Curriculum
Richmond Primary School uses the Curriculum framework of the Australian Curriculum.
From the first year of schooling to Year 10, students develop knowledge and skills in eight learning areas:
- English
- Mathematics
- Science
- Health and Physical Education (HPE)
- Humanities and Social Sciences (HASS)
- The Arts
- Technologies
- Languages
There are three dimensions in the Australian Curriculum:
- Learning areas
- General capabilities
- Cross-curriculum priorities
We focus on high impact yield strategies in order to implement successful teaching and learning practices that engage, challenge and intellectually stretch learners. These strategies include:
- Targeted differentiation teaching
- Clear Learning Intentions
- Logical and intentional sequencing of the learning
- Explicit teaching
- Multiple approached
- Ongoing feedback
Further information about the Australian Curriculum can be found below:
https://www.australiancurriculum.edu.au/parent-information/
http://docs.acara.edu.au/resources/The_Australian_Curriculum_an_overview_for_parents.pdf
Visual Arts/Media Arts
Learning in Visual Arts involves students engaging with the knowledge of visual arts, developing skills, techniques and processes, and using materials as they explore a range of forms, styles and contexts. Learning in Media Arts involves students learning to engage with communications technologies and a variety of art forms to design and produce a range of artworks.
Science
Learning in Science aims to ensure that students develop an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live.
There are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science. In brief these are; Patterns, order and organisation, Form and function, Stability and change, Scale and measurement, Matter and energy and Systems. These are embedded within each year level description and guide the teaching/learning emphasis for the relevant year level. The three interrelated strands of science; science understanding, science as a human endeavour and science inquiry skills.
Physical Education
These lessons aim to develop our students’ knowledge, understanding and skills students of their own and others’ health, wellbeing, safety and physical activity/participation.
Each class enjoys daily fitness lessons. A whole school Sports Day is held annually and receives strong support from our community. Upper primary students also may have the opportunity to participate in inter-school and district sports events (Year 5-7 SAPSASA sport).
Language Other Than English (LOTE) – Italian
These lessons include parts of socialising, informing, creating, translating, reflecting, systems of language, variation and change and the role of language and culture.
Additional curriculum information pertaining to our school is as follows:
Literacy
Our shared vision is for all students to receive high quality teaching in literacy to enable them to become articulate powerful citizens in their daily lives, to be able to comprehend a range of written, visual and oral texts through reading and listening and to be able to construct text through writing and speaking.
A whole school approach in the selection of curriculum adherent programs and relevant pedagogies, especially those incorporating EALD strategies, ensures consistency and continuity for all students in their achievement of literacy skills across all learning area in the curriculum. In consultation with DfE guidebooks, research based and data informed practices are agreed upon, and these are documented and regularly reviewed as part of our whole school literacy agreement.
The consistent collection and analysis of assessment data in all areas of Literacy ensures differentiated programs, which complement and enrich student learning and identifies students who need timely intervention.
Language and literacy are taught explicitly using the genre based functional grammar model and students are exposed to high quality literature.
Word study, which incorporates phonics, spelling and vocabulary knowledge, is provided via the Words Their Way program.
Once phonological and phonetic skills are developed, our students begin Words Their Way and systematically continue this program throughout their primary school years.
Richmond Primary School Reception and Year 1 students utilise Initial Lit resources. Initial Lit is an evidence-based whole-class literacy program providing all children with the essential core knowledge and strong foundations to become successful readers and writers. Decodable texts allow students to practice specific phonics patterns.
The Big 6 are used to ensure students become competent readers.
Sheena Cameron’s reading comprehension strategies are explicitly and consistently taught at all year levels during whole class instruction and differentiated guided reading groups. As students become independent readers, Literacy Pro provides a differentiated reading program where students read “real” books at their targeted Lexile level.
To assist with teaching genre specific writing our primary classes access the Seven Steps program. Isolating writing skills into individual steps enables students to structure their writing for specific purposes, gain confidence and skills to become creative and engaging writers.
For more information;
integrating-the-big-6-of-reading
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/
Mathematics
Our shared vision is for all students to receive high quality teaching in mathematics to support the development of rich mathematical knowledge and understanding and for all students to apply mathematical skills with confidence in their daily lives. Teachers encourage and assist students to become self-motivated, confident learners through instruction and active participation in engaging and challenging experiences.
In consultation with DfE guidebooks, research based and data informed practices are agreed upon, and these are documented and regularly reviewed as part of our whole school numeracy agreement.
We aim for a consistent, evidence-based approach to the teaching of number sense in order to increase student achievement in the higher bands in numeracy.
