JUNIOR SCHOOL CURRICULUM HANDBOOK 2017 · The Primary Years Program (PYP) is designed for students between the ages of 3 and 12 years by the International Baccalaureate. The curriculum

JUNIOR SCHOOL CURRICULUM HANDBOOK 2017 1

JUNIOR SCHOOLCURRICULUMHANDBOOK2017

2 Fintona Girls’ School


4 WELCOME TO FINTONA

5 WELCOME TO THE JUNIOR SCHOOL

6 INFORMATION

7 ASSESSMENT AND REPORTING

8 THE PRIMARY YEARS PROGRAM

10 PREP

10 PREP OVERVIEW

12 ENGLISH

12 MATHEMATICS

13 YEARS 1 AND 2 INFORMATION

14 YEAR 1

14 ENGLISH

15 MATHEMATICS

16 YEAR 2

16 ENGLISH

17 MATHEMATICS

18 PREP - YEAR 2

18 ART

19 DRAMA

19 FRENCH

20 LIBRARY

20 MUSIC

21 PHYSICAL EDUCATION

22 YEARS 3 AND 4 INFORMATION

23 YEAR 3

23 ENGLISH

24 MATHEMATICS

25 YEAR 4

25 ENGLISH

26 MATHEMATICS

27 YEARS 3 AND 4

27 ART

28 DRAMA

28 FRENCH

29 LIBRARY

29 MUSIC

30 PHYSICAL EDUCATION


WELCOME TO FINTONA

DEAR PARENT/GUARDIAN

For those parents and students, continuing from Fintona’s Early Learning Centre, we hope you find this booklet useful in transitioning into the Junior School. For our new families, this booklet will help you become familiar with Fintona, our Staff, grounds and operations.

We understand that when a child first joins a school there can be an overwhelming number of details to be absorbed and we hope this booklet helps you navigate those details as smoothly as possible.

We also understand that if you are continuing within the School, you may need to familiarise yourself with a new aspect of the School or even refamiliarise yourself with an existing detail.

This booklet is based both on the experiences of parents and ‘the most asked questions’ we hear from students and their parents. It is not intended to provide every detail of school operations and protocols, but to be a general resource for key aspects. Extensive details of school rules, policies and other important areas of school operations may be found in the School diary and on the School website.

We hope that both you and your daughter enjoy a smooth transition into Fintona and have a long and happy association with us.

Suzy Chandler PRINCIPAL


Fintona’s Junior School is a safe and friendly environment where each girl is welcomed, valued and respected. Our Junior School embraces the vital early years of schooling from Prep to Year 4 where the foundations for all future learning are laid.

We offer the Primary Years Program (PYP), the curriculum framework of the International Baccalaureate, for Early Learning Centre (ELC) to Year 4 students. The PYP combines the best research and practice from around the world to create a relevant, engaging and challenging educational framework for all students. It focuses on the development of the whole child and girls are encouraged to be curious, ask questions, as well as explore and interact with their environment physically, socially and intellectually.

Our curriculum is further expanded through an extensive Specialist Program taught by Single Subject teachers in the areas of Art, Drama, French, Library, Music, Outdoor Education and Physical Education. The introduction of chess classes in Year 2 further broadens the girls’ experiences.

The Junior School is equipped with large, attractive, light-filled learning spaces surrounding a landscaped courtyard. The playground, designed by Andrew Laidlaw, who also designed the Children’s Garden at the Royal Botanic Gardens, provides a natural environment with winding pathways leading over mounds and through plantings to special areas for the girls to explore.

Cubby houses, sand pits and climbing equipment provide further opportunities for creative play. The addition of a vegetable garden provides girls with opportunities to plant seedlings, watch them grow and harvest them for delicious lunches.

Miss Margaret Cunningham, Principal of Fintona (1936 -1962)was often quoted as saying ‘learning and happiness are just two sides of the same thing’ and I know she would be delighted to witness what is happening in her school today.

Ms Eleni Goulas HEAD OF JUNIOR SCHOOL

WELCOME TO THE JUNIOR SCHOOL

‘LEARNING AND HAPPINESS ARE JUST TWO SIDES OF THE SAME THING’MISS MARGARET CUNNINGHAM, PRINCIPAL OF FINTONA (1936 -1962)


OUTDOOR EDUCATION

The Outdoor Education program in the Junior School begins in Year 1 with an overnight experience in a coastal holiday home. This is followed in Year 2 with a one night experience at ‘Camp Manyung’ in Mt Eliza. Girls in Years 3 and 4 have two night experiences at ‘Sunnystones’ in Bacchus Marsh and ‘Gundiwindi’ at Wandin Yallock, in alternating years.

PASTORAL CARE

Pastoral Care, like in any other area at Fintona, underpins everything that we do. The education of each girl is seen as a partnership between the student, the staff and the parents. Each classroom teacher is available for communication. The Head of the Junior School and the School Counsellor work together to support students and families as required. Each Prep girl has a Year 4 Buddy who is there to assist our youngest girls during play times. Each new student to the Junior School is allocated a student mentor who ensures that she knows where everything is and has someone to play with during the settling-in period.

RESOURCE CENTRE

The Betty Henty-Wilson Resource Centre aims to provide a welcoming and user-friendly area within the Junior School where all students can access reading materials and research tools to enable them to become proficient participants in the digital age as well as readers of a variety of genres of literature.

The Resource Centre is pivotal to the delivery of quality educational outcomes for our students. As part of the program offered in the Junior School, each class visits the Resource Centre for a weekly Browse and Borrow Session with the Teacher Librarian. In addition, during each Unit of Inquiry, students visit the library for Inquiry sessions focusing on Information Literacy skills. These sessions are taught collaboratively with the Teacher Librarian and classroom teacher.

TECHNOLOGY

Technology is embedded in all learning in the Junior School, with specific skills developed across the Primary Years. Each classroom is equipped with computers and an interactive whiteboard and the Junior School Resource Centre also has computers and iPads available for use. Year 4 girls have weekly lessons in a Senior School Computer Laboratory.

INFORMATION

EXTRA-CURRICULAR

The Junior School hosts a range of extra-curricular activities, including Jazz and Classical Ballet, Guides and Instrumental Music Tuition for a range of instruments. Further details and registration forms are available from Mrs Peat in the Junior School office.

HOMEWORK

Homework assists with the development of independent learning skills and reinforces classroom learning. Homework should:

• Be a positive experience.

• Encourage the development of independent study habits.

• Provide parents with knowledge of areas of study in the classroom.

• Be challenging and stimulating on an individual level, to be achieved through a mixture of open ended, revision and consolidation activities.

In Prep and Year 1, homework consists of daily reading to your daughter, with your daughter and by your daughter. In addition, activities to do with spelling and speaking and listening tasks may be set.

In Years 2 – 4, homework should still include daily reading, together with revision and inquiry activities taking between 10 –30 minutes per night.

HOUSE

Girls in the Junior School are placed in one of three Houses: Bedggood, Menzies and Reid. Each House is named after an Old Fintonian who made a positive contribution to the wider community, as well as to the School. The girls compete for an annual House Cup in the areas of Athletics, Swimming, Trivia Competition and Cross Country.

