curriculum handbook - st george college, … · pre-entry/preschool program outline ... as...

Curriculum Handbook | Years ELC - 4 2018 CR ICOS Provider No. 02799F 1 | P a g e

CURRICULUM HANDBOOK

CURRICULUM HANDBOOK

ELC – Year 4 | 2018


About our Junior Campus

At St George College, the Junior Campus consists of students from ELC to Year 4. The education

offered in our Junior School is dedicated to fostering learning for life. We provide a safe, supportive

and stimulating environment that nurtures the development of self-confident, independent learners

who engage in learning with enthusiasm, enjoyment and determination.

From Reception, we focus on Literacy and Numeracy at every level every day and balance core subjects and skill development in reading, comprehension, spelling, writing, Information Technology,

Science and Mathematics, The Arts, HASS, Religion, Health and P.E, and with specialist classes in

Modern Greek and Chinese. Other staff provide support and extended learning for individual or group

of students, particularly in Mathematics and Modern Greek.

We have two entry points into full time school. One entering Reception at the beginning of the year

for students who turn 5 before May 1, and second entry point in July for the students who turn 5 in

the second half of the year. This second cohort enjoy our Transition Program which is full time school

and prepares the students well as they move from our Early Learning Centre into the more structured

environment of the classroom. The Junior School staff are passionate about teaching and learning

creating classrooms that are dynamic, uplifting and joyful learning spaces that respond to every

child’s academic, social and emotional needs. Parents are welcomed into our classrooms and viewed

as essential partners in the learning journey.

The students learn teamwork, social awareness and respect for others. They develop an

understanding of appropriate behaviours, good manners and self-discipline. Kindness, initiative and cooperation are valued and celebrated weekly at Morning Prayer. We have big dreams for our

students and inspire them to set their sights on achieving all that they can.


The Junior Years

ELC

Our welcoming, nurturing and loving environment values all children and families and the contribution they make to teaching and learning. Carefully planned, quality play experiences provide opportunities for our children to practise and develop skills and make sense of their world. Diversity and uniqueness is celebrated, regardless of age, gender, race, cultural background or additional needs.

We are informed by the Early Years Learning Framework that is supportive of a range of different theories and approaches to Early Childhood and extends and enriches children’s learning from birth to five years.

The ELC’s curriculum and pedagogy is based on the belief that:

Play-based experiences are meaningful, and through active exploration, a child gains confidence, learns strategies for thinking and reasoning and develops working theories for making sense of the natural, social, physical and material worlds.

Our ELC provides a unique Orthodox and Hellenic experience with a particular focus on Greek language and culture where children and educators interact in both Greek and English in fun and purposeful ways.

Our Early Intervention Program, identifies students in the early years who need additional help with their learning and are supported by special education staff and other professionals.

Routines are established to provide opportunities to learn about order, sequencing, and concepts of time. Established routines make for smoother transitions and help children to prepare mentally for the day ahead while providing frameworks in which creative learning can occur. This provides opportunities for making decisions and acting responsibly, and having a daily schedule that helps ease a child's transition to the structure of the school setting.

Playgroup (1-2 Years Old)

St George Playgroup is committed to creating high quality, creative, dynamic, educational programs for children aged 12 months to 2 years, their families and educators. Two sessions Tues 9-10:30am; Thurs 9-10:30am. Families can enrol in one or both

Our playgroup offers a social constructivist program, inspired by the Reggio Emilia approach to early childhood education and based on our fundamental belief that children learn best when their work is meaningful and in a social context. We integrate all areas of curriculum though short-term explorations and long-term projects. Children are viewed as protagonists in their learning and are encouraged to work in collaboration with their peers, parents and educators to co-construct new theories and ideas.

We believe that all children are capable, passionate and creative thinkers, who construct their own knowledge of the world.

Our playgroup curriculum is evolving with new insights and creating new possibilities.

Together, children, parents, care-givers and educators engage in explorations, that deepen learning and nurture relationships.

Learning through play, experimentation and positive role modelling

Strong partnerships with parents, and other members of the family

Confidence interacting with both peers and adults

Co-operative play skills as part of play interactions

Developing strategies for dealing with others

Developing fine motor skills Age appropriate coordination of large

motor skills


Program Outline

8:30am to 9:00am Arrival time (parents/caregivers support and assist children to engage in quiet activity)

9:00am to 9:30am Playgroup commences. Free play for children. Parents are encouraged to support and facilitate learning and have fun with their child.

