Curriculum

 

Literacy

Heany Park Primary School is a thriving, harmonious and dynamic learning community made up of diverse cultural and linguistic backgrounds.

We are a community of learners, committed to personal excellence in every respect. Our students are nurtured and challenged to maximise their learning potential. We are committed to developing students’ individual intelligences and capabilities, whilst mastery of literacy is at the very core of all that we do. We operate on a simple premise that all students can learn and succeed in acquiring the knowledge, skills and behaviours for life and work in the global knowledge economy.

At Heany Park Primary School we believe that language is the means by which we communicate with the world around us. It enables us to express our thoughts, ideas and feelings as we interact with others. English language learning is a continuous, lifelong process. All areas of Literacy Learning – Speaking and Listening, Reading, Writing, Grammar, Punctuation and Spelling – are covered during a daily two-hour Literacy teaching session.

In our literacy program, students are taught explicitly as a whole class, in small groups and one on one,. In reading sessions, a specific reading strategy or skill will be introduced through a text or big book, interactive whiteboard activity or game. Following this, students are grouped based on their specific learning needs. Each small group is scaffolded by the teacher and taught strategies to read and make meaning from text. While the teacher is working with a small group, the other learning groups are working independently to consolidate skills and strategies. At the end of the session, reflection on learning is shared with peers.

Our students reading ability is regularly assessed using the Fountas and Pinnell system which monitors both decoding, comprehension skills and strategies, fluency and pace.

Reading at home is strongly encouraged, not only because it assists in the reading development, but also as it helps to build confidence and provides time for a child to share their learning with their parents or guardians.

Writing

Writing sessions follow a similar structure. Various genres are explored to give students a broad and varied understanding of different methods in which to communicate their ideas. A writing strategy is taught and modelled. This aspect may include some shared or interactive writing as a class or demonstration and practise of a skill. The students then complete an activity in which they can practise that writing skill or strategy. Students may work independently, in small groups or with the teacher. Learning is shared to promote consolidation, confidence and achievement.

Spelling

Spelling strategies are also explicitly taught. Spelling, or Word Work, may relate to the reading and or writing focus and thus may form part of those particular lessons. Or, the spelling focus may be taught as part of a guided reading session.

Speaking and Listening

Students are encouraged to speak clearly and confidently in a variety of situations. They learn to listen attentively to their peers and teachers. Skills such as maintaining eye contact, voice projection, using notes or palm cards, will be developed through oral presentations and class and group discussions.

Library

Our Library is central to the school’s teaching and learning program in developing students as life-long learners. It has a comprehensive collection of resources that provides students and teachers with a wide range of up to date print, multimedia and electronic resources designed to match the student’s varied learning styles, abilities and interests. Its large non-fiction collection complements the School’s curriculum, while its fiction collection with its strong focus on quality literature works to increase student’s literacy skills and understanding of the world.

Students at our school do more than master basic language skills. They learn to express their feelings and opinions and to support their opinions with sound arguments and research.

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Robyn Davis

 

Literacy Leader

Numeracy

Numeracy is a highly valued component of the curriculum taught at Heany Park Primary School. Our goal is to set students up for success by providing them with the skills and strategies to prepare them for real-life situations and problems.

Mathematics lessons are taught daily utilising a variety of approaches, programs, technologies and hands-on materials to cater for all learning styles. Each Maths learning session is structured to include a mental maths warm-up activity, a main teaching activity with an explicit learning intention and time for reflection at the end. The content of lessons is driven by student data, gathered through standardised, pre-and post-testing. All components of the Victorian Curriculum in Mathematics (Number and Algebra, Measurement, Geometry, Statistics and Probability) are integrated and developed through problem-solving tasks, open-ended questioning, investigations and a variety of engaging games and activities. Tasks are differentiated to meet the individual needs of all students.

In addition, our school provides the following:

  • parent information sessions on how Maths is taught at Heany Park Primary School at all levels and how parents can support their children at home
  • a Numeracy Support Program for identified students in Years 4
  • the opportunity for students at Years 5 and 6 to be challenged and extended in Maths through participation in the Maths Olympiads program
  • Take-home Maths Bags that are full of hands-on materials, games and activities for students F – 2
  • access to an extensive collection of picture-story books for teaching numeracy concepts

 

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Penny Esposito

Numeracy Leader

Transdisciplinary Learning

At Heany Park, we employ an inquiry approach to our integrated curriculum. Throughout the year, students at each year level engage in a range of transdisciplinary units. These units explore big ideas that essential for students understanding of the world around them.

The units incorporate learning from a range of traditional discipline areas as well as development of transferable skills, such as research and communication skills.

The units are developed collaboratively by the teachers working in each year level to ensure the units are significant, challenging and relevant to the students they teach.

An inquiry approach to teaching and learning allows students to be immersed in a concept or big idea through carefully selected literature, artifacts and experiences. This process of immersion unlocks the students’ natural curiosity and provides them with the opportunity to express their thoughts and understandings about the ‘big idea’. These wonderings drive the students’ motivation to engage meaningfully in the unit and provide the teachers with information about their student’s current understandings, skills and knowledge, in order to provide learning experiences consistent with their needs. A combination of teacher and student driven exploration allows each student to build on their prior knowledge, make connections to new ideas and build their understanding of the concept. Throughout the units, both teachers and students go on a journey of discovery – where information and skills are obtained within a meaningful context.

 

 

 

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We are now accredited!

