CURRICULUM GUIDE 2020 - Korowa Anglican Girls' School Junior Schoo… · ELC 4 I show an increasing capacity to understand, self-regulate and manage my emotions in ways that reflect

1

JUNIOR SCHOOL CURRICULUM

GUIDE 2020

COURAGE • RESPECT • INTEGRITY • SERVICE

KOROWA JUNIOR SCHOOL CURRICULUM GUIDE 2020 2

ContentsKorowa Anglican Girls’ School Mission and Values 3

Junior School Curriculum Guide 4

Student Wellbeing 5

Korowa K-12 Wellbeing Curriculum Concept Map (ELC – Year 6) 6

Circle/Community and Crew 7

Early Years Framework – ELC to Year 2 8

Junior Years Framework – Year 3 to Year 6 9

Leadership in the Junior School 10

Assessment and Reporting 11

The Early Learning Centre Curriculum Overview 12

Korowa Junior School Curriculum 14

Dance 15

Drama 15

English 15

Geography 17

Health, Physical Education (PE) and Sport 18

History 19

Languages 20

Mathematics 21

Music 22

Science 24

Trips and Tours 25

Religious Education 25

Technologies 25

Visual Arts 26

Homework in the Junior School 28



OUR MISSIONOur purpose is to develop self-aware, confident and capable young women who understand their responsibility and capacity to influence the world in a positive way.

OUR VALUESOur values guide every decision we make, and are the standards to which we hold ourselves accountable. These are;

Courage to strive for success in learning and life

Respect for Anglican values that promote authentic social responsibility

Integrity in our conduct, relationships and leadership

Service to our local, national and international communities

OUR GUIDING PRINCIPLESIn seeking to achieve our purpose, we are committed to ensuring:

• A culture that encourages the breadth of character and the values that equip our girls to meet the opportunity and challenges of our world and make the most of the future

• Academic excellence with a meaningful journey of rich, diverse, future focused and holistic learning experiences

• Staff who are supported to develop the expertise and commitment to add significant value to the capacity of our girls to enjoy their learning and embark on their chosen pathways beyond school with success

• A whole School community strengthened by enduring relationships of trust and a shared vision of what Korowa might become and how it might contribute nationally and internationally

• Facilities that enhance the quality of our girls’ education and draw us together in celebration and achievement

OUR STRATEGYKorowa will provide:

• The place to connect

• The challenge to learn

• The opportunity to excel

OUR EXPECTATIONS At Korowa, we believe in the power of Kindness and the Values of

Courage, Respect, Integrity and Service. We expect our girls to be

Brave, Respectful, Honest, Generous and above all Kind.

Korowa Anglican Girls’ School Mission and Values



Junior School Curriculum GuideThis guide presents a broad outline of the approaches we take within the Junior School to provide a structured and sequential curriculum for our students.

The academic offerings make up a significant part of this guide, but equally important are the sections that relate to Values, Student Leadership and Character Development.

We see the Junior School as the place where the foundations are established in areas of social and emotional wellbeing, in combination with academic knowledge and skills.

Close partnerships with each of our Junior School families is crucial for this work to be meaningful and successful. These years provide the spring board for our girls to move into the Cripps Program with confidence, resilience and the growth mindset required for the next stage of their learning journey.



Student WellbeingOur School has a strong commitment to the development of values and behaviours that fosters the growth of independent and resilient children. The importance of supporting our children to build strong and positive relationships with others, is a key part of this area of the curriculum.

In the Junior School, our classroom teachers are the initial providers of wellbeing support for each of their students. As they spend the majority of the day with their students, they are well positioned to know and understand each child as an individual. There is no doubt that the foundational relationship developed between classroom teachers and their students is one of Korowa’s greatest strengths.

In addition, every teacher in the Junior School holds the responsibility for student wellbeing and as such, all staff play a role in ensuring each student’s development and success.

In order to ensure our students can achieve academic and personal success at each phase of their learning journey at Korowa, our girls engage with a wellbeing curriculum that is responsive to their developmental needs and is defined in a range of ways. The Wellbeing Curriculum at Korowa is a concept-based curriculum, the aim of which is to encourage our students to be active citizens of good moral character.

The Curriculum sees students at each year level engaging in facilitated robust discussions about the concepts related to the core essential elements of Emotional Intelligence; Positive Psychology; Cognitive Control; Health and Personal Safety; and Leadership. In Years 9 – 12, the additional core essential element of Wholebeing is studied.

Embedded into this curriculum is the School’s Protective Behaviours Program, which assists the students to understand their rights and responsibilities, appropriate to their developmental stage. This Protective Behaviours Program is an essential component of Korowa’s Child Protection Program, details of which, can be found in the Korowa Child Protection Program Handbook.

Each phase of the wellbeing program is reviewed on a regular basis to ensure relevance, rigour and continuity.



Korowa K–12 Wellbeing Curriculum Concept Map (ELC – Year 6)

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ills

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late

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ghts

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lings

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viou

rs.

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nsiti

on in

to th

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gram

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spon

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Circle/Community and CrewLeaders and teachers ensure that every student has a Circle/Crew/Community leader (CL) who gets to know that student well and serves as an advocate for the student’s academic and social progress. They foster a culture of crew by supporting students to make friends, be heard, and interact as contributing members of the school community.

• Leaders and teachers create structures for welcoming new students who arrive mid-year.

• Leaders and teachers foster multi-year connections between students of different ages and between students and adults in school and in the community. These connections may enable Leaders and teachers to support students to feel safe, valued, respected, and included regardless of background or identity.

• Leaders and teachers support all students to succeed and hold them accountable for high academic expectations.

• Leaders and teachers celebrate the contributions of members of the learning community through community meetings, events, and other traditional form of reading buddies, tutoring, mentoring, internships, apprenticeships, or other partnerships.

Circle in the Junior SchoolIn Junior School classrooms, teachers generally serve as Circle leaders for their entire class. They typically hold Circle meetings daily at the beginning of the day (sometimes referred to as “morning meeting”) or at the end of the day for 25 minutes each day. This must appear in the published timetable. The purpose and structure of Circle must be effectively communicated by the classroom teacher to students and their parents. Circle time is not roll marking.

Whenever possible, students in Circle sit or stand in a circle so they can see and hear each other without the interference of furniture. A circle allows members to be equally vulnerable, connected, and supportive of one another.

Teachers as Circle leaders plan and facilitate experiences that support building relationships, habits of character, literacy, social skills and values, adventure, and service learning.

a. Circle leaders incorporate greetings, stories, appreciations, apologies, and other activities that foster students’ sense of purpose, belonging, and agency.

b. Circle leaders engage students in collaboration and competition in a joyful, supportive environment (e.g. through the use of team-building initiatives and cooperative problem-solving games). They debrief initiatives by helping students reflect on skills and mindsets that can be applied beyond the activity.

c. Circle leaders facilitate student reflection on their Habits of Character. Positive behavior is celebrated. Concerns about behavior (e.g. discourtesy, bullying, exclusion, or not following classroom norms) are often addressed in Circle, sometimes through restorative circles or other conflict mediation strategies.

d. Circle leaders facilitate student reflection on the relationship among their academic progress, Habits of Scholarship, and quality of their work.

e. Circle leaders help students understand foundational concepts of Expedition Learning (EL) Education, such as the concept of “crew, not passengers,” the Design Principles, growth mindset, and Habits of Character.

f. Circle leaders form positive relationships with parents and other care providers, monitor academic progress, and lead interventions as needed so that every student knows that he/she can be a successful member of the Crew.



