The 2023 Curriculum Handbook gives you an overview of what students are learning each Semester.
Primary Campus CURRICULUM HANDBOOK
PRINCIPAL ’ S MESSAGE
We are delighted to continue our work with you or to welcome you to the school. As a community we have a commitment to personal best in learning and wellbeing, both are foundations for future success beyond the gates of The Lakes South Morang College. Success at The Lakes is not simply defined by academic achievement. A broad definition of success that celebrates achievement in personal, social, emotional, sporting and artistic endeavours is central to experiences at the College. Our students are central to the learning process. Curriculum planning and delivery is targeted to engage, challenge, and excite learning. Students work with their teachers to facilitate the next challenge in their learning programs as “ learner agents ”. Our aim is to fast track curriculum programs that will facilitate learning plans that are equipped with tools that support the important step towards learner agency. Teacher, student and parents/carers will develop and continue to refine Individual Education Learning Plans and accompanying pathway plans as they move through primary education. Work differentiation is paramount and is reflected in goal setting and achievement. Our focus is to quickly establish a culture where all learners are confidently challenging themselves and their peers to strive for personal excellence in a safe, risk averse learning environment. The College ’ s diversity is its great strength with our school population genuinely reflective of inclusivity. We are proud of the strong academic program, the diversity of our specialist programs and a rich array of student leadership opportunities.
Our vision and direction is guided by the school values of Respect, Learning, Leadership, and Teamwork and our mission is to challenge and empower all students to strive for personal excellence and ongoing growth and development. All members of our learning community are encouraged to “ dream big ”. We encourage all future learners to attend our school tours and speak to our school leaders. Your enrolment at our college is our privilege. We will work with you and leave no stone unturned to realise your school goals and future ambitions.
Enjoy the journey,
Bill Panas College Principal
Primary Campus
CONTENTS
WELCOME TO THE LAKES
1
TEACHING & LEARNING OVERVIEW
3 8
Curriculum Breakdown
AGENCY & ENGAGEMENT OVERVIEW
9 9
School Wide Positive Behaviour
Student Leadership
16
DIVERSITY & INCLUSION OVERVIEW
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PREP PROGRAM
20 21 24 27 28 31 34 35 38 41 42 45 48 49 52 55 56 60 64 65 69
Semester One Semester Two
YEAR 1 PROGRAM
Semester One Semester Two
YEAR 2 PROGRAM
Semester One Semester Two
YEAR 3 PROGRAM
Semester One Semester Two
YEAR 4 PROGRAM
Semester One Semester Two
YEAR 5 PROGRAM
Semester One Semester Two
YEAR 6 PROGRAM
Semester One Semester Two
FURTHER ENQUIRIES
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Curriculum Handbook The Lakes South Morang College
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WELCOME TO THE LAKES
At The Lakes South Morang College Primary Campus we develop our student ’ s individual skills and abilities, we focus on building the confidence and abilities of each of our students through individually tailored learning.
TEACHING & LEARNING
We make learning fun and engaging. We have strong focus on literacy and numeracy development for all our students. In the early years, students learn about language through a systematic phonics approach. As they move through their schooling, the focus shifts to comprehension and thinking about texts. Students throughout the school are immersed in hands on, rich learning tasks to develop a range of mathematical skills to develop number awareness and mathematical thinking skills. The Lakes supports the development of modern technology skills in the areas of creativity, collaboration, critical thinking and problem solving, through the use of 21st century technologies.
AGENCY & ENGAGEMENT
Developing the wellbeing of our students is central to our role and we are committed to ensuring the emotional and physical health and safety of all children. Our shared values of - Respect, Teamwork, Learning and Leadership - are central to creating a safe, positive educational environment that values and builds student wellbeing.
The Lakes South Morang College is committed to supporting students with pathways that allow for them to become community and professional leaders in their chosen fields. The life - long skills established through participation in Student Leadership positions are highly regarded by employers and tertiary educational institutions.
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DIVERSITY & INCLUSION
Supporting their needs and developing them as individuals The implementation of disability inclusion fosters a sense of belonging among students, improves social and academic outcomes, and prepares all students for a diverse world. Inclusive education also challenges stereotypes and promotes a culture of respect and empathy. A variety of dedicated programs support individual learning needs and enhance student ’ s ability to succeed, academically, physically and emotionally. Classroom programs foster engagement and involve a strong oral and visual focus.
