Curriculum Statements

All curriculum planning is completed using the Victorian Curriculum guidelines. http://victoriancurriculum.vcaa.vic.edu.au/.

Using the Victorian curriculum, the school has developed a continuum of learning for our core subject areas. The learning areas are broken into Year Levels.

Number and Algebra

Foundation

Counts to 20 from any starting point.

Connects number names, numerals, and quantities to 20.

Names the position of items in a sequence from first to tenth place.

Subitise small collections of objects.

Represent practical situations to model addition problems to 20.

Represents, continues, and creates simple patterns.

Counts back from 20 from any starting point.

Compares and orders a collection of items up to 20 using comparative language. ‘more’, ‘less’ and ‘same as’.

Represent practical situations to model subtraction problems to 20.

Represents practical situations to model sharing up to 20 items.

Uses money in role-play situations.

Level 1

Counts to 100 and locates these numbers on a number line.

Skip counts by 2s, 5s, and 10s, starting at 0.

Partitions numbers to 100 using place value.

Carries out addition and subtraction, using a range of strategies.

Recognises, describes, and orders Australian coins according to their value.

Identifies representations of one half.

Continues simple patterns involving numbers and objects.

Solves addition problems involving two-digit and one-digit numbers.

Solves subtraction problems involving two-digit and one-digit numbers.

Counts back from 100.

Represents practical situations to model sharing with a remainder.

Level 2

Counts to and from numbers up to 1000.

Orders numbers up to 1000.

Solves two digits by two-digit addition and subtraction problems, using a range of strategies.

Multiplies by grouping into sets.

Divides collections into halves and quarters.

Finds the total of simple collections of Australian notes and coins.

Recognises increasing and decreasing number sequences involving 2s, 3s, 5s, and 10s.

Identifies the missing element in a number sequence.

Creates number sequences using digital technology.

Recognise and interpret common uses of halves, quarters, and eighths

Divides by grouping into sets.

Level 3

Counts and orders numbers to and from 10000.

Classifies numbers as odd or even.

Recognises the connection between addition and subtraction.

Recalls addition facts for single-digit numbers.

Uses efficient strategies for multiplication and division.

Recalls multiplication facts for single-digit numbers.

Represents fractions for halves, thirds, quarters, fifths, and eighths.

Represents money values in various ways.

Counts out change from financial transactions.

Continues number patterns involving addition or subtraction.

Explores simple number sequences based on multiples.

Uses a model to apply the mathematical rule

Solves up to three-digit addition and subtraction problems

Solves multi-step problems involving money

Recognises and applies place value up to 10 000

Identifies strategies to solve multi-step problems

Level 4

Recalls multiplication facts to 10×10 and related division facts.

Chooses appropriate strategies involving multiplication and division.

Investigates how odd and even numbers are used to identify patterns in multiplication.

Locates familiar fractions on a number line.

Recognises common equivalent fractions in real-world problems.

Makes connections between fractions and decimals up to two places.

Solves real-world problems with the use of money.

Identifies unknown quantities in number sentences.

Understands number sequences involving multiples of single-digit numbers.

Uses digital technology to assist in solving word problems.

Uses strategies to estimate effectively.

Uses equivalent number sentences involving addition and subtraction

Uses addition and subtraction to solve a multi-step problem

Recognises numbers and place value up to tens of thousands

Follows a series of sequential steps to solve problems

Recognises decimals and place value up to hundredths

Level 5

Multiples fractions up to one.

Solves basic problems involving the four operations (+ – x /) using different methods/strategies.

Estimates the probability of approximate answers by rounding if needed.

Identifies and describes factors and multiples.

Compares, and orders decimals and fractions.

Adds fractions with the same denominator

Subtracts fractions with the same denominator.

Continues the fraction or decimal sequence using addition or subtraction.

Explains plans for basic budgets.

Solves multi-step addition and subtraction problems involving whole numbers and decimals

Solve problems involving the multiplication of large numbers by one- or two-digit numbers

Recognise, represent and order numbers to at least hundreds of thousands

Use equivalent number sentences involving multiplication and division to find unknown quantities

Interprets and represents remainders in division problems

Solves problems involving addition and subtraction of fractions with the same denominator.

