
- requires that content is relevant, integrating multiple aspects/concepts simultaneously
- assists in the management of a crowded curriculum as it combines a number of expected outcomes into rich assessment tasks whilst enabling skills to be developed in context and across domains
- provides students with meaningful links between activities, rather than jumping from ‘subject’ to ‘subject’ with little contextual relevance
- supports students to become autonomous learners.
At Warrandyte Primary School we:
- explicitly teach a range of literacy skills and knowledge through demonstration and modelling
- teach decoding and spelling, in a systematic way that makes clear to students why these aspects are necessary and useful
- place great emphasis on students’ knowledge of the purposes and function of reading and writing and of the strategies used to enable them to read and write
- pay systematic attention to the goals of reading and writing as well as technical processes such as phonic knowledge, spelling, grammatical knowledge and pronunciation
- pursue an embedded approach—give explicit attention to word and sentence level aspects of reading and writing within whole text activities which are both meaningful and explained to the students.
In our work with Lisa Keskinen (educational consultant) we recognise the 6 important principles of Spelling.
- Spelling is learnt as we use it
- Effective spellers use a number of different strategies
- Independence and self-evaluation are essential to spelling development
- Learning to spell is part of the developmental process of learning to write
- Errors are developmental signposts
- Exploration of words and vocabulary are part of learning to spell
Any spelling program should guide children to recognise and develop the strategies and habits of competent spellers.
Children should be able to:
- Understand that the purpose of learning about spelling is so that others can read their writing
- Know that they writing is valued regardless of the stage of development of their spelling
- Develop an interest in words in spelling and want to do their best
- Learn how to apply spelling strategies that will help them to write and learn any word
- Learn specific words that they use frequently and so become able to correctly spell these words automatically
- Know how to use a variety of resources to help with spelling.
Spelling is essential because it teaches students how to read. It teaches how the code of the English Language works.
LITERACY & NUMERACY
Literacy and numeracy are the foundation for learning and success throughout life. In today’s global environment, students engage in a wide range of literacy and numeracy practices both within and outside school. More than ever, students today encounter complex technologies and academic demands for which high levels of literacy and numeracy are essential. At Warrandyte Primary we aim to to support our students to develop these vital capabilities so they can participate as active members of society.
The Blueprint for Education and Early Childhood Development outlines four literacy and numeracy goals for Victorian students:
“ By the time Victorian children start school they will be ready to learn at school and schools will be ready for them.
In Year 3, Victorian students will have the literacy skills to provide a foundation for their future learning, and support will be in place for those who do not.
In Year 5, Victorian students will have the basic numeracy skills to succeed in mathematics, and support will be in place for those who do not.”
DEECD Literacy and Numeracy statement 2010
Our Literacy and Numeracy programs strive to achieve these goals.
Staff and Classes 2018
WARRANDYTE PRIMARY SCHOOL
Mr. Craig Crouch
OUT OF SCHOOL HOURS CARE
Kylie Lewis and Kiah Waqanivalu
YEAR 1 & 2
Joanne Fecondo, Katie Penhalluriack & Sally Martin
YEAR 3 & 4
Cathie Brooks, Jenny McDonell, Jack Lavery and Sally Freemantle
YEAR 5 & 6
Sarah Kelly, Rick Griffiths and Jayde Cairns
Information Communication and Technology (ICT)
At Warrandyte Primary School students have many opportunities to use Information and Communications Technology (ICT), for research, projects and skill development.
Music involves students in exploring and developing ideas, using music skills, techniques, and processes and presenting their work. They listen to and respond to a variety of music and develop arts criticism in a positive manner. Through a wide variety of enjoyable activities such as moving, dancing, singing, listening, playing, creating and performing, they develop basic music concepts in rhythm, melody, expression form and style. Children have a dedicated 1 hr per grade each week and all children are involved in choirs, recorder and Bushband, performances at Warrandyte Festival, local kindergartens and Christmas Carols, school concert each year for all students.
