LEVEL 1

THE FIRST YEAR AT GREAT RYRIE PRIMARY SCHOOL

Children commence school with a wide range of skills and abilities and come from a variety of backgrounds and early childhood experiences.  They are developing in many ways, including self awareness, peer relationships, forming simple symbolic concepts, mastering increasingly complex physical skills, moral judgements, acceptance of extended separation from parents and learning independent self help skills.  The kind of experiences the children encounter as they make sense of their new surroundings, routines and procedures will depend on the support we give the children as we work together to implement a smooth transition process.

 

At Great Ryrie Primary School we are acutely aware of the need to ensure that your child commences school life happily and that the relationships developed between teachers and parents become a strong and lasting partnership.

 

VICTORIAN ESSENTIAL LEARNING – LEVELS 1, 2, 3 & 4

The Curriculum and Standards Framework documents are the basis of the school’s curriculum programs.  While teachers use a wide variety of addition resources, materials and texts, the school’s curriculum structure and focus is based on the Curriculum and Standards Framework. 

At Great Ryrie Primary School we have developed all key learning areas

                      ·          THE ARTS - MUSIC AND VISUAL ARTS

                      ·          ENGLISH

                      ·          HEALTH AND PHYSICAL EDUCATION

                      ·          MATHEMATICS

                      ·          SCIENCE

                      ·          TECHNOLOGY

                      ·          STUDIES OF SOCIETY AND ENVIRONMENT

                      ·          LANGUAGES OTHER THAN ENGLISH (INDONESIAN)

Great Ryrie Primary School works in close partnership with parents.  The school’s program is more successful when it builds on and is supported by home experiences.  The most effective curriculum is that in which teachers and parents work together as partners.

ENGLISH

Reading, Speaking, Listening and Writing are all part of the language process.

Daily opportunities are provided to develop each of these skills.  Children will learn strategies on how to interpret text, to self-correct, to challenge, to give and accept opinions.  They will learn fluency and expression as their bank of recognised words expands.

Personal experiences are used to develop writing techniques.   The children will learn how to plan and review their writing and to share it with others.

You can assist by encouraging the use of a range of different text forms such as letters  to grandparents, shopping lists, recipes, re-writing favourite story (TV or book) in own words, or with a different ending, cutting words out of magazines, etc., at home when your child is looking for something to do.

LEM Phonics

All students in Level 1 and 2 participate in an intensive phonemic skills program called LEM Phonics. This program teaches the students the phonograms for single and multiple letters. It assists students with reading, writing, spelling and grammar. Parent information nights are organized during the year for parents to learn more about this program.  This program continues in Levels 3 and 4.

LEVEL 1 (Prep Year)  -           SPEAKING AND LISTENING

At all times children are encouraged to express themselves clearly and with confidence, to listen to others’ points of view and acknowledge others’ successes.

By the end of the Prep year the children have experimented with spoken texts in groups and with the class.  They have used appropriate greetings, introductions and farewells.  They have joined in poems and action verses recited by the class.  They are able to give and follow instructions and directions.  They can make relevant contributions to class topics.  They ask and answer questions.  They can play listening games.  They adjust their speech, eg. lower their voice and use different greetings for friends or teachers.  They respond to variations in body language.  They use audible speech, clear pronunciation, ordering ideas so they can be readily understood.  They actively listen to what is being said.

·       Encourage your child to talk about the experiences they have had during the day.  Express interest, ask questions, and share your own experiences.

·       Regularly share stories and jokes and be prepared to set aside times to talk together in a relaxed atmosphere.

 

Show your child how to use language appropriate to:

          ·  Answering the telephone

          ·  Greeting adults

          ·  Introducing a friend

          ·  Delivering a message

          ·  Giving and receiving a compliment

          ·  Expressing thanks

          ·  Making a purchase.

 

LEVEL 2 (Grade 1+2) -            SPEAKING AND LISTENING

Students interact with others in more confident and complex ways. They develop an awareness of how people adjust their speaking and listening to suit their purposes and audiences.  Students compose and respond to questions, take turns during partner or group discussions and speak clearly to an audience.

To help your child with Speaking and Listening .....

·  Praise children’s writing efforts and respond to the message rather than the grammar or spelling.  Prominently display children’s writing and demonstrate that you enjoy and value children’s writing.