TRANSITION
Being among the most significant periods of growth for young children, parents are encouraged to be active participants in their child ’ s education. It begins with a happy transition from kindergarten to school and helping our young students develop a positive predisposition to learning and discovery. We involve parents and provide the care each child needs to feel safe and form friendships. As students reach the final years of their Primary education, they are supported with their transition to the Secondary campus through our integrated 5/6 step up program.
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TEACHING & LEARNING
What do we teach?
The curriculum program is underpinned by the Victorian Curriculum from Prep to Year 6. This provides a single, coherent and comprehensive set of prescribed content and common achievement standards which are used to plan student learning programs, assess student progress and report to parents. The unit planning addresses the learning areas of English, Maths, Humanities (History, Economics, Geography, Civics & Citizenship), Science, Health and Physical Education, Languages (Auslan) Design and Digital Technology, The Arts (Music, Dance, Drama, Media, Visual Arts, Visual Communication) and Personal and Social Capabilities (SEL and Respectful Relationships.) As a school, we are committed to integrating curriculum domains to allow for an Inquiry approach towards effective and engaging teaching and learning. The Inquiry process allows many curricular areas and general capabilities to be immersed into the teaching and learning program. The Teaching and Learning Framework and the Pedagogical Model underpin the framework of what we teach and how we address teaching and learning within our learning spaces and year level cohorts. Our school values of Respect, Teamwork, Leadership and Learning are embedded into our school culture and are the foundation for our teaching practice. The knowledge, skills and conceptual understandings that underpin the learning outcomes are carefully scaffolded by genuine and trusting relationships harnessed through a range of personal and social development programs and a deeper understanding in restorative practices which value diversity and individuality.
Learning is a treasure that will follow its owner everywhere
Chinese Proverb
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How do we teach?
Effective teaching is the single biggest determinant of student improvement in the school. Teachers not only have a direct impact on student achievement but also student engagement and motivation for learning. What teachers do in the classroom and how they interact with students is vital. The Lakes South Morang College has a continuous focus on student learning with clearly articulated and implemented curriculum outlines and processes. The utilisation of flexible practices maximises the strengths of individual staff members as a collective whole. Differentiation of student learning tasks is imperative and the allocation of student groups and explicit programs is determined by accurate student data and team moderation. Approaches, groupings, intervention and extension are fluid and responsive, based on ongoing, real time assessment of student growth in all areas. It is the intention of each team to maximise the use of the school facilities, in particular the usage of digital technologies and ICT resources. As part of the Teaching and Learning Framework and the HITS model, the demand for high expectations and the implementation of Higher Order Thinking skills and strategies from P - 6 across all domains lead to the achievement of improved student outcomes. Through the allocation of targeted Professional Development, access to immediate student data via Compass and Professional Learning Teams (PLT), The Lakes has developed a shared understanding of best practices that improve teaching strategies, teacher capacity and what reduces the barriers to learning. We cater for all students through provision of extension and enhancement programs (High Abilities Program and Maths Extension Program) and intervention programs (focused teaching groups, MiniLit and MacqLit Literacy program); targeted programs are developed to meet the individual interests, needs and talents of our students.
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Student voice and negotiated tasks in various areas of the curriculum supports student engagement and the development of curiosity and inquiry. A positive, respectful and collaborative approach towards teaching and learning provides a strong framework for how we teach.
How do we know our students are learning?
Assessment is used to provide an ongoing, ‘ real time ’ picture of individual students and cohorts. The tracking and monitoring of student outcomes is vital to informing purposeful teaching and allowing for student progress and scaffolded learning. Teaching staff at The Lakes South Morang College collect ongoing data in a variety of forms; these include pre and post - tests, rubrics, student performance and presentation. Mid and end of year Victorian Curriculum data is tracked and topics and tasks are often realigned based on this information. Staff are given opportunity to analyse and interpret a range of data and consider adjustments to teaching plans through timetabled sessions with teams and fortnightly meetings in PLTs. Regular campus and whole school professional development ensures teachers are strengthening skills necessary to make informed conclusions and support decision making. This is undertaken with the goals and outcomes for student learning contained within the strategic plan and AIP as the overarching purpose. All individual student learning requirements are tracked using a range of tools applicable to their identified learning needs including funded, Indigenous and identified ‘ at risk ’ or ‘ extension students ’ in a range of areas. Teaching staff at The Lakes South Morang College collect ongoing data in a variety of forms; these include pre and post - tests, rubrics, student performances and presentations. Mid and end of year Victorian Curriculum data is tracked and topic and tasks are often realigned based on this information. This data forms the basis of student feedback and goal setting, formal Victorian Curriculum Reporting to parents and school wide data analysis.
