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JOHN CALVIN SCHOOLS OF WAPREPRIMARY CURRICULUM DOCUMENTATION

General Guidelines:

As for all Australian schools, JCS preprimary classes are required to meet the requirements of the Australian Curriculum. The material contained in the AC provides sufficient structure and content to determine our PP curriculum.

At the same time, we note that the PP curriculum incorporates strong linkages with the Early Years Learning Framework, and in practice the curriculum structure of our PP should address the EYLF outcomes as well.

The following statements are intended to provide direction to current and future teaching staff, to ensure that current best practice, consistency and coherence are maintained across our schools. These statements are attached as appendices:

Early Childhood Practices that Promote Children’s Learning. This statement focuses especially on the important role of learning through play, and the need to provide a learning environment that promotes intentional learning through play. (Appendix A, page 3, below)

Literacy in Preprimary. The focus is on preparing children for formal literacy learning, and readiness for reading and writing. It incorporates a screening process to ensure that the development of pre-literacy and early literacy skills is supported in all children, and to help determine starting points for instruction of all children. (Appendix B, page 4, below)

Numeracy in Preprimary. This statement highlights the connection between literacy and numeracy and the primacy for activity-based learning. (Appendix C, page 5, below)

A Framework for Integrated Learning. Integrated learning that is strongly literacy-based and draws on content areas (science, S&E, health) is the preferred approach for PP learning. A list of agreed integrated themes and topics is included. (Appendix D, page 6, below)

Specific Learning Areas: English: The current curriculum documentation for Language and Literacy in place

in JVCS Primary Schools meets AC requirements at the Foundation level, and provides sufficient structure and direction.

Mathematics: The current core Mathematics resources in use in our schools meets AC requirements at the Foundation level. The use of a common core Maths resource across the schools may be desirable, but is not essential.

Science: Most of our PP classes work with Primary Connections, which is aligned with the AC. This resource, while not prescribed, provides strong and explicit connections with language and literacy, has a focus on hands-on investigations, and leaves scope for learning in Science that is consistent with the values and belief statements of the John Calvin Schools.

History: The work done within the schools on the AC History curriculum gives sufficient scope, and lends itself well to integrated learning (see above).

Preprimary Planning Guidelines

Geography: Currently, AC Geography is still in draft form. Its scope and structure makes sense, and lends itself well to integrated learning. The Draft Content Statements and Achievement Standards should be used as appropriate in planning for teaching and learning.

The Arts: Currently, AC Arts is still in draft form. It is recommended that its Content Statements and Achievement Standards be used as appropriate in planning for teaching and learning

LOTE: at PP level any exposure to LOTE will be largely incidental. Once Draft AC Languages is released, its Content Statements and Achievement Standards should inform planning fro teaching and learning, as appropriate.

Health & Phys Ed: Continue with the present FMS programme and the current JCS Health S&S until release of AC HPE. Any in-servicing in FMS will be decided on at school level.

Religious Instruction: To continue as per current practice Bible Stories: Three stories per week

Term 1: Creation to Jacob; Easter Stories Term 2: Joseph to Judges Term 3: Samuel to end of Old Testament Term 4: Christ on earth.

Church Studies: one lesson per week, to be structured around Come Join Us in Worship by Inge De Visser

Memorization of Psalms and Hymns: current list to be reviewed once the schools decide on the introduction of the revised Book of Praise.

2. Planning Documentation:The planning format for Preprimary will be linked to the standard planning format agreed to at each school. It will require additional elements, specifically in relation to integrated learning and into the arrangement of the learning environment. The attached planning proforma (See Appendix F, page 8, below) has been adopted, to be reviewed at the end of the 2013 school year.

A planning overview is attached, which provides for teaching and learning in the integrated units to be linked to the core documentation of the school (values statement and OLO’s), as well as the EYLF, and allows for tracking the contents covered and outcomes addressed in the course of the year.

