Student Information
Curriculum
Students in P-6 follow the Australian Curriculum. Students in Kindergarten follow the Early Years Learning Framework.
Early Years Learning Framework
Belonging, Being and Becoming – The Early Years Learning Framework for Australia (EYLF) is the foundation document for ensuring children in all early years settings experience quality teaching and learning. The EYLF recognises the complex nature of young children’s learning and provides principles and practices to guide educators working with children birth to 5 years of age and has, at its centre, the child. The EYLF has five learning outcomes:
- 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
Educators use the outcomes to observe children and plan for their ongoing development. When using the EYLF educators acknowledge that children learn in a variety of ways and provide quality learning environments that are inclusive of all children.
Australian Curriculum
The Australian Curriculum Framework is a national curriculum followed by all schools in Australia.
For primary school, the framework is made up of the following learning areas:
- English
- Mathematics
- Science
- Health and Physical Education
- HASS - Humanities and Social Science
- The Arts
- Technologies (including: Design and Technologies; Digital Technologies)
- Languages
Educators use the outcomes to observe children and plan for their ongoing development. When using the EYLF educators acknowledge that children learn in a variety of ways and provide quality learning environments that are inclusive of all children.
Australian Curriculum
The Australian Curriculum Framework is a national curriculum followed by all schools in Australia.
For primary school, the framework is made up of the following learning areas:
- English
- Mathematics
- Science
- Health and Physical Education
- HASS - Humanities and Social Science
- The Arts
- Technologies (including: Design and Technologies; Digital Technologies)
- Languages
Within the Australian Curriculum we are developing whole school approaches to the general capabilities:
- Literacy – whole school approaches specifically in reading and spelling, with a writing whole school approach being developed in 2019
- Numeracy – whole school approach using Di Siemon’s 6 Big Ideas in number
- Personal & Social capability – whole school approach in respectful relationships, whole school embedding of school values, Zones of Regulation, explicit social and emotional teaching
- Critical and Creative Thinking – whole school approach being developed in 2019this is an area being developed in 2019
- Intercultural Understanding – whole school approach as part of Japanese and also class by class approach
- ICT – a class by class approach
- Ethical Understanding – a class by class approach
We focus on the three cross curricular priorities as a whole school in the following way:
- Term 1: Asia and Australia’s engagement with Asia
- Term 2: Aboriginal & Torres Strait Islander Histories and Cultures
- Term 3: Sustainability
English
The strands in English are:
- Language
- Literature
- Literacy
Communication processes that are explicitly taught include: reading, listening, viewing; and speaking, writing, creating. Families are encouraged to support these elements of English at home by ensuring their children read and talk about what they read, hear and watch as well as encourage opportunities to build vocabulary by talking, writing and creating. Active engagement in the home reading program is also essential for developing reading skills – a foundation for learning in all areas.
Mathematics
The strands in Mathematics are:
- Number and algebra
- Measurement and geometry
- Statistics and probability
In this learning area the four proficiency strands which teachers focus on are: understanding, fluency, problem solving and reasoning.
Science
The Science curriculum focuses on the following four strands for student learning:
- Science as a human endeavour
- Scientific inquiry
- Scientific communication
- Science as a body of knowledge
The Arts
Visual arts and performing arts are strands in this learning area. Depending on the availability of specialist teachers, students participate a weekly session of one or more of either visual art, drama or music.
Health and Physical Education
A weekly Physical Education (PE) session is timetabled for students. Gross and fine motor skills, as well as teamwork, cooperation and sportsmanship are a focus in these sessions.
The Swimming and Water Safety Program runs for a week for all students early in Term 1. Athletics is held in term 1 and sometimes we participate in a combined athletics carnival with Glenora in term 4 as well. Cross country is held in term 2 and our swimming carnival takes place in term 4. Relevant health topics and explicit social and emotional learning are taught within the classroom program as part of our whole school approach to student wellbeing. A daily fitness program is also run and organised by student leaders several mornings per week.
Humanities and Social Science (HASS)
HASS focuses on four sub-strands, which are progressively introduced to students:
- History (from Prep)
- Geography (from Prep)
- Civics and citizenship (from Gr 3)
- Economics and business (from Gr 5)
Technologies
Technologies is in the initial phase of implementation and, while taught, is not currently reported on at Westerway Primary School. It is composed of two subject areas:
- Design and Technologies
- Digital Technologies
Languages
Japanese is currently offered as a weekly specialist session to students. Languages focus on two areas as interrelated aspects to communication:
- Language
- Culture
Learning covers the specific skills of reading, writing, speaking and listening.
Vertical Inquiry Groups
Westerway Primary School also offers an opportunity for students to pursue learning through a selection of hands on groups which are made up from students across all grades. This session occurs on Fridays after recess and students have the opportunity to choose a different group each term.
Currently the groups are:
- Garden design thinking
- Food inquiry
- Take action for health and wellbeing
- Young entrepreneurs
Testing
The testing program at Westerway Primary provides data which can be used to:
- identify students at risk or who may need extension;
- monitor the effectiveness of learning programs at various grade levels; and
- provide direction for teachers in planning programs to meet the needs of students.
State and national tests include:
- Kindergarten Development Checklist – KDC
- PIPS – Prep
- NAPLAN – Year 3 and 5
- PAT Testing – Progressive individual achievement tests.
Further tests will be conducted at Westerway Primary at other grade levels to track student progress and to identify students who require additional support or extension.
Homework
Teachers may or may not set regular homework. The main homework as a whole school is regular participation in the home reading program.
We also provide logins for students to practise reading and comprehension online as part of Reading Eggs or Reading Eggspress. Participation in Children’s University activities could also form part of a homework routine. Other homework that teachers may set include finishing work from class, maths, writing or spelling practice, researching, collecting data for surveys etc.
Parents are encouraged to discuss work completed in class with their children and to access Class Dojo in order to keep up with class learning focuses. Parents are welcome to discuss homework expectations with the class teacher and to request additional homework if desired.
As a general rule, the following times should be considered for homework, including home reading:
- K-2: 5- 20 mins per night or 20mins – 1 hour per week
- 3-6: 15 – 30 mins per night or 1-2 hours per week