·  Look for opportunities for purposeful writing activities at home.  Adults and children can write notes, telephone messages, holiday plans, helper’s rosters,  greeting cards, letters to friends or to relevant places for information.

·  Talk with children about the sort of writing they are doing at school.  If you are involved in writing for work, show children how you write explain why you are writing.

·  Read to your children frequently.  Vary the type of material you read, include interesting newspaper articles, factual books as well as stories, poems and rhymes.  Make reading to your children a special quiet time when you can enjoy the experience.

 

Spoken Language at LEVEL 3 + 4

Children are engaged in many activities across the curriculum that involve listening and speaking, sometimes working in pairs, in small groups, as a grade or a whole school.

Aims:  to develop         - clear and logical communication

                                  - attentive listening

                                  - participation in discussions

                                  - confidence when sharing thoughts

Activities to promote these aims include:

                                  - listening to stories, poems, directions and other people speaking

                                  - group discussions, newstime, sharing stories

- formal presentations, reporting, role play, reading to class, cross-age tutoring, play reading, storytelling, speeches, (grade/whole school), relaying messages

 

LEVEL 1 - READING

Early home and pre-school experiences where children have had daily interaction with print bring the child to school as a Beginning Reader.

Reading experiences in early school years build on what Beginning Readers know already and support them as they develop towards becoming Independent Readers.

At the end of Level 1 the children have been exposed to a wide variety of simple texts and become confident they can read them.  They have joined in the reading of a range of material.  They can read the text of a familiar big book from memory.  They have learnt the purpose of everyday texts such as signs.  They can locate their own name and other familiar words in a short text.  They are beginning to identify conventional phrases.  They know most letters of the alphabet and the associated letter sounds.  They begin to recognise some words by sight.  They use titles, picture cues, patterns of language and initial letters to predict words.  They re-read text when meaning is disturbed (with teacher guidance) and can monitor their own reading by pointing to words.  They can select material for their own enjoyment.

 

Your child needs to be encouraged to make connections between what they are reading and their own experiences, knowledge and ideas.  Talk about books and what they mean to you.  It is important that reading is seen to be an activity, which is highly valued at home.  When children are young, they love to listen to stories.  Help your child to see that it is the meaning that matters, and that words are just a means to an end.  If children are thinking about meaning they can guess a word or two here and there and not lose the meaning.

 

·       Continue to read to your child as often as you can.  Now and again ask a few ‘why’ questions about the story you read.

·       Help your child to tell stories from the pictures in the book.

·       Talk about the characters, plots and settings of stories.

·       Discuss information in factual texts.

·       Tell stories, poems and nursery rhymes.

·       Draw attention to print on packages and signs.

·       Encourage your child to join in when reading a familiar story.

·       Talk about everyday print.  Discuss advertisements.

·       Point out interesting or long words in books.

·       Encourage your child to find words that begin with the same letter as his or her name.

·       Encourage your child to talk about the title and the cover of the book and guess what it may be about.

·       Encourage your child to use the school library.

·       Establish a routine of visiting the local library.  Help in selection but don’t impose your own choice.

 

LEVEL 2 - READING

Students read a wide variety of short texts for enjoyment and information. Texts begin to have a small amount of unfamiliar vocabulary and fewer illustrations. They begin to explore and understand the structure and features of fictional and factual texts; such as headings, paragraphs, chapters, indexes, glossaries and contents pages. Students begin to discuss ideas, opinions and content after reading a variety of texts. They expect reading to make sense and use the strategy of re-reading if the meaning is unclear. When reading aloud, students become aware of the audience and the need to apply their knowledge of punctuation.

To help your child with READING …..

·                 Encourage your child to look through the book to allow them to establish the story line before commencing reading.  Talk about illustrations to see if they match what is in the child’s or your mind.

·                 When reading to your child stop sometimes and ask “What do you think might happen next”? Accept the child’s answer even though they may not seem right.

·                 Occasionally ask some ‘why’ questions about the story, eg. “Why do you think the author put that bit in the story”?

·                 Talk about books your child has read at school.

·                 Take your child to the local library regularly and to any story telling sessions that are advertised.

·                 Talk about the things you read – newspapers, magazines, books, etc.