LEADERSHIP

Each girl in the Junior School has an opportunity to develop her leadership skills. Opportunities for leadership mean that our girls learn, at an early age, about responsibility, teamwork and working towards common goals. Every Year 4 girl undertakes a leadership role in the Junior School, as either House, Aerobics, Arts, Community Service and Library captains. In the year prior, the girls from Years 2, 3 and 4 and the staff all vote to elect the House Captains. The staff then meet to discuss the roles of Aerobics, Arts, Community Service and Library Captains to select the girls for each of these roles.


ASSESSMENT AND REPORTING

ASSESSMENT

Continuous assessment is an integral part of teaching and learning at Fintona. Assessment enables teachers and students to identify strengths and weaknesses and enhances program effectiveness. Formative assessment is interwoven with the daily learning and helps teachers and students find out what is already known in order to plan the next stage of learning. Summative assessment takes place at the end of the teaching and learning process and gives students an opportunity to demonstrate what has been learned.

JUNIOR SCHOOL REPORTING SCHEDULE

• Parent/Teacher Interviews – February and June

The February interview is an opportunity to share information with the classroom teacher and the June interview provides time to discuss each student’s mid-year report and progress.

• Written Semester Reports – June and December

Junior School reports are provided twice a year and describe the progress of each student’s learning and identify areas for growth.

• Student-led Conferences – Term 3

The conference is an opportunity for each student to share some of her learning with her parents and reflect on herself as a learner. The student will lead her parents through samples of her work and the learning process she underwent. There will also be an opportunity for each student to share her learning in some of the specialist areas.

• Student Portfolio – December

The portfolio celebrates and documents each student’s learning throughout the year, providing families with a record of the year to keep. Portfolios are available all year for viewing and sharing in each classroom.

CURRICULUM SUPPORT IN THE JUNIOR SCHOOL

Curriculum support is available for all girls from Prep to Year 4 in the Junior School. The Fintona Longitudinal Testing Program is conducted at the beginning and end of each school year and incidentally throughout the year when necessary.

The staff member responsible for this role liaises with each classroom teacher at the beginning of each term to determine which girls would benefit from additional assistance or enrichment and extension. This program is then reviewed by staff on a weekly basis to ensure that support is being directed in the appropriate areas on a needs basis.

This support may be in the form of individual assistance, small group activities, or a team teaching role with the class teacher. The cohort of girls requiring support changes through the year and this program flexibility is most important to cater for the constantly changing needs of all students.


THE PRIMARY YEARS PROGRAM (PYP)

The Primary Years Program (PYP) is designed for students between the ages of 3 and 12 years by the International Baccalaureate. The curriculum framework provides for the development of the whole child, not just in the classroom but also through the Single Subject Teacher program and other School activities. The PYP is an uniquely international program focused on the total growth of the developing child, encompassing social, physical, emotional and cultural needs in addition to academic welfare. The program combines the best research and practice from a

range of national systems with a wealth of knowledge and experience from international schools to create a relevant and engaging educational framework for all children. The outcomes of the Australian curriculum are aligned to the Primary Years Program.

At Fintona, the PYP is taught from ELC to Year 4. Details of your child’s Units of Inquiry will be shared during the Information Evening.


LEARNER PROFILE - FINTONIANS ASPIRE TO BE:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Courageous We approach uncertainty with forethought and determination; we work independently and co-operatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect to the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Balanced We understand the importance of balancing different aspects of our lives - intellectual, physical, emotional and spiritual- to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


PREP YEAR

Starting school is a milestone for your daughter and a major event for your family. Her first days and years at school are of great importance.

When your daughter commences her school life at Fintona, she becomes part of a very special community where every student is encouraged, nurtured and challenged to achieve her personal best. It is an education tailored for individuals.

Fintona students grow, develop, explore, experience, succeed, participate, belong, discover and have fun.

We trust that the coming year will be a wonderful time for you and your daughter, and the beginning of a long association with the Fintona community.

ORIENTATION

• Prep Visit The Prep Orientation Morning will be held on

Monday 21 November from 9:30 – 11:30 am. Please ensure your daughter has a hat, a snack and a

water bottle with her.

• Term 1 Orientation Weeks Tuesday 31 January 9:00 am – 12:30 pm (snack only)

Wednesday 1 February 8:30 am – 12:30 pm (snack only) Thursday 2 February 8:30 am – 2:00 pm

Friday 3 February 8:30 am – 2:00 pm Normal school hours commence on Monday 6 February Monday 6 February onwards 8:30 am – 3:15 pm

• Assessment To assist with our preparation for each girl’s learning, the

Prep teacher individually assesses each Prep student at the beginning of the year. Students may be rostered following the orientation dismissal, or during the first weeks of School.

READINESS FOR SCHOOL

All children are different. Not all of them cut their teeth, crawl, talk or walk at the same age. This is true of more formal learning too. On starting school, children vary greatly in age, physical, social and emotional development, personal independence and range of life experiences. Chronological age does not necessarily coincide with stages of development. Each child develops at a different rate and must be judged individually – for example, some may not have certain skills because they have not had the opportunity to develop them. Also, many will undergo huge changes between now and when school starts next February.

• Physical Development

Physical needs include good health, hearing and sight, enough energy to cope with a school day without a regular daytime sleep, dressing, going to the toilet, eating, taking care of her own body eg. blowing her nose, identifying when she feels sick etc. and skills such as handling books, holding pencils, pouring, cutting and playing ball games.

• Emotional Development

Emotional needs include being able to separate comfortably from a parent, inner confidence/sense of security, feeling safe, having self-control, being assertive where appropriate, independence skills, persistence at a task, coping with responsibility and understanding that adults need to set limits.

• Social Development

Social needs include relating to others (children and adults), taking turns, sharing materials, solving conflicts without aggression, making requests known, making a contribution to the group, not disrupting the play or work of others, being aware of the feelings of others and taking responsibility for the consequences of actions.

• Intellectual Development

Intellectual needs include being able to concentrate on a task, listening to an adult and carrying out simple directions, delight in developing knowledge and understanding by seeing, hearing, touching, tasting, smelling and doing, basic problem solving strategies, clear language, appreciation of books and basic prereading and pre-number skills.

It takes a long time for children to master these skills and they are learning to do so every day with every encounter and experience they have.

If your daughter has had a wide variety of experiences, she will be more likely to have the skills and resilience to cope with the demands of school.


BOOKS AND STATIONERY

There is no set booklist for Prep as books and stationery will be purchased by the School and a fee will be debited to your account. Take home reading communication diaries will be sent home at the start of the year to cover with contact, if desired.

NOTICES

The School News Bulletin is emailed to parents every fortnight on a Friday throughout the School year. Please check your daughter’s satchel daily for any other notices or work that may be sent home. If you place a note in your daughter’s satchel, make sure she knows what to do with it. The girls have their own letterbox for notices and work to go home. The Prep teacher also has a letterbox for returned notices.

DAILY ROUTINE

Each morning, the cloakroom is opened at 8:15 am. The girls should arrive at 8:20 am, which allows time to hang up their bag and change into their runners in the cloakroom. It also allows time to socialise and prepare for the morning in the classroom – bring in drink bottles, change take-home books. Girls are collected from the top of the courtyard at the end of the school day. If parents are delayed, a message to the office is a good idea.

