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Primary School Curriculum Handbook 0

2018


Mount Scopus Mission Statement

Learning Principles

2

The Primary Years Program

Learner Profile 3

Essential Elements 4

Attitudes 6

Inquiry Based Learning 7

Transdisciplinary themes 8

Program of Inquiry 9

Key Learning Areas

English 11

Jewish Studies: 13

Mathematics 19

Table of Contents

Visual Art 24

Music 25

Physical Education 26

Personal and Social Development 27

eLearning 29

Kitchen Garden 30

Extra Curricula Activities 31

Early Learning Centre 32

Student support 33

Assessment and Reporting 34


Mount Scopus Memorial College Mission Statement

Mount Scopus Memorial College

Our Mission

The mission of Mount Scopus Memorial College is to provide each student with an education and an environment that:

promotes excellence in learning and academic

achievement by means of inquiry and critical thinking and

by creating a desire for lifelong learning

develops the student’s whole personality by offering a

wide range of activities, inside and outside of the

classroom

provides Jewish learning, values, experiences, within a

Modern Orthodox and Zionist Framework, that enable

each student to make an informed choice as to the

meaning of their Jewish identity

engenders values, knowledge and skills so that students

can play their full part in their communities– as members

of the College, as Jews, as Australians and as citizens of

the World.


The staff of Mount Scopus Primary Schools collaborated to explore our beliefs about how learning best takes place and articulated the following principles, on which we strive to base all educational decisions within our school community.

Learning Principles

We believe that…

We learn in different ways, depending on abilities, preferences and

interests.

Learning takes place through inquiry: questioning, exploring,

experimenting and problem solving.

Learning includes acquisition of skills and knowledge, constructing

meaning and transfer to different contexts.

Learning is active and social and is enhanced by collaboration and

interaction.

Learners need to feel secure, valued and able to take risks.

Learning needs to be challenging, meaningful, purposeful and

engaging.

Learning includes meta-cognition and reflection, which support

learners taking ownership of their learning.

We ask a lot of questions and gather data for our inquiries.

We collaborate with the people around us and use each other’s

strengths. We all learn from each

other.

We think about our thinking and reflect on our learning. We

take ownership.

We practise and apply our knowledge and

skills to make sense of our learning.

We are encouraged to explore different ways of learning and feel safe sharing our

ideas.

We challenge ourselves in our

learning and we are enthusiastic and

involved


The Primary Years Programme of the International Baccalaureate

International Baccalaureate Organisation Mission Statement The International Baccalaureate Organisation aims to

develop inquiring, knowledgeable and caring young people

who help to create a better and more peaceful world through

intercultural understanding and respect.

To this end the IBO works with schools, governments and

international organisations to develop challenging programs

of international education and rigorous assessment.

These programs encourage students across the world to

become active, compassionate and lifelong learners who

understand that other people, with their differences, can also

be right.

The Learner Profile of the PYP Student

They are:

Inquirers

Thinkers

Communicators

Risk-takers

Knowledgeable

Principled

Caring

Open-minded

Well-balanced

Reflective

Attitudes

Appreciation

Integrity

Independence

Commitment

Creativity

Confidence

Respect

Curiosity

Tolerance

Cooperation

Enthusiasm

Empathy


Inquirer The student…

asks meaningful questions

demonstrates curiosity

is motivated to research and learn.

Risk Taker The student…

is prepared to try new things

is willing to make mistakes.

Caring The student…

tries to find helpful solutions

acts as part of a classroom community.

Knowledgeable The student:

explores concepts, ideas and issues

applies knowledge to own experience.

Thinker The student…

thinks critically and creatively

makes connections

solves problems and makes decisions.

Principled The student… thinks about what is right and wrong and acts accordingly is honest with self and others accepts responsibility for own actions.

Open-Minded The student…

considers other people’s perspectives

demonstrates tolerance.

Reflective The student…

effectively explains what has been learned

identifies how to improve the next time.

Communicator The student…

expresses ideas and information confidently

uses language effectively

listens attentively.

Balanced The student…

has varied interests

uses time wisely.

The aim of the PYP program is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world.

The Learner Profile

The Five Essential Elements of the PYP Curriculum


Knowledge What we want the students to know about. The PYP identifies a body of knowledge for all students in all cultures, in six principal subject areas: language, humanities,

mathematics, science and technology, the arts, personal, social and physical education. Wherever possible they are taught

within the context of the six transdiciplinary themes.

Who we are

Where we are in place and time

How we express ourselves

How we organise ourselves

How the world works

Sharing the planet

Concepts What we want the students to understand.

The PYP curriculum is structured around eight key concepts which enable students to explore powerful ideas. These

concepts provide a lens which promotes deep inquiry.

Form What is it like? Function How does it work?

Causation Why is it like it is?

Change How is it changing?

Connection How is it connected to other things?

Perspective What are the points of view?

Responsibility What is our responsibility?

Reflection How do we know?

The Five Essential Elements of the PYP Curriculum


Skills

What we want the students to be able to do. In addition to subject specific skills, the construction of meaning is complemented by students acquiring and applying

a range of trans-disciplinary skills. These skills are valuable not only in the units of inquiry but also for any teaching

and learning that goes on within the classroom and in life outside the school.

Thinking skills Social skills Communication skills Self-management skills Research skills

Attitudes

What we want the students to feel, value and demonstrate.

While recognizing the importance of knowledge, concepts and skills, these alone do not make a well-rounded,

internationally-minded person. It is vital that there is also focus on the development of attitudes towards people,

towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the

group.

Action

How we want the students to act?

An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the

student as a result of the learning process. This action will extend the student’s learning, or it may have a wider

social impact, and will vary within each age range. PYP schools can and should meet the challenge of offering all

learners the opportunity and the power to choose to act, to decide on their actions and to reflect on these actions in

order to make a difference in and to the world.


We encourage our students to demonstrate the following attitudes and to set goals as to how to achieve them. Appreciation: Students appreciate the wonder and beauty of the world and its people.

Commitment: Students are committed to their learning. They persevere and show self-discipline and responsibility

Confidence:

Students feel confident in their ability as learners. They have the courage to take risks, apply what they have learned and make appropriate decisions and choices.

Empathy:

Students can imagine themselves in another’s situation and try to understand his/her thoughts, reasoning and emotions.