3. Reporting:

The attached reporting format is to be used when reporting on student progress to parents. It is to be adapted to align it with the current report format of each school. (See Appendix E, Page 9, below)



APPENDIX A: Early Childhood Practices that Promote Children’s Learning

The first years of a child’s life impacts on their whole life experience and this is especially true for education. Pre-Primary is the first year of formal full-time schooling and it is vital that all children feel safe, supported and develop positive attitudes and dispositions toward current and future learning. The Early Years Learning Framework (for settings catering from birth to age 5 – which include current Kindergartens) puts young children, their interests and their learning at the heart of the ‘curriculum’. In it are identified 8 essential pedagogical practices that promote learning in young children. These have been developed through research and are considered current best practice for learning in the Early Years of Schooling (including PP). We believe that these approaches are consistent with the Biblical view of the created-ness of our children. Decisions relating to staffing and resources must reflect best practice for the optimal development and learning of these children.

EYLF PracticesHolistic approaches Learning environments

Responsiveness to children Cultural competenceLearning through play Continuity of learning & transitionsIntentional teaching assessment for learning

Learning through playPre-Primary teachers should make themselves familiar with the EYLF as the Australian Curriculum builds on the EYLF (1). Play features prominently as a way for children to engage with the curriculum and to develop a positive pre-disposition for learning. Apart from the obvious social benefits of play, play is also known to extend children’s learning and working within the Zone of Proximal Development (2), allows children to experiment with new materials and to consolidate learning in meaningful ways.Play is a very broad concept. Looking at ways of playing, it is important that we consider all the different types of play and how these can be a catalyst for learning. Play can be voluntary, but it can also be set up in such a way that teachers teach intentionally in playful ways and the learning is more directed. Setting up the environment and time management are key to developing higher levels of play and it becomes the teacher’s role to plan for play and to use play as a means of assessment for future learning. Teachers are very involved with the learning that occurs during play and make mental or written notes regarding the children’s questions, skills and frustrations.

Some Types of Playexploratory role play physical playcreative play social play/communication functional playinvestigative rule based play play based learningconstructive play co-operative play reflective playReferences and further reading:

1. Connor, Jenni, (2011) Foundations for Learning: Relationships between the Early Years Learning Framework and the Australian Curriculum An ECA-ACARA Paper

2. Bodrova, E. and D.Leong (2007) Tools of the Mind (p. 132-133)Duncan, R (2011) Early Years Learning Framework: In ActionCurtis, Deb and Margie Carter (2003)Designs for Living and Learning: Transforming Early Childhood EnvironmentsCurtis, Deb and Margie Carter (2011) Reflecting Children’s LivesBriggs, Mary and Alice Hansen (2012) Play-based Learning in the Primary Schoolwww.earlychildhoodaustralia.org.au\nqsplp\ (newsletters on current issues and practices in early childhood


http://www.earlychildhoodaustralia.org.au/


APPENDIX B:LITERACY IN PREPRIMARY

In Preprimary a large component of the curriculum is preparing children for formal literacy learning and readiness for reading and writing. The teacher should build from the knowledge learnt through the Early Years Learning Framework and plan from the Australian Curriculum- Foundation Level.

The early childhood educator should provide a literacy rich environment to encourage the love of reading and writing. The teacher is encouraged to read to and engage their students in books and literature every day.

In the first few weeks of the school year the teacher will need to undertake a formal screening assessment to determine the strengths and weaknesses of the students. The assessment should target phonological awareness, concepts of print and reading readiness. (A standardized formal on-entry assessment for all schools is still being developed by AISWA – currently schools decide on their own assessments).

The teacher needs to consider the following aspects of literacy in their yearly plan: Phonological awareness

o Rhymingo Syllableso Word recognitiono Initial sounds/Final Soundso Alphabet symbol soundso Blendingo Segmentingo Sight Words

Concepts of Print Writing

o role play writing through to phonetically correct writingo Letter formation (handwriting)

Engagement in various forms of literacy including multimodal texts, digital media and ICT

Oral language o Show and Tello Poetry/Nursery Rhymeso Narrative retell/Bible retello Drama o Social interactive languageo Development of age appropriate and content specific vocabulary

Literacy learning is taught through all subject areas through exposure and intentional teaching. The teacher needs to be aware of how to bring literacy learning to the fore in the other learning areas.