OUR AIMS ARE TO:• Lay foundations in terms of behaviours, skills and understandings

• Incorporate aspects of the ‘Early Years Learning Framework’ with its core structure of Belonging, Being and Becoming

• Establish respectful, trusting and supportive relationships with children and families

• Allow children to have the opportunity to have their say about what is important to them

• Build confidence in a secure and caring environment

• Have high expectations of every student

• Allow time to teach the many necessary social and academic skills for a strong basis for learning

• Develop a strong sense of personal identity

• Develop the crucial dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence and imagination

• Gradually introduce young children to the formalities of school learning

Early Years FrameworkELC – Year 2



OUR AIMS ARE TO:• Implement a broader and deeper curriculum than in the Early Years

• Introduce students to a more rigorous approach to academic learning and further development of the cocurricular and wellbeing programs

• Provide students with opportunities to build meaning and refine their understandings

• Present school experiences that will encourage growing independence, responsibility, leadership and resilience of students

• Introduce ideas of a more abstract nature

• Encourage and support students to take responsible ‘risks’ with their learning to achieve set goals

• Develop the following characteristics of a learner: self confidence in their ability to learn; pleasure in solving problems; growing trust in their own judgement; less fear of being wrong; less haste in answering questions; flexibility in their own point of view; respect for facts and the ability to distinguish between facts and opinion; and less need for final answers to all questions

Junior Years FrameworkYear 3 – Year 6



Student leadership in the Junior School at Korowa encompasses both formal and informal learning opportunities in order to develop the competencies of children as individual leaders and effective participants in teams and groups. The development of student leadership skills involves opportunities which encourage students to:

• Act in roles of responsibility with integrity and honesty;

• Foster a sense of purpose;

• Work collaboratively with others;

• Take on responsibilities and use decision making skills; and

• Be active and reflective listeners.

Early Years: ELC – Year 2Development of the leadership of self is key in this part of the School. In the ELC and Prep, the children are appointed to classroom leadership roles that allow them the opportunity to practise the skills outlined. In Years 1 and 2, the more formal role Class Captain is introduced and girls are elected for a semester. These positions bring with them increasing degrees of leadership in terms of representing the views and opinions of class mates and presenting to the class.

Junior Years: Year 3 – 6At these year levels the girls are encouraged to:

• listen to and solicit others’ ideas and recommendations;

• be open to the probability that there is more than one solution to a problem;

• compliment others and give them credit for their achievements;

• understand that there are different types of leadership; and

• learn others’ strengths and help them to use those strengths.

The opportunity to work on their skills in the areas of resilience and independence are practised in many areas of the curriculum. The overarching concept of a growth mindset is fundamental to how we see our girls developing as leaders. In Years 3 – 5 Class Captain is continued and girls are elected for a semester. Students can also be elected SRC Captains. These positions bring with them increasing degrees of leadership in terms of representing the views and opinions of class mates and presenting to the class.

Leadership in the Junior School

Specific Leadership Roles There are two Junior School Co- Captains, elected by their peers and staff. Their role includes leading the Junior School Student Representative Council (SRC), running of Assemblies in conjunction with staff, assisting with the organisation of Junior School events, and representing the Junior School at official functions.

There are four Houses at Korowa:

• Akehurst (Grey)

• Clarke (Pink)

• Jamieson (Blue)

• Wilkinson (Cherry)

Junior School has two Co-Captains in each House, elected by students and staff. Their role includes contributing to, and assisting with, the running of House events in relation to social services and sporting events throughout the year.

Elected by staff at the beginning of Year 6, there are also Portfolio Captains for Art, Sport, Music, Environment, Library, STEAM, Social Service and International. Working with their committee and mentor, they contribute and assist with sharing news and events that are related to their portfolio.



AssessmentAssessment is an integral part of teaching and learning, allowing strengths and weaknesses to be identified, and to evaluate the effectiveness of learning. Assessment informs the teacher, the student and the parent. A variety of assessment tools are used at Korowa and may include all or some of the following:

• Test records;

• Observation checklists;

• Anecdotal records;

• Rubrics (scoring table that lists criteria for assessment);

• Continuums;

• Work samples;

• Student reflections; and

• External professional assessments.

Parent Teacher InterviewsFormal Parent-Teacher Interviews are scheduled each semester. This is a time for focused discussion and information sharing regarding your child’s progress.

Assessment and Reporting

Continuous Online Reporting – Year 5 & 6A Continuous Online Report means that as the semester progresses, your daughter’s report will be continually updated. Feedback about assessments in each subject will be uploaded once marking has concluded. Parents will no longer need to wait until the end of a semester to receive formal feedback. Feedback will be available via the Parent Portal for parents, and via Konnect for students.

The number of assessments varies from subject to subject. At the end of each semester, parents will be able to download a PDF version of the entire report for record keeping purposes. Continuous Online Reports will be available across Semester 1 and 2. This feedback will be supplemented by Parent Teacher interviews in Semester 1 and 2.

Informal DiscussionsInformal discussions will take place throughout the year and you may request an appointment to discuss your child’s progress at any time with the class teacher. The partnership between parents, students and teachers is strengthened by these regular discussions and communications.



Our vision in the Early Learning Centre (ELC) is to create a social and physical environment that promotes the wonder of learning and its value as a lifelong pursuit. We appreciate and respect each individual child and the particular interests, skills and abilities they bring to the setting. Our aim is to create a learning environment which allows for rich play experiences that support the development of each child.

Curriculum OverviewThe Korowa ELC curriculum is informed by ‘Belonging, Being & Becoming - The Early Years Learning Framework for Australia’ and the ‘Victorian Early Years Learning and Development Framework’.

The Early Years Learning FrameworkThe Early Years Learning Framework describes the principles, practices and outcomes essential to support and enhance young children’s learning as well as their transition to school. The Framework has a strong emphasis on play-based learning, as play is the best vehicle for young children’s learning and provides the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy), social and emotional development.

Belonging describes the children’s place in the world. They feel valued and important because they belong to a family, a group, a school, a community and a culture.

Being is about treasuring the present. Childhood is a time for children to just ‘be’. This is the time for play and discovery and not to be rushed.

Becoming describes the everyday experiences that come together to construct the child’s sense of identity and that will ultimately shape their view of themselves and of the world.

Educators are guided by the following outcomes that convey the highest expectations for all children:

• Children have a strong sense of identity

• Children are connected with and contribute to their world

• Children have a strong sense of wellbeing

• Children are confident and involved learners

• Children are effective communicators.

The Early Learning Centre Curriculum Overview



The Victorian Early Years Learning and Development Framework (VEYLDF)This framework supports the Early Years Framework, adopting a comprehensive approach to children’s learning and development. The VEYLDF establishes outcomes and practices to guide the Korowa ELC educators in their work with all families and young children. Through the use of this document, children’s learning within the ELC is supported and strengthened, providing a continuum into the early years of formal schooling.

The ELC Program at KorowaWe believe that the environment of our ELC stimulates, challenges and provokes children’s thinking. It reflects the interests of a community of learners and provides opportunities for exploring different learning styles.