We are now accredited

Transdisciplinary Leader Kym Ryan (PYP – International Baccalaureate)

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Visual Arts this term

Foundation Year students are in the midst of creating artwork which are symbolic representations of celebrations and traditions and learning about the meaning people assign to them. They have also expressed their findings from their inquiry on how animals interact in different ways in different contexts by finger-painting a scene depicting their mutual roles and responsibility with their pets.

Junior Year students demonstrated a keen interest in learning about the history and cultural significance of the carp windsock amongst the Japanese people. They were equally enthusiastic in the creation of their marbled backgrounds and construction of bathing boxes after looking at pictures of the Brighton bathing boxes.

Middle Year students did a huge Visual Art unit on how throughout history, people have interacted with each other and communicated using The Arts. They studied pre-historic Aboriginal Cave Art and the works of a Renaissance artist, an historical artist and a contemporary artist.

Senior Year students learnt the technique of decalcomania which involves the pressing of paint between plastic sheets and paper to create textured surfaces. They applied their knowledge on one- point perspective to draw a special room with depth. They also had a go at constructing printing blocks with designs created by using strings.

Digital Technologies – Computers

We currently have 24 interactive whiteboards installed across the school, with one in every classroom and in the library.On the school network there is a vast range of multimedia and interactive software. These include: 2Connect, MS Office 2010 suite and a variety of literacy and numeracy programs to support student transition through this Interdisciplinary Domain. The school has a cloud based site called Heany Park Cloud and can be accessed via a username and password at https://heanyparkps.sharepoint.com

This year there is a trolley of 30 iPads for Foundation and Juniors and 2 shared trolleys of 16 of Windows notebooks each for the Juniors, Middles and Seniors. We are a fully wireless functioning school.

The school is now an eSmart accredited school with a whole school community approach to learning to use digital technologies in a smart and safe way.

eSmart

Interesting Articles:

 

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Lisa Hill

Digital Technologies Leader

LANGUAGES – Indonesian this term

Foundation: The Foundations students have been learning about farm and wild animals, especially Indonesian animals. They have used familiar vocabulary to describe an animal and have filled gaps in sentences. They are currently studying the Indonesian animals and have viewed short films about the komodo and orangutan.

Junior School: The students have been learning about Indonesian currency and its value compared to the Australian dollar. A market scene was set up and the students began practising their bargaining skills with stall holders. Great fun was had by all!

Middle School: The students have been learning about the weather and how it affects the clothes we wear depending where we are in the world. They have learnt prepositions such as ‘to the left’, ‘to the right’ and’ between’ to assist them to place clothes on lines in the stated order. They will then pack a ‘suitcase’ full of clothes and be able to state what clothes are inside.

Senior School: Year Five – These students have continued on ‘The Amazing Race around Indonesia’ and have reached Sulawesi where they have had to visit a doctor because they were sick. The play encapsulates the conversations in the doctor’s rooms. Every play was appreciated by the audiences. Year 6 – Have completed a story book to be given as a gift to their Foundation buddy. They are currently practising their reading skills as they prepare for presenting the books. They are also writing a monologue about themselves and their dreams for the future. Each student will present their work to the class.

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Heather Brown

Languages (Indonesian) specialist teacher

Library

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Library Administrator: Literacy PLT

Library Technician: Michelle Mitchell – pictured (Mondays & Thursdays only)

 

Performing Arts this term

In our weekly class, students from Foundation always begin their lesson by singing around the piano to develop their aural and pitch matching skills. They sing songs from different cultures and translate them into solfege (musical notes). The Year 3’s and 4’s have been working on their music notation and completing worksheets in their workbooks. They are all now experts in reading and writing notes of the Treble clef and we’ve just started learning notes of the Bass clef. Students have been making up their own sentences to help with remembering the line and space notes. Here are some examples and feel free to ask them what they have come up with: ‘All Cows Eat Gummy Bears’, ‘Every Girl Boy Deserve Fudge’. Alongside, they’ve also been preparing for their Christmas concert item and adding a snippet of glockenspiel into the mix. We look forward to see you at the Christmas concert on the 14th of December!

 

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Edwina So

 

Performing Arts specialist teacher

Physical Education this term

Year 5 and 6 students have been working diligently at their fitness this term. They started the program by conversing about what is fitness, different ways to stay fit and active and what effects physical activity has on the body. As you can see they are all participating and enjoying (by the smiles on their faces!) the fitness circuits. Students are working on a range of fitness activities that isolate different areas of the body. Some find them easy while others find them challenging! Which activities did your child find easy/challenging? Why?

Year 3 and 4 students are enjoying developing their fundamental motor skills in a range of sport settings. Here you can see the students working on their overarm throw and catching skills in the net/wall game ‘2 Square Bounce’. They are delighted to be outside in the sunshine and participating in a range of ball games, designed to develop their skills, whether it be throwing, kicking, striking, running.

Year 1 and 2 students have kicked off the term by learning a variety of new warm up games where they develop their teamwork, communication, game strategies and of course fundamental motor skills. Ask your child about the game you see in the pics, ‘The Great Walls’ and they can tell you all about their experiences. Students have also enjoyed participating in a variety of activities centred around the skills and game of Cricket.

Foundation students have been investigating the effects of physical exercise on the body. They have participated a range of activities and classified them according to the intensity (how fast it makes their heart beat) and why it’s important to be active. Students have just started participating in modified team games, working on building team work, and learning how to be a good sports person by encouraging, congratulating and shaking hands at the end of a game.

  • Don’t forget we would love to see all of you at Lap Club before school on a Tuesday and Thursday morning at 8:35am.
  • Please Note: Students require their school hats and a water bottle for their PE lessons this term.

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Kym Ryan (F & 5)

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Prue Cunningham (1-4 & 6)

PE specialist teachers

 

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