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Staff are given opportunity to analyse and interpret a range of data and consider adjustments to teaching plans through timetabled sessions with teams and fortnightly meetings in PLTs. Regular campus and whole school professional development ensures teachers are strengthening skills necessary to make informed conclusions and support decision making. This is undertaken with the goals and outcomes for student learning contained within the strategic plan and AIP as the overarching purpose. All individual student learning requirements are tracked using a range of tools applicable to their identified learning. This data forms the basis of student feedback and goal setting, formal Victorian Curriculum Reporting to parents and school wide data analysis. Students are able to set goals and reflect on their outcomes and at times, renegotiate their own learning goals and targets to achieve success. The use of Essential Assessment, English and Maths online interviews and PAT Literacy and Numeracy Testing gives staff an instant and clear picture of student progress and achievement supporting ‘ the next step ’. The Attitude to School Survey provides data on student engagement and gives staff a clear picture of their cohort and the NAPLAN results provides an overall snapshot of student learning as compared to National standards. The data collected about the achievements of past students highlights that the foundational learning that happens at The Lakes places students in good stead to be successful in senior secondary and tertiary education, and within the workforce.
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How do we provide feedback to our students and families on learning progress?
Feedback to students is ongoing. It is the focal point for continuous learning. Teachers provide frequent, constructive and instruction feedback to students. By involving students in discussion centred around rubrics, test results, learning tasks and goal setting bridges the gap between current and desired student outcomes. The Lakes South Morang College provides continuous feedback to families in a variety of forms. Meet and Greet sessions are held at the beginning of each year and student progress reports together with Learner Reviews are provided at the end of Term 1 and 3. End of semester written reports are provided at the end of Terms 2 and 4. Continuous reporting is enabled through the completion of three Common Assessment Tasks (CATS) per term. Individual meeting reports are scheduled to meet individual need. Celebration of Learning Events are held to allow for students to highlight their learning and progress in the form of: an Art Expo, Song and Dance Nights, Inquiry, Humanities and Science Exhibitions, a Whole School Production and the term school publication.
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Curriculum Breakdown
The following table outlines the number of sessions taught at each year level across P - 6. All sessions are 60 minutes in length.
PREP
1
2
3
4
5
6
ENGLISH
10
10
10
MATHEMATICS
5
6
INQUIRY
1
2
Humanities & Science
SEL Learning Coach / SWPBS
1
AUSLAN
1
STEM & Digital Design
1.5
HPE
1
1
1
Physical Ed
1
Health/Sport
1
2
2
THE ARTS
Performing
1.5
Visual
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AGENCY & ENGAGEMENT SCHOOL WIDE POSITIVE BEHAVIOUR
Our Vision
The Lakes South Morang College provides a respectful and inclusive learning environment where the values of Leadership, Respect, Teamwork and Learning enable students to reach their full potential. Our team of dedicated and nurturing staff are committed to empowering students to achieve academic, social and emotional success both inside and outside the classroom.
School Values
The School operates on the core Values of Learning , Teamwork , Leadership and Respect .
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Positive Behaviour
The Lakes South Morang College implements the Positive Behaviour framework. Through Positive Behaviour, schools implement evidence - based approaches to managing student behaviour support issues at the local community level. With an emphasis on data - based decision - making, the framework is evaluated regularly and practices are adjusted to make sure the process is achieving effective results for schools.
The purpose of implementing Positive Behaviour at The Lakes South Morang College is to:
• Embed common language and behavioural expectations for the whole school community.
• Provide a safe and orderly environment to enhance learning.
Use evidence based decision making using data.
•
• Provide a common teaching base in the form of a behavioural matrix.
• Embed a culture of positive behaviour through explicit teaching (as opposed to punishment)
“ If a child doesn ’ t know how to read, we teach. If a child doesn ’ t know how to swim, we teach. If a child doesn ’ t know how to multiply, we teach. If a child doesn ’ t know how to drive, we teach. If a child doesn ’ t know how to behave, we … teach? … punish? Why can ’ t we finish the last sentence as automatically as we do the others?"
T. Herner, 1998
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Behaviour Expectations
We aim to encourage positive behaviours in the following settings that are relevant to The Lakes Primary Campus:
• Core expectations in all settings
• Line up
• Outdoors
• Toilets
• Moving between classes
• Community
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SWPBS EXPLAINED
What is School Wide Positive Behaviour Support (SWPBS)?