We acknowledge children as individuals, recognising and accepting differences of gender and cultural relevance. Individual differences are valued and celebrated.

We view children as curious, capable inquirers who actively and collaboratively participate in their learning journey.

We value the school community and time is taken to promote respectful partnerships. Collaboration and communication, with and between children, parents and staff, are vital to the learning process.

WellbeingOne of the outcomes of The Early Years Learning Framework – “Children have a strong sense of wellbeing”, aligns with Korowa’s Wellbeing Program. Wellbeing includes good physical health, feelings of happiness, satisfaction and successful functioning. A strong sense of wellbeing provides children with confidence and optimism which maximises their learning potential. Wellbeing is correlated with resilience, providing children with the capacity to cope with day to day stress and challenges. Through the development of nurturing relationships, educators/teachers at Korowa promote your child’s sense of belonging, connectedness and wellbeing.

The Developing ChildOur extensive understanding of child development supports the belief that children learn through play. With guidance from teachers, children make connections through play that enable them to develop skills to become independent, creative, inquiring and reflective thinkers. Through ongoing observations of children, teachers provide a stimulating learning environment which caters for individual interests and needs.

Parents have formal and informal opportunities to discuss their child’s development with teachers. Each child’s learning journey can be documented in a variety of ways, including observations, discussions, reflective journals on Konnect, creative expressions and photos. Portfolios are a significant part of the documentation process and celebrate the individual learning journey.



Learning AreasThe Australian Curriculum identifies eight key learning areas. They are:

• English

• Mathematics

• Science

• Humanities and Social Sciences

• The Arts

• Languages

• Health and Physical Education

• Technologies

General CapabilitiesThe Australian Curriculum also identifies seven general capabilities to be addressed in the Australian Curriculum.

These are:

• Literacy

• Numeracy

• Information and communication technology capability

• Critical and creative thinking

Korowa Junior School Curriculum

• Personal and social capability

• Ethical understanding

• Intercultural understanding

Cross Curriculum PrioritiesIn order to make the Australian Curriculum both relevant to the lives of students, and address the contemporary issues they face, the curriculum gives special attention to three cross curriculum priorities.

Aboriginal and Torres Strait Islander histories and cultures allows all young Australians the opportunity to gain a deeper understanding and appreciation of Aboriginal and Torres Strait Islander histories and cultures, their significance for Australia and the impact these have had, and continue to have, on our world.

Asia and Australia’s engagement with Asia will allow all young Australians to develop a better understanding of the countries and cultures of the Asia region. Students will develop an appreciation of the economic, political and cultural interconnections that Australia has with the region.

Sustainability will allow all young Australians to develop an appreciation of the need for more sustainable patterns of living, build the capacities for thinking and acting that are necessary to create a more sustainable future.



Dance

Year 5Year 5 Dance aims to develop the students’ technical, performance, choreographic and expressive skills. Students will develop their fundamental movement and technical skills, developing confidence and competency in body control, balance, coordination, flexibility and alignment. Students will extend their awareness of the body as they combine, explore and analyse choreographic practices and their understanding of time, space, energy and relationships.

Year 6Through performing a variety of choreography and dance styles, students explore technical skills, spatial relationships and learn about style and choreographic intent. Through the program students will make and respond to dance; learn to analyse choreographic devices and production elements in different dance styles; explore the social, historical and cultural influences on different styles of dance; and develop the skill to perform with confidence and clarity, and with technical and expressive skills appropriate to the style of dance.

Drama

Year 5Using role-play, improvisation and characterisation, students are introduced to drama as a way of exploring different events and ideas, both real and imagined. They use the skills of drama for creating, making and presenting their ideas to the class in a cooperative and supportive environment. Students begin to use a variety of movement and vocal skills in the development of their work. They also start interpreting simple script and texts for performance.

Year 6Through enactments of real and imagined events, students explore, shape and represent ideas, feelings and their consequences. Students make, create and recreate drama using improvisation, role-play, characterisation and interpretation of texts through a process of planning, rehearsal, presenting and reflecting. They begin to understand the use of different stagecraft elements and acting skills and their importance in performance to audiences. Throughout this unit students will develop their relationships with peers.

Korowa Junior School Curriculum

EnglishThe English curriculum is built around the three interrelated strands of Language, Literature and Literacy.

Teaching and learning programs balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit, strengthen and develop these as needed.

The range of literary texts for Prep through to Year 6 comprises Australian literature, including the oral narrative traditions of Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and contemporary world literature, including texts from and about Asia.

PrepIn Prep, students communicate with peers, teachers, known adults, and students from other classes.

Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognize the entertaining nature of literature.

Literary texts that support and extend Prep students as beginner readers include predictable texts that range from caption books to books with one or more sentences per page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language features, including simple and compound sentences; mostly familiar vocabulary, known high-frequency words and single-syllable words that can be decoded phonically, and illustrations that strongly support the printed text.

Students create a range of imaginative and informative texts including pictorial representations, short statements, performances, recounts and poetry.



Year 1In Year 1, students communicate with peers, teachers, known adults and students from other classes. Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts designed to entertain and inform. These encompass traditional oral texts including Aboriginal stories, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, dramatic performances, and texts used by students as models for constructing their own texts.

Literary texts that support and extend Year 1 students as independent readers involve straightforward sequences of events and everyday happenings with recognizably realistic or imaginary characters. Informative texts present a small amount of new content about familiar topics of interest and topics being studied in other areas of the curriculum. These texts also present a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, a small number of high-frequency words and words that need to be decoded phonically, and sentence boundary punctuation, as well as illustrations and diagrams that support the printed text.

Students create a variety of imaginative, informative and persuasive texts including recounts, procedures, performances, literary retellings and poetry.

Year 2In Year 2, students communicate with peers, teachers, students from other classes, and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.

Literary texts that support and extend Year 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.

Year 3In Year 3, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.

Literary texts that support and extend students in Year 3 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

Year 4In Year 4, students experience learning in familiar contexts and a range of contexts that relate to study in other areas of the curriculum. They interact with peers and teachers from other classes and schools in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These encompass traditional oral texts including Aboriginal stories, picture books, various types of print and digital texts, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances and texts used by students as models for constructing their own work.

Literary texts that support and extend students in Years 4 as independent readers describe complex sequences of events that extend over several pages and involve unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum.



These texts use complex language features, including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a variety of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, poetry and expositions.

Year 5In Year 5, students communicate with peers and teachers from other classes and schools, community members and individuals and groups, in a range of face-to-face and online/virtual environments.

Students engage with a variety of texts for enjoyment. They listen to, read, view, interpret and evaluate spoken, written and multimodal texts in which the primary purpose is aesthetic, as well as texts designed to inform and persuade. These include various types of media texts including newspapers, film and digital texts, junior and early adolescent novels, poetry, nonfiction, and dramatic performances.

Literary texts that support and extend students in Year 5 as independent readers describe complex sequences, a range of non-stereotypical characters and elaborated events including flashbacks and shifts in time. These texts explore themes of interpersonal relationships and ethical dilemmas within real-world and fantasy settings. Informative texts supply technical and content information about a wide range of topics of interest as well as topics being studied in other areas of the curriculum. Text structures include chapters, headings and subheadings, tables of contents, indexes and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of graphics.

