Curriculum

The Curriculum taught at our school is based on the NSW Education Standards Authority(NESA)

There are six Key Learning Areas:

  • English
  • Mathematics
  • History and Geography
  • Science and Technology
  • Personal Development, Health and Physical Education
  • Creative Arts

The primary curriculum is organised into Stages:

Early Stage 1: Kindergarten

Stage 1: Year 1 and Year 2
Stage 2: Year 3 and Year 4
Stage 3: Year 5 and Year 6

Most students will be working towards the outcomes for their Stage. Some students will be working towards outcomes that are above or below their Stage.

In addition to the above, the school engages students in learning the;

  • Assyrian language
  • Assyrian culture and heritage
  • Christian faith and values

Co-curricular programs are also available and include;

Active After School Programs such as; Fitness, Martial Arts, Gymnastics & European Handball
Assyrian Dance
Choir

ENGLISH

English is the Key Learning Area (KLA) where students develop competence in creating, responding and applying literacy for a range of purposes.  Students experience English across all Key Learning Areas and within a range of contexts. Our aim is to encourage a positive attitude towards English, to build students’ ability in using language effectively and to enable critical reflections on how language works.

The modes and skills of the English syllabus include:

  • Speaking and Listening
  • Reading and viewing
  • Writing and Representing , and Responding and Composing

Spelling, grammar, punctuation and vocabulary are investigated through the emphasis on experiences with rich literature. Students are encouraged to think imaginatively and creatively, confidently express themselves, and reflect on their learning.

MATHEMATICS

The Mathematics program aims to develop confident, creative users of mathematics, able to investigate, represent and interpret situations.  There is a focus on developing understanding, fluency, communication, logical reasoning, analytical thought and problem solving skills. Students are encouraged to appreciate mathematics as an essential and relevant part of life.

The strands of the Mathematics syllabus are:

  • Working Mathematically- The carefully planned learning experiences follow the inquiry process allowing students to explore and connect concepts, choose and apply problem solving strategies, reason and communicate findings and evaluate,
  • Number and Algebra- The sub-strands involve manipulation of whole numbers, operations, fractions and decimals and identification of patterns and generating solutions to algebraic problems,
  • Measurement and Geometry – The content covers making connections with length, volume and capacity, area, mass, time, three –dimensional space, position and two –dimensional space and angles,
  • Statistics and Probability- The learning is based on exploration of chance elements and analysis of data
SCIENCE AND TECHNOLOGY

The school’s program aims to develop students’ competence, confidence and responsibility in their interactions with Science and Technology leading to:

  • an enriched view of themselves, society, the environment and the future;
  • an enthusiasm for further learning in Science and Technology to gain a deeper understanding and appreciation for the natural and made environments;
  • an ability to apply skills, knowledge, understanding and  processes when working scientifically and technologically to solve problems and produce innovative solutions.

Students are encouraged to appreciate science as an essential and relevant part of their lives, both now and in the future.

The strands of the syllabus are:

  • Working Scientifically
  • Working Technologically
  • Physical World
  • Earth and Science
  • Living World
  • Material World
  • Built Environments
  • Information
  • Products

Through Science and Technology a student’s sense of wonder and curiosity about the natural and made world is fostered through actively engaging and seeking solutions to problems. It gives them knowledge and skills in scientific investigation and inquiry, and designing and applying technologies. Children pose questions, test ideas, and develop, evaluate and communicate findings based on evidence. They develop an understanding of the relationships between science and technology and the significance of their contribution to society.

HISTORY

History is a disciplined process of inquiry that helps to explain how people, events and forces from the past have shaped our current world. Students gain a deeper understanding into the background of their own story and their journey. Students become aware that history is all around and contains many stories and multiple perspectives. It provides insights into the experiences and struggles of different cultural groups.  Historical information may be drawn from artifacts as well as written, visual and oral sources of evidence and students learn to critically analyse and interpret these sources of evidence. Through constructing reasoned explanations and informed arguments based on this evidence, they make connections and communicate their key insights with others. History studies support students to participate as engaged, knowledgeable and responsible citizens.Through Historical inquiry students investigate the following content:

  • Personal and Family Histories
  • Present and Past Family Life
  • The Past in the Present
  • First Contacts
  • Community and Remembrance
  • The Australian Colonies
  • Australia as a Nation
GEOGRAPHY

Through Geography, students study places and the relationships between people and their environments to build a deeper understanding of the world. The quality of the interaction between people and environments is critical for the future of the planet. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a just and sustainable future. They formulate and investigate geographical questions, acquire, processes, analyse and interpret information through drawing on a range of tools, such as interpreting maps, undertaking field work, analysing graphs and statistics, applying spatial technologies and examining visual representations.  They make reasoned connections through evaluating and communicating their findings. Students reflect on their new insights and purposely respond to what they have learned.  The learning undertaken by students supports them in their role to become active, responsible and informed citizens.

Through Geographical inquiry students investigate the following contexts:

  • People Live in Places
  • Features of Places
  • People and Places
  • The Earth’s Environment
  • Places are Similar and Different
  • Factors That Shape Places
  • A Diverse and Connected World
CREATIVE ARTS

The subject matter of K-6 Creative Arts is organised into four interrelated content strands:

  • Visual Arts
  • Music
  • Drama
  • Dance

Creative Arts is planned to enable students to gain understanding and expertise in the visual arts, music, drama and dance. It also supports students’ appreciation of the meaning and values that each of the art forms offers personally, culturally, spiritually and as forms of communication. By teaching Creative Arts we aim to integrate faith, culture and lived experience through the celebration of liturgical dance, music, art and drama. Students develop confidence and develop an appreciation of performance and creativity.

PERSONAL DEVELOPMENT, HEALTH & PHYSICAL EDUCATION

The aim of teaching PDHPE K-6 is to develop in each student the knowledge, skills and attitudes needed to understand value and lead healthy, active and fulfilling lives. It will form the basis for students to adopt a responsible and productive role in society.The subject matter of K-6 PDHPE is organised into eight interrelated content strands. They include: Active Lifestyle; Dance; Games and Sports; Growth and Development; Gymnastics; Interpersonal Relationships ;Personal Health Choices and Safe Living.There are five essential skills that students should develop across the stages of learning. They are communicating; Decision Making; Interacting; Moving; Problem Solving and Values and Attitudes.

Learning in PDHPE addresses:

  • physical, social, cognitive and emotional growth and development patterns
  • the development and maintenance of positive interpersonal relationships,
  • the factors influencing personal health choices,
  • living and learning in a safe, secure environment,
  • the adoption of an active lifestyle,
  • fundamental movement patterns and coordinated actions of the body, and
  • skills that enable action for better health and movement outcomes.

The students will develop:

  • an appreciation of and a commitment to healthy and socially just ways of living,
  • skills in making, communicating and acting upon health decisions,
  • skills in moving with competence and confidence,
  • skills in forming and maintaining positive relationships,
  • knowledge and understanding about ways to enhance personal and community health and well-being, and
  • knowledge and understanding about the composition, performance and appraisal of movement

 

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