Curiosity: Students are curious about the nature of learning and of the world, its people and cultures.

Enthusiasm:

Students enjoy learning and participating in activities.

Integrity: Students are honest and think about what is fair.

Cooperation:

Students cooperate, collaborate and lead or follow as the situation demands.

Tolerance: Students accept differences and diversity and consider other

perspectives.

Independence:

Students think and act independently. They make their own decisions and can defend their judgements.

Creativity:

Students are creative and imaginative in their thinking and in their approach to problems and dilemmas.

Respect: Students respect themselves, others and the world around them.

Attitudes


Inquiry is:

exploring, wondering and questioning

experimenting and playing with

possibilities

making connections between previous

learning and current learning

making predictions and acting purposefully

to see what happens

collecting data and reporting findings

clarifying existing ideas and reappraising

perceptions of events

researching and seeking information

taking and defending a position.

The most important premise of the PYP is that children learn through their own curiosity. It is the school’s responsibility to encourage them to be curious, to ask questions and to explore ways of finding the answers to their questions. This is called Inquiry Based Learning, and it shapes our entire program.

Each school develops its unique Program of Inquiry which integrates the components of the curriculum into the units.

What caused Africa to be so poor and Australia to

be so wealthy?

Why can’t you speak under water?

I wonder how the Ethiopian Jews felt when

they arrived in Israel.

I think people should use happiness as a weapon

for good.

I wonder why we don’t

float into space.

Why can’t wealthy

governments join together and stop child labour,

barely livable conditions and unfair rules?

If there is so much water in

the world why doesn't everyone have enough?

How do blind people read stories?

Inquiry Based Learning


An exploration of our orientation in place and time; of our personal

histories; the discoveries, explorations and migrations of

humankind.

Who we are

How the world

works

How we express ourselves

How we organise

ourselves

Where we are in place and time

An exploration of the physical and material world; of natural and human-made phenomena;

of the world of science and technology.

An exploration of the ways in which we discover and express

our nature, ideas, feelings, beliefs and values through

language and the arts.

An exploration of the nature of the self; of our beliefs and values; of

personal, physical, mental, social and spiritual health; of our families,

friends, communities and cultures; of our rights and responsibilities; of

what it means to be human.

An exploration of rights and responsibilities in the struggle to share finite resources with other people; access to equal

opportunities, peace and conflict resolution.

An exploration of human systems and communities; the structure and

function of organisations; societal decision making; economic activities

and their impact.

Sharing the planet

Six Trans-disciplinary

Themes



Students inquire into and learn about, globally significant issues in the context of trans-disciplinary, units of inquiry, each of which is built

around a conceptual central idea that is broad, transferable and has multiple access points depending on students’ needs and interests.

These units collectively constitute the school’s program of inquiry, providing a scaffold for the development of international-mindedness. It

enables them to develop a balance of subject specific knowledge, concepts and skills.

Our trans-disciplinary program of inquiry addresses the requirements of the AustralianCurriculum in subject specific areas such as History,

Geography, Science, Technology and Civics.

Who We Are Where We Are in Place and Time

How the World Works

How We Express Ourselves

How We Organise Ourselves

Sharing the Planet

LK/UK Exploring our

identity helps us

understand who we

are individually and

as a community.

Curiosity helps us

understand how the

world works.

We express ourselves

through materials

The decisions we

make influence our

community.

Prep Our choices define

who we are as

individuals and as a

community.

Life today is different

from life in the past.

Many factors

influence the way

objects move.

People express their

feelings in different

ways in response to

situations.

We can receive and

communicate

meaning through

symbols.

Living things have

rights

Year 1 Our choices define

who we are as


community.

Orientation in place

can be

communicated

verbally and visually

Living things go

through a process of

change.

People express

themselves through

performance.

Products go through

a process to reach

consumers

Actions can make a

difference to the

environment.

http://www.australiancurriculum.edu.au/

https://docs.google.com/presentation/d/1UodnXLxr-euBTKDWgSfGcrrX4Sni5oDfKTlQq-afQRs/edit?usp=sharing








Who We Are

Where We Are in

Place and Time

How the World

Works

How We Express

Ourselves How We Organise

Ourselves Sharing the Planet


who we are as


learning community

People’s lives are

different around the

world but we share

commonalities.

An understanding of

science supports,

design and creation.

Literature expands

our understanding of

the world.

Public spaces are

organised to serve

the needs of

communities.

Human behaviour

impacts on the

habitats of living

things.


who we are as


community.

Diversity enriches

community

Exploration leads to

new discoveries

People’s experiences influence how they express themselves.

Making informed choices as citizens creates opportunities.

Everyone has the

right to have their

needs met


who we are as


community.

Settlement has led to

challenges and

change.

Scientific

investigation helps

understand the

‘magic’ of the

physical world

Cultures can be

expressed and

understood through

the Arts.

Our choices

contribute towards a

sustainable future

People have rights

and responsibilities

in sharing earth’s

natural resources.


who we are as


community.

Investigating history

helps us understand

the past and the

present

Humans apply their

understanding of

energy to create a

more sustainable

world.

The way ideas and

messages are

presented influences

how they are

received.

Ideas inspire

possibilities for

action

Changes in

biodiversity have

consequences.


who we are as


community.

Developing an

understanding of

places expands our

perceptions beyond

generalisations.

People apply their

understanding of

science to solve

problems and meet

needs

Language is a vehicle

for communication

and self-expression.

We grow as learners

and individuals

through meaningful

personal inquiry.

Thinking beyond

ourselves empowers

us to act

https://docs.google.com/presentation/d/1k5Rq9k1acrTMEvVdJrubmVZmYM63aHdAVcKhBDp15-0/edit?usp=sharing

https://docs.google.com/presentation/d/1k5Rq9k1acrTMEvVdJrubmVZmYM63aHdAVcKhBDp15-0/edit?usp=sharing

https://docs.google.com/presentation/d/1n1BWaqiTO7PDJp9QFkfptqUON5YmZuXP-yXjLRNTLME/edit?usp=sharing

https://docs.google.com/presentation/d/1n1BWaqiTO7PDJp9QFkfptqUON5YmZuXP-yXjLRNTLME/edit?usp=sharing

https://docs.google.com/document/d/1ILqYcwo9BkJ-xop8OX0f5FR2OCqEw0jAktqsvNuw-M4/edit




https://drive.google.com/drive/folders/1ULnIE1fu14NoZ-Ov2T2B2fkYW-AVB0EU



https://docs.google.com/presentation/d/1z3tPbAX0_aEzlqRx6TS6GUNwnwjAUPC9ZmutHghbKyI/edit?usp=sharing





English


Reading Phase 1 – Early Years Phase 2 – Prep

Learners show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge and pleasure; that it can be a social activity or an individual activity. They have a concept of a “book”, and an awareness of some of its structural elements. They use visual cues to recall sounds and the words they are “reading” to construct meaning.