AS THE YEAR PROGRESSES

As the name suggests, Prep is a preparatory year in which your daughter learns to cope with school routines and lays a foundation on which to build formal work in higher levels. Her enthusiasm for learning can be greatly fostered by parents and teachers sharing a very real interest in what is being done at school. Consistent displays of interest are of paramount importance in developing a positive attitude and healthy self esteem. Try not to compare your child with others. Praise her for what she attempts, rather than what you think she should be able to do.

Information regarding all areas of the curriculum will be shared at the Prep – Year 4 Parent Information Evening early next year.

CONCERNS

Any matter causing you or your child concern or worry should be brought to the teacher’s attention for discussion and support. Events such as the birth of a new baby, the death of a pet or relative, moving house or other changes in family circumstances can affect the way young children feel and behave. It is much easier to deal with potential problems early.


PREP YEAR

ENGLISH

English is taught both explicitly in Literacy sessions and is also fully integrated across all curriculum areas. English includes four areas of communication: Reading, Writing, Viewing/Presenting and Listening/Speaking.

The development of a solid foundation of fundamental Literacy skills and strategies is a priority in the Early Years (Prep – Year 2). The focus across these years is the development of an appreciation, and enjoyment, of the various forms of language and literature. Students learn through modeling and begin to analyse the structure and purpose of a range of different text types. They begin to read with the aim to independently read by the end of the Early Years. Students write a range of text types suited to audience and purpose (recount, narrative, procedures and persuasive reports). They are assisted in planning and editing their writing. Strategies are taught to develop the skills to apply their understanding of grammar, spelling and an expanding vocabulary. Students are encouraged to be active listeners and develop competence in visual and oral communication.

Reading

Students are involved in:

• Gaining exposure to different texts e.g. poems, stories, information books.

• Responding to and discussing texts relating to what they know about the world and their own experiences to the ideas, events and information texts.

• Reading familiar and predictable texts with focus on meaning.

• Recognising letters and hearing sounds in words.

• Attempting to read new words using a variety of strategies.

• Recognising an increasing number of frequently occurring words.

Writing


• Attempting new words and writing simple sentences with an awareness of basic concepts of writing e.g. spaces between words, writing left to right.

• Using letters and letter patterns to help write words.

• Composing and reading simple texts about personally significant topics for their own purposes.

• Starting to experiment with basic punctuation e.g. capital letters and full stops.

• Sharing writing with others.

Spelling


• Using simple spelling strategies to help write basic words.

Speaking and Listening


• Verbally partipating in informal and structured classroom activities.

• Listening and responding orally to texts.

• Recognising the rhythm and sound patterns in stories, rhymes and poems.

MATHEMATICS

The Prep Mathematics program aims to develop an enjoyment of and ongoing interest in, Mathematics and an understanding of how Mathematics relates to everyday contexts.

The program encompasses explicit instruction, differentiated activities, open ended tasks, oral and written tasks, real life mathematical experiences and a range of mathematical games.

The students are also taught developmentally appropriate problem solving strategies. Where appropriate, learning may also be linked to the class Unit of Inquiry.

Numbers and Algebra

• Establish understanding of the language and process of counting by naming numbers in sequences, initially to and from 20, moving from any starting point.

• Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond.

• Compare, order and make correspondences between collections, initially to 20, and explain reasoning.

• Subitise small collections of objects.

• Represent practical situations to model addition and sharing.

• Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings


YEARS 1 AND 2

INFORMATION

Daily Routine

All students have a regular timetable for PE and need to change into sports uniform in the cloak room prior to entering the classroom in the morning. The students are encouraged to develop daily independent routines of changing, leaving their bag and locker tidy and bringing their take-home satchel and water bottle to the classroom. Parents are welcome in the classrooms until we move to assemblies or exercises at 8:30 am.

Weekly Speaking and Listening Topics

The students are provided with topics to prepare for discussion and sharing with the class about the Units of Inquiry. This enables families to be aware of, and involved with, our inquiry and students to develop the skills to present and discuss set topics in front of an audience.

Reading Diary/School Diary

The diaries are used to record regular reading at home. This is an essential part of Years 1 and 2 homework.

In Year 2, students receive a School diary to record reminders, and important events and develop the organisational skills required for later years.

Buddies

All students have a buddy class to meet with, and develop social and leadership skills and collaboration. Years 1 and 2 have 4 year old Kinder Buddies and meet on a regular basis to play, do activities and share their learning.

Chess

Weekly chess classes led by an outside expert are provided to all Year 2 students in Term 3. Students have the option to also attend a lunch time Years 2 - 4 Chess Club once a week in Term 3.

Measurement and Geometry

• Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language.

• Compare and order the duration of events using the every day language of time.

• Connect days of the week to familiar events and actions.

• Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment.

• Describe position and movement.

Statistics and Probability

• Answer yes/no questions to collect information

At home, Mathematics can be encouraged and supported through various experiences: counting, number facts, real life experiences with cooking, measuring, Mathletics, calendars, reading the time, maps and signs, and strategy, dice and board games.


YEAR 1

ENGLISH

English is taught both explicitly in Literacy sessions and is also fully integrated across all curriculum areas. It includes four areas of communication: Reading, Writing, Viewing/Presenting and Listening/Speaking.

The development of a solid foundation of fundamental literacy skills and strategies is a priority in the Early Years (Prep – Year 2). The focus across these years is the development of an appreciation, and enjoyment, of the various forms of language and literature. Students learn through modeling and begin to analyse the structure and purpose of a range of different text types. They begin to read with the aim to independently read by the end of the Early Years. They write a range of text types suited to audience and purpose (recount, narrative, procedures and persuasive reports). Students are assisted in planning and editing their writing. Strategies are taught to develop the skills to apply their understanding of grammar, spelling and an expanding vocabulary. Students are encouraged to be active listeners and develop competence in visual and oral communication.

Reading


• Using a variety of reading strategies to make meaning of text.

• Recognising and talking about a range of different text types.

• Reading simple texts aloud with expression and with regard to punctuation.

Writing


• Writing simple stories with a beginning, middle and end.

• Planning, writing and editing a range of text types.

• Using capital letters, full stops and question marks appropriately.

• Writing legibly using upper and lower case letters in a consistent style.

Spelling


• Applying knowledge of spelling patterns using a range of strategies to spell words.

• Learning to accurately spell high-frequency words automatically.

• Using a personal dictionary.



• Using interaction skills including turn-taking, recognising the contribution of others, speaking clearly and using appropriate volume and pace.

• Engaging in conversations and discussions using active listening behaviours and contributing ideas, information and questions.


MATHEMATICS

The Year 1 Mathematics program makes a gradual transition to more formal mathematical language and concepts. Concrete materials are used to support learning.

The program encompasses explicit instruction, differentiated activities, open ended tasks, oral and written tasks, real life mathematical experiences and a range of mathematical games. The students are also taught developmentally appropriate problem solving strategies. Where appropriate, learning may also be linked to the class Unit of Inquiry.

Number and Algebra

• Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero.

• Recognise, model, read, write and order numbers to at least 100. Locate these on a number line.

• Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts.