9:45am to 10.00am Morning tea

10:00am to 10:20am Outdoor play in the ELC yard

10:20am to 10.30am Music Time: music and songs Goodbye

10:30am Dismissal

Pre-entry Program (3 Years Old)

The Pre-entry program is an educational platform specifically structured to guide and teach children about social behaviours such as turn taking, sharing and getting along. The program places emphasis on encouraging children to engage in shared play opportunities which enable the development of language skills. Teacher directed group activities allow for children to be involved in learning and develop confidence and the desire to explore learning. Structured and unstructured play opportunities support friendship making opportunities for children to express their individual abilities, interests and personalities. Families can enrol fulltime or part-time as per our ELC Terms & Conditions.

Preschool Program (4 Years Old)

Our Preschool program is specially designed to facilitate children's language and communication, problem solving, critical thinking skills and desire to discover, explore and investigate learning.

The program places a crucial emphasis on school readiness, preparing children with the skills, routine, social behaviours and classroom

engagement which everyday schooling requires.

The Preschool children enjoy and learn from a structured daily routine involving intentional teaching, child-directed learning, structured and unstructured play opportunities. Families can enrol fulltime or part-time as per our ELC Terms & Conditions. Pre-Entry/Preschool Program Outline

8:30am – 9:00am: Arrival Time and “Open Door” for Parents

9:00am: Bell Rings and parents depart from ELC Group time Intentional Teaching

9:20am: Indoor/Outdoor Play

10:30am: Morning Tea – Healthy Fruit Snack

10:50am: Group Time Story/Music Intentional Teaching

11:20am: Indoor/Outdoor Play

12:30pm: Lunch

1:00pm: Quiet Activity/Rest Time

1:30pm: Departure for Half Day Attendees Indoor/Outdoor Play

2:30pm: Afternoon Tea – Healthy Fruit Snack

Group Time Story/ Group discussions recap of the day

3:00pm: Dismissal

HOURS

Monday to Friday

8:30am – 3:00pm

Or

8:30am – 1:30pm


ELC Philosophy

The ELC Philosophy is linked to the College Mission Statement “To inspire and empower our

students to achieve their academic, personal and spiritual best”.

St George College is a Christian school, based on the Greek Orthodox faith. We serve a

community that includes and welcomes those from a diverse range of faiths and cultural settings.

As educators within the St George College Early Learning Centre, we believe in the importance

of creating a welcoming, nurturing and loving environment which values all children and families

and the contribution they make to teaching and learning in our Centre. We believe in the

primacy of early learning as the foundation for children’s future development. We strive for

excellence in our practice and pride ourselves on the communication and relationships we foster

within our vibrant school community. We recognise the importance of establishing strong

relationships and working in partnership with families to support children’s development, as well

as facilitating a life-long interest and enjoyment of learning.

Our aim is to provide a high quality, educational, language and play-based program that responds

to the needs and interests of individual children within a happy, safe, nurturing and stimulating

environment. Our children flourish by forming secure attachments and reach their full potential

by becoming confident, independent learners with a positive self-esteem.

Our carefully planned, quality play experiences will provide opportunities for our children to

practise and develop skills and make sense of their world through investigation, exploration,

manipulation, questioning and discovery.

We also respect and acknowledge each child as an individual learner with their own strengths

and needs. We value and celebrate diversity and uniqueness regardless of age, gender, race,

cultural background or additional needs.

As educators, the love and respect for our children will help them develop the ‘whole’ self.

Spiritual, physical, emotional and intellectual growth will allow children to thrive and have well

rounded experiences described as the “Belonging, Being, Becoming” in the Early Years Learning

Framework. Because we believe that each child is capable and competent, within our service

children have agency and autonomy and are supported to make wise choices.

By working collaboratively as a team to generate effective observations of each child and by

encompassing the culture and beliefs of each family, we will create a rich program to cater to

each child’s interests and individual learning styles. Our goal is to foster and encourage the

potential of children as citizens of today and to support them in becoming proficient and active

participants in society.

We acknowledge and respect the values and customs of the traditional custodians of this

land. We would also like to pay our respects to the elders both past and present. The Kaurna

people lived here for thousands of years, raising and teaching their children. We extend our

hands in friendship as we walk together on this land.


We are informed by the Early Years Learning Framework that is supportive of a range of different

theories and approaches to Early Childhood. The Early Years Learning Framework (EYLF) extends

and enriches children’s learning from birth to five years (Australian Government, 2009:5).

The ELC’s curriculum and pedagogy is based on the belief that:

Play-based experiences are meaningful, and through active exploration, a child gains confidence,

learns strategies for thinking and reasoning and develops working theories for making sense of

the natural, social, physical and material worlds.

Our ELC provides a unique Orthodox and Hellenic experience with a particular focus on Greek

language and culture where children and educators interact in both Greek and English in fun and

purposeful ways.