Students are practising their dance steps for the Annual Concert.
Dedicated intensive swimming program prep – 6, Perceptual Motor Program (PMP) program for prep – 2, intra-school sport Grades 3 & 4, interschool sport Grades 5 & 6, opportunity to enter local, regional and state competitions in cross-country, swimming and diving, athletics, tennis, basketball, netball, volleyball, teeball, and softball.
At Warrandyte Primary School the Visual Arts Program develops the intellectual and expressive potential of students through both 2D and 3D experiences. Students explore a variety of visual arts techniques and processes developing knowledge and skills as they create their work. Children have a dedicated time of 1 hr per grade each week and an opportunity to display work in the Art Show.
LOTE – Japanese
At Warrandyte Primary School we offer an exciting Japanese programme which starts in Prep and continues through to Grade 6. Our aim is to develop both language and cultural awareness.
In Junior grades, students enjoy the language through songs and games and also start to learn to read Hiragana writing script. Our middle and senior grade students tackle writing of Hiragana with the aim of becoming “Hiragana Masters” by the end of Year 6. Language games and activities are used to introduce and reinforce Japanese language acquisition.
Allow the picture below to fully load onto this page, and then double click on the picture to see some of our students preparing Mothers’ Day calligraphy and reading the letters that they had just received from their Japanese PenPals.
Clicking on the “Japanese PenPals” tab on the left side of this page will enable you to read more about the PenPal programme and how it was established.
In February 2011, Warrandyte Primary School established a sister school relationship with three Japanese primary schools in Shimabara in Nagasaki prefecture, Japan. Less than a month later, as students in both countries were preparing their first PenPal letters to one another, the 9.0 magnitude Tohoku earthquake and tsunami hit Japan.
Shimabara is well away from the disaster area north of Tokyo, but our students were deeply concerned about their new PenPals and other children in Japan. A gold coin fundraising day was held at Warrandyte Primary to raise money for the Japan Red Cross appeal for earthquake and tsunami victims, and we sent emails of support and concern to our new sister schools.
A few weeks later, the initial PenPal letters were exchanged. Students wrote the first part of their letters in the target LOTE language: all of our students from Grades 3 to 6 wrote a self-introduction in Japanese, writing in Hiragana script and providing basic information to their new PenPal about themselves and their families. Students then switched to their own language to write about their hobbies, likes and dislikes, pets etc. A number of the letters received from the Japanese students expressed their fears about the Tohoku disaster, as well as their appreciation for the messages of concern sent by the Warrandyte students.
The schools also exchanged drawings, photographs, posters prepared by each class and videos of school life.
A series of live video chats between the classes is planned for later this year.
Allow the pictures below to fully load on this page, and then double click on the “Welcome to Shimabara” image to watch the video from our Japanese PenPals.
Students enjoy dressing up in Japanese costumes.
Making A Difference – Sustainability Warrandyte Primary School has made a commitment to developing sustainable goals in Biodiversity, Waste & Water & Energy. Through our work with Manningham Council, CERES and a cluster of local schools (“The Green Wedges”) we have developed a 4 Year Action Plan with achievable goals and targets. The Property Management Plan for the grounds focuses on planting indigenous plants. The parent run ‘Gardening Group’ meet regularly, working on specific areas within the school, to replant and regenerate.
A student gardening group has special projects such as pruning, re-potting and planting seedlings in season. Composting and recycling continues to be a focus. Each class has a recycling bin for paper, a compost or chook bucket for food scraps. Rubbish free lunch days have been implemented with ‘spot’ checks during the term to encourage the use of recyclable containers and minimal rubbish.
In 2005 an audit of our usage revealed excessive use of water. The school applied for Commonwealth Water Grants and the successful applications has enabled us to install dual flush toilets and rainwater tanks to water the Sustainable Garden and oval. Water buckets are used to collect run-off from the drinking taps and students use the full buckets to water all garden areas within the school. The student WasteWise Group (The Super Sustainers) leads and manages the sustainable projects, meeting regularly and then conveying information back to their class. The students ‘drive’ the sustainable changes within the school, encouraging feedback to their peers through newsletter items and at assembly.