• Count collections to 100 by partitioning numbers using place value.

• Recognise and describe one half as one of two equal parts of a whole.

• Recognise, describe and order Australian coins according to their value.

• Investigate and describe number patterns formed by counting and patterns with objects.


• Measure and compare the lengths and capacities of pairs of objects using uniform informal units.

• Tell time to the half hour.

• Describe duration using months, weeks, days and hours.

• Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features.

• Give and follow directions to familiar locations.


• Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’.

• Choose simple questions and gather responses.

• Represent data with objects and drawings where one object or drawing represents one data value. Describe the displays.



YEAR 2

ENGLISH


The development of a solid foundation of fundamental literacy skills and strategies is a priority in the Early Years (Prep – Year 2). The focus across these years is the development of an appreciation, and enjoyment, of the various forms of language and literature. Students learn through modeling and begin to analyse the structure and purpose of a range of different text types. They begin to read with the aim to independently read by the end of the Early Years. They write a range of text types suited to audience and purpose (recount, narrative, procedures, persuasive and reports). Students are assisted in planning and editing their writing. Strategies are taught to develop the skills to apply their understanding of grammar, spelling and an expanding vocabulary. Students are encouraged to be active listeners and develop competence in visual and oral communication.

Reading


• Reading independently, fluently, accurately and with meaning.

• Using a variety of reading strategies to make meaning of text.

• Recognising and talking about a range of different text types.

• Reading simple text aloud with fluency, expression and with regard to punctuation.

Writing


• Composing stories with a beginning, middle and end.

• Using an appropriate range of punctuation to support meaning.

• Writing sentences of increasing complexity.

• Forming upper and lower case letters correctly using uniform size and spacing.

Spelling


• Applying knowledge of spelling patterns using a range of strategies to spell words of increasing complexity.



• Using interaction skills including turn-taking, recognising the contribution of others, speaking clearly and using appropriate volume and pace.

• Engaging in conversations and discussions using active listening behaviours and contributing ideas, information and questions.


MATHEMATICS

The Year 2 Mathematics program builds on and extends the existing understanding and skills of students. The students continue to use concrete materials and are introduced to more formalised mathematical language.

The program encompasses explicit instruction, differentiated activities, open ended tasks, oral and written tasks, real life mathematical experiences, and a range of mathematical games. The students are also taught developmentally appropriate problem solving strategies. Furthermore, learning may be linked to the class Unit of Inquiry.

Number and Algebra

• Investigate number sequences, initially those increasing and decreasing by two, three, five and ten from any starting point, then moving to other sequences.

• Recognise, model, represent and order numbers to at least 1000.

• Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting.

• Explore the connection between addition and subtraction.

• Solve simple addition and subtraction problems using a range of efficient mental and written strategies.

• Recognise and represent multiplication as repeated addition, groups and arrays.

• Recognise and represent division as grouping into equal sets and solve simple problems using these representations.

• Recognise and interpret common use of halves, quarters and eighths of shapes and collections.

• Count and order small collections of Australian coins and notes according to their value.

• Describe patterns with numbers and identify missing elements.

• Solve problems by using number sentences for addition and subtraction.


• Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units.

• Compare masses of objects using balance and scales.

• Tell time to the quarter-hour, using the language of ‘past’ and ‘to’.

• Name and order months and seasons.

• Use a calendar to identify the date and determine the number of days in each month.

• Describe and draw two-dimensional shapes, with and without digital technologies.

• Describe the features of three-dimensional objects.

• Interpret simple maps of familiar locations and identify the relative positions of key features.

• Investigate the effect of one-step slides and flips with and without digital technologies.

• Identify and describe half and one quarter turns.


• Identify practical activities and everyday events that involve chance. Describe outcomes as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’.

• Identify a question of interest based on one categorical variable. Gather data relevant to the question.

• Collect, check and classify data.

• Create displays of data using lists, table and picture graphs and interpret them.



PREP TO YEAR 2

ART

The program is designed to:

• Introduce the students to a wide variety of materials and methods of working.

• Encourage students to be imaginative, creative, original and innovative in their thinking.

• Explore different ways in which they can express themselves in an individual way.

• Share ideas about their own work and the work of others, including professional artists.

The students participate in activities to develop:

• Process and thinking skills (procedure and problem solving).

• Basic manual and manipulative skills.

• Organisational skills, including cleaning and caring for equipment.

• The ability to work independently and collaboratively as required.

The program content explores:

• Aspects of the design elements.

• Basic two dimensional and three dimensional activities.

• Sequential development of suitable skills.

• Knowledge of materials and appropriate methods of working.

• Expressing ideas, opinions and feelings to communicate ideas visually.

• Art appreciation, viewing and discussing relevant artworks that demonstrate a variety of approaches to the representation of both three dimensional and two dimensional images.

The students will:

• Experiment with a variety of drawing materials such as pens, pencils, charcoal and inks.

• Experiment with a variety of different painting, printmaking and collage techniques, materials and methods of application.

• Receive instruction in relevant skills and techniques.

• Learn a variety of threads and textile techniques and apply them to their own artworks.

• Explore three dimensional art making using materials such as wire and clay.

• Explore ideas of self in relationship to a variety of different contexts in ways that are relevant and integrated with learning in other subject areas.

• Use recycled, found objects and natural materials as well as more traditional art and craft materials to make and create artworks.

• Become involved in projects that enhance their surroundings.

• Be encouraged to use imagination, have fun and develop a passion for learning.RMA


DRAMA

Drama is introduced to Prep - Year 2 students in a safe and accepting learning environment to enrich imaginations through free and directed play experiences. A program based on familiar situations and personal experiences helps the students to express ideas and feelings about themselves and their interpretation of the world. This approach engages them to respond with curiosity and form the basis to ask questions and develop explanations for events.

Drama lays the foundations for students’ learning through different art forms of music, dance and visual art as stimuli for imaginary and creative play. The exploration in the performing arts promotes a focus on non-verbal communication skills in movement, mime and gesture to lead to the development of their verbal communication skills.

The use of spontaneous improvisation, games and puppetry enables the students to develop individual concentration and group focus in drama creations and presentations. Sequential skills involved in drama techniques and processes are promoted through observation and listening skill development.

Expression and vocal techniques are taught through voice projection, personal opinion delivery and group discussions. The students organise their ideas by working within time limits to structure tasks with the use of introduction, development and conclusion for their performance and storytelling. The students develop their recording and documenting skills using flip cameras and iPads.

The drama experiences engage students in co-operation and decision making processes to encourage confidence and personal enjoyment. An appreciation of others is nurtured by taking turns, belonging to a group and responding as part of an audience, to share and express ideas and feelings in a constructive manner. The focus on positive attitudes to learning and effort are fostered through the students’ participation in collaborative tasks and experiences.

The philosophy of the Primary Years Program is the basis for the program of inquiry in the students’ drama education. The Australian Curriculum will be applied to the drama curriculum through the appropriate stages of learning and with a focus on developing the fundamental drama knowledge, skills and behaviors which will underpin future learning.