We also have an Early Intervention Program, which identifies students in the early years who

need additional help with their learning and are supported by special education staff and other

professionals.

Reception to Year 4

The Early Years of education are critical to the degree of success that learners will experience

throughout their schooling.

At St George College, the Junior Campus provides facilities that have been purpose built and especially

designed to deliver a curriculum that is appropriate to meet the needs of individual young learners.

The large classrooms and the emphasis on a child centred approach to learning provide a strong

foundation for our students in literacy and numeracy.

A strong emphasis is placed on explicit teaching in the junior years.

The Diverse Learning Program offered on the Junior Campus caters to a wide range of student needs,

abilities and interests. Our ongoing commitment to inclusive education with programs like our

Resource Based Learning and Enrichment in Mathematics, Literacy and Modern Greek. Early

Intervention with our Learning Assistance Program in literacy and numeracy and our Pascal

Information Technology Centre also allows our students to acquire the skills and confidence to achieve

to their full potential.

Learning in Digital Technologies builds on concepts, skills and processes developed in the early years.

The Enrichment and Resource Based Learning programs further encourage our students to develop

creative and critical thinking skills and a deeper understanding of more complex ideas.

Our Well-being and Resilience Program also brings our students together to foster a sense of

belonging, enhancing student-centred support through a variety of innovative and creative activities.


Facilities The Junior Campus comprises of individual large well equipped classrooms for each year level - learning

support /extension rooms, a multi-purpose school

activity hall and other spaces where classes move to

other key learning areas, such as our specialist Phidias

Art Centre for creativity, the Odysseus Elytis Library for

Resource Based Learning and the Pascal IT Centre equipped with an array of media equipment. The Centre

also incorporates a multipurpose room that provides

many additional uses and opportunities for

collaborative learning, specialist presentation and

workshops, co-curricular activities and out of class

learning experiences.

A variety of outdoor spaces include a new well equipped

playground, ground games courtyard, vegetable gardens, basketball court and a play pods – an exciting

initiative where students use a variety of equipment to

build, create, learn and have fun during recess and

lunch.

At the foundation of our thriving and compassionate

collegiate community is our pastoral care Wellbeing

Program. Wellbeing is a significant aspect in all that we

do and Junior School students are provided with daily

wellbeing and support.

St George College places great importance on wellbeing

and the nurturing of the whole child. Every student’s

social and emotional wellbeing is supported in specific

lessons designed to explore aspects of personal

development and in the creation of strong, positive

student/teacher relationships. We value the partnership

between home and school, working with parents to

support each child’s learning.

Students in all year levels are given opportunities to

develop skills of personal leadership and responsibility.

Every student is encouraged to lead and model

behaviours that affect others in positive ways.

Our Years 3 and 4 SRC students are provided with very

specific opportunities to develop their leadership

potential. At the beginning of the year they are inducted

as our Junior Campus leaders and presented with their

badges. The Years 3 and 4 students then proudly take responsibility for a range of Junior Campus activities and

events throughout the year.

Beyond the Classroom In addition to the formal curriculum program a wide range of co-curricular and extra-curricular sports and

activities are offered throughout the year. These cater

for students’ interests and particular skills outside of the

classroom. Getting outside of the classroom and

involved in other activities enhances students’ overall

learning and social development.

The extra-curricular and co-curricular activities available

to our students include:

Court sports: netball and basketball

Field sports: soccer Outdoor: gardening club

Indoor: cooking club, Greek dancing, art club

Involvement in major school based initiatives: Book

Week, Grandparents Day, Sports Day,

Christmas Concert

Competitions: ICAS competition, Australian

Mathematics Competition

Fortnightly Junior Campus assemblies, excursions,

incursions, instrumental lessons

Buddy Programs In a school like ours, with a road dividing the two

campuses, setting up ‘Buddy Classes’ between upper

and lower primary helps develop a sense of unity and a

sense of belonging and being valued. Central to this is

encouraging the children to develop a strong self-

awareness. A key strategy for achieving this goal is the exploration of relationships with others is also to build a

community spirit within St George and the family ethos

of the college.

Each junior class has been assigned to a buddy class and

the program is curriculum based where students across

ages work together in joint activities. These involve listening to reading, assisting with writing, supporting

with computing, playing sports and creating art/craft

activities.

During these peer support/mentoring lessons the older

students enjoy assisting their little friends and it

provides an excellent opportunity for them to become

positive role models where friendships develop and are

valued. The bond formed between students continues

as they progress through the school across campuses.