Our Global Community
Through PLAN, the school sponsors a young girl, Annet, who lives in Uganda.
Annet Arupia lives with her family in a house made of mud and wattle with a straw roof. The family obtains water all year round from a borehole with a hand pump, less than 1 km away. The nearest health facility is about 45 minutes away.
Annet was born on the 3 June 2003. She speaks Ateso and she is a Christian. Annet attends primary School. It takes 30 minutes for her to get to school.
Annet’s father and mother are peasant farmers.
She has two sisters, Betty and Margaret and three brothers, David, Steven and Alex.
Money raised by the students at Warrandyte PS goes to help the family with their daily living requirements and also helps Annet’s school. Sponsorship money allows the school to purchase books, paper and pencils.
Caring for our World
Introducing our adopted baby orangutan, Nody.
Nody is being cared for at the rehabilitation centre, Nyaru Mentong in Borneo. The sanctuary has rescued many baby orangutans from people who have them as pets and from Palm Oil plantations where they have been left to died due to their mothers being killed by plantation owners. Nody weighs approximately 19 kgs and is a male. Warrandyte Primary School students have raised money to adopt Nody.
National Tree Planting Day
We were lucky enough to have volunteers from Warrandyte State Park to help us to plant many different types of local plants around our school for National Tree Planting day.
Below are some examples of our ‘Buddy Program’ at work and working with our community.
Extra Curricular Activities
Community Music Program
The Warrandyte and District Community Music Program is an after school music program held at Warrandyte Primary School and is designed to provide quality instrumental music tuition to students. Instruments being offered include viola, violin, piano/keyboard, guitar, drums, flute, clarinet, voice, trumpet and saxophone.
During school hours, ‘Chess Ideas’ runs a challenging and competitive program for students from Years 1 to 6. The Chess program is designed to cover the whole spectrum, from beginners to accomplished players. At the end of the school year, children compete in an annual championship.
Healthy Kids Club
The new Victorian Prevention and Health Promotion Achievement Program will recognise achievements in promoting health and wellbeing and support the development of safe, healthy and friendly environments for learning, working and living in:
- schools and early childhood education and care services
- workplaces and workforces
- local communities.
The eight health priority areas are:
- Healthy eating and oral health
- Physical activity
- Mental health and wellbeing
- Safe environments
- Sun protection
- Sexual health and wellbeing
- Tobacco control
- Alcohol and other dug use
Healthy Physical Environment
A whole school physical activity policy is in place.
The school has a staff health and wellbeing policy which supports physical activity and active travel.
Students have access to a range of environments and equipment that encourage physical activity at break times, and before and after school.
Staff, families and students are encouraged to use active travel to and from school.
Active Travel Program
Warrandyte Primary School who has taken the first step towards becoming a healthier school and has joined the Active Travel Program at Manningham City Council. The Active Travel Program was developed to educate and motivate students, parents and teachers to reduce car use and actively travel to and from school. Here are some ideas on how you can be a part of it:
Ideas for active travel include:
- park and stride’ park your car a distance away from the school and walk, scoot or ride the rest of the way (e.g. 500m/10 minute walk)
- going for a ride with your children to develop their confidence and exposure to traffic situations, as well as explaining traffic signs and signals
- nominating a day to walk, ride or scooter to school
- carpooling with another family and sharing trips.
Manningham Council will work with Warrandyte Primary School to change community behaviour by reducing traffic congestion in school zones and to promote active and healthy ways of travelling for students and their families.
There will be an opportunity for all students to take part in school-wide events, competitions and classroom activities.
Parents and caregivers are also encouraged to join the Active Travel Committee.
The Active Travel Committee is established to help lead and promote the program within the school.
We are always looking for volunteers who can help organise events and competitions, market active travel in the school, lead walking groups to schools and enter data to record the weekly active travel surveys.