FRENCH

The French program for Prep - Year 2 is taught using a communicative approach, developing basic skills in the language. Many connections are also made with the PYP Units of Inquiry, the concepts, learner profile, skills, attitudes and other areas of the PYP. Vocabulary and structures for effective communication are introduced and frequently revised. Much of the material is delivered in French with the teacher using gesture, tone of voice and other visual cues to make the language comprehensible to students.

Emphasis is placed on enjoyment of language learning and the ability to confidently and successfully communicate basic information. Learning activities are matched to the skills and experiences of individual students and, in the early years of language study, the focus is on developing listening and speaking skills through such activities as conversation, singing, repetition of rhymes, interaction with puppets and participation in games.

Each student is encouraged to use French orally in every lesson, either by participating in whole group activities or making individual contributions. Elements of reading and writing are also developed and students are able to recognise, match, copy and spell simple words and phrases using key vocabulary.

Topics students can expect to cover over the three years include greetings, numbers, age, the alphabet, colours, shapes, school, classroom objects, animals, plants, habitats, the weather, seasons, months, days of the week, birthdays, shapes, French festivals, family, French markets, foods and meal times, various forms of French art, French gardens, the geography of France and the French-speaking world.


PREP TO YEAR 2

LIBRARY

Prep, Year 1 and Year 2 students participate in a program within the Resource Centre in a stimulating environment designed to achieve two main goals.

The first goal is to develop a lifelong interest in and love of reading, through exposure to a wide range of children’s literature. Prep to Year 2 students have a weekly Browse and Borrow session, where they hear stories read aloud and have the chance to participate in discussions about books, authors and illustrators. All girls must have a book bag to transport their books to and from school.

The second goal is to introduce students to a set of skills to develop and enhance their Information Literacy, so that they become confident lifelong learners. Information Literacy is transdisciplinary – an integral part of the whole learning process which is embedded in all of our learning and is used whenever information is required. Students in Year 1 and Year 2 have flexibly timetabled Inquiry sessions relevant to the stage of their Unit of Inquiry and are taught in the Resource Centre along with the classroom teacher.

There are six steps which help define the Information Process and guide the teaching of the skills needed for the students to apply in their learning. Each of these steps is addressed explicitly to help students become aware of the process of accessing information and builds upon what is already known and understood, at an appropriate level.

Step 1. Define - What do I want to find out?

Step 2. Locate - Where can I find the information I need?

Step 3. Select - How can I search these sources effectively?

Step 4. Organise - How can I organise the information so I can understand it better?

Step 5. Present – How can I share this information with other people?

Step 6. Evaluate – What have I learned from this?

The students participate in Book Week and Writers’ Festival activities in addition to incursions involving authors and/or illustrators, where the students gain a better understanding and appreciation of literature.

MUSIC

Prep to Year 2 students receive two classroom music lessons per week with the Year 1 students receiving one classroom music lesson and one string lesson. Through participation in listening, singing, playing and composition, the children learn about the elements of music and how to apply their understanding.

Through a Kodaly and PYP based program, students are able to listen and take responsibility for their own learning through repertoire and activities which employ vocal, instrumental, listening, composing and notation skills. All Prep – Year 2 girls participate in ‘Les Petits Choristes’, an invaluable opportunity which fosters community ensemble skills, vocal skills and performance confidence. The girls work with others showing empathy, compassion and respect.

The Prep Music program develops a natural curiosity for music; its beauty, intricacies and the different elements that come together to create music. Students engage in repertoire and activities which strengthen their understanding of beat, rhythm, timbre, dynamics, pitch and un-tuned percussion. Students actively enjoy music, fostering a life-long love and appreciation for music.

The Year 1 Music program heightens students’ ability to communicate through music and strengthens their understanding of the different elements that come together to create music. Students actively enjoy music, participating in vocal, instrumental, and composition activities.

The Year 1 Strings program at Fintona provides a string instrument and a year of tuition in violin, viola or cello for every Year 1 girl. The girls attend a 40 minute String lesson weekly and are expected to practice at home three times a week for 10 minutes to develop their posture, bow hold, and playing of simple tunes.

The Year 2 Music program strengthens students’ ability to communicate through music and gives them the knowledge and skills to use and manipulate the different elements that come together to create music. Year 2 students begin to apply their knowledge to tuned percussion and recorder.


Overall Music Objectives

• To assist with the development of the whole child.

• To foster a participatory approach where students are able to learn and understand through experience.

• To foster an environment where individual ideas and self expression are valued and respected.

• To provide opportunities for performance in order to consolidate learning, foster community and develop confidence.

• To develop a music program that complements and supports other curriculum areas.

• To teach music in a manner that is accessible to all learners.

• To provide sequential music education that adheres to current pedagogy.

• To provide a complete music education that develops knowledge and music skills.

• To utilise movement, dance, drama and playing to reinforce music concepts.

• To develop listening skills and an appreciation for different styles of music.

Specific Music Objectives:

• To develop tuneful singing and inner hearing.

• To learn repertoire in simple and compound time.

• To compose lyrics with attention to rhythm.

• To aurally interpret melody and notate onto the stave using standard notation.

• To create, interpret and perform songs with beat, melody and accompaniment using tuned and un-tuned percussion.

• To develop sight singing skills.

• To learn pentatonic repertoire, to perform rounds and ostinatos.

• To experience and recognise a variety of musical concepts such as:

-- Tempo; largo, andante, moderato, allegro

-- Dynamics; piano, mezzo piano, mezzo forte, forte

-- Pitch; step, skip, jump, intervals of 2nd, 3rd and 4th.

• To recognise and correctly name a variety of orchestral instruments.

• To develop and use appropriate musical language.

• To develop an understanding of performance etiquette

• To listen to and interpret different styles of music.

PHYSICAL EDUCATION

Program

Students in Prep - Year 2 have 30 minutes of Physical Education four days a week. Throughout the program students participate individually and with their peers, in a wide range of creative and challenging activities, which allows for the development of fundamental motor skills. Every student is encouraged to develop basic technique and confidence in their own ability. Emphasis is placed on fostering enthusiasm and enjoyment of physical activity for all students.

Swimming

Students in Prep and Year 1 are involved in a 10-day intensive swimming program at the Bulleen Swim Centre. They are taught in small groups by qualified swimming coaches and have instruction in both stroke technique and water safety. This program is held in October.

Year 2 students are involved in a 5-day intensive swimming program at Kew Recreation Centre. With a focus on stroke technique and water safety in preparation for House Swimming and Year 2 Camp. This program is held in Term 1.

Gymnastics

As part of the Gymnastics unit, students participate in sessions with the School Gymnastics Group. Students are encouraged to explore how the body moves, while developing their strength, balance and flexibility.

Health and Fitness

Throughout each year level, students are involved in a health related fitness program during Physical Education. Students begin to gain an understanding of the links between physical activity and health, and engage regularly in lessons involving moderate to vigorous activity. During Term 1, each class will visit the Life Education Van and will learn about making healthy choices.

House Sporting Activities

Students participate in three House sporting events throughout the year. The House Swimming Carnival is held in Term 1 at the Carey Aquatic Centre in Bulleen and involves students from Years 2 to 4. During Term 2 all students in the Junior School complete in House Cross Country at Balwyn Park. Finally in Term 4 is House Athletics where all students will compete at the Box Hill Athletics Track. Parents are invited to attend all of the events.