Students create a range of imaginative, informative and persuasive types of texts including narratives, procedures, performances, reports, reviews, explanations and discussions.

Year 6The Year 6 English program is built upon the premise that language is integral to our world and our understanding of it. The course is intended to stimulate imagination and develop confidence in reading, interpreting and producing texts that explore a range of ideas. Learning in English builds on concepts, skills and processes developed in earlier years, and teachers will revisit and strengthen these as needed. Language, Literature and Literacy are the prime focus of the course which provides a rich, varied and absorbing platform to:

• strengthen proficiency in the key areas of speaking, listening, reading and writing, thereby bolstering individual confidence, so that the girls can become engaged with their world in increasingly high quality ways;

• introduce the essential skills which are needed to make skilled use of personal computers;

• enhance their presentations, both oral and written;

• utilise a problem solving approach to literacy, which is directly connected to the texts studied throughout the year; and

• further increase skill and accuracy in hand-writing, spelling and grammar.

GeographyDeveloping students’ geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use and interpretation of maps, photographs and other representations of geographical data. The content of each year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. These strands are interrelated and are taught in an integrated manner.

PrepStudents explore the place they live in and belong to, and learn to observe and describe its features. Learning about their own place and building a connection with it contributes to their sense of identity and belonging and an understanding of why and how they should look after places.

Year 1Prompted to further consider how places can be cared for, students learn that places can have natural, managed and constructed environmental features, and range from those that have largely natural features to those with largely managed or constructed features.

Year 2Students are introduced to the concept of scale as they learn about the hierarchy of scale by which places are defined - from smaller rural villages to larger cities. Students’ understanding of the concept of interconnection is developed by investigating their links with places locally and globally and the connection Aboriginal and Torres Strait Islander people maintain with Country/Place.

Year 3Students develop their understanding of place by examining the similarities and differences between places within and outside Australia. They examine the major natural and human characteristics of Australia, the countries/places of Aboriginal and Torres Strait Islander peoples, and Australia’s neighbouring countries.



Year 4Students recognise that people have different views on how sustainability can be achieved. They learn that sustainability means more than the careful use of resources and the safe management of waste, and they develop their understanding of the concept by exploring some of the other functions of the environment that support their lives and the lives of other living things.

Year 5In exploring the interconnections between people and environments, students examine how climate and landforms influence the human characteristics of places, and how human actions influence the environmental characteristics of places. They also examine how human decisions and actions influence the way spaces within places are organised and managed.

Year 6Students learn about the diversity of peoples and cultures around the world, including indigenous peoples of other countries, and reflect on cultural differences and similarities. Students explore spatial distributions, patterns and trends in a range of maps, graphs and tables. Students’ mind maps of the world and their understanding of place are further developed through learning the location of the major countries in the Asia region, and investigating the geographical diversity and variety of connections between people and places. There is a strong focus in this unit on the use of geographical inquiry and skills.

Health, Physical Education (PE) and SportPhysical Education is an integral component of each child’s life. At Korowa, the Physical Education program is designed to provide every student with challenging activities to participate in and achievable goals to strive towards. Fitness is a key component in developing a healthy lifestyle and is encouraged through participating in regular activity. Children experience a range of activities: Physical Education, Sport and House events and are able to participate in co-curricular sporting activities at an interschool level.

Developing an understanding of movement, coordination and motor skills allows the learner to gain an awareness of their individual abilities and strengths in physical activity. Students are supported to value themselves and their peers. Positive reinforcement, respect for others and working as a team are key aspects in developing positive attitudes, resilience and appropriate social interaction, both in Physical Education and Sport classes and in day-to-day life.

A positive attitude towards health and physical activity will foster a lasting desire to remain physically fit and will motivate students to continue their involvement in sport and physical activity throughout their lifetime.

Bodyworks ProgramThe Bodyworks Health and Wellbeing Program has been specifically designed to teach students to enhance their own and others’ health, safety and wellbeing in a sequential series of lessons across the Prep to Year 6 environment. This Program runs alongside our Health and Physical Education Curriculum and provides a comprehensive Health Education Program that is engaging and informative at each year level.

The main areas of learning include:

• Understanding the structure and function of the human body;

• Appreciation of what constitutes a healthy lifestyle and making sound personal and nutritional choices;

• An understanding of the safe and appropriate use of medicines and drugs, together with an awareness of the problems of substance misuse and abuse in our community;

• Personal growth and development including puberty and adolescent development; and

• Personal wellbeing and relationship skills to enhance our lives and interactions with others. Parent Information evenings are an integral part of this program.

Swimming ProgramIn 2020, students in ELC 4 to Year 6 participate in a semester swimming program every week in an allocated period in their timetable. It is our aim to offer your child a happy and meaningful learning experience that provides the foundation for swimming and water safety skills for children that enables them to safely enjoy aquatic activities in a limited range of environments. The program includes a sequential approach to water familiarisation skills, development of various stroke techniques, water safety knowledge, survival skills and rescue ability. Students are taught by qualified Melbourne Vicentre swimming coaches at the Korowa Pool. Children require regular practise to maintain their skill level and are strongly encouraged to take part in regular external swimming lessons which this program will complement. Once students reach the end of Year 5, they will feel confident in achieving the tasks required to receive the Victorian Water Safety Certificate in Year 6, introduced by the Victorian Government and LifeSaving Victoria.

Sport CarnivalsKorowa Junior School has three major sporting carnivals every year: House Swimming, House Cross Country and House Athletics. House Cross Country involves all students from Prep to Year 6. House Athletics is split into two separate events, ELC to Year 2 and Year 3 to Year 6. House Swimming includes events for Years 3 to 6 students.



ELC 3The program is designed to improve motor skills, enhance social interaction and develop confidence. Children are actively involved in sessions that may be equipment based, based on rhythm and dance, minor games or exploratory activities.

ELC 4Children participate in a broader range of activities that include aerobic fitness, spatial awareness, motor skills, balance, eye/hand/foot coordination and minor games. The program is also designed to enhance social interaction and confidence.

Prep Physical EducationPrep students participate in a range of challenging and enjoyable activities that develop skills, nurture confidence and promote a positive attitude to exercise and a healthy lifestyle.

Year 1 Physical EducationYear 1 students experience a range of activities to develop their fundamental motor skills and confidence while promoting a positive attitude to exercise and sport.

Year 2 Physical EducationIn Year 2 students undertake a range of activities, introducing them to a variety of new skills, movement patterns and motor coordination. It is important that students learn and develop their skills at their own pace through modified games. They need to understand the importance of working together as a team to achieve a common goal. Self-esteem is nurtured, as well as respect for others.

Year 3 and 4 Physical Education and SportSkills and motor coordination are developed further in minor and major game settings in Year 4. Students have designated PE and Sport classes. Sport encourages students to mix across classes. Units covered include Movement, Invasion, Striking and Fielding, Net, Wall, Court and Target Games. Students also have the opportunity to be selected to represent Korowa at District Competitions and beyond including Swimming, Diving, Cross Country and Athletics.