Learners show an understanding that language can be represented visually through codes and symbols. They are extending their data bank of printed codes and symbols and are able to recognize them in new contexts. They understand that reading is a vehicle for learning, and that the combination of codes conveys meaning.

Phase 4 - Years 1 and 2 Phase 4 - Years 3 and 4 Phase 5 - Years 5 and 6

Learners show an understanding that text is used to convey meaning in different ways and for different purposes. They are developing an awareness of context. They use strategies, based on what they know, to read for understanding. They recognize that the structure and organization of text conveys meaning.

Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.

Learners show an understanding of the strategies authors use to engage them. They have their favourite authors and can ariticulate reasons for their choices. Reading provides a sense of accomplishment, not only in the process, but in the access it provides them to further knowledge about, and understanding of the world.

.

English


Writing Phase 1 – Early Years Phase 2 – Prep

Learners show an understanding that writing

is a form of expression to be enjoyed. They

know that how you write and what you write

conveys meaning; that writing is a purposeful

act, with individual and collaborative aspects.

Learners show an understanding that writing is a means of recording, remembering and communicating. They know that writing involves the use of codes and symbols to convey meaning to others; that writing and reading uses the same codes and symbols. They know that writing can describe the factual and the imagined world.


Learners show an understanding that writing can be structured in different ways to express different purposes. They use imagery in their stories to enhance the meaning and to make it more enjoyable to write and read. They understand that writing can produce a variety of responses from readers. They can tell a story and create characters in their writing.

Learners show an understanding of the role of the author and are able to take on the responsibilities of authorship. They demonstrate an understanding of story structure and are able to make critical judgments about their writing, and the writing of others. They are able to rewrite to improve the quality of their writing.

Learners show an understanding of the

conventions pertaining to writing, in its

different forms, that are widely accepted. In

addition, they demonstrate a high level of

integration of the strands of language in

order to create meaning in a manner that

suits their learning styles. They can analyse

the writing of others and identify common or

recurring themes or issues. They accept

feedback from others.

Jewish Studies


As a traditional Jewish day school, Mount Scopus seeks to create an

atmosphere that is distinctly Jewish and at the same time respects the

diversity of our students. The values of our Torah and our affinity with

the state of Israel are the foundation for our educational program. The

Jewish Studies program is based on the College's philosophy of

providing a Jewish education that is steeped in traditional values.

The Jewish Studies program is based on .a ‘formal’ and ‘informal’

curriculum. By ‘formal’ curriculum we mean the actual teaching and

learning experiences that take place in the classroom. ‘Informal’

curriculum refers to the many informal experiences that students

encounter as part of their Jewish learning, both in and out of the

classroom.

The ‘Formal’ Curriculum

Festivals – חגים The school year revolves around the celebration of all the Jewish

festivals. The students learn about each festival in detail, including

history, significance, mitzvot and customs and how the festival is

observed in the home, synagogue, community and in Israel. Festivals

are usually studied as a unit of inquiry with a relevant central idea as a

starting point, emphasising a different aspect at each year level. This

approach encourages the students to think deeply about the festivals

and to perceive them from a variety of points of view.

Hebrew - עברית Our approach is based on the recognition that Hebrew is the language of

the Jewish people and on the conviction that language is an essential

factor in the shaping of a child’s Jewish identity.

Torah – Bible Through the study of Torah, we aim to develop in our students an appreciation and love for Biblical text and tradition. Through learning Torah, the students are able to learn about early Jewish history, Jewish laws and traditions. Jewish values are instilled as an integral part of Torah learning.

Hebrew


Reading Phase 1 – Early Years Phase 2 – Prep

Learners are exposed to environmental print in Hebrew. They recognise their own and other familiar names. They begin to recognise and name some of the Hebrew letters in the alphabet.

Learners begin to recognise and name Hebrew letters of the alphabet and their sounds. They develop awareness of directionality. As they begin to blend single letters and sounds, they read their own and other familiar names and begin to read words, and simple texts. Learners begin to build a bank of sight words.


Learners recognise and name Hebrew letters of the alphabet and their sounds. They recognise high frequency words and use a variety of cues to assist their reading. Strategies are developed to promote independent reading. Students select and reread favourite texts for enjoyment. They learn to read the script alphabet.

Learners read familiar texts accurately and with understanding, with increasing fluency and expression. They respond to familiar texts by identifying the main idea and answering informational questions. They begin to apply their skills to read unfamiliar texts accurately.

Learners read familiar texts accurately and with understanding, with increasing fluency and expression. They apply their skills to read unfamiliar texts accurately. They identify and describe elements of stories read in class. They respond to texts by identifying the main idea, answering informational questions and distinguishing between fact and opinion.

Hebrew


Writing Phase 1 – Early Years Phase 2 – Prep

Learners use a variety of materials to form the letters of their Hebrew names.

Learners know that writing in Hebrew involves the use of different codes and symbols than English and that writing and reading use the same codes and symbols. Learners form letters with a variety of materials and learn to write conventionally and legibly. They demonstrate awareness of directionality and begin to write words.


Learners use familiar letters and sounds to write words, gradually adding new letters. They begin to write sentences using basic sentence patterns and learnt vocabulary.

In Year 2 students learn to write in script. They use learnt vocabulary to write original and creative sentences.

Learners show confidence and a positive attitude to writing. They present writing appropriately with correct directionality and spacing. They begin to be aware of common spelling patterns and grammatical forms. They write sentences and simple sequenced stories on familiar topics with learnt vocabulary.

In Year 4 learners can write a descriptive narrative or information paragraph on a given topic. Learners demonstrate an increasing understanding of how grammar works.