YEARS 3 AND 4

INFORMATION

A positive learning environment

Students, families and teachers all contribute to our learning environment.

• Students: responsibility, independence, behaviour.

• Parents: involvement, support, feedback.

• Teachers: facilitation, mediation, feedback, assessment and reporting.

With encouragement and positive reinforcement, students can achieve their best results. Both the classroom environment and teaching styles reflect this, and it is further documented in the Classroom Essential Agreements formulated by the students, with assistance. The classroom should be seen as an environment where students can feel free to take risks, share ideas, feel valued, value others and take an active role in all components of their learning.

Chess

Weekly chess classes are included in Years 2 - 4 for Term 3, as well as an optional lunchtime Chess Club.

Daily routine

The classroom is open from 8:15 am, to allow the students to prepare for the day. Exercises/Assemblies commence at 8:30 am and the school day concludes at 3:15 pm.

Students are encouraged to be responsible for organising their bags, books, lunch, diaries and equipment each morning. Please assist your daughter to develop her independence by allowing her to be responsible for organising herself at home for each new school day, and then allowing her to walk upstairs to the classroom on her own. Please also refer to your daughter’s diary/timetable for uniform or additional requirements that may be necessary for the following school day.

School diary

The school, staff, parents and students are in partnership and we encourage honest and open communication at all times. The diary is an important point of contact between home and school, and can be used when writing notes to cover absences, future appointments, general queries, or requesting an appointment time should you wish to speak to teachers privately.

The school diary contains information relating to all facets of school life. Parents are asked to sign the diary each Thursday and teachers will sign them on Fridays. Students are requested to bring their diary to and from school each day, and to inform staff if there is a note that needs to be responded to. As it is part of the students’ school books, we request that they make neat entries and maintain their diary in an appropriate manner.

The PYP Exhibition

During the final year of PYP at Fintona, the Year 4 girls participate in an Exhibition. The Exhibition brings together all the elements of the PYP and gives the girls the opportunity to share their learning with the School community. The Exhibition provides the time to engage in an in depth collaborative inquiry that leads to meaningful action.

Blazer

Upon entering Year 3, students are required to have a school blazer as part of their uniform. The students in Years 3 and 4 are to wear their blazer to and from school each day, except on days of high temperatures in Term 1 and 4.

Transition to Year 5

During Semester 2, in Year 4, an orientation program is organised for the girls to become familiar with the staff, various activities and areas of the Middle School, to prepare them for the next stage of their schooling.

These activities include sessions in the Computer Laboratories, working in the Year 5 rooms with the current Year 5 classes, ‘Getting to Know You’ treasure hunts in the Senior School grounds, lessons during Term 3 and 4 in the Senior School Library, attending Middle School and Senior School assemblies and any other activities which may be appropriate at the time. The Head of Middle School visits the Year 4 classroom and develops a point of contact for the girls with their new environment.


YEAR 3

ENGLISH


The consolidation of many skills, in a wide range of stimulating English activities, is the focus of the English program in Years 3 and 4. Students read and write for enjoyment, instruction and information, to help understand and clarify ideas, feelings, thoughts and opinions. Students learn to understand and use different media to access different sources of information and develop their expressive abilities. Students learn about the function and forms of print through using real language for real purposes and through actively seeking to make sense of it.

Oral communication encompasses all aspects of listening and speaking, skills that are essential for language development, for learning and for relating to others.

Reading


• Reading independently and with increasing fluency, accuracy and understanding.

• Identifying and describing elements of a story (setting, plot, characters, themes).

• Using reading for enjoyment, instruction and information.

• Developing and making use of reading comprehension strategies.

Writing


• Showing a developing understanding of audience and purpose in their writing.

• Experiencing and appreciating different types of writing structures and styles.

• Experimenting with a range of text types.

• Using a range of editing strategies to clarify ideas and to check spelling and punctuation.

• Developing an awareness of note-taking skills to gather information.

• Developing a consistent, legible, joined handwriting style.

• Using ICT to compose written pieces.

Spelling


• Accurately spelling high frequency words and familiar words.

• Applying knowledge of spelling patterns and strategies to unknown words.



• Contributing to discussions to share ideas and discuss information.

• Delivering short presentations.

• Understanding that co-operation with others depends on social conventions.

• Using active listening.



• Measure, order and compare objects using familiar metric units of length, mass and capacity.

• Tell time to the minute and investigate the relationship between units of time.

• Make models of three-dimensional objects and describe key features.

• Create and interpret simple grid maps to show position and pathways.

• Identify symmetry in the environment.

• Identify angles as measurements of turn and compare angle sizes in everyday situations.


• Conduct chance experiments, identify and describe possible outcomes and recognise variation in results.

• Identify questions or issues for categorical variables. Identify data sources and plan methods of data collection and recording.

• Collect data, organise into categories and create displays using lists, tables, picture graphs and simple column graphs, with and without the use of digital technologies.

• Interpret and compare data displays.


MATHEMATICS

The Year 3 Mathematics program extends and refines the students’ skills and builds on their formal recording of mathematical thinking.

The program encompasses explicit instruction, differentiated activities, open ended tasks, oral and written tasks, real life mathematics experiences, and a range of mathematical games.

The students are also taught developmentally appropriate problem solving strategies. Furthermore, learning may be linked to the class Unit of Inquiry.

Number and Algebra

• Investigate the conditions required for a number to be odd or even and identify odd and even numbers.

• Recognise, model, represent and order numbers to at least 10,000.

• Apply place value to partition, rearrange and regroup numbers to at least 10,000 to assist calculations and solve problems.

• Recognise and explain the connection between addition and subtraction.

• Represent and solve problems involving multiplication using efficient mental and written strategies for computation.

• Recall addition facts for single-digit numbers and related subtraction facts to develop increasing efficient mental strategies for computation.

• Model and represent unit fractions including 1/2, 1/4, 1/3, 1/5 and their multiple to a complete whole.

• Represent money values in multiple ways and count the change required for simple transactions to the nearest five cents.

• Describe, continue, and create number patterns resulting from performing addition or subtraction.

YEAR 3


YEAR 4

ENGLISH


The consolidation of many skills, in a wide range of stimulating English activities, is the focus of the English program in Years 3 and 4. Students read and write for enjoyment, instructions and information to help understand and clarify ideas, feelings, thoughts and opinions. Students learn to understand and use different media to access different sources of information and develop their expressive abilities. Students learn about the function and forms of print through using real language for real purposes and through actively seeking to make sense of it. Oral communication encompasses all aspects of listening and speaking, skills that are essential for language development, for learning and for relating to others.

Reading


• Identifying the elements of plot (orientation, complication and resolution).

• Using reading for enjoyment, instruction and information.

• Using appropriate reading comprehension strategies.

Writing


• Writing independently with confidence and demonstrating an awareness of audience and purpose.

• Experimenting with a range of text types.

• Revising writing to clarify ideas and edit spelling and punctuation.

• Using appropriate punctuation to support meaning.

• Having a fluent and legible style of handwriting.

• Developing note taking skills and gathering information during research.

Spelling


• Using standard spelling for most words.

• Learning to use appropriate resources to check spelling.

• Developing strategies for spelling unknown words.