APPENDIX C:NUMERACY IN PREPRIMARY

Numeracy learning in the Pre-Primary year proceeds in a continuum from concrete to pictorial to symbolic. At this age, children learn best through manipulating concrete materials and interacting with their environment. This environment ought to be carefully planned to encourage the development of mathematical concepts.The following are key features of a strong Pre-Primary mathematics curriculum:

1. A learning environment that supports exploration: a range of settings that caters for independent work, shared exploration and small-group or large-group teacher contact.

2. Play and conversation: hands on-interactive learning using a broad range of everyday manipulatives and purpose-created resources, is combined with questioning and discussion to observe, reason and solve problems.

3. Language: developing a strong understanding of basic mathematical vocabulary and to develop concepts through modelling and explanation.

4. Everyday context: Mathematics learning supports a growing understanding of the everyday world, and is embedded in everyday imaginative play settings.

5. The place of mathematics in the PP curriculum: Mathematics learning takes place on a daily basis and is also integrated into the overall learning programme. Spending about an hour a day on maths focused learning is expected.

6. Assessment for learning is ongoing: it focuses on providing feedback on student development, and informing future action by teacher and students. It is primarily based on observation of student learning behaviours, and questions/conversations with students about their understandings based on what they are doing and producing. At times more formal pencil/paper tests may be necessary.

7. Australian Curriculum: The AC Maths Foundation Level Content Statements and Achievement Standards will form the basis for learning expectations in the preprimary year.

Resources:

While core resources are valuable, they are not intended to be followed in a page-by-page manner; rather, their use will depend on the professional judgement and choices of the teacher about the needs of their students. Core Mathematics resources are likely to include one or more of the following:

Stepping Stones (connections to many computer based activities) Signpost Mathematics (Pearson) Exploration Mathematics (Addison-Wesley)



APPENDIX D:FRAMEWORK FOR INTEGRATED LEARNING

Definition The bringing together of different learning areas into one main unifying theme

with a clear focus on literacy learning. These themes may be short or long term.

A way to integrate and contextualize learning while teaching with clear intentions and a specific focus as required for particular skills

Makes provision for inquiry driven, learner focused and world related learning program that develops the underlying General Capabilities of the AC

There is a strong focus on play-based learning and activities that are promoted through the choice of activities but especially through the environment of the learning context – both in the classroom and outdoors (includes excursions)

What does it look like in practice? Themes and topics need to be relevant for the children and should reflect a

responsiveness to the children’s interests and needs (social, emotional or academic)

Learning includes mat time, discussion and direct instruction. This includes whole-class sessions and small group and individual sessions. There will also be many activities and play based learning opportunities based on the theme and student interests

Planning for learning Making the most of the teachable moment and developing a flexible approach to

teaching – but also observing and reflecting on what needs to be learned according to the Australian Curriculum

When planning it is recommended that you focus on two or three main content descriptors that you plan to develop and assess – don’t overload the program.

This means selecting a host learning area relevant to the topic and/or content. When planning it is important to plan for the content, the resources, the

environment and TIME for reflection and sharing of children’s learning.

See suggested planning proformaseg: Curriculum Yearly Overview- highlight the host outcome(s) for the theme and then in a different colour you could highlight sub themes. Over the year multiple copies of this document would give a clear overview of what curriculum has been taught in that year


Suggested Integrated Themes and Topics for Pre-Primary Plan with the curriculum in mind but also the interests of the children in your class Make sure in planning that you specifically link the topics with the other learning areas and in

particular Mathematics and English When planning a specific theme or topic look at the curriculum planned for the following years also

so that the main focus does not cover their content area. You could touch on some elements specifically taught in later years as children seek further learning.

Key Learning Area Strands Suggested Theme/TopicScience Science Enquiry Skills The senses

Biological Science Pets / vetsPlants and their careStaying aliveFarms

Chemical science What’s it made of?