Level 6

Recognises properties of prime, composite, square, and triangular numbers.

Solve problems that involve four operations using whole numbers and integers.

Locates fractions and integers on a number line.

Connects fractions, decimals, and percentages as different representations of the same number.

Solves addition and subtraction problems of related fractions.

Calculates a simple fraction of a quantity.

Connects the power of 10 with multiplication and division of decimals.

Solves problems using the four operations of decimals where the result is rational.

Specify rules used to generate sequences involving whole numbers, fractions, and decimals.

Calculates common percentage discounts.

    Writing

    Foundation

    Includes spaces between words.

    Experiments with capital letters and full stops.

    Spells words using onset and rime, and sound-letter knowledge.

    Uses images to express ideas.

    Represents sounds in words using uppercase or lowercase letters.

    Writes familiar high-frequency words.

    Uses simple functions when interacting with software.

    Begins to create short written and verbal texts.

    Participates in shared editing.

    Writes sentences to communicate ideas.

    Level 1

    Uses capital letters and full stops appropriately.

    Spells words using knowledge of word families. 

    Uses visual memory to spell a range of high-frequency words.

    Provides details about ideas in short texts.

    Adds images to digital texts.

    Creates imaginative texts using an emerging understanding of text structures.

    Writes sentences with an emerging knowledge of grammar and word choice.

    Spells words using knowledge of known spelling patterns.

    Accurately forms uppercase and lowercase letters.

    Begins to edit and revise own writing.

    Creates informative texts using an emerging understanding of text structures.

    Traces letter-like patterns.

    Level 2

    Uses capital letters to signal proper nouns.

    Accurately spells words with regular and increasingly complex spelling patterns.

    Writes words and sentences legibly using unjoined upper and lower case letters.

    Correctly spells a range of high frequency words.

    Creates imaginative texts using a developing understanding of text structure.

    Uses simple and compound sentences to express and combine ideas.

    Constructs texts using digital software.

    Edits texts for spelling and punctuation.

    Revises to improve text and sentence structure.

    Develops ideas in texts with some supporting detail.

    Uses vocabulary appropriate to text type and purpose.

    Creates informative texts using a developing understanding of text structure.

    Creates persuasive texts using a developing understanding of text structure.

    Uses commas to separate items in a list.

    Level 3

    Demonstrates an understanding of grammar relating to tense, pronouns and word order.

    Experiments with apostrophes to signal contractions.

    Uses phonological and morphemic knowledge to spell less common words.

    Experiments with paragraphs to organise written texts.

    Plans, drafts and publishes imaginative texts that demonstrate an increasing control of text structures.

    Chooses vocabulary appropriate to the purpose and context of written texts.

    Revises and edits own writing for appropriate vocabulary, structure, meaning and punctuation.

    Writes letters that are clearly formed and consistent in size.

    Uses simple, compound and complex sentences to express and combine ideas.

    Creates digital texts that combine images, sound effects, music and voice overs.

    Creates texts that include supporting details to communicate key ideas.

    Plans, drafts and publishes informative texts that demonstrates an increasing control of text structures.

    Plans, drafts and publishes persuasive texts that demonstrate an increasing control of text structures.

    Level 4

    Creates texts demonstrating a strong understanding of noun group and verb group phrases.

    Uses phonological and morphemic knowledge to spell more complex words.

    Uses grammar effectively to create cohesive sentences.

    Selects vocabulary from a range of resources.

    Experiments with the use of quotation marks.

    Plans, drafts and publishes imaganitve texts, demonstrating a strong understanding of text structure.

    Revises and edits work to improve meaning, content and structure.

    Uses meaning and context when spelling homophones.

    Selects and uses appropriate software programs for constructing texts.

    Forms letters clearly with increased fluency and automaticity.

    Creates texts that include supporting details to extend key ideas.

    Plans, drafts and publishes informative texts, demonstrating a strong understanding of text structure.

    Plans, drafts and publishes persuasive texts, demonstrating a strong understanding of text structure.

    Creates texts that demonstrate an understanding of grouping ideas into paragraphs.