Learners demonstrate an increasing understanding of Hebrew grammar. They compose written pieces using learnt vocabulary and show an increasing awareness of language structures.

They use new vocabulary in a range of contexts. Learners can write a descriptive narrative or information paragraph on a given topic and reread written work in order to make revisions and improvements. They attempt a range of styles and genres such as diary entries and poems.

They learn to use a dictionary to find unknown words and experiment with using them appropriately.

Hebrew


Speaking and Listening Phase 1 – Early Years Phase 2 – Prep

Learners are aware that an object or symbol may have different sounds or words associated with it in different languages. They learn to name familiar objects in Hebrew and repeat teacher modelled use of language for greeting and farewelling. They become more familiar with how the language sounds through songs and conversation.

Learners hear and accept differences between languages. They repeat teacher-modelled use of Hebrew for daily routines. They listen effectively in order to follow simple instructions and repeat modelled sentences with modifications. They learn to respond to questions about familiar topics using learnt vocabulary.


Learners hear and accept differences between languages. They repeat teacher-modelled use of Hebrew for daily routines. They listen effectively in order to follow simple instructions and repeat modelled sentences with modifications. They respond to questions about familiar topics using learnt vocabulary. They generate simple sentences with learnt vocabulary and can respond to simple questions about familiar short songs, stories and rhymes. Learners participate in simple role plays using vocabulary and language from learnt topics.

Learners identify and appreciate difference and similarities between English and Hebrew. They communicate in simple Hebrew for daily routines. Learners ask and answer questions relating to familiar topics. They generate original sentences using learnt vocabulary and can retell familiar stories. They recognise and begin to incorporate use of present tense. They participate in imaginative role play and dramatization of stories.

Learners identify and appreciate difference and similarities between English and Hebrew. They are increasingly able to express their thoughts, feelings, opinions and ideas using familiar and new vocabulary. They retell events and familiar stories and can identify and talk about the main points. They recognise and incorporate use of different language structures such as tense and gender. Learners discuss stories, poems and learnt material with increasing confidence. They participate in imaginative role play and dramatization of stories and poems.

Torah


Through the study of Torah, we aim to develop in our students an appreciation and love for Biblical text and tradition. Through learning Torah, the students are able to learn about early Jewish history, Jewish laws and traditions. Jewish values are instilled as an integral part of Torah learning. We aim to motivate and inspire children to become independent Torah learners by enabling them to gain a deeper knowledge and understanding of Torah through the use of critical and analytical thinking skills.

Parashat Hashavuah

Learners are exposed to Torah portion that we read each week in the synagogue. Our aim in teaching Parashat Hashavuah is to provide students from Prep to Year 6 with an overview of the Torah as well as messages relevant to their lives. Learning about the Parasha experienced through formal discussions, debates, drama and games.

Year 3 Students are introduced and exposed to a variety of rich Jewish texts including the Bible, Mishna and Chassidic Tales.

Year 4

Learners begin to develop skills and understanding through in depth study of Torah text. They explore the life and journey of Abraham and his relationship with Hashem through close reading

Year 5 Learners continue to develop knowledge and understanding, through in depth study of Torah text. They explore family relationships through close reading of Parashot Chayeh Sarah in the book of Breishit. They further develop their analytical skills and apply them in different contexts. Year 6

Learners gain further knowledge and understanding, through in depth study of Torah text. They explore Parashot Toldot, Vayishlach and Vayeshev in the book of Breishit. Through analysis of this text, students continue to develop analytical skills. Students learn how to draw inferences and make meaningful connections between the events and characters in the Torah narrative

.

of Parashot Lech Lecha and Veyara in the book of Breishit They

learn to examine key words, phrases and verses to support their

analysis of the text

Informal Jewish Studies


The Informal Jewish Studies Department is a cornerstone of Mount

Scopus Memorial College education. It is well recognized

that informal and experiential undertakings have a positive and long-

lasting effect on Jewish identity. The informal program complements the

formal Jewish education to assist in developing our children’s Jewish

identity. The informal Jewish education program concentrates on five

key experiential learning areas:

Chagim

The informal program provides the students with activities to further

enhance what is learnt in the classroom by adding an experiential

element to the students’ learning. The focus of these activities is

generally the moral and ethical lessons which our students can learn

from the festivals.

Camps and Shabbatonim Camps in Years 3 to 6 centre on the theme of challenge and cooperation. The informal program adds a Jewish dimension, through evening activities with Jewish content, ruach, singing and Israeli dancing. In addition, the Year 6 Shabbaton offers students an opportunity to experience an authentic Shabbat.

Bnei Mitzvah In Year 6, students are prepared for Bar or Bat Mitzvah. Boys are given

the opportunity to learn their Haftarah and Parashah with our Bar

Mitzvah teacher. Girls have the option of participating in intimate group

Bat Mitzvah ceremonies.

In class, students explore the topic as a unit of inquiry, beginning with

‘coming of age’ commemorations in other cultures, to provide them with

a broader context for their more focussed, in-depth study of Bar/Bat

Mitzvah.

Israel

The Israel curriculum creates an identification with and connection to

Israel. Programs expand the students’ knowledge base through a variety

of topics including Israeli and Biblical sources, geography, history,

personalities and aliyah.

Leadership

All Year 6 students have the opportunity to be involved in the Achrayim program which focuses on the students taking responsibility in their lives. The aim of the program is to encourage year students to take responsibility in all facets of their lives – within their personal and wider communities. Most importantly however, the program encourages the students to think about how they can take responsibility in everyday life and to constantly view themselves as leaders. The leaders have opportunities to prepare and lead assemblies and take initiative in organising fundraisers and school events.

Mathematics


Number and Algebra Phase 1 – Early Years and Prep Phase 2 - Years 1 and 2

Number

Learners will understand that numbers are used

for many different purposes in the real world.

They will develop an understanding of one-to-

one correspondence and conservation of

number, and be able to count and use number

words and numerals to represent quantities.

Algebra

Learners will understand that patterns and

sequences occur in everyday situations. They

will be able to identify, describe, extend and

create patterns in various ways.