Physical Science On the moveTransport/Toys/AnimalsI can move

Earth and Space Weather in my world(see Geography also)The seasons

History Historical Knowledge and Understanding

Me and my Family

CelebrationsGrandparentsLittle Red Riding HoodWhen I was young

Geography Environment connect to weather in ScienceSpace Making MapsPlace My environment

Special placesHealth Relationships Getting along with others

Stop Think Do (social skills)Safety and Environment personal safety

traffic safetywater safetyemergency procedures

Health and Nutrition looking after my bodyhealthy foodspersonal hygienedoctors and nurses

Growth and Development similarities & differencesexternal body partsgrowing and changingthe senses

Suggested excursions/incursions: Health: Princess Margret Hospital : familiarization Stations (incursion)

Fair haven; Armadale Hospital – you can visit there for freeBaker’s Delight / local shops

Animals: Farmyard on wheels (incursion); Old MacDonald Farms (incursion); Cohuna Wild Life; Kelmscott School Farm; Peel Zoo; Raptors;

History: local museums Environment: Baldivis Children’s Forest; Science: Sci-tech (incursion relating to a topic)



APPENDIX E:SAMPLE PREPIMARY PLANNING PROFORMA

PLAN

NIN

G PR

OFO

RMA:

LEA

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TEN

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NS

REFL

ECTI

ON

S/

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Lear

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Cen

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:

Dram

atic

Play

Cons

truc

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Read

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Writi

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raw

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Sens

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Clay

/Dou

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liabl

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bsta

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O

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Art/

Crea

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Expl

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Opp

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Tran

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SPEC

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LEA

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For t

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AUST

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Cont

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APPENDIX G: Preprimary REPORT FORMAT (Front Cover as per individual School)

Effort

Highly Developed

Developing W

ell

Developing Satisfactorily

Needs Further Developm

ent

Yet to Develop

RELIGIOUS STUDIESRecall of Bible Stories PsalmComments:

ENGLISH LEARNING AREAReading and ViewingReading Behaviours & SkillsComprehensionBank of Sight Words

WritingConnection between letter and soundWriting Behaviours & Skills

HandwritingFormation of the upper and lower case letters of the alphabet

Speaking and ListeningRecount personal experiencesListening SkillsSpeaking SkillsContributes to class discussions

PhonicsRhymingKnowledge of the letter soundsBlending & Segmenting

Comments:

MATHS LEARNING AREANumber

Copies and continues a patternCan count with skill and understandingCan connect quantities, numerals and number names to 10

SpaceCan describe the position of objectsRecognises and names shapes


MeasurementCompares length, mass and volumeKnows the days of the weekOrders Events

Chance and DataCollects and interprets dataComments:

Effort

Highly Developed

Developing W

ell

Developing Satisfactorily

Needs Further Developm

ent

Yet to Develop

MOTOR SKILLSFine Motor

Pencil grip and controlScissors control

Manipulation of tools and materials

Gross MotorFundamental Movement SkillsCoordinationAwareness of others around themComments:

THE ARTS

Shows imagination

Draws and paints recognisable picturesParticipates in drama activitiesCan move to musicParticipates in singingComments:

SOCIAL AND EMOTIONAL DEVELOPMENTCooperates in group activities


Can take turns and shareCompletes tasks independentlyIs self-motivatedIs confident in trying new tasksComments:

PERSONAL DEVELOPMENTRespects the teacher’s authority

Demonstrates appropriate classroom behavioursDemonstrates appropriate playground behaviourTakes care of personal and school property

GENERAL COMMENTS

________________________________ ________________________________Class Teacher Principal

Number of Half Days Absent:


ETHOS STATEMENT

The _________ John Calvin School has been established to cater for the needs of parents who are members of the Free Reformed Churches of Australia. It makes provision for primary education (pre-compulsory and compulsory), and helps parents fulfil the promises they made at the baptism of their children, namely, to have them instructed in the doctrine of the church to the utmost of their power.

By this doctrine we mean the teachings contained in the Bible, confessed by the Free Reformed Church as being the infallible Word of God, which has been summarised in the Three Forms of Unity (the Heidelberg Catechism, the Belgic Confession, and the Canons of Dort).

The school aims to assist parents in providing a sound educational program of learning and has as a general aim of education the following:

“The aim of our school is to assist parents in the education of their children, to

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