Curriculum St George College Junior School provides an all inclusive

learning experience that is not limited to academic

pursuit but supports students to develop strong

decision-making and creative problem-solving skills. Our

young students are encouraged to reach their full,

individual potential through extensive academic,

sporting, music, art, language, technological and co-

curricular programs, combined with a nurturing pastoral

care system. Students are supported and guided in the

development of social and communication skills,

equipping children to be effective and articulate

participants in an ever-changing society.

Our core curriculum merges traditional academic subjects with equally important practical, spiritual and

creative learning. Our College also provides support and

extension opportunities for students needing it. Regular

small group sessions for all students enable higher

teacher/student discussions and take the form of in-

class support, individual and small group work and

learning teams. Our highly qualified teachers are skilled

at providing experiences that are engaging and relevant

and are backed up by a rigorous process of planning and

review.

Our professional teaching team work collaboratively to

implement the Australian Curriculum in ways that

support every student’s learning. They create learning

environments that promote the sharing of knowledge

and best practice in all classrooms and ensure that

parents are kept informed with regards to student

progress and expectations.

All students have access to a broad learning program

which includes both core and specialist subject areas.

These are:

Mathematics

English

Science

Humanities and Social Science (HASS) – Geography,

History, Civics and Citizenship (Years 3 - 5

only)

Health and Physical Education

The Arts: Dance, Drama, Music, Visual Arts Technology: Digital and Design

Languages: Modern Greek and Chinese

Religious Education

Literacy and Numeracy

The Junior Campus places great importance on the teaching of numeracy and literacy. We have

Mathematics Extension of small groups with

individualised attention and guidance according to their

needs. We also have a Learning Assistance Program

(LAP) for individual support to students in literacy.

Teachers combine a range of teaching approaches so that students experience innovative learning environments. Our junior primary classes build on their experiences for our ELC to incorporate inquiry and learning intentions through creative play. Lessons are designed to enhance oral language skills, develop sustained independent inquiry, problem solve, collaborate and reflect.

HASS

In the junior primary, studying Humanities and Social Sciences (HASS) is an essential part of students developing the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, economic and societal factors involved and how these different factors interrelate. Students get the opportunity to explore important ideas and events, through a range of interactive and creative ways.

Science

There is an increasing importance placed on the development of scientific investigation and reasoning skills for the future. The Junior students have a variety of opportunities to develop scientific questioning and investigation skills, undertake experiments, inquire and question about the biological, physical and technological world.

STEM

As well as Mathematics and Science being taught as individual subjects, students will be engaged in integrated activities of Science Technology Engineering and Mathematics. Junior School staff are accessing professional development in this area and this knowledge is constantly being passed on to students through a number of engaging and innovative activities that include the use of coding and robotics.


Physical Education

Physical Education at St. George College aims to develop

a positive attitude towards physical activity. All students

participate in weekly lessons as well as daily fitness

activities. A wide range of physical activities is used to

assist in the students physical and social development

with a major emphasis on sportsmanship and positive

lifestyle attitudes.

Also, a variety of sporting opportunities are offered to

the junior students through our curricular program

where students engage in sports teams. These aim to

maximize opportunities for physical activity, provide

opportunities for movement, skill development and

improved physical competence and develop strategies

for effective team work. The College regularly competes

in a variety of competitive sporting events.

Languages

Our Languages Program involves the allocation of

additional language lessons where students learn

Modern Greek and Chinese with specialist teachers.

Students are exposed to both language and culture and

just as importantly, benefit from the well researched

cognitive and affective development that results from

learning another language. We aim to promote an

awareness and to broaden students’ knowledge of

cultural diversity within our community at all year levels.

Activity based lessons with emphasis on games, songs

and speaking activities. Language and content are drawn

from students experiences in immediate and familiar

situations and from student questions.

Homework Policy

Homework is an integral component of a student’s

academic education at St George College.

Positive parental interest in children’s education is a

powerful means to enhancing learning and wellbeing.

Homework can support and enrich the individual

learning of students, both academically and socially.

The setting of homework reflects the discretion of the

individual teacher, however there will be consistency

amongst year level teams. Completed homework will be

valued by the teacher who will mark it and provide

students with feedback.

Homework serves many purposes throughout a

student’s education. These include:

developing organisational, time management and study skills which form the basis for life long learning and intellectual growth

developing skills in self-discipline and self-motivation

providing opportunities for practise and reflection

encouraging reading, which is a key way to improve literacy skills such as spelling and writing for a variety of purposes

providing parents and teachers with information about individual students’ progress and learning needs

extending students’ skills, knowledge and understanding in specific learning areas.

To promote positive work habits the following

guidelines have been agreed upon as it is important to

bear in mind the individual differences in the length of

time it takes students to complete tasks. Some students

take longer than others to complete set tasks, others

need more support to complete work successfully.