PBS is “.... a broad range of systematic and individualised strategies for achieving important social and learning outcomes while preventing problem behaviour with all students .”
Sugai & Horner, 2001;2002
The goal of School - Wide Positive Behaviour Support (SWPBS) at The Lakes South Morang College – Primary is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.
Why School Wide Positive Behaviour Support (SWPBS)?
This form of Behaviour Management varies from many historical behaviour management plans in that School Wide Positive Behaviour Support (SWPBS) operates on the premise that as well as being learners of Literacy and Numeracy, children are also learners of behaviour.
Under this model, it is the role of the teachers (and school community members) to explicitly teach children appropriate behaviours and to set explicit behaviour expectations.
The program also recognises that some children are more skilled in this area than others. Approximately 80% of our students are making positive behaviour choices for the majority of the time and we need to recognise this fact.
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SWPBS … A TIERED APPROACH
School Wide Positive Behaviour Support uses a tiered intervention approach.
TIER THREE - 5 % The remaining 5% of highly resistant students/behaviours require an individual response that aims to reduce the intensity, frequency and complexity of exiting problem behaviours. The interventions on a TIER THREE level draw heavily on the individual needs of the student involved and often incorporate support from external experts. TIER TWO - 15 % Targeted, intensive and frequent small group interventions form the basis of a TIER TWO response. These interventions redirect and equip students to independently manage existing behaviours and are usually required for the approximately 15% of students/behaviours that are not prevented by Tier 1 interventions. TIER ONE - 80% Significant investments in time, routines and intervention are made in TIER ONE – school –wide systems that support a positive climate for learning in classrooms and playground environments. Research indicates that a high - quality learning environment for all students and all staff across all settings can resolve 80% of negative student behaviours and prevent the development of new incidents of problem behaviours.
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Our school is to create and maintain a positive and safe learning environment that enhances our school culture where we maximise individual academic and social growth.
The SWPBS approach is comprised of evidence based behavioural interventions and practices that can be implemented by staff to effectively address and support the socially and educationally important behavioural needs of students and their families.
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AGENCY & ENGAGEMENT STUDENT LEADERSHIP
‘ Student leadership is not confined to a small group of individuals, as leadership potential is inherent within all learners. Student leadership includes listening to and being able to clarify the issues of the students you represent and advocating on their behalf. Student leaders have an increased sense of responsibility to help others and to model leadership principles and values. Trust, autonomy and relationships are enhanced through the development of leadership qualities. ’
Department of Education and Training, Amplify, 2019
The Lakes South Morang College is committed to supporting students with pathways that allow for them to become community and professional leaders in their chosen fields. The life - long skills established through participation in Student Leadership positions are highly regarded by employers and tertiary educational institutions. Student leadership at The Lakes creates a unique opportunity for students to amplify their educational experience .This is achieved through a relentless drive and focus on the creation of: collaborative conditions that encourage leadership; leading by example through actively demonstrating the school values; and, acting in ways that embrace authenticity, responsibility, integrity and service .
It is these conditions and dispositions that develop the leaders of the future.
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Leadership positions
Student Representative Council (SRC) Year 1, 2, 3, 4, 5 and 6 (12 Positions)
Primary Captain Year 6
Peer Support Leaders Year 5
(4 Positions)
(8 Positions)
STEM Captains Year 5 and 6
House Captains Year 6
Arts Captains Year 5 and 6
(2 Positions)
(8 Positions)
(2 - 3 Positions)
School - Wide Benefits of Student Leadership
Educational: Students develop skills in areas such as representation, communication and organisation.
Democratic: All students have a voice and are listened to.
Responsible and trusted: Students have responsibility for real issues; they are trusted to solve real problems and make real decisions.
Collaborative: Students are partners in decision - making with the school leadership team, teachers, parents/carers and the school community.
Respectful: Mutual respect develops between students and all members of the school community.
Caring: Students are committed to their school and care about what happens to it and in it; students care for each other.
Rewarding: Participation is enjoyable and delivers successful outcomes.
Represent! An SRC resource kit for students and teachers, VicSRC
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DIVERSITY & INCLUSION
In Victoria, the drive towards disability inclusion within educational settings is gaining momentum, reflecting a broader societal shift towards equality and access for all. In 2024, The Lakes South Morang college will be embarking on a three - year transition into a Disability Inclusion model for teaching and learning. The Disability Inclusion model is guided by principles of equity, respect, and the belief in the potential of every student. The implementation of disability inclusion fosters a sense of belonging among students, improves social and academic outcomes, and prepares all students for a diverse world. Inclusive education also challenges stereotypes and promotes a culture of respect and empathy.