Year 5 and 6 Physical Education and SportFundamental motor skills, coordination and fitness are further developed in more major game settings in Year 5. Students have designated PE and Sport classes. Year 5 and 6 Physical Education aims to extend physical abilities at both individual and team levels by refining movement skills and applying them in a variety of contexts. In Term 2 and 3, students in Year 5 and 6 play Interschool Sport against other schools in the Armadale District. Students may nominate preferred sports including Australian Rules Football, Netball, Teeball, Cricket, Handball and Soccer. Sport is timetabled to allow students to work together across classes. Students also have the opportunity to be selected to represent Korowa at District Competitions and beyond including Swimming, Diving, Cross Country, Athletics and various team sports such as Netball, Soccer and Basketball.

HistoryLearning about history through integrated studies provides opportunities to develop historical understanding through key concepts including continuity and change, cause and effect, perspectives, empathy and significance. These concepts are investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries. The history content involves two strands: Historical Knowledge and Understanding and Historical Skills. These strands are interrelated and are taught in an integrated way across learning areas and in ways that are appropriate to specific local contexts.

PrepPersonal and Family Histories The Prep curriculum provides a study of personal and family histories. Students learn about their own history and that of their family; this may include stories from different cultures and other parts of the world. As participants in their own history, students build on their knowledge and understanding of how the past is different from the present.

Year 1Present and Past Family Life

The Year 1 curriculum provides a study of present and past family life within the context of the students’ own world. Students learn about similarities and differences in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time.



Year 2The Past in the Present

The Year 2 curriculum provides a study of local history. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.

Year 3Community and Remembrance

The Year 3 curriculum provides a study of identity and diversity in both a local and broader context. Moving from the heritage of their local area, students explore the historical features and diversity of their community as represented in symbols and emblems of significance, and celebrations and commemorations, both locally and in other places around the world.

Year 4First Contacts

The Year 4 curriculum introduces world history and the movement of peoples. Beginning with the history of Aboriginal and Torres Strait Islander peoples, students examine European exploration and colonisation in Australia and throughout the world up to the early 1800s. Students examine the impact of exploration on other societies, how these societies interacted with newcomers, and how these experiences contributed to their cultural diversity.

Year 5The Australian Colonies

The Year 5 curriculum provides a study of colonial Australia in the 1800s. Students look at the founding of British colonies and the development of a colony. They learn about what life was like for different groups of people in the colonial period. They examine significant events and people, political and economic developments, social structures, and settlement patterns.

Year 6Democracy

The Year 6 curriculum moves from colonial Australia to the development of Australia as a nation, particularly after 1900. Students explore the factors that led to Federation and experiences of democracy and citizenship over time. Students understand the significance of Australia’s British heritage, the Westminster system, and other models that influenced the development of Australia’s system of government. Students learn about the way of life of people who migrated to Australia and their contributions to Australia’s economic and social development.

LanguagesIn 2020, all Junior School students study German, except for Year 4 and 6 who will continue with French. In Year 7 and 8, students can then choose from any two languages (German, French, Chinese and Japanese). At least one language is continued until Year 9, however students are encouraged to study two. At Year 9, students may commence a new language from the four offered at Korowa. The emphasis in the Languages program is on enjoyment, participation and skill acquisition in the foreign language.

At the same time, broadening the students’ overall understanding and appreciation of the culture and customs of both French and German people. Aural-oral skills are of primary significance, with an increasing emphasis being placed on reading and writing skills in Years 4, 5 and 6.

Prep GermanThe Prep German course is presented aurally and orally with focus on the imitation and repetition of key pronunciation patterns. Songs, games, rhymes, picture stories and role plays are used to maximise student participation and reinforce topic vocabulary and idiom. Students follow simple classroom instructions, learn basic greetings, ask and respond to simple questions, and trace or copy words. Students also begin to learn about the culture of Germany to compare and contrast this with their own. Assessment is continuous throughout each semester and reflects student effort, achievement and participation.

Year 1 GermanThe Year 1 German course continues to emphasise listening and speaking skills, while fostering the initial stages of word recognition and transcription skills. Students participate in dialogue and role-play activities, extended listening tasks and performance presentations. Songs, rhymes, games and picture stories continue to build firm pronunciation patterns, extend vocabulary and idiom and nurture aural-oral confidence and competence. Students also learn about the culture of Germany and compare and contrast this with their own. Assessment is continuous throughout each semester and reflects student effort, achievement, participation and skill acquisition.

Year 2 GermanThe Year 2 German course continues to emphasise listening and speaking skills, while further developing students’ ability to read short sentences and write simple phrases. Students participate in dialogue and role-play activities, extended listening tasks and performance presentations for student and parent audiences. Song, rhyme, game and picture story activities continue to build firm pronunciation patterns, extend vocabulary and idiom, and nurture aural-oral confidence and competence. Students also learn about the



culture and customs of Germany and compare and contrast them with their own. Assessment is continuous throughout each semester and reflects student effort, achievement, participation and skill acquisition. Where possible, links are made to the Integrated Units being investigated.

Year 3 GermanThe Year 3 German course continues to develop the students’ listening and speaking skills with emphasis placed on answering questions, completing grids, asking simple questions, describing people, objects or events. Students read short texts and begin to write short sentences based on models. The culture, customs, current events and life in Germany are discussed and compared and contrasted with life in Australia. Assessment is continuous throughout each semester and reflects students’ involvement, effort, skill acquisition and participation.

Year 4 FrenchThe Year 4 French course continues to further develop the students’ aural and oral competence and confidence. Tasks include dialogue and role-play performances, responding to questions, following instructions, reading aloud and recognising patterns in the language. Students write short sentences based on models and produce personal writing tasks in the form of storybooks or posters. The culture, customs, life and current events in France are discussed and compared and contrasted with life in Australia.

Assessment is continuous throughout each semester and reflects students’ involvement, effort, skill acquisition and participation.

Year 5 GermanThe Year 5 German course further emphasises aural-oral skill acquisition, but there is an increasing emphasis on reading, writing and spelling as well. Students create and perform short skits, read short texts, write a short paragraph based on patterned material and use a bilingual dictionary to interpret unfamiliar words and phrases. The culture, customs, life and current events in Germany are discussed and compared and contrasted with life in Australia. Assessment is continuous throughout each semester and reflects students’ involvement, effort, skill acquisition and participation.

Year 6 FrenchThe Year 6 German program develops the four language skills of listening, speaking, reading and writing skills within the context of hobbies, sports, families, activities, food and school. Students starting the language at Year 6 are also accommodated. Any previous language study equips them with the knowledge and the skills of the language learning process.

MathematicsThe proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of mathematics content across the three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. The proficiencies reinforce the significance of working mathematically within the content and describe how the content is explored or developed. They provide the language to build in the developmental aspects of the learning of mathematics.

PrepUnderstanding includes connecting names, numerals and quantities.

Fluency includes readily counting numbers in sequences, continuing patterns, and comparing the lengths of objects.

Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer.

Reasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length.

Year 1Understanding includes connecting names, numerals and quantities, and partitioning numbers in various ways.

Fluency includes counting numbers in sequences readily forward and backwards, locating numbers on a line, and naming the days of the week.

Problem Solving includes using materials to model authentic problems, giving and receiving directions to unfamiliar places, and using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer.

Reasoning includes explaining direct and indirect comparisons of length using uniform informal units, justifying representations of data, and explaining patterns that have been created.

Year 2Understanding includes connecting number calculations with counting sequences, partitioning and combining numbers flexibly, identifying and describing the relationship between addition and subtraction and between multiplication and division.