Number

Learners will develop their understanding of the

base 10 place value system and will model,

read, write, estimate, compare and order

numbers to hundreds or beyond. They will have

automatic recall of addition and subtraction facts

and be able to model addition and subtraction of

whole numbers using the appropriate

mathematical language to describe their mental

and written strategies. Learners will have an

understanding of fractions as representations of

whole-part relationships and will be able to

model fractions and use fraction names in real-

life situations.

Algebra

Learners will understand that whole numbers

exhibit patterns and relationships that can be

observed and described, and that the patterns

can be represented using numbers and other

symbols. As a result, learners will understand

the inverse relationship between addition and

subtraction. They will be able to use their

understanding of pattern to represent and make

sense of real-life situations and, where

appropriate, to solve problems involving addition

and subtraction.

Mathematics


Number and Algebra Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6

Number

Learners will develop the understanding that

fractions and decimals are ways of representing

whole-part relationships and will demonstrate

this understanding by modelling equivalent

fractions and decimal fractions to hundredths or

beyond. They will be able to read, write,

compare and order fractions, and use them in

real-life situations. Learners will have automatic

recall of addition, subtraction, multiplication and

division facts. They will use a range of strategies

to solve problems involving addition, subtraction,

multiplication and division, using estimation

strategies to check the reasonableness of

answers.

Algebra

Learners will analyse patterns and identify rules

for patterns, developing the understanding that

functions describe the relationship or rules that

uniquely associate members of one set with

members of another set. They will understand

the inverse relationship between multiplication

and division, and the associative and

commutative properties of multiplication. They

will be able to use their understanding of pattern

and function to represent and make sense of

real-life situations and, where appropriate, to

solve problems involving the four operations.

Number

Learners will understand that the base 10 place

value system extends infinitely in two directions

and will be able to compare and order numbers

to millions or beyond, as well as model integers.

They will develop an understanding of ratios.

They will understand that fractions, decimals

and percentages are ways of representing

whole-part relationships and will work towards

comparing, reading, writing, ordering and

converting fractions, decimals and percentages.

They will use mental and written strategies to

solve problems involving whole numbers,

fractions and decimals in real-life situations.

Algebra

Learners will understand that patterns can be

represented, analysed and generalized using

algebraic expressions, equations or functions.

They will use words, tables, graphs and, where

possible, symbolic rules to analyse and

represent patterns. They will develop an

understanding of exponential notation as a way

to express repeated products, and of the inverse

relationship that exists between exponents and

roots. The students will continue to use their

understanding of pattern and function to

represent and make sense of real-life situations

and to solve problems involving the four

operations.

Mathematics


Measurement and Geometry Phase 1 – Early Years and Prep Phase 2 – Years 1 and 2

Measurement

Learners will develop an understanding of how

measurement involves the comparison of

objects and the ordering and sequencing of

events. They will be able to identify, compare

and describe attributes of real objects as well as

describe and sequence familiar events in their

daily routine.

Geometry

Learners will understand that shapes have

characteristics that can be described and

compared. They will understand and use

common language to describe paths, regions

and boundaries of their immediate environment.

Measurement

Learners will understand that standard units

allow us to have a common language to

measure and describe objects and events, and

that while estimation is a strategy that can be

applied for approximate measurements;

particular tools allow us to measure and

describe attributes of objects and events with

more accuracy. Learners will develop these

understandings in relation to measurement

involving length, mass, capacity, money,

temperature and time.

Geometry

Learners will continue to work with 2D and 3D

shapes, developing the understanding that

shapes are classified and named according to

their properties. They will understand that

examples of symmetry and transformations can

be found in their immediate environment.

Learners will interpret, create and use simple

directions and specific vocabulary to describe

paths, regions, positions and boundaries of their

immediate environment.

Mathematics


Measurement and Geometry Phase 3 – Years 3 and 4 Phase 4 - Years 5 and 6

Measurement

Learners will continue to use standard units to

measure objects, in particular developing their

understanding of measuring perimeter, area and

volume. They will select and use appropriate

tools and units of measurement, and will be able

to describe measures that fall between two

numbers on a scale. The learners will be given

the opportunity to construct meaning about the

concept of an angle as a measure of rotation.

Geometry

Learners will sort, describe and model regular

and irregular polygons, developing an

understanding of their properties. They will be

able to describe and model congruency and

similarity in 2D shapes. Learners will continue to

develop their understanding of symmetry, in

particular reflective and rotational symmetry.

They will understand how geometric shapes and

associated vocabulary are useful for

representing and describing objects and events

in real-world situations.

Measurement

Learners will understand that a range of

procedures exists to measure different attributes

of objects and events, for example, the use of

formulas for finding area, perimeter and volume.

They will be able to decide on the level of

accuracy required for measuring and using

decimal and fraction notation when precise

measurements are necessary. To demonstrate

their understanding of angles as a measure of

rotation, the learners will be able to measure

and construct angles.

Geometry

Learners will understand the properties of

regular and irregular polyhedra. They will

understand the properties of 2D shapes and

understand that 2D representations of 3D

objects can be used to visualize and solve

problems in the real world, for example, through

the use of drawing and modelling. Learners will

develop their understanding of the use of scale

(ratio) to enlarge and reduce shapes. They will

apply the language and notation of bearing to

describe direction and position.

Mathematics


Statistics and Probability Phase 1 - Early Years and Prep Phase 2 – Year 1 and 2

Learners will develop an understanding of how

the collection and organization of information

helps to make sense of the world. They will sort,

describe and label objects by attributes and

represent information in graphs including

pictographs and tally marks. The learners will

discuss chance in daily events.

Learners will understand how information can

be expressed as organized and structured data

and that this can occur in a range of ways. They

will collect and represent data in different types

of graphs, interpreting the resulting information

for the purpose of answering questions. The

learners will develop an understanding that

some events in daily life are more likely to

happen than others and they will identify and

describe likelihood using appropriate

vocabulary.

Phase 3 – Years 3 and 4 Phase 4 -Years 5 and 6

Learners will continue to collect, organize,

display and analyse data, developing an

understanding of how different graphs highlight

different aspects of data more efficiently. They

will understand that scale can represent

different quantities in graphs and that mode can

be used to summarize a set of data. The

learners will make the connection that

probability is based on experimental events and

can be expressed numerically.

