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Year 1 - 5 Curriculum

   

GSLC has an overarching philosophy, which applies from Prep to Year 12. In specific relation to our Junior Years section this philosophy encompasses the following main elements.

1. Christian:
The purpose of Good Shepherd as a Lutheran College, encouraging students to explore and follow the Christian journey is paramount.

2. Social:
The College pattern is designed to cater for the social development of students across their schooling years. This begins with an acceptance of play as an important element of learning in the infant years, with a gentle transition into more formal learning in the Junior Years section. The building of continuity into the patterns of grouping in the Junior Years Campus is designed to do three important social things:· To allow teachers to work in teams and to model teamwork to students.

· To create a circumstance where children relate to students who are a little older or a little younger than they are, as well as relating to their age peers.

· To provide a variety of relationships so that social stereotyping which, at
its worst leads to alienation or bullying, is avoided.

3. Teaching and Learning

A. The Curriculum
The Junior Years Curriculum is founded on Good Shepherd Lutheran College’s mission and promotes the attributes of a Lifelong Learner.

The Junior Years Curriculum conforms to the Australian National Curriculum. In addition, as an International Baccalaureate School (Primary Years Program), our curriculum also draws on the aims of the IB Learner Profile and Overview of the PYP . This will give students a solid grounding in the foundations of education such as literacy and numeracy as well as exposure to many other diversified and wide ranging areas of learning, experiences and challenges. Of special note is the inclusion of and introduction to Digital Technologies, Physical Education, Music and Japanese Language from the Prep Year onwards.

The Key Learning Areas are ……..
· Christian Studies
· English
- Reading
- Writing
- Spelling
- Grammar and Punctuation
· Health and Physical Education
· Japanese
· Mathematics
· Science
· Humanities
· Technology (with a strong emphasis on computer literacy)
· The Arts (with a strong emphasis on Music)

NB. In addition there is an extensive Learning Support and, Enrichment and Co-curricular activity program.

B. The Delivery
Our classrooms and Curriculum are set up to have the following advantages and benefits………

For Students:
· Maximum opportunity to achieve all outcomes
· An opportunity to develop friendships with many peers
· Numeracy and Literacy work designed specifically with their abilities in mind to maximise their learning and development
· An increase in self-esteem and confidence both academically and socially
· An interesting, stimulating and practical ‘Trans-disciplinary Units of Inquiry‘ Program, teaching them about the world they live in
· Safe and supportive learning environment

For Teachers:
· An opportunity to plan and teach curriculum together
· A chance to see all children achieve success with their learning
· Providing education and life learning that meets each child’s needs.

For Parents:
· Education specifically targeted at their child’s level of learning
· Happy children who love experiencing different subjects throughout the day and love doing work that they can achieve.

C. The Structure
The Junior Years at GSLC delivers our curriculum within a class pattern like the following:

2 classes of Year 5 students
2 classes of Year 4 students
3 classes of Year 3 students
2 classes of Year 2 students
2 classes of Year 1 students
2 classes of Prep students

This pattern allows scope for
· ‘Trans-disciplinary Units of Inquiry‘ program in other Key Learning Areas delivered in ‘Core classes’
· Assessment and reporting based on a continua of learning described in ‘level outcomes.’


Co-Curricular Activities in Years 1-5
Co-Curricular Activities in Year 1
· Inclusive of all Prep co-curricular activities
· Class excursions and incursions
· Show-case days e.g. Year 1 Science Day
· Class laptop program begins
Co-Curricular Activities in Year 2
· Inclusive of all Prep and Year 1 co-curricular activities
· Year 2 sports afternoon
Co-Curricular Activities in Year 3
· Inclusive of all Prep and Year 2 co-curricular activities
· Year 3 sport afternoon
· Performance Unit - book week
· Year 3 camp (one night)
Co-Curricular Activities in Year 4
· Inclusive of all Prep and Year 3 co-curricular activities
· Participation in interschool sport (SCISSA)
· Year 4 Band and Ensemble program
· Year 4 camp (two nights)
· Musical (even years)
Co-Curricular Activities in Year 5
· Inclusive of all Prep and Year 4 co-curricular activities
· Year 5 camp (two nights)
· Commencement of Leadership Program e.g. Prep Buddies, Ambassadors.
· Year 5 PYP Exhibition
Core Classes:
A Core Class is a combined group of children of the same age. When children are in Core Classes they complete work from their Christian Life Program, Integrated Program, Library, Digital Technologies, Japanese, Music and PE.

‘Trans-Disciplinary Units Of Inquiry’ Curriculum Programs:
These curriculum programs incorporate teaching from Studies of Society and Environment, Health and Physical Education, Science, the Arts, Technology, giving the children the opportunity to learn about the world they are a part of in a very relevant way. Such programs help a child develop in skills of communication, co-operation, problem solving and be able to confidently engage in the society of today and of the future.

Outcomes Based Education:
An outcomes approach to education defines the end product of education in term of what Students Know and Can Do. It is based on the belief that there are certain things that all students should learn, that learning is sequential and progressive and that the stages along the continuum can be identified. Developmentally appropriate activities are therefore provided that give students the opportunity to demonstrate what they ‘can do’.

This approach places a high importance on relevant and real life contexts. The emphasis is on what students learn rather than what they have been taught.
Progressive monitoring of student’s demonstrations of outcomes, allows student’s skill development to be tracked throughout a unit of work as well as at the end of a unit.

The principles of the outcome approach include:
· A clear focus on learning outcomes
· High expectations for all students
· A focus on development
· Planning curriculum with students and outcomes in mind
· Expanded opportunities to learn











     
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