• Discussing literary experiences with others and expressing a point of view.

• Summarising own ideas and reporting them to a larger group.

• Identifying key points in spoken texts and sharing and extending ideas.


MATHEMATICS

The Year 4 Mathematics program further extends the students’ formal recording of mathematical thinking and develops the students’ mathematical language.

The program encompasses explicit instruction, differentiated activities, open ended tasks, oral and written tasks, real life mathematical experiences and a range of mathematical games. The students are also taught developmentally appropriate problem solving strategies. Furthermore, learning may also be linked to the class Unit of Inquiry.

Number and Algebra

• Investigate and use properties of odd and even numbers.

• Recognise, represent and order numbers to at least tens of thousands.

• Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems.

• Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9.

• Recall multiplication facts up to 10 x 10 and relevant division facts.

• Develop efficient mental and written strategies and use digital technologies for multiplication and for division where there is no remainder.

• Investigate equivalent fractions used in contexts.

• Count by quarters, halves and thirds including with mixed numerals. Locate and represent these fractions on a number line.

• Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation.

• Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies.

• Explore and describe number patterns resulting from performing multiplication.

• Solve word problems by using number sentences involving multiplication or division where there is no remainder.

• Use equivalent number sentences involving addition and subtraction to find unknown quantities.


• Use scaled instruments to measure and compare lengths, masses, capacities and temperatures.

• Compare objects using familiar metric units of area and volume.

• Convert between units of time.

• Use am and pm notation and solve simple time problems.

• Compare the areas of regular and irregular shapes by informal means.

• Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies.

• Use simple scales, legends and directions to interpret information contained in basic maps.

• Create symmetrical patterns, pictures and shapes with and without digital technologies.

• Compare angles and classify them as equal to, greater than or less than a right angle.


• Describe possible everyday events and order their chances of occurring.

• Identify everyday events where one cannot happen if the other happens.

• Identify events where the chance of one will not be affected by the occurrence of the other.

• Select and trial methods for data collection, including survey questions and recording sheets.

• Construct suitable data displays, with and without the use of digital technologies, from given or collected data. Include tables, column graphs and picture graphs where one picture can represent many data values.

• Evaluate the effectiveness of different displays in illustration data features including variability.


YEAR 4


YEARS 3 AND 4

ART

Whilst the students are still acquiring new skills, they have developed a familiarity with the language of Art and are beginning to be able to make aesthetic decisions with regard to the use of tools and materials in their own work. The students are becoming aware of the elements of design and their application and are able to discuss in positive terms the work of other students and artists using the correct terminology. The students are encouraged to use imaginative, creative and individual approaches to solve aesthetic problems. Viewing the work of artists, past and present, and from other cultures provides inspiration and demonstrates many different ways in which it is possible to use materials, tools and aesthetic solutions to express ideas.

The process of skill building and structured exercises endows students with the confidence to make individual, aesthetic decisions in the creation of their own artworks. The aim is to provide a happy and enjoyable work place in which individual effort is valued and subsequently to inspire a lifelong appreciation and passion for Art.

The program has been designed to:

• Impart relevant skills and techniques.

• Provide opportunities for students to explore new techniques and methods of working as well as to use acquired knowledge and skills to express ideas, opinions and feelings.

• Incorporate PYP principles and inquiry methodology.

• Encourage the continuing development of problem solving and finding strategies.

• Promote visual literacy.

This will be achieved through:

• Making and creating.

• Thinking and learning about processes and procedures.

• Viewing and discussing artworks created by others.

• Reflection.

The program content requires students to:

• Explore, experiment with, investigate and inquire into the elements of design.

• View and discuss relevant artworks that demonstrate a variety of approaches to the representation of three dimensional forms using two dimensional materials.

• Incorporate design elements into three dimensional as well as two dimensional artworks.

• Experiment with a variety of drawing materials such as pens, pencils, charcoal and inks.

• Explore and experiment with a variety of different painting, textile, printmaking and collage techniques, materials and methods of application.

• Receive instruction and view demonstrations in relevant skills and techniques.

• Explore ideas of self in relationship to a variety of different contexts and in ways that are relevant to learning in other subject areas.

• Build on existing knowledge to construct more complex three dimensional artworks, using a variety of materials such as wire and clay.

• Use recycled, found objects and natural materials.

• Begin to make independent and individual choices with regard to appropriate materials and methods of working.

• Become involved in projects that enhance their surroundings.

• Use imagination, have fun and develop a passion for learning.


YEARS 3 AND 4

DRAMA

Drama is developed in Years 3 and 4 in a trusting environment encouraging creative experimentation and exploration of cultural and global aspects. Students select and develop ideas for their drama through an investigation of situations, feelings, values and beliefs in various contexts relevant to their personal and social development.

The students’ responses are promoted through non-verbal communication techniques using body language, movement, mime and gestures. Verbal communication is developed through characterisation in improvised and structured situations with attention to appropriate voice and movement techniques. Students develop the ability to manipulate dramatic qualities of time and space to shape performance and convey meaning in their work. Simple technical elements in stagecraft, such as lighting and sound are introduced and camera work is incorporated to assist presentations.

Drama is developed through a process of inquiry and reflection using a variety of art forms of music, dance and visual art as stimuli for their ideas and presentation. A sense of confidence and purpose in student performance is encouraged with a constructive ability to give appropriate feedback and recognition of individual differences using appropriate drama terminology. Planning, presenting and responding to various aspects in performance and the importance of being a receptive audience are developed.

Students use specific verbal communication skills such as persuasive language, discussion, argument and description to express their ideas. The students draw from a range of dramatic forms, including role-play, mime, interviews, game shows, documentary drama, improvisation and storytelling to express ideas, to communicate and expand their presentation skills.

The philosophy of the Primary Years Program will be the basis for the program of inquiry in the students’ drama education. The Australian Curriculum will be applied to the drama curriculum with attention to the stages of learning. There will be a focus on developing the fundamental knowledge, skills and behaviors which will underpin future learning.

FRENCH

Students in Years 3 and 4 continue to learn French using a communicative approach. They make connections to a number of Units of Inquiry, including an exploration of the indigenous cultures of the French-speaking West Africa. Links are made to the PYP concepts, learner profile, attitudes and skills. Students begin to participate in the annual Alliance Française Berthe Mouchette Poetry Competition and are introduced to a new program called ‘Histoires en action’ or ‘AIM’ (The Accelerated Integrated Method).

This program is an innovative and entertaining approach to second language instruction. It is content-based and is centered upon the use of stories and music as the context for language acquisition.

The concept of a French-only classroom is introduced and specifically designed stories, that are also theatre pieces, become the focus for a range of language activities that push students to higher levels of fluency (both oral and written) as they progress through each unit. Through storytelling and drama related activities,students learn to negotiate meaning in a variety of ways and to engage in authentic discourse. Music is closely linked to the stories, as each unit contains a song and dance that are thematically and linguistically related.

The vocabulary presented to students has been carefully selected and is targeted for acquisition through a highly effective kinesthetic method termed ‘The Gesture Approach’. This method accelerates the internalisation of the target vocabulary because students experience and respond to vocabulary and structures kinesthetically, visually, physically and aurally. It ensures an equal and strong emphasis on the development of all four language skills (reading, writing, listening and speaking) through a program that meets the needs of all language learners and their learning styles. Spontaneous communication is frequently encouraged.