Learners will collect, organize and display data

for the purposes of valid interpretation and

communication. They will be able to use the

mode, median, mean and range to summarize a

set of data. They will create and manipulate an

electronic database for their own purposes,

including setting up spreadsheets and using

simple formulas to create graphs. Learners will

understand that probability can be expressed on

a scale and that the probability of an event can

be predicted theoretically.

Visual Art


Phase 1 – Early Years and Prep Phase 2 - Years 1 and 2

Learners draw upon their own play and

imagination to create 2D and 3D artworks

using a variety of media. They experiment

with line, texture, colour, pattern and shape.

Through experimentation, they learn new

techniques and processes. Children enjoy

viewing and discussing their own and others’

artworks.

Learners draw upon their experiences and

imagination to create 2D and 3D artworks

about their feelings, ideas and observations.

They experiment with and learn to

manipulate materials and tools used in a

range of art forms, such as ceramics,

printmaking, collage, drawing and painting.

Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6

Learners further develop their artistic skills in

a wider range of art forms including drawing,

watercolour, acrylic painting, foam and

mono-printing, ceramics, collage, mixed

media, textiles and plaster work. Concepts

such as colour theory, design, repetition,

symmetry, balance, proportion and basic

perspective are also explored.

Learners develop and apply their skills and

knowledge to visually communicate their

feelings and understanding of themselves and

other people. They explore and use a variety

of sources for inspiration and ideas in a broad

range of art forms, drawing upon experiences,

direct observation and imagination. They

further develop their skills in graphics,

sculpture, tonal painting and drawing.

Students are introduced to new art

terminology and make use of technology,

photography and film to enhance their

learning.

Music


Phase 1 – Early years and Prep Phase 2 -Years 1 and 2

Learners participate in a variety of musical activities to develop skills in beat and rhythm, pitch and melody. Students learn songs with simple melodic and rhythmic patterns and basic elements of vocal technique are explored in solo and group singing. Students also explore body percussion, tempo, form and dynamics, creating and performing using instruments, voice, movement and visual notation. Children have opportunities to learn privately on instruments and voice at each campus. Learners may choose to perform in musical soirees.

Learners participate in a variety of musical activities that develop an understanding of beat, rhythm, pitch and melody. Learners develop their ability to read, create and perform through the introduction of sol-fa notation, musical elements, educational games, technology and non- traditional ways of representing musical ideas. Students explore and develop an understanding of pitch and melody via singing in both solo and group settings. Students create and perform melodic and rhythmic patterns using instruments, movement and voice. Improvisation and composition form part of the creative process. Children have opportunities to learn privately on instruments and voice at each campus. Learners may choose to perform in musical soirees.

Phase 3 – Year 3 Phase 3 - Year 4 Phase 4 - Years 5 and 6

Learners undergo further studies in the areas of beat, rhythm, pitch and melody. Students explore body percussion, floor percussion, games, sol-fa echo singing, sight-reading, notation and more in strengthening their understanding of the musical elements. Learners develop their ability in harmonic accompaniment through a play and sing approach on the ukulele, and undergo short-term study in our classroom violin program. They develop their vocal skills reading tonal and rhythmic patterns. As part of inquiry, the students explore ways to express themselves as individuals, through musical composition. Learners may choose to perform in musical soirees.

Learners explore composition and improvisation. They imagine and create their own music by investigating combinations of sound and silence. They compose using sampled sounds to improvise and create music. They read and write music using traditional and non-traditional notation. Learners iidentify and describe the elements of music as they sing, play and compose. They recognise how the use of music elements changes in different styles when performing or composing music.

Learners identify and describe the elements of music as they sing, play and compose. Learners create music that will be continually refined after being shared with others in small groups. They modify their practices and/or compositions based on the audience's’ responses. They incorporate the other arts and available resources in order to broaden their creative expression. They read and write music in traditional and/or non-traditional notation. They explore ways music is recorded and shared in different styles and Traditions. Children have opportunities to learn privately on instruments and voice at each campus. All learners are involved in a bi-annual musical (as actors, dancers or singers) and they may choose to perform in musical soirees. Creative performances in assemblies are also encouraged.

Physical Education


Active Living

Phase 1 - Prep Phase 2 - Years 1 and 2

Learners show an understanding of bodily control through spatial awareness, gymnastics, athletics, minor games and sport specific skills. They begin to combine movement with the use of equipment while learning to share and adhere to rules that aid participation and cooperation. Students explore water familiarisation and basic stroke techniques. PMP (Perceptual Motor Program) sessions, improve skills such as balance, co-ordination and body awareness and help improve confidence, risk taking and team work.

Learners show an understanding of the association between skills and sports including gymnastics, athletics, basketball, netball, AFL, soccer and T-ball. Individually and in groups, students combine movement with the safe use of equipment while learning to share and adhere to rules that aid participation and cooperation. Water familiarisation, basic stroke techniques and water survival skills are explored. Promoting regular exercise and healthy food choices help to make students well balanced.

Phase 3 – Year 3 and 4 Phase 4 - Years 5 and 6 Upper Primary Interschool Sports Competition

Learners develop the motor skills necessary to participate successfully in a variety of physical activities Fitness is developed throughout the year in cooperative and competitive situations such as inter-house sport. Fitness is also developed in our dance taster program. The students focus on understanding safety principles in games and activities together with fair play in order to encourage more effective teamwork. In swimming, students learn basic water safety and stroke techniques. Students learn about the importance of healthy eating and physical activity and how this contributes to their wellbeing. Bike Education is introduced in Year 4. Learners develop knowledge and skills in bike riding.

Learners refine and expand the motor skills necessary to participate successfully in a variety of physical activities. Fitness is developed throughout the year in cooperative and competitive situations. In athletics students participate in running, jumping and throwing events. Stroke techniques and water safety are explored in swimming. Confidence, sportsmanship and strategic thinking are encouraged through competitive games. Students begin to understand and reflect on the importance of healthy eating and physical activity and how this contributes to their wellbeing. Bike education includes knowledge and understanding of the road traffic environment as well as decision making.

(Mulgrave District School Sports Association – MDSSA) All Year 6 students compete in the MDSSA team sport competition (with the possibility of competing in the zone and state competitions) during Terms 1 and 2. The emphasis is on active participation, team work and having fun. Students train during lunch times throughout the year. Selective Year 4, 5 and 6 students participate in interschool zone and state cross country, swimming and athletics throughout the year.