Fluency includes counting numbers in sequences readily, using informal units iteratively to compare measurements, using the language of chance to describe outcomes of familiar chance events and describing and comparing time durations.



Problem Solving includes formulating problems from authentic situations, making models and using number sentences that represent problem situations, and matching transformations with their original shape.

Reasoning includes using known facts to derive strategies for unfamiliar calculations, comparing and contrasting related models of operations, and creating and interpreting simple representations of data.

Year 3Understanding includes connecting number representations with number sequences, partitioning and combining numbers flexibly, representing unit fractions, using appropriate language to communicate times, and identifying environmental symmetry.

Fluency includes recalling multiplication facts, using familiar metric units to order and compare objects, identifying and describing outcomes of chance experiments, interpreting maps and communicating positions.

Problem Solving includes formulating and modelling authentic situations involving planning methods of data collection and representation, making models of three-dimensional objects and using number properties to continue number patterns.

Reasoning includes using generalising from number properties and results of calculations, comparing angles, creating and interpreting variations in the results of data collections and data displays.

Year 4Understanding includes making connections between representations of numbers, partitioning and combining numbers flexibly, extending place value to decimals, using appropriate language to communicate times, and describing properties of symmetrical shapes.

Fluency includes recalling multiplication tables, communicating sequences of simple fractions, using instruments to measure accurately, creating patterns with shapes and their transformations, and collecting and recording data.

Problem Solving includes formulating, modelling and recording authentic situations involving operations, comparing large numbers with each other, comparing time durations, and using properties of numbers to continue patterns.

Reasoning includes using generalising from number properties and results of calculations, deriving strategies for unfamiliar multiplication and division tasks, comparing angles, communicating information using graphical displays and evaluating the appropriateness of different displays.

Year 5Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing them in various ways, describing transformations and identifying line and rotational symmetry.

Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments to measure angles.

Problem Solving includes formulating and solving authentic problems using whole numbers and measurements and creating financial plans.

Reasoning includes investigating strategies to perform calculations efficiently, continuing patterns involving fractions and decimals, interpreting results of chance experiments, posing appropriate questions for data investigations and interpreting data sets.

Year 6To cater for individual differences within the Mathematics classroom and to provide all students with appropriately challenging learning in Mathematics, the students in Year 6 are grouped according to their level of mastery. The course is taught through the proficiency strands of Understanding, Fluency, Problem Solving and Reasoning within the content strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability.

MusicMusic has played an important role at Korowa for much of its history. The Music program is founded upon the belief that an understanding, and appreciation of music begins in early childhood and continues throughout life.

The Junior Music Program includes both Kodaly and Orff methods. These skills are developed through singing, playing, listening, moving and creating. The program is planned and sequenced to suit the developmental stages of the child.

Choral singing is a strength in the Junior School, and all students take part in Mini Singers (Prep to Year 2) or Junior Choir (Years 3 to 6). As choristers, students reap the many physiological, mental and emotional benefits of group singing. They also have the opportunity to perform at numerous school and community events.

The Strings Program, which has a strong tradition at Korowa, allows for every student in Year 2 and 3 to have the exciting opportunity to receive free tuition in violin, viola or cello. This program aims to foster a love of ensemble playing whilst reinforcing fundamental musicianship and theory skills.

The Year 5 and 6 Instrumental Program allows students to receive free tuition on a wide range of orchestral instruments.



This allows students the opportunity to experience learning on a new instrument, and it is from this program that students often consolidate their learning for further private study and ensemble participation in the Cripps program.

Private tuition on a wide selection of instruments is available from the Korowa Music School. String players are encouraged to join the Donald Redding String Orchestra, which is for beginner to intermediate level string players. Brass, woodwind and percussion players are encouraged to join the Junior School Concert Band, an all-inclusive band for all of our other instrumentalists. More advanced pupils may be invited to join the larger ensembles in the Senior School.

ELCThe ELC Music program is designed to allow students the opportunity to explore and experience music through song, play-based and interactive activities. They will sing songs featuring sounds the children naturally encounter in their world and that contain musical elements they will later be taught. This creates a strong foundation where the child is familiar and comfortable with the sound before making musical concepts and skills conscious later on. The children will experience music in play through singing, chanting, movement, repetition and experimentation, and explore music from a variety of different cultures and contexts. Fun and inclusivity is key in every Music lesson.

PrepPrep students will learn music through song and movement. The children will firstly learn to sing songs containing musical elements before naming these elements and making them conscious. This creates a necessary foundation where the child is familiar and comfortable with the sound before the more abstract naming of the concept. Basic musical elements such as pitch (so, mi, la), rhythm (ta, ti-ti, za) and beat will be explored using the sequential Kodaly method. Singing, listening activities, movement and percussion playing will be core elements of Music in Prep. The Prep students will take part in the Early Years choral group, the Mini Singers, and perform at numerous occasions throughout the year.

Year 1The Year 1 students will develop their understanding of musical elements such as Beat, Rhythm, Pitch, Dynamics and Tempo using the Kodaly method. Rhythm and Pitch will be key concepts as the students will be encouraged to read, write, play and compose their own rhythms and two tone ostinati (melodic patterns with a strong rhythmic foundation). The students will begin to play simple melodies and songs on the tuned percussion instruments, and will begin to sing and play simultaneously. The Year 1 students will take part in the Early Years choral group, the Mini Singers, and perform at numerous occasions throughout the year.

Year 2The Year 2 students will continue developing their understanding of musical concepts using the Kodaly and Orff methods. Increased emphasis is placed on music literacy and the development of writing and reading music notation is core. The Year 2 String Program provides an exciting opportunity for all students in this year level to learn the violin or cello in a group setting once a week. The benefits of instrumental ensemble playing in conjunction with regular classroom Music lessons is fully maximized and the students flourish. The Year 2 students will take part in the Early Years choral group, the Mini Singers, and perform at numerous occasions throughout the year.

Year 3In Year 3 the Music program aims to further enhance the students’ theoretical as well as musicianship skills. They develop and extend their skills in Music Literacy, including music notation and dictation. Creative and compositional activities are regularly featured in Music lessons, and the students continue to build confidence in ensemble playing via the Year 3 String Program. In Year 3, the students join the Junior Choir which performs at numerous events throughout the year.

Year 4In Year 4, the Music program aims to further enhance the students’ skills in Performance and Composition, Theory and Musicianship. Students learn to read, dissect and rearrange a basic orchestral score as well as other forms on notations. They learn to create, compose and record compositional ideas via traditional manuscript as well digital software programs. Fundamental music theory skills are strongly reinforced during lessons. The Year 4 students continue to take part in the Junior Choir which performs at numerous events throughout the year.

Year 5Composition and Music Analysis are key features of the Year 5 Music Program. The students explore creative song writing and are introduced to basic music analysis whereby the elements of music are explored, analysed and critiqued. Notation writing skills are utilised and the students record their ideas via traditional manuscript as well as digital software programs.

An important part of the Year 5 Music Program involves the Instrumental component whereby each student is given the opportunity to learn an orchestral instrument for the year. This incentive is aimed at providing the students with a greater exposure to new instruments and also fosters any potential for further private study. The Year 5 Instrumental Program is also the ‘gateway’ for preparation into the Year 6 Music Program which features an intensive ensemble element.