Junior Primary (Years F-2)

Reading: 10 minutes per day

Homework will be set in literacy and/or numeracy each day, approximately 10 minutes per day

Primary (Years 3-4)

Reading: 10-15 minutes per day

Homework will be set in literacy and/or numeracy each day, approximately 30 minutes per day

It is essential for ALL students to spend time at home practising their reading each day.


Reading is a fundamental skill that requires practise regardless of age or ability. Students who practise reading regularly will benefit significantly across all areas of learning. Reading needs to be monitored by parents at home as it is the single most important strategy in extending vocabulary, improving spelling and broadening students’ word and general knowledge. Parents are encouraged to help their children establish good study habits by providing a quiet, well-lit space, monitoring that set work is done, signing diaries daily and listening to reading. There are some purposes for homework which are specific to the age and learning level of students – their cognitive development, concentration span and capacity to retain information. For example, practising short repetitive tasks is appropriate for Reception and Year 1 students, however by Year 4, students move progressively to assignments which involve research and presentation that span over a number of weeks’ work and which require the integration of skills and curriculum areas. As students’ progress through their schooling years at St George College, homework will change from shorter to longer, from simple to more complex, from teacher directed to student directed. At all times teachers and parents need to be working together so that each student’s progress is monitored and their learning needs are identified and appropriately met.

Diaries

This diary is provided to all students in Years 3-4. Students will record their homework tasks in their diaries and present them to their parents for signing each week. Diaries can also be used by parents and teachers to communicate in writing.

Behaviour Code of Conduct

Student behaviour will support the rights of all students to learn and all teachers to teach

Success at school for all students and teachers is dependent upon student behaviour that supports a safe, orderly, productive and successful teaching and learning environment

Countering bullying, with an emphases on learning about and putting rights and responsibilities into action, empowers our students and provides them with confidence and resilience.

Our Behaviour Management is about –

providing a success oriented environment where the intellectual, cultural, social and physical achievements of all students are highlighted

creating a partnership between the school and home where there is shared expectation that students are accountable for their behaviour

not confining the consequences for unacceptable behaviour to rigid responses that do not recognise the individuality of our students and their circumstances.

Our Behaviour Code guidelines and rules for student behaviour are for all students to –

focus on their work and their learning

learn self-responsibility for their behaviour

make choices to co-operate with others

The guidelines and rules discussed in class and with new students at enrolment promote the –

students are only to be in the school buildings when accompanied by a teacher

students are to respect others’ rights and property and are not to bring socially unacceptable items to school

students are to act in a sensible and safe way at all times, in the supervised areas

students do not leave the school grounds any time between 8:30am and 3:10pm

students are to be co-operative and to respond to adults with courtesy

students are to care for the environment

Extreme Inappropriate Behaviour There is no tolerance for –

swearing

violence, harassment or bullying

refusal to follow any instruction given by a staff member


Classroom Considerations

We develop a positive teaching and learning environment by -

affirming classroom guidelines and rules

recognising students, who work within the guidelines and rules, for their positive contributions

providing for students who choose not to follow the Behaviour Code guidelines and rules to usually follow four steps.

Step 1: Reminder and/or Warning

Step 2: Class Time Out

This is time to think and plan a behaviour change.

Step 3: Support Class

This is removal from the student’s own class or another class for a short time.

Step 4: Office Support or Office Action

This is removal from the classroom for supervision and action by senior staff

Yard Considerations If students choose not to follow the Behaviour Code guidelines and rules they spend the play period in Time Out to plan a change in their behaviour. Extreme or persistent inappropriate yard behaviour will result in leadership intervention.

Consequences With repeated, continued or extreme inappropriate classroom or yard behaviour students parents will be notified.

Available options for the management of student who display extreme or persistent inappropriate behaviour are:

preparation of a student Development Plan by staff in conjunction with the student and his/her parents

‘take home’

Supervision

partial attendance

exclusion from school activities

Support is provided for students who require assistance to plan for change in their behaviour.

The consequences for inappropriate behaviour will depend on the severity and frequency of the behaviour.

Assessment and Reporting

Parent / Teacher Interviews Formal parent / teacher interviews are held in Week 6 of Terms 1 and 3. A general parent information day is held on Monday of Week 1 in Term 1. Other interviews are on a needs basis only organized by either the teacher or parent.

Student Reports

Students are assessed in all subjects at regular intervals throughout the year. Written Semester Reports for all subjects are sent home at the end of Term 2 and 4.

curriculum handbook - st george college, … · pre-entry/preschool program outline ... as...

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