Personal and Social Development


Phase 1 - Prep Phase 2 – Years 1 and 2

Learners have an awareness of themselves

and how they are similar and different to

others. They can describe how they have

grown and changed, and they can talk about

the new understandings and abilities that

have accompanied these changes. They

demonstrate a sense of competence with

developmentally appropriate daily tasks and

can identify and explore strategies that help

them cope with change. Learners reflect on

their experiences in order to inform future

learning and to understand themselves

better.

Learners interact, play and engage with

others, sharing ideas, cooperating and

communicating feelings in developmentally

appropriate ways. They are aware that their

behaviour affects others and identify when

their actions have had an impact. Learners

interact with, and demonstrate care for, local

environments.

Learners understand that there are many

factors that contribute to a person’s identity

and they have an awareness of the qualities,

abilities, character and characteristics that

make up their own identity. They are able to

identify and understand their emotions in

order to regulate their emotional responses

and behaviour. Learners explore and apply

different strategies that help them approach

challenges and new situations with

confidence.

Learners recognize the value of interacting,

playing and learning with others. They

understand that participation in a group can

require them to assume different roles and

responsibilities and they show a willingness

to cooperate. They nurture relationships with

others, sharing ideas, celebrating successes

and offering and seeking support as needed.

Learners understand that responsible

citizenship involves conservation and

preservation of the environment.

Personal and Social Development


Phase 3 - Years 3 and 4 Phase 4 - Years 5 and 6

Learners understand that a person’s identity is

shaped by a range of factors and that this identity

evolves over time. They explore and reflect on

the strategies they use to manage change,

approach new challenges and overcome

adversity. They analyse how they are connected

to the wider community and are open to learning

about others. Learners use their understanding of

their own emotions to interact positively with

others. They are aware that developing self-

reliance and persisting with tasks independently

will support their efforts to be more autonomous

learners.

Learners develop a sense of good

sportsmanship. Learners understand that group

work can be enhanced through the development

of a plan of action and through identifying and

utilizing the strengths of individual group

members. Learners reflect on the perspectives

and ideas of others. They understand that

healthy relationships are supported by the

development and demonstration of constructive

attitudes towards other people and the

environment.

Learners understand that the physical changes

they will experience at different stages in their

lives affect their evolving identities. They

understand that the values, beliefs and norms

within society can impact on an individual’s self-

concept and self-worth. Learners understand that

being emotionally aware helps them to manage

relationships. Learners apply and reflect on

strategies that develop resilience and help them

to cope with change and challenges.

Learners understand that they can experience

intrinsic satisfaction and personal growth from

interactions with others in group and team

activities. They understand the need for

developing and nurturing relationships with

others and are able to apply strategies

independently to resolve conflict as it arises.

They understand that healthy relationships are

supported by the development and

demonstration of constructive attitudes towards

other people and the environment.

eLearning


eLearning supports inquiry and helps connect learners within the local and global community, in order to empower learning. There are many opportunities to use technology in relevant, authentic contexts. The role of eLearning to support inquiry is important as students engage in building understandings that contribute to their success as lifelong learners in a digital age.

Our approach to eLearning supports the following six skills, which are relevant to all learners. Each skill is trans-disciplinary and fluidly supports learning throughout the curriculum. These skills interact with each other to support the development of learners.

Investigating

Learners carry out purposeful inquiry or research, to test existing understanding, discover new information and create new understanding. Through investigation, learners critically evaluate a variety of sources, making connections and synthesizing findings to apply knowledge to real-life contexts.

Creating

Learners are provided with an opportunity to innovate through the process of creating. They construct meaning, apply critical thinking and original ideas to real-world situations, and share knowledge through self-expression, problem-posing and problem-solving, and reflection.

Communicating

Learners exchange information with various audiences using a range of media and formats. Effective communicators contribute to cross-cultural understanding, make informed choices when deciding on tools to articulate meaning, and provide relevant, significant feedback to others.

Collaborating

Collaboration is the process through which learners validate and negotiate ideas and reach a deeper understanding and a global perspective. They are empowered through digital media and environments and through active participation in creating and sharing knowledge.

Organizing

Through organising learners develop the ability to structure or arrange connected items. They understand that eLearning systems can be used to inform, adapt, manage and problem-solve during their creative, communicative, collaborative and investigative processes. Learners make connections, transfer existing knowledge and independently explore new technologies.

Becoming responsible digital citizens

Becoming a responsible digital citizen involves making informed and ethical choices and acting with integrity and honesty when using technology. In a globally connected digital world, learners are empowered to be responsible for their actions, to value others’ rights and to practise safe and legal behaviours.

Kitchen Garden


Our Kitchen Garden program allows our students to physically engage in

growing plants and vegetables from seed through to fully grown ready to

harvest fruit and vegetables.

The Gandel Besen House Kitchen Garden is a place of intrigue for students from the Kindergarten upwards. The Kitchen Garden program is able to tap into the learners’ natural interest of the world around them and to form meaningful connections from their place in the world to many areas of learning. The GBH Kitchen Garden aims to remind students that we live in a world of interconnected parts and that by exploring these relationships through work and play we can come to understand how the world functions. In a typical garden class the students will get to explore their environment and are encouraged to ask questions about what they observe. Their answers and intrigue are what guide the lessons. Whether it’s investigating a bug infestation or caring for chickens, the students’ natural capacity for compassion brings out questions for inquiry. Some of these fantastic journeys link areas such as Maths, Literacy, Jewish studies and Science to what they observe and interact with in the garden.

At Fink Karp Ivany each Year level is responsible for a different part of the garden. In the kitchen there are opportunities to cook with the produce from the garden and small groups of learners meet with the scientist in residence to inquire and discover how Science and cooking are related. In our garden the Lower Kinder children look after the chicken houses and collect the eggs, while the Upper Kinder class has a sensory garden. Prep to Year 2 students are responsible for the sustainable garden, looking after the compost and wormery, and are involved in the daily care of all the campus pets.