Disability inclusion is a dynamic and evolving journey and one in which we as a college are excited to bring to our community.
Implementing Inclusion: Strategies in Action 1. Individual Education Plans (IEPs) A cornerstone of inclusion is the development of Individual Education Plans (IEPs) for students with disabilities. These plans are tailored to meet the unique needs of each student, outlining specific goals, strategies, and accommodations that will support their learning journey.
2. Professional Development for Staff
Recognizing that teacher preparedness is key to successful inclusion, we will be investing in ongoing professional development. Training focuses on understanding diverse learning needs, implementing inclusive teaching strategies, and using assistive technologies. This ensures that our staff are equipped to support all students effectively.
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3. Inclusive School Culture
The Lakes South Morang College strives to cultivate an inclusive culture. This includes promoting understanding and acceptance among students through awareness programs, celebrating diversity, and encouraging peer support initiatives. An inclusive culture ensures that all students feel valued and part of the school community.
4. Collaboration with Families and Communities
Inclusion efforts extend beyond the school gates, involving families and the wider community. We aim to engage with parents and caregivers to understand their children's needs better and work collaboratively to support educational outcomes.
Further information
If you have any further questions regarding the roll out of Disability Inclusion at The Lakes, please contact Bek Sutton on 9404 9000.
As always, if you have questions or concerns regarding your child, please reach out to their Learning Coach. Again, we are excited to work with you to develop an inclusive and empathetic learning environment for all.
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PREP
Primary Campus
PREP PROGRAM SEMESTER ONE
ENGLISH
Students focus on establishing the foundation for English learning by developing skills in reading, writing and speaking and listening. Prep students are expertly guided through an evidence based systematic synthetic phonics program that will build the foundation of letter sound relationships that all other reading builds upon. This will ensure they learn name of each letter of the alphabet and the sounds they represent in words. They are then able to apply this to their reading and writing. Through shared book experiences and individual literacy activities, students practise comprehension strategies to develop their ability to understand and think deeply about what they read and write. They are encouraged to participate in small group and whole group discussions, sharing their ideas and reflecting on their learning. MATHEMATICS Students continue to develop a range of number concepts. They explore numbers and practise counting from various starting points. Students order numbers from smallest to largest and make corresponding sets up to 20. Students create and copy patterns using shapes, objects and pictures. They sort and classify common two dimensional shapes such as squares, rectangles, circles and triangles and recognise three dimensional objects in the environment. Students order the days of the week and describe events which occur during the day and night. They continue to explore maths in real life contexts, applying their knowledge and understandings to a range of learning experiences.
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INQUIRY (HUMANITIES & SCIENCE) Students explore the topics ‘ Me in My World ’ and ‘ Looking after Myself and Others ’. These units focus on the themes of belonging and student wellbeing. During these units, students reflect on own self, family and others in their local community. The school ’ s core values are introduced and explored through role - play and real - life situations. The values provide a strong foundation for the units and assist with developing students ’ sense of belonging and being a responsible and caring citizen in both the school and wider community. They are supported to develop an awareness of their own personal wellbeing and apply this understanding to their interactions with others. AUSLAN Students learn how to sign simple greetings, numbers 1 - 20, letters of the alphabet and finger spell their name. Students are introduced to the Auslan signs for simple nouns and verbs. They participate in simple interactions using Auslan signing with their peers. Students view a range of texts and videos presented in Auslan and respond to these through drawing or signing. HEALTH AND PHYSICAL EDUCATION Students practise fundamental movement skills and movement sequences using different body parts in outdoor and indoor settings. In addition to movement skills, they begin to develop their throwing and catching skills. Students learn to follow rules such as stopping on the whistle and listening to teacher instructions. They participate in partner and group activities to develop an understanding of cooperation. Students have an opportunity to identify and improve their personal strengths and reflect on their emotional responses to various games and activities.