In Year 3, students complete two AIM units based on stories including ‘Les Trois Petits Cochons’ (The Three Little Pigs) and in Year 4, they prepare and perform two further units including ‘Boucles violettes et les Trois Ours’ (Purplelocks and the Three Bears). Each year level performs one play to the whole school at an assembly. All plays have associated workbooks which encourage a focus on reading comprehension and writing once they are familiar with the spoken play.


YEARS 3 AND 4

LIBRARY

Year 3 and Year 4 students participate in a program within the Resource Centre in a stimulating environment designed to achieve two main goals.

The first goal is to develop a lifelong interest in and love of reading, through exposure to a wide range of children’s literature. Year 3 and 4 students participate in weekly Browse and Borrow Sessions, where they are involved in discussions about books, authors and illustrators. They learn about the variety and features of genre available to the reader and how to make appropriate choices in their reading material while challenging themselves to experience a range of books.

The second goal is to further develop the set of skills introduced in Prep, Year 1 and 2, to enhance their Information Literacy, based on their information needs and skill development, so that they become confident independent lifelong learners. Information Literacy is transdisciplinary – an integral part of the whole learning process which is embedded in all of our learning and is used whenever information is required. Students in Year 3 and 4 have flexibly timetabled Inquiry sessions relevant to the stage of their Unit of Inquiry and are taught in the Resource Centre along with the classroom teacher.

There are six steps which help define the Information Process and guide the teaching of the skills needed for the students to apply in their learning. Each of these steps is addressed explicitly to help students become aware of the process of accessing information and always builds on what is already known and understood, at their appropriate level.

Step 1. Define - What do I want to find out?

Step 2. Locate - Where can I find the information I need?

Step 3. Select - How can I search these sources effectively?

Step 4. Organise - How can I organise the information so I can understand it better?

Step 5. Present – How can I share this information with other people?

Step 6. Evaluate – What have I learned from this?

The students participate in Book Week and Writers’ Festival activities in addition to incursions involving authors and/or illustrators, where the students gain a better understanding and appreciation of the literature process.

Year 4 students participate in a number of sessions in the Senior School Resource Centre as part of their transition to the Middle School during Term 4.

MUSIC

In Years 3 and 4 students receive two lessons of music per week. Through participation in music, students gain the knowledge and skills to critically analyse, compose and perform music. Vocal and performance skills are further enhanced through participation in ‘Les Chanteuses’. Music is closely linked to the Primary Years Program.

The Year 3 and 4 Music program allows students to explore and understand music concepts through vocal and instrumental repertoire and activities. Through a Kodaly and PYP based program, students are provided with a complete program that allows each student to experience success. Students apply their knowledge and thinking skills to creatively and thoughtfully engage in music discussions and solve music problems through visual, aural and kinesthetic means. They express ideas and information confidently and creatively, working in collaboration with others. They are exposed to music from different eras, styles, genres and nationalities.

Students who learn a stringed instrument have the opportunity to perform in the Junior School Ensemble, Mitiamo Strings and the Junior School Quartet. These girls perform at a range of assemblies and Junior School occasions.

Overall Objectives

• To assist with the development of the whole child.

• To foster a participatory approach where students are able to learn and understand through experience.

• To foster an environment where individual ideas and self expression are valued and respected.

• To provide opportunities for performance in order to consolidate learning, foster a sense of team spirit and develop confidence.

• To develop a music program that complements and supports other curriculum areas.

• To teach music in a manner that is accessible to all learners.

• To provide sequential music education that adheres to current pedagogy.

• To provide a complete music education that develops knowledge and music skills.

• To utilise movement, dance, drama and playing to reinforce music concepts.


• To develop listening skills and an appreciation for music from different cultures.

• To develop creativity, self-expression and to reinforce learning through composition.

• To understand the role music plays in our lives and how it affects culture.

• To appreciate the way music has influenced, shaped, created identity and connected societies and cultures around the world.

Specific Music Objectives:

• To sing tunefully with attention to phrasing.

• To apply elements of beat, rhythm, melody and timbre when creating and re-creating pieces.

• To learn simple, compound, major & minor repertoire.

• To compose rhythmic patterns and lyrics with attention to form.

• To use tuned and un-tuned percussion to interpret, create and perform music.

• To aurally interpret melody.

• To sight sing and navigate around a choral score.

• To develop knowledge of the instruments of the orchestra.

• To critically listen and analyse music for its musical elements.

• To experience and recognise a variety of musical concepts such as:

-- Tempo; largo, andante, moderato, allegro, ritardando, accelerando.

-- Dynamics; pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, diminuendo.

-- Pitch; step, skip, jump, intervals of 2nd, 3rd, 4th, 5th and 8th (octave).

-- Metre/Structure/Form.

-- Genre: orchestral, rock, jazz.

• To listen, appreciate, recognise and discuss opinions on music from a variety of styles.

PHYSICAL EDUCATION

Program

Students in Years 3 and 4 have 1 hour and 30 minutes of Physical Education per week. Throughout the program students participate in a range of activities both individually and with their peers to further develop their fundamental motor skills. They participate in games using acquired skills and learn about tactical situations, team play and awareness of space in a competitive situation. Every student is encouraged to develop basic technique and confidence in their own ability. Emphasis is placed on fostering enthusiasm and enjoyment of physical activity for all students.

Swimming

Students are involved in a 5-day intensive swimming program at the Kew Recreation Centre. They are taught by qualified swimming coaches and have instruction in both stroke technique and water safety. This program is held in Term 1.

Swim Squad

At the beginning of Term 3, Year 4 students are invited to join the Fintona Swim Squad which trains at Carey Aquatic Centre in Bulleen on Friday mornings at 7 am.

Gymnastics

As part of the Gymnastics unit, students participate in six sessions with the School Gymnastics Group. Students are encouraged to explore how the body moves, while developing their strength, balance and flexibility.

Health and Fitness

Throughout each year level students are involved in a fun fitness program during Physical Education. Students begin to gain an understanding of the links between physical activity and health, and engage regularly in lessons involving moderate to vigorous activity. During Term 1, each class will visit the Life Education Van and will learn about making healthy choices.

House Sporting Activities

Students participate in three House sporting events throughout the year. The House Swimming Carnival is held in Term 1 at the Carey Aquatic Centre in Bulleen and involves students from Years 2 to 4. During Term 2 all students in the Junior School complete in House Cross Country at Balwyn Park. Finally in Term 4 is House Athletics where all students will compete at the Box Hill Athletics Track. Parents are invited to attend of of the events.



ELC & JUNIOR SCHOOL 80 Balwyn Road Balwyn VIC 3103

P. (03) 9880 4444 F. (03) 9888 5682 E. [email protected]

www.fintona.vic.edu.auA CONSISTENTLY HIGH ACHIEVING INDEPENDENT GIRLS’ SCHOOL

Documents

JUNIOR SCHOOL CURRICULUM HANDBOOK 2017 · The Primary Years Program (PYP) is designed for students between the ages of 3 and 12 years by the International Baccalaureate. The curriculum