The Australian Curriculum framework to guides the delivery of a balanced numeracy program for all students. In addition, the Big Ideas in Number; Trusting the count, Place value, Multiplicative thinking, Partitioning, Proportional reasoning and Generalising provides a sequenced framework for conceptual understanding.
“For students to be numerate, concepts need to be experienced, strategies need to be scaffolded, and everything needs to be discussed for them to learn with understanding” (Di Siemon, 2009)
Numeracy learning at Richmond Primary School aims to strengthen each child’s conceptual understanding and number sense. Number sense is the ability to be flexible with numbers, understanding how our number system works and how numbers relate to each other. Students who develop number sense have a range of mathematical strategies, knowing when to use them and how to adapt them to different situations.
Regular collection and analysis of assessment data ensures differentiated programs. Our school is well resourced with manipulatives, online programs, sequenced mental strategies, numeracy focussed texts, Quick Smart, trained learning support staff, stretch/academic opportunities and has strong relationships with PMA (Primary Maths Association) staff.
For more information for parents to support their children:
https://www.youcubed.org/resource/parent-resources/
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/numeracy/
STEM (Science, Technology, Engineering, Maths)
STEM teaching and learning looks different across every class at every school, some examples of what students learning STEM could be engaged in:
- 3D Printing
- Green screen technology
- Coding
- Designing and building prototypes like windmills and solar cars technologies
- Robotics
- Virtual Reality Kit
- Problem solving ( related to local and world issues)
- Oliphant Science Awards involvement
To find out more about the DECD STEM learning strategy please visit:
https://www.decd.sa.gov.au/teaching/curriculum-and-teaching/stem-learning-strategy
Resource Centre
The Richmond Primary School Resource Centre/Library is a continually evolving space, which is enjoyed by the whole school community. It houses a carefully curated selection of books including picture books, non-fiction, teacher resources and various novels and chapter books. Students are encouraged to borrow books every week and to discover ones that are a ‘good fit’ for them. Students are encouraged to participate in the Premiers Reading Challenge every year.
In addition to the Premiers Reading Challenge, the Resource Centre is involved in the Little Big Book Swap, Scholastic Book Fairs and Book Clubs, organising of author and reading ambassador visits as well as promoting reading during the Children’s Book Council Awards (CBCA) National Book Week.
The Resource Centre/Library provides an independent learning hub where classes and small groups engage in inquiry based learning using the various traditional and digital resources available.
Student Wellbeing
At Richmond Primary School student wellbeing is considered a core component of schooling. It is foundational to how students see themselves, their potential and each other. A focus on student wellbeing supports and builds student engagement in learning, success in school and in life. Our school values our Courage, Inclusivity, Empathy and Honesty.
There are many interrelated elements of schooling that relate and impact on student wellbeing, these are recognised by school leadership and school staff and feature in areas of school improvement and our school’s engagement with the KidsMatter Primary Initiative. A partial list follows.
- sense of belonging (school connectedness)
- school ethos
- school climate
- peer relationships
- cognitive engagement
- academic self-concept
- social and emotional learning competencies
- school attendance
- optimism
- problem-solving skills
We know that our students’ wellbeing is the foundation for their engagement in learning and success at school. As a result, we monitor wellbeing closely and implement programs and processes supported by our wellbeing leader. Our school benefits from the role of Pastoral Care Worker, PCW, who offers additional support to students who may benefit as a result.
We aim to create a safe, supportive and productive learning community where children are taught to be successful citizens.
Programs and processes, which promote positive student well-being, include:
- class and school codes of behaviour
- class meetings and Circle Time
- camps/excursions
- sporting activities and student lunch-time clubs
- student citizenship programs and Student Council
- social and emotional learning programs and approaches
- student action team (Year 6/7)
- fund-raising events (themed dress-up days)
Responsible behaviour of students is recognised and encouraged in the classroom through encouraging feedback, special activities, stickers or certificates. Whole school recognition occurs at assemblies, through involvement in special school projects, awards and articles in the newsletter.
We treat breaches of our school codes of behaviour as an opportunity for students’ personal learning and development. We take a ‘restorative approach’ aiming to repair relationships rather than punish and apply agreed natural consequences to restore the situation.
Parents are notified of any breaches via a white form. The main purpose of the form is documentation and to notify you of the incident and consequence in order to assist you to discuss it with your child and support their social learning.
Behaviour of a violent or illegal nature, bullying or sexual/racist harassment is treated very seriously. Such incidents are referred immediately to the leadership team and dealt with according to DfE Policy.