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VISUAL ARTS Students focus on developing various techniques through the Visual Arts elements of line, colour, shape, texture, value and space. They observe techniques used by artists from a range of social and historical contexts and plan and create their own visual art works. Students participate in the areas of drawing, collage, painting, textiles and construction. They use ideas and concepts taken from themes and visual stimuli from a range of cultures and social contexts to explore, create and express their ideas. STEM Students are introduced to STEM through the exploration of materials and their properties. They participate in experiments where they investigate, sort and compare simple concepts with their peers, such as heavy and light, floating and sinking, and is it magnetic? In Term 2, students exercise their sense of wonder as they uncover clues as to what makes animals special. Through questioning and discovery students learn about the unique features of Australian animals. DIGITAL DESIGN Students are introduced to Digital Design through play based learning stations where they investigate and explore with their peers. Curiosity and fine motor skills are developed through construction, playdough, collage, sensory play, drawing, reading and sorting. In Term 2, with guidance, students begin to repeat patterns, follow simple sequenced steps and identify conditions to develop an understanding of computational thinking.
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PREP PROGRAM SEMESTER TWO
ENGLISH Students continue to develop their skills in all areas of English by participating in a wide variety of literacy experiences. Students identify and record sounds in words when writing and begin to apply simple punctuation when creating sentences. They practise forming letters correctly, focusing on the shape, size, entry and exit points. Through shared, guided and individual book experiences, students gain knowledge of a wide variety of reading strategies and apply these skills when decoding texts and gaining meaning. Students are encouraged to contribute to whole group discussions and given opportunities to ask questions. They are directed to use spoken language appropriately when sharing work and reflecting on their learning. MATHEMATICS Students continue to build on number concepts including counting, comparing and forming sets of objects. They model addition and sharing using hands - on materials and pictorial representations. Students explain or demonstrate how an answer was obtained, applying a range of strategies. They explore a range of informal measurement and explain reasoning in everyday language. Students describe position and movement including giving and following simple directions. They collect and represent information in simple data displays and answer questions related to the information presented. Students represent simple, everyday financial situations by using toy money to pay for goods in play situations. They are provided with extension prompts and support prompts in each lesson where needed.
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INQUIRY (HUMANITIES & SCIENCE) The Term 3 Inquiry Topic is ‘ On the Move'. Students will explore ideas about ‘ why and how things move ’. In this unit, science is linked to both literacy and numeracy in the classroom. Students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing. The Term 4 Inquiry topic is called ‘ Staying Alive ’. Students investigate the needs for survival of animals including humans, and how senses help them stay alive. Through hands on activities and keeping a class scientific journal, students explore the focus questions of - What do living things need to survive? and How do senses help animals meet their needs? AUSLAN Students learn how to sign simple greetings, numbers 1 - 20, letters of the alphabet and finger spell their name. They are introduced to the Auslan signs that relate to their inquiry topic Terrific Toys and Fun on the Farm. Students are introduced to the Auslan signs for simple nouns and verbs. They participate in simple interactions using Auslan signing with their peers. Students view a range of texts and videos presented in Auslan and respond to these through drawing or signing. HEALTH AND PHYSICAL EDUCATION Students explore how regular physical activity keeps them fit and healthy. They learn the importance of following rules to ensure safety to themselves and others when participating in games and activities. Students begin to develop an understanding of physical changes to their bodies as they grow and develop. They participate in movement challenges, describing how their body moves in relation to effort, space and time. Students continue to practise a range of fundamental skills using different body parts.
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PERFORMING ARTS Students explore the elements of movement through learning and performing a class dance. They respond to music and explore through dance and movement. Students also learn about basic drama concepts using their imaginations. They develop their communication and storytelling skills through play and present short performances for their peers. VISUAL ARTS Students focus on developing various techniques through the Visual Arts elements of line, colour, shape, texture, value and space. They observe techniques used by artists from a range of social and historical contexts and plan and create their own visual art works. Students participate in the areas of drawing, collage, painting, textiles and construction. They use ideas and concepts taken from themes and visual stimuli from a range of cultures and social contexts to explore, create and express their ideas. DIGITAL DESIGN In Digital Design, students continue to develop their skills in problem solving, creativity, teamwork and independent thinking through engaging themed play - based learning. Students exercise their sense of wonder as they discover different ways toys move before designing and making their own. In Term 4, students begin to develop skills using their iPad. With support, students will create their own media artworks, such as photo stories, still photographs and simple animations to communicate an idea or story.