    Level 5

    Uses apostrophes accurately when writing.

    Experiments with using a variety of sentence types when writing, to improve and enhance meaning.

    Uses language features to create a vivid description when creating a range of texts.

    Selects specific vocabulary to express a greater precision of meaning.

    Uses phonological and morphemic knowledge, and word origins to spell less common words.

    Edits and revises writing for cohesive structure and language features.

    Plans, drafts and publishes imaginative texts with accurate structure, appropriate to purpose and audience.

    Composing texts on software with increased fluency and automaticity.

    Generates, selects and crafts ideas to explore a recognisable theme.

    Plans, drafts and publishes informative texts with accurate structure, appropriate to purpose and audience.

    Plans, drafts and publishes persuasive texts with accurate structure, appropriate to purpose and audience.

    Creates texts that demonstrate an accurate use of paragraphs.

    Level 6

    Intentionally and accurately uses a variety of sentence types when writing, to improve and enhance meaning.

    Enhances ideas and sentences through careful choice of vocabulary.

    Understands how vocabulary can express shades of meaning, feeling and opinion.

    Uses phonological and morphemic knowledge, and word origins  to spell new and technical vocabulary.

    Includes commas for different uses in sentences.

    Revises and edits own writing using agreed criteria and provides feedback to peers.

    Plans, drafts and publishes imaginative texts, creatively experimenting with text structure, appropriate to purpose and audience.

    Selects and combines software functions to create texts.

    Plans, drafts and publishes informative texts, creatively experimenting with text structure, appropriate to purpose and audience.

    Plans, drafts and publishes persuasive texts, creatively experimenting with text structure, appropriate to purpose and audience.

    Creates texts that include language features appropriate to purpose and audience.

    Level 7

    Revises and edits writing to improve meaning and impact.

    Identifies and experiments with a range of clause types.

    Creates literary texts that adapt stylistic features encountered in other texts.

    Uses a range of software, including word processing programs, to create, edit and publish written and multimodal texts.

    Uses spelling rules and word origins to learn new words and how to spell them.

    Uses a range of punctuation in complex sentences, to enhance meaning.

    Consolidates a personal handwriting style that is fluent and legible.

    Experiments with creating a sense of certainty, probability and obligation in texts.

    Plans, drafts and publishes structured and coherent texts, for a range of purposes and audiences.

    rEADING AND VIEWING

    Foundation

    Uses comprehension strategies to understand and discuss texts listened to, viewed or read independently.

    Recalls one or two events from texts with familiar topics.

    Understands that there are different types of texts and that these can have similar characteristics.

    Identifies connections between texts and their personal experience.

    Reads short predictable texts with familiar vocabulary and supportive images.

    Reads short predictable texts drawing on their developing knowledge of concepts about print, and sound and letters.

    Blends together most sounds for consonants and vowels to read short words.

    Identifies all the letters of the English alphabet in both upper- and lower-case.

    Level 1

    Understands the different purposes of texts.

    Identifies that texts serve different purposes and that this affects how they are organised.

    Reads short texts aloud with developing fluency, including texts with some unfamiliar vocabulary, simple and compound sentences and supportive images.

    Applies knowledge of the relationships between sounds and letters, high-frequency words, sentence-boundary punctuation and directionality to make meaning, when reading.

    Makes connections to personal experiences when explaining characters and main events in short texts.

    Recalls key ideas and recognises literal and implied meaning in texts.

    Level 2

    Understands how texts share characteristics by identifying text structures and language features used to describe characters, settings and events or communicate factual information.

    Reads texts that contain varied sentence structures with some unfamiliar vocabulary.

    Recognises all phonemes, and most letter

    Reads significant number of high-frequency sight words.

    Uses images as support, when reading unfamiliar words.

    Monitors meaning and self-corrects, when reading by using prior knowledge, punctuation and phonic knowledge.

    Identifies literal and implied meaning, while reading.

    Identifies main ideas and supporting details, while reading.

    Makes connections between information texts.

    Level 3

    Understands how content can be organised using different text structures.

    Understands how content can be organised depending on the purpose of the text.

    Applies appropriate text processing strategies when monitoring meaning in texts.