The Smorgon Family Primary School 'Kitchen Garden Program' offers students an opportunity to grow, harvest, prepare and share in seasonal produce. Students tend to their garden, plant and harvest crops and establish a strong understanding of the environment and ecology around them. The kitchen program explores foods texture, combination and taste to develop students skills as they take fresh produce directly from the garden and learn to follow instruction, use various kitchen tools to create nutritious and tasty food. Eating fresh and local produce is a strong mantra our Kitchen Garden Program follows. Students celebrate the seasons and Australia's wonderfully rich and diverse culture. Gardening and food share strong links allowing the schools curriculum to entwine itself within. Many life lessons are established and explored from life cycles, animal husbandry, caring and tending to something shared, measurement, food sciences, human satisfaction and failure and the celebration of colourful and delicious food.

Extra Curricular Activities


In keeping with our learning principles, we are committed to

providing a diverse and inclusive program so that all students

within the College have opportunities to experiment and to ‘shine’

in areas of their choice. Our extra-curricular activities have the

capacity to engage, challenge and enhance the student’s learning

experiences.

Each campus provides a range of extra-curricular opportunities,

mostly during lunchtimes, some of which change during the year

according to the skills and interests of both teachers and students.

In Years Prep to 3, some of the extra-curricular activities include

scooter club, yoga, cooking club, science club, Israeli dancing,

mindfulness, Lego club and self defence.

At Smorgon Family Primary School we offer a range of lunch time

activities. These are offered at different times through the year

and might include bike riding, jewellery making, bat tennis, table

tennis, electronics and rock band. We also have early morning

swimming, Year 6 early morning breakfast club, girls’ soccer and

Australian Rules Football.

The Early Learning Centre


While our Early Childhood program draws from a range of educational theories and practices, our curriculum is based on the Primary Years Program of the International Baccalaureate. Programs are designed around the interests, needs and strengths of individual children and the class as a whole. Learning is hands on, interactive, interest based, play-centred, investigative and develops the inquiring mind. Children are encouraged to explore, to observe and question their world. Children’s ideas are documented, reflected upon and are used to plan future learning opportunities. The environment is rich in examples of print and writing and children are encouraged to recognise symbols, pictures, numbers and letters and small words as they engage in pre-reading experiences. Numeracy is play-based, hands on and is an integral part of the program. Children have many opportunities to explore numeracy through play, games, songs, stories, rhymes, hypothesising, estimating and experimenting. They practise skills associated with numbers; sorting, grouping simple number patterns, problem solving and measurement.

Social Development There is an emphasis on becoming a member of a group, to collaborate, take turns and interact with peers. The physical environment fosters social interactions and helps the children feel that their contribution to the group are valued. Classroom celebrations build a sense of belonging and community such as in our weekly Kabbalat Shabbat and birthday celebrations. Emotional Development Our Early Learning Centre provides a warm, caring and supportive environment to foster our children’s emotional development. Children are exposed to our PYP attitudes and Learner Profiles to become problem solvers, develop conflict resolution skills and resilience.

Physical Development Fine and gross motor skills are developed through everyday activities. Fine motor skills are developed through painting, play dough, cutting, writing, threading and sensory play. Gross motor skills are extended through a guided PMP (Physical Motor Program) with a specialist teacher and opportunities to use their gross and vestibular skills in the outdoor environment. Jewish Studies Jewish Studies is an integral part of the daily experience. We facilitate the children’s cultural identity and love of Israel. They are immersed in Hebrew and Jewish customs, traditions, celebrations, songs, and stories throughout the day.

Student Support


Counselling services are based on the principles of care, respect, responsibility and confidentiality. School Psychologists are therefore the people to consult when there is a concern about a child’s social, emotional and educational development. Contact with Psychologists can be initiated by students, parents or teachers.

School Psychologists provide the following services:

Counselling and support for individual students and their families.

Support for teachers in order to optimise a child’s integration into the classroom.

Assistance with classroom management for teachers.

Psycho-educational assessments in order to develop individualised goals and educational objectives for students.

Liaison with outside community and medical agencies.

Assistance in the development and execution of programs to enhance children’s welfare, social skills and self-esteem.

Participation in educational programs for the school community.

Learning Support Centre

The Learning Support Centre’s teachers provide a range of support services for students in Years Prep to 6 requiring additional assistance with literacy and numeracy on a withdrawal or in-class basis dependent on the students’ needs. Services include:

Support designed to improve literacy acquisition

Support designed to develop mathematical skills

Feuerstein Instrumental Enrichment program

Tuition for integrated students.

Speech and Language Pathology There is a provision for children to access speech and language therapy by a qualified speech pathologist during the school day.

Occupational Therapy There is the opportunity for children to access Occupational Therapy services within the school. This service is provided by qualified therapists.

Assessment and Reporting


Assessment is integral to teaching and learning and is the process of

gathering and analysing information in order to inform teaching and

learning.

Assessment

identifies what students know, understand and can do and feel

throughout the learning process.

gives students opportunities to identify achievement and set

targets needed for improvement in relation to curriculum goals.

provides the teachers with valuable information in order to

support learners in moving to the next level of development.

takes place through continuous informal assessment and regular

formal assessment using standardised tests.

Assessment and reporting practices

Formative assessment informs teaching and learning. It might be

planned in advance by teachers, or incidental through what takes

place in the classroom. Formative assessment is rarely through a

test. It can occur through any learning experience or task or

even by listening to the conversations of students as they engage

with their own learning.

Teachers are encouraged to keep anecdotal records of student

thinking and questioning to keep track of their development over

time.

Students have portfolios which contain samples of their learning.

The portfolios demonstrate the ‘process’ and the ‘progress’ as

well as the ‘performance’.

At 3 way interviews, students share their learning with their

parents. They talk about their strengths, weaknesses and goals

and their learning is celebrated.

Written reports, in addition to the comparative grades

required by government, also include narrative comments

which reflect the student as a learner, as well as evidence

that the student is displaying the attributes of the IB learner

profile.

Students reflect on their own learning regularly as part of the

learning process, and also in a written reflection on their

reports.

Acknowledgement: IBO Making the PYP Happen. For further information please contact

Edna Sackson Teaching and Learning Leader [email protected]

http://www.ibo.org/programmes/profile/

http://www.ibo.org/programmes/profile/

mailto:[email protected]

Documents

009 curriculum handbook Printing versio€¦ · An explicit expectation of the PYP is that successful inquiry will lead to responsible action, initiated by the social impact, and