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YEAR 1
Primary Campus
YEAR 1 PROGRAM SEMESTER ONE
ENGLISH Students work with various texts to develop a range of skills to enable them to become independent readers and writers. Through shared book experiences and guided reading sessions, students continue to develop and build on a range of reading strategies and skills. They begin to apply this knowledge independently when decoding unknown words and developing meaning from texts. Students explore various writing styles and their purposes. They continue to practise a range of spelling strategies to assist with their writing. Students are encouraged to speak and listen in ways that promote effective communication. They share their thoughts and ideas during whole group discussions and are encouraged to ask questions. MATHEMATICS Students continue to develop a range of number concepts. They explore numbers to 100 and practise counting from various starting points. They develop their knowledge of number facts and strategies to solve addition and subtraction problems, and are encouraged to verbalise their understandings. They draw common shapes such as squares, rectangles, circles and triangles and learn to recognise cubes and spheres. Students explore shapes by classifying and sorting them based on their characteristics. They order the days of the week and use clocks to tell the time to the nearest hour. The students recognise, describe and order Australian coins according to their value.
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INQUIRY (HUMANITIES & SCIENCE) The Inquiry topic Year 1s engage with in Semester 1 is ‘ Dodd Detectives ’. Through the inquiry process, students represent observable features of a familiar place on a model and pictorial map. Students develop geographical skills of inquiry that include: observing features of familiar places using photographs and labelled diagrams as well as describing the features of familiar places that are important to them. Through the use of digital technology, students also recognise that places can be represented on a map or a globe. They share observations and outline the features of a familiar place and use everyday language to describe the direction and location of these. AUSLAN Students learn how to sign simple greetings including signing their emotions, numbers 1 - 20 and letters of the alphabet. Students are introduced to the Auslan signs that relate to their inquiry topic Mapping Places and My Neighbourhood. They participate in simple interactions using Auslan signing with their peers. Students view a range of texts and videos presented in Auslan and respond to these through drawing or signing. HEALTH & PHYSICAL EDUCATION Students focus on a range of fundamental skills including throwing, bouncing, leaping and dodging. They learn the importance of rules and fair play when participating in Physical Education. Students are given opportunities to work in groups and develop a range of skills when interacting with their peers. They discuss their emotional responses to a variety of situations and talk about strategies to assist them when faced with a challenge.
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PERFORMING ARTS Students explore the elements of movement through learning and performing a class dance. They respond to music and explore through dance and movement. Students also learn about basic drama concepts using their imaginations. They develop their communication and storytelling skills through play and present short performances for their peers. VISUAL ARTS Students focus on developing various techniques through the Visual Arts elements of line, colour, shape, texture, value and space. They observe techniques used by artists from a range of social and historical contexts and plan and create their own visual art works. Students participate in the areas of drawing, collage, painting, textiles and construction. They use ideas and concepts taken from themes and visual stimuli from a range of cultures and social contexts to explore, create and express their ideas.
DIGITAL DESIGN
Through Digital Design, students develop their skills in problem solving, creativity, teamwork, independent thinking and are introduced to careers that utilise these skills. They develop and apply an understanding of how diagrams communicate design ideas and undertake projects that use the engineering design process by responding to problems created in picture books. In Term 2, students explore which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have. They identify products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns.
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Primary Campus
YEAR 1 PROGRAM SEMESTER TWO
ENGLISH Students work with various texts to develop skills to become independent readers. They continue to develop their knowledge of high frequency words, reading strategies and comprehension skills. Students are exposed to a variety of different writing styles and their purposes. They continue to practise their handwriting skills, including correct letter formation, shape and size. Students are supported to use punctuation when writing and develop their editing skills. They participate in a variety of speaking and listening activities to build confidence when sharing their ideas with others. Students are encouraged to ask questions and reflect on their learning during share time. MATHEMATICS Students continue to work with numbers to 100 and develop a range of mathematical concepts. They build on their knowledge of number facts to develop automatic recall and number strategies to assist with solving addition and subtraction problems. Students represent and interpret a range of data using graphs and develop their understanding of chance involving everyday events. They are provided with opportunities to participate in problem solving activities, applying their knowledge to games and real life situations. The students explore measurement, including developing appropriate vocabulary, and participate in a range of hands on activities using informal measures and tell the time to the half hour. AUSLAN Students learn how to sign simple greetings including signing the days of the week, months of the year and seasons. Students are introduced to the Auslan signs that relate to their inquiry topic of Living and Non - living. They participate in simple interactions using Auslan signing with their peers. Students view a range of texts and videos presented in Auslan and respond to these through drawing or signing.