    Understands how language features are used for different effects.

    Understands how language features are used for different images.

    Understands how language features are used for varied vocabulary choices.

    Reads texts that contain varied sentence structures

    Reads text that contain a range of punctuation conventions

    Reads text that contain images that provide additional information.

    Applies appropriate text processing strategies when decoding text.

    Identifies literal and implied meaning connecting ideas in different parts of a text.

    Selects information, ideas and events in texts that relate to their own lives and to other texts.

    Uses knowledge of letter-sound relationships and blending and segmenting to read more complex words.

    Level 4

    Understands that texts have different structures depending on the purpose and context.

    Describes implied meaning connecting ideas in different texts.

    Describes literal meaning connecting ideas in different texts.

    Responds to others

    Expresses preferences for particular types of texts.

    Explains how language features are used to engage the interest of audiences.

    Explains how images are used to engage the interest of audiences.

    Explains how vocabulary is used to engage the interest of audiences.

    Level 5

    Explains how text structures assist in understanding the text.

    Understands how language, images and vocabulary influence interpretations of characters, settings and events.

    Confidently decode less familiar words.

    Describes how events, characters and settings in texts are represented.

    Explains their own responses to read texts.

    Analyses and explain literal and implied information from a variety of texts.

    Level 6

    Understand text structures and language features when creating a literary text.

    Understands how to use knowledge of phonics when decoding familiar words.

    Understands technical words in complex texts.

    Explains how language features, images and vocabulary are used by different authors to represent ideas, characters and events.

    Compares and analyse information in different texts.

    Explains literal and implied meaning.

    Selects and use evidence from a text to explain their response to it.

    Level 7

    Understands that texts are dependent on audience, purpose and context.

    Understands that the complexity of a text changes according to its structure

    Demonstrates how the choice of language affects meaning.

    Demonstrates how the choice of images affects meaning.

    Explains issues and ideas from different sources.

    Recognises that texts reflect different viewpoints.

    Analyses evidence and interprets implied meaning.

    Spanish Bilingual Immersion Program

    What is a Bilingual Immersion Program?
    In a bilingual program students do some of their normal classes in both English and another language. It is a type of immersion learning. There are currently a small number of primary schools offering bilingual education in Victoria and certainly no nearby schools currently offering bilingual Spanish.

    What does learning look like at NPS?
    At Newlands the curriculum is delivered both through Spanish and English. The students currently undertake Literacy and Numeracy both in English and in Spanish. As Spanish was introduced to Newlands in 2016 the students are currently at different stages of the Immersion journey, however all year levels currently undertake Spanish Literacy and Mathematics lessons every day.

    Each cohort has English classroom teachers and Spanish classroom teachers who grade share. That means that your child will be taught by more than one teacher; an English classroom teacher and a Spanish classroom teacher. The English teachers are responsible for delivering parts of the Victorian Curriculum for Literacy and Numeracy in English and the Spanish classroom teachers are responsible for delivering parts of the Victorian Curriculum for Literacy and Numeracy in Spanish.

    The Literacy and Numeracy lessons are conducted in Spanish and English. We use a method of teaching and learning called Content Language Integrated Learning (CLIL).

    Why Spanish?

    Spanish has the second highest number of native speakers worldwide and is one of the most widely understood languages in the world. Spanish is spoken by over 400 million people in over 20 different countries across four continents. Spanish is the official language of most of Latin America. It is also widely spoken in Israel, Morocco, the Philippines, and the United States of America, where 40 million people are native Spanish speakers. It is also one of the six official languages of the United Nations.

    At Newlands Primary School most of our Grade 6 students attend the local neighbouring secondary school, Coburg High School. By offering the same language as Coburg High School it maximises the likelihood that our students will be able to continue their language studies to secondary and, possibly, tertiary level.

    Benefits of Bilingual Education

    Bilingual education has been shown to have many benefits for students and school communities. Students who undertake bilingual education have been shown to perform at above average levels on English and Mathematics. It also leads to increased understanding and appreciation of cultural diversity.