Year 6Music is a unique field of study with its own body of knowledge, skills and ways of thinking. The Year 6 Music program enables students to develop the ability to perform and to listen to music with understanding. Students develop solo instrumental skills and an understanding of how these skills contribute to ensemble development. All Year 6 students receive weekly small group tuition on an instrument for the whole year, delivered by a specialist instrumental teacher. In addition to their weekly instrumental lessons, students participate in fortnightly ensemble rehearsals. Instruments that may be offered include oboe, clarinet, bassoon, saxophone, flute, trombone, trumpet, French horn, double bass and percussion.

ScienceThe Science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. The three strands of the curriculum are interrelated and their content is taught in an integrated way over a two year cycle.

Prep / Year 1Students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can cause, such as making things move or change shape. Students learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information.

Students infer simple cause-and-effect relationships from their observations and experiences, and begin to link events and phenomena with observable effects. They observe changes that can be large or small and happen quickly or slowly. Students explore the properties of familiar objects and phenomena, identifying similarities and differences. They begin to value counting as a means of comparing observations, and are introduced to ways of organising their observations.

Year 2 / Year 3Students describe the components of simple systems, such as stationary objects subjected to pushes or pulls, or combinations of materials, and show how objects and materials interact through direct manipulation. They observe patterns of growth and change in living things, and describe patterns and make predictions. Students explore the use of resources from Earth and are introduced to the idea of the flow of matter when considering how water is used. They use counting and informal measurements to make and compare observations and begin to recognise that organising these observations in tables makes it easier to show patterns.

Students observe heat and its effects on solids and liquids and begin to develop an understanding of energy flows through simple systems. In observing day and night, they develop an appreciation of regular and predictable cycles. Students order their observations by grouping and classifying; in classifying things as living or non-living they begin to recognise that classifications are not always easy to define or apply. They begin to quantify their observations to enable comparison, and learn more sophisticated ways of identifying and representing relationships, including the use of tables and graphs to identify trends. Students use their understanding of relationships between components of simple systems to make predictions.

Year 4 / Year 5Students broaden their understanding of classification and form and function through an exploration of the properties of natural and processed materials. They learn that forces include non-contact forces and begin to appreciate that some interactions result from phenomena that can’t be seen with the naked eye. Students begin to appreciate that current systems, such as Earth’s surface, have characteristics that have resulted from past changes and that living things form part of systems. They understand that some systems change in predictable ways, such as through cycles. Students apply their knowledge to make predictions based on interactions within systems, including those involving the actions of humans.

Students are introduced to cause and effect relationships that relate to form and function through an exploration of adaptations of living things. They explore observable phenomena associated with light and begin to appreciate that phenomena have sets of characteristic behaviours. Students broaden their classification of matter to include gases and begin to see how matter structures the world around them. They consider Earth as a component within a solar system and use models for investigating systems at astronomical scales. Students begin to identify stable and dynamic aspects of systems, and learn how to look for patterns and relationships between components of systems. They develop explanations for the patterns they observe.

Year 6In Year 6 students explore safety in the science laboratory as well as a variety of scientific equipment. Students begin to see the role of variables in measuring changes and learn how to look for patterns and relationships between variables. They develop explanations for the patterns they observe, drawing on evidence. They develop a view of Earth as a dynamic system, in which changes in one aspect of the system impact on other aspects; similarly they see that the growth and survival of living things are dependent on matter and energy flows within a larger system. They also conduct a study of chemical and physical change and learn to distinguish between changes that are reversible and irreversible. Students explore circuitry systems and and apply their understanding of circuits during the topic on electricity.



Trips and ToursStudents from Years 3 - 6 participate in a camping and outdoor education program, which is sequentially designed to cater for their particular social, physical, emotional and intellectual stage of development. The program of activities is carefully planned to develop skills in relation to the learning outcomes outlined in our Personal Development and Integrated Studies curriculum.

• Year 3 girls are away for one day and one night at Camp Manyung in Mt Eliza.

• Year 4 girls are away for two nights and three days in Marysville, Victoria.

• Year 5 girls are away for two nights and three days at Camp Jungai in Eildon, Victoria.

• Year 6 girls participate in the Korowa to the Capital Tour in Canberra for three nights and four days.

Religious EducationThe Junior School Religious Education program aims to develop students’ understanding of who and where they are in time and space. It endeavours to do this in the context of the inclusive tradition of the Anglican Church by exploring such values as faith, love and compassion with reference to the Bible and the love of Christ. In doing so, the Junior Schools’ Character Development Program and Circle time is supported and complemented. Gospel stories and Godly Play narratives are presented and discussed, and creative activities suitable to each age group are undertaken. The concept that each person is made in the image of God and is therefore special, unique and important is also explored.

The passing of the Church year is investigated as we share and explain yearly festivals and Holy Days including Good Friday, Easter, Advent and Christmas. The symbols associated with these events are also identified and discussed, such as the connection between our Crests’ crossed palms and Easter. Students are involved in some prayer writing to help them on their own faith journeys.

TechnologiesTechnologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed and constructed environments.

The Australian Curriculum: Technologies, ensures that all students benefit from learning about, and working with, traditional, contemporary and emerging technologies that shape the world in which we live. By applying their knowledge, practical skills and processes when using

technologies to create innovative solutions, independently and collaboratively, our girls will develop knowledge, understanding and skills to respond creatively to current and future needs. The practical nature of the Technologies learning area engages our girls in critical and creative thinking, including understanding interrelationships in systems when solving complex problems. A systematic approach to experimentation, problem-solving, prototyping and evaluation instils in our girls the value of planning and reviewing processes to realise ideas.

Korowa girls should develop capacity for action and a critical appreciation of the processes through which technologies are developed and how technologies can contribute to societies. Our girls need opportunities to consider the use and impact of technological solutions on equity, ethics, and personal and social values. In creating solutions, as well as responding to the designed world, students consider desirable sustainable patterns of living, and contribute to preferred futures for themselves and others.

The Technologies subject has been divided into bands; Foundation-2, Years 3-4, and Years 5-6.

Foundation to Year 2 Design and TechnologyBy the end of Year 2, girls describe the purpose of familiar products, services and environments and how they meet the needs of users, affecting others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts.

With guidance, girls create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Girls create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, girls demonstrate safe use of tools and equipment when producing designed solutions.

Foundation to Year 2 Digital TechnologyBy the end of Year 2, girls identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.

Girls design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.



Years 3 and 4 Design and TechnologyBy the end of Year 4, girls explain how products, services and environments are designed to best meet needs of communities and their environments. They describe contributions of people in design and technologies occupations. Students describe how the features of technologies can be used to produce designed solutions for each of the prescribed technologies contexts.

Girls create designed solutions for each of the prescribed technologies contexts. They explain needs or opportunities and evaluate ideas and designed solutions against identified criteria for success, including environmental sustainability considerations. They develop and expand design ideas and communicate these using models and drawings including annotations and symbols. Girls plan and sequence major steps in design and production. They identify appropriate technologies and techniques and demonstrate safe work practices when producing designed solutions.

Years 3 and 4 Digital TechnologyBy the end of Year 4, girls describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Girls define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Years 5 Design and TechnologyBy the end of Year 5, girls describe competing considerations in the design of products, services and environments, taking into account sustainability. They describe how design and technologies contribute to meeting present and future needs.