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The Lakes South Morang College Curriculum Handbook
Primary Campus
Primary Campus
INQUIRY (HUMANITIES & SCIENCE) The Inquiry topic Year 1s engage with in Semester 2 is ‘ It ’ s Alive! ’ Students will focus their investigations around the topic of ‘ living and non - living ’. Students will explore what it means to be alive and the various changes that happen during the life span of living things. Through an inquiry process, students discover new information about various minibeasts and prehistoric creatures. They explore external features, life spans and habitats. Students also build on their scientific inquiry skills by sorting, classifying and actively investigating the answers to their own questions. Students communicate their findings to their peers, through group work and collaboration.
HEALTH AND PHYSICAL EDUCATION
Students continue to develop fundamental skills in outdoor and indoor settings. Throwing and catching remains a focus and they participate in activities focussed on a range of movements including dodging and running. They discuss the body's reaction when participating in physical activity for example, body temperature and sweat. Students explore ways to make the classroom healthy, safe and active and discuss strategies that promote inclusiveness and fair play. VISUAL ARTS Students focus on developing various techniques through the Visual Arts elements of line, colour, shape, texture, value and space. They observe techniques used by artists from a range of social and historical contexts and plan and create their own visual art works. Students participate in the areas of drawing, collage, painting, textiles and construction. They use ideas and concepts taken from themes and visual stimuli from a range of cultures and social contexts to explore, create and express their ideas.
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Curriculum Handbook
The Lakes South Morang College
Primary Campus
STEM In STEM students will be learning that living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met. They will recognise common features of animals, describe the use of animal body parts for particular purposes, and identify common features of plants. They will recognise that different living things live in different places and explore what happens when habitats change and some living things can no longer have their needs met. Students will then learn about how an object moves depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes shape. They will observe the way different shaped objects move and compare how different sized, but similar shaped, objects roll and bounce and how the movement of different living things depends on their size and shape. They will also explore how different strengths of pushes and pulls affect the movement of objects. DIGITAL DESIGN In Term 3, students begin to repeat patterns, follow simple sequenced steps, and identify conditions to develop an understanding of computational thinking and programming using block coding. In Term 4, students focus on developing various techniques through the Media Arts. Students will plan and create their own media artworks using story principles. They create such media artworks as photo stories and animations.
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The Lakes South Morang College Curriculum Handbook
Primary Campus
YEAR 2
Primary Campus
YEAR 2 PROGRAM SEMESTER ONE
ENGLISH Students read a variety of texts utilising a range of strategies including visual and structural cues to assist with decoding and understanding. They continue to develop comprehension skills and build on their vocabulary. Students use their own experiences to help them write about familiar topics. They create plans for their writing pieces and edit their work prior to publishing. Students are provided with opportunities to present to their peers to develop confidence when speaking to an audience. MATHEMATICS Students undertake a range of hands on activities as part of their Mathematics curriculum. They work with numbers to 500 and count by 1s, 2s, 5s and 10s from various starting points. Students are introduced to a variety of strategies to solve one and two digit addition and subtraction problems. They count and order small collections of Australian coins and notes according to their value. They are encouraged to recognise the attributes of familiar 2D shapes and apply this knowledge to 3D. They explore length and area using informal units as well as identify statistics and probability through mathematical activities related to real life experiences. INQUIRY (HUMANITIES & SCIENCE) In Semester One, students participate in an Inquiry topic called ‘ Back to the Future ’. The students explore how the local area has changed over time and how the changes in the geography of their local area and its rich history, have affected our lives and living today. They study our local area by visiting local historical sites and comparing them to the area today. Students also look at how technology has changed over time. They describe the purpose of familiar designed items and how they meet the needs of their users and affect others and environments.
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The Lakes South Morang College Curriculum Handbook
Primary Campus
Primary Campus
AUSLAN Students learn how to sign simple greetings, numbers 1 - 20, letters of the alphabet and the days of the week. Students are introduced to the Auslan signs for the 5Ws: who, what, when, where, why, how. They participate in simple interactions using Auslan signing with their peers. Students view a range of texts and videos presented in Auslan and respond to these through drawing or signing. HEALTH AND PHYSICAL EDUCATION Students look at food choices, levels of physical activity and promoting good health. They participate in movement challenges and propose a range of alternatives, testing their effectiveness. Students work in team situations and build skills when interacting and communicating with others. They describe their own and the strengths and achievements of their peers and discuss how this contributes to good sportsmanship and teamwork. Students continue to practise and perform fundamental skills in different situations.
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Curriculum Handbook
The Lakes South Morang College
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