2017 PRIMARY CURRICULUM
|SUBJECTS||KINDY||PRE PRIMARY||YEAR 1||YEAR 2||YEAR 3||YEAR 4||YEAR 5||YEAR 6|
|RELIGION & VALUES||4||3||3||3||3||3||3||3|
After consulting with various key members through our National Partnership scheme, AISWA consultants, colleagues, staff discussions and analysis of student data, the Primary School have a strong emphasis on the Literacy Block. Where possible Literacy is taught during the first three periods of the day including; Reading and Viewing, Speaking and Listening and Writing (also encompassing grammar, spelling, and handwriting). The table above highlights the time allocation to each subject area.
Fountain College implements teaching and learning programs and enriching experiences that provide opportunities for students, including students with needs, to achieve the learning outcomes/standards and develop the general capabilities of the Australian Curriculum.
The school’s curriculum plan requires staff members in both primary and secondary to have an awareness of how the curriculum is shaped in their relevant area and how planning for specific year level or subject is connected to the delivery of the curriculum at other year levels or subject areas, thus it stresses how the curriculum is interconnected across the school.
The Primary School use a number of different programs to support the teaching and learning of the curriculum. These include;
- Making Connections Reading
- PM Writing
- Words Their Way Spelling
- Reading Eggs and Mathletics
- Primary Connections Science
Meeting the Diverse Needs of Students
Fountain College is committed to the development of a high-quality curriculum for all students, one that promotes excellence and equity in education. All students are entitled to rigorous, relevant and engaging learning programs drawn from a challenging curriculum that addresses their individual learning needs.
Teachers will use the Curriculum to develop teaching and learning programs that build on students’ interests, strengths, goals and learning needs.
In addition to this our students have had a variety of school experiences both within Australia and internationally.
Teachers are aware of the need to differentiate the classroom learning for individuals or groups of students. Teachers achieve this through a variety of strategies including; grouping within classes, differentiated outcome based activities or success criteria, Assessment Tasks and Individual/Group Educational Plans.
Teachers identify groups and differentiation in both long term and short term plans. In some cases, teachers will need to work across year level achievement standards to cater for individual needs. Where this occurs, Individual educational Plans may be implemented and small group additional instruction time may occur.
Assessments in Primary
At Fountain College the following provision is stated in the Assessment and Reporting Policy. This policy applies and serves as a guide for teachers in the planning and implementation of assessment tasks for students. In Primary teachers readily use the guidelines of the Assessment Breakdown Policy and the online student portfolios which demonstrate achievement standards for student at, above and below the required Australian Standard.