     

    Research

    Continuous rEPORTING 

    Newlands implements a continuous reporting model. Curriculum areas are reported ongoingly throughout each term, rather than waiting until the end of the semester. This enables targeted feedback that is transparent, students understand how they can improve, and uses assessment to guide future learning. 

    The continuous reports are sent out electronically through the Parent Portal on Sentral. 

     

    Written Student reports are prepared twice a year. Parent/Teacher interviews regarding your child’s progress are conducted at mid year. You will be notified when these are due to be held and will be asked to indicate an appropriate appointment time during our online booking system.

    Parents are welcome to make a time to meet with their child’s teacher at any time during the year. Parents can arrange to meet with teachers to discuss any matters of concern throughout the year.

    Specialist Programs

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    Visual Arts

    All students attend a weekly art lesson. Our talented art teacher runs an exciting and well planned program. We hold a school art show every second year. 

    Performing Arts

    Our Performing Arts program focuses on three key areas; Drama, Dance and Music. Each grade participates in a 60-minute session of Dance and Drama, and a 60-minute Music session. This allows us to develop and build upon student’s skills in Dance, Music and Drama consistently throughout the year. We also offer a range of extra curricular programs that support our Performing Arts Program including; School Rock Band, Performance Group, Dance Clubs and the School Choir. We are lucky enough to have access to a large multi-purpose room as well as an instrumental music room.

    Physical Education

    Our Physical Education program is a 60-minute session each week. Students develop their fundamental motor skills in a variety of activities and game focuses. We offer a range of additional programs to help support and extend our physical education program such as; weekly house sport tournaments for the senior school and a Perceptual Motor Program for the junior school. We also access outside expertise in swimming and gymnastics.

    Library

    Students are provided with an opportunity to borrow books from the school library each week. They can also visit the library on selected days at lunchtime and after school to return and borrow books. We are fortunate to have a dedicated trained librarian that ensures all of the resources are refreshed and maintained and up to date.  

    Teaching staff are regular lunchtime visitors to the library to read stories to the children.

    If you wish to search the Library catalogue, please click here.

    Perceptual Motor Program

    The Perceptual Motor Program is designed to develop balance, fitness, co-ordination, motor skills, body and spatial awareness. Some activities include; obstacle courses, throwing and catching beanbags and balls, balancing on soft beams and stepping stones, walking on stilts, crawling through tunnels, kicking to a given target, skipping and solving movement challenges in small groups.

    STEAM & Makerspace

    STEAM education is the learning of science, technology, engineering, arts and mathematics in an integrated (combined) approach. Students gain and apply knowledge, deepen their understanding and develop creative and critical thinking skills within an authentic context. It may include inquiry and project-based learning. 

    All students in Years 2 to 6 have access to an individual iPad or Windows Laptop and the Foundation / 1 students have access to shared class banks of devices. Newlands implements a range of applications and device that supports learning across all curriculum areas. This includes the use of:

    – 3d Printers

    – Bluebots

    – Probots 

    – Lego WeDo

    – Lego Spike 

     

    Teachers and students fully utilize the large range of educational applications available on the device they are using.

    Teachers and students use technology to work collaboratively on projects across all key learning areas.

    Teachers and students capture their learning through video and audio. This can then be displayed instantly on the Interactive Whiteboard. Students also share their work with their peers and families by uploading it to their online portfolio on SeeSaw.

     

    Microsoft Office 365

    Newlands is an Office 365 environment, enabling students to work collaboratively through Teams and OneNote. Students also develop their skills in a range of applications, inluding, MS Word, MS Excel,  OneDrive and SharePoint.

     

    Extra-Curriculum Activities

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    School Bands

    We have two school bands. Students are asked to audition for the bands. Our junior band meets during lunchtime once a week to develop the skills needed to work with others to perform within a group. Our senior school band meet after school once a week. Whilst continuing to focus on performance, composition skills becomes a major element as well. The group have performed both at school and local events this year.

    School Dance Groups

    We have two school dance groups that meet once a week. Our first group is for students from Foundation to Grade 2 and the second group is for students in Grades 3-6. These dance groups are open to any student who wishes to be involved.

    Music lessons
    Gardening Group

    Students have opportunities to work in our school garden with parent helpers during lunchtime.