Girls explain how the features of technologies impact on designed solutions for each of the prescribed technologies contexts. Girls create designed solutions for each of the prescribed technologies contexts suitable for identified needs or opportunities. They suggest criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions. They combine design ideas and communicate these to audiences using graphical representation techniques and technical terms. Girls record project plans including production processes. They select and use appropriate technologies and techniques correctly and safely to produce designed solutions.

Years 5 Digital TechnologyBy the end of Year 5, girls explain the fundamentals of digital system components (hardware, software and networks) and how digital systems are connected to form networks. They explain how digital systems use whole numbers as a basis for representing a variety of data types.

Girls define problems in terms of data and functional requirements and design solutions by developing algorithms to address the problems. They incorporate decision-making, repetition and user interface design into their designs and implement their digital solutions, including a visual program. They explain how information systems and their solutions meet needs and consider sustainability. Girls manage the creation and communication of ideas and information in collaborative digital projects using validated data and agreed protocols.

Year 6 Technology and EnterpriseStudents will investigate the ways people work and explore factors affecting work now and into the future. They will investigate the nature, and explain the importance of, enterprising behaviours and capabilities. Students will develop skills in designing and developing in both physical and visual environments and using a range of technology contexts, including engineering principles and systems, materials and technology specialisations. Through practical opportunites, students clarify their thinking, analysis, problem-solving and decision-making.

Visual ArtsThe Art program at Korowa aims to inspire the students’ interest in Art and provides opportunities for them to develop their artistic and creative talents with confidence. The unique educational contribution of visual arts to the personal growth of the child encourages observation of the world around them, visual expression and appreciation of one’s own work, and the work of others. The students develop an awareness of shape, dimension, line, texture, colour, pattern and tone through drawing, painting, clay, textiles, collage and three dimensional modelling.

The course is presented through strands such as:

• Creating – which explores and develops ideas

• Making – which uses skills and techniques

• Presenting works individually and in groups

• Reflecting – responding to art as an expressive nonverbal means of communication.



ELCArt is a vital component of the program in the Early Learning Centre, with time provided for the children to work on art with their class teacher and the Art Specialist. The aim is to introduce the children to a wide variety of art materials and techniques, and encourage free expression within a flexible timeframe. The children work weekly with the Art Specialist. In addition to working on their individual art pieces, there are opportunities during the year, when all the children can link their art with the class Integrated Unit and work collaboratively on a group piece of art.

PrepThe Prep students’ artistic ideas and experiences develop through working with a wide variety of materials, and participating in imaginative and skill based tasks. The students are introduced to the work of other artists to broaden their knowledge and appreciation. From early in the year, they are encouraged to work independently and expressively to develop an individual style. Where possible, the Art program links with the class Integrated Units.

Year 1Year 1 students work with a broad range of materials and are strongly encouraged to experiment with media and techniques. The Art program is based on the experience of learning specific skills and the development of the student’s self-expression. The students are introduced to the work of other artists to enrich their appreciation of different ideas and techniques, and where possible, their art links with the class Integrated Units.

Year 2Year 2 students participate in skill- based activities requiring students to use a variety of materials to further encourage their visual creativity. The students explore 2D illustration and 3D construction, as well as being introduced to finer observational and drawing techniques. These are all combined in a working environment that encourages individual ideas, collaborative team work, and cooperative appreciation of each other’s work. When appropriate, the Art program also links into class Integrated Units.

Year 3Year 3 creativity is refreshingly lively as the skills the students have been acquiring over previous years become more refined. With their increasing competence managing their materials, the students experiment with a wide range of materials completing 2D and 3D works. When appropriate, the Art program also links with the class Integrated Units. Connections are made to enhance the student’s understanding of the concepts explored. They are introduced to styles and techniques of other artists. The application of textiles and modelling with clay is becoming more complex, reflecting the skills they have developed in earlier years.

Year 4Year 4 Art requires students to use a broad variety of 2D and 3D media. Projects reflect their class studies as well as focus on the appreciation of contemporary and past artists. Where appropriate, links are made with class Integrated Units to enhance the student’s understanding of the concepts explored. The students work competently and independently, allowing creative experimentation with materials within a supportive and cooperative environment. Observation and realism is practised through 3D construction using a variety of materials. The materials introduced are becoming more challenging to manipulate as the students further develop their skills.

Year 5Year 5 students work with a wide range of materials to complete more complex 2D and 3D pieces. The students are encouraged to discuss and negotiate their ideas and to be imaginative in the way they use the materials. By this stage their skills are well developed and self-sufficiency is encouraged within a cooperative environment. Where possible, Integrated Units are enhanced by working in the Art Room, and appropriate links are made to enhance the student’s understanding of the concepts explored. Inventiveness and exploration of materials is encouraged. Imagination is expressed through abstract topics, and diverse materials such as wire, plaster and mixed media are available to the students. By Year 5, the students have already had experience using most of the materials and are developing increasing independence in their choice and use of these options.

Year 6This course focuses on the exploration of visual language, using visual elements and principles to express ideas and develop skills with media. The emphasis is on student understanding of the elements of line, colour, shape, tone and texture and how these elements can contribute to the composition, aesthetics and meaning of an artwork. Students work independently and collaboratively to creatively apply these formal elements in various art forms. The visual diary is formally introduced as a means of demonstrating all the processes, experimentation, trials and thinking that is involved in creating the final artwork. Accruing and developing a set of common skills and techniques in a range of media including new technologies is emphasised at this level.



Homework in the Junior School

By setting homework tasks we aim to:

• enable students to consolidate skills learnt at school in order to facilitate further learning;

• help students to develop good study habits, self-discipline and organisational skills;

• give students an opportunity to take personal responsibility for their learning;

• provide further opportunities for parents to share in their child’s education; and

• link school and home by way of sharing a positive partnership.

Homework will increase in difficulty and time required as the student proceeds through the School.

Types of homework:

Homework may be set by a classroom or specialist teacher, covering areas such as:

• English Reading in Prep to Year 6: Nightly Literacy: Tasks may include spelling, writing and reading comprehension

• Mathematics Students will consolidate learning of Mathematical concepts covered in class

• Specialist Areas Years 2 - 6 – Five minutes, four times a week of musical instrument Prep - Year 6 – Five minutes, four times a week of Languages

Students may participate in ongoing activities such as art

work, musicals, sports training or challenges.

Parents can help by:

• Establishing a homework routine or schedule;

• Providing the physical space, equipment and opportunity for work to be completed;

• Being supportive of their children as they attempt to complete tasks independently;

• Praising good effort and modelling good habits;

• Fostering good reading habits and a love of literature;

• Being considerate of the many demands that can be placed on a child’s time;

• Allowing children to take ownership of their work, encouraging the student to ask for teacher assistance when required; and

• Checking the School Diary and Konnect Class Pages.

Homework provides students with the opportunity to engage in purposeful activities beyond school in order to consolidate learning.

Korowa Anglican Girls’ School10–16 Ranfurlie Crescent, Glen IrisVictoria, Australia 3146ABN: 53 007 133 646CRICOS Provider 01022GT: +61 3 8808 8888E: [email protected]

The information contained in this document was correct at time of printing. Students and parents will be informed of any changes to this information.

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