·                 Accept your child’s efforts with praise, concentrate on all the things he/she does right, not on the few errors.

·                 If your child makes a mistake when he or she is reading aloud, allow time for self-correction.  If the mistake makes sense, ignore it.  If not, ask, “does it make sense?”; “does it sound right?”; “does it look right?”.

·                 Buy your child games that provide simple instructions to read and follow.  Play word games.

·                 Share letters and postcards from friends with the whole family.

·                 Encourage your child to keep a diary or journal when you go on holidays.  This is particularly valuable if you are travelling and your child is missing school.

·                 Encourage children to retell stories.  Involve the family in swapping stories, eg. “I’ll tell you a story if you tell me one.”

 

ALWAYS REMEMBER             Reading at home is all about Parents and children enjoying books

together – it should not be a chore.

LEVEL 3 (Grades 3 + 4) - READING

Reading is one of the most important tasks a child learns at school.  A great deal of time will be spent on reading-related activities.  It is involved in most subject areas.  When we read we use a variety of cues to assist us.  We look at the structure of words and sentences, the context in which they are used, and the look and sound of words.

Efficient readers use as many of these skills as they can when reading a passage.  It is important for children to learn to self correct when their reading doesn’t make sense and it’s important for children to re-read, look at the context of unknown words, look at parts of words that they can recognise.

Take home books are of utmost importance and it is important that all children are encouraged to read at home and return books when finished so that others may enjoy them.

Reading at LEVEL 4

Children should be reading for leisure, enjoyment, relaxation and information.

 

Aims:  to develop        

- enjoyment of reading and an appreciation of its value in our daily lives

- fluent and expressive oral reading

- ability to make sense of and understand what has been read

- an awareness of various text types selecting relevant information

 

Activities to promote these aims include:

- silent reading, circle and shared reading, researching, read and retell, cloze and comprehension exercises, literature groups, play and poetry reading.

 

LEVEL 1  WRITING

Children already know a lot about how language works before they come to school.   When they have learned to talk and make themselves understood, they have mastered the basic elements of language.  Most children come to school being able to write their own names or make a very good attempt to do so.  Others have experimented further, although the reader may not be able to interpret their “writing”.

By the end of Level 1 children behave like competent writers by using letter symbols and some known letter patterns and known and copied words to represent ideas in writing.  They attempt to hold writing and drawing implements correctly.  They are developing correct formation of letters.  They write from left to right and from top to bottom of the page and leave a space between words or word clusters.  They experiment with punctuation such as full stops, capital letter and exclamation marks.  They use knowledge of letter names and sound letter relationships as they say the word aloud while attempting to write it.  They write more often, rather than longer pieces

 

 

LEVEL 2  WRITING

Students produce brief written texts on a range of topics and use a variety of text types such as reports, information, recounts, procedures, letters, poems and narratives. They understand that writing involves a process of planning, composing, revising and publishing. Opportunities are given for students to publish their writing for a variety of purposes and audiences, using legible and correct handwriting or computer technology. Students write short texts that include several related ideas in sequence. They develop a more extensive vocabulary, use punctuation and can accurately spell many frequently used words.

 

To help your child with SPELLING....

·                 When your child writes or brings work home it is very important that you focus on what has been written, not on the spelling.  If you do mention spelling, always focus on the words which have been spelled right, rather than on the mistakes.  Talk about mistakes in terms of “You had a jolly good try at spelling that word, didn’t you?”  Always encourage risk-taking and having-a-go and show that you value all attempts.

*For some children it is an achievement to get the beginning and ending sound right.  The middle is often more difficult.

·                 Encourage your child to try simple crossword puzzles and acrostics.

·                 Play simple word games such as “Hand the Man”.  If it is possible, encourage relatives to give commercial word games for birthdays.

·                 Enjoy jokes and riddles with your child, especially those which play on words.

·                 Encourage your child to make birthday cards, write thank-you letters, send postcards and the like.

·                 Help your child use the look-cover-write-check method for learning words, concentrating on the part of the word he or she is not sure of rather than the whole word.  Help your child divide the word into syllables.

 

LEVEL 3 Writing and Spelling                       To help your child with WRITING and SPELLING …..

 

·                Talk about what your children have written and PRAISE THEIR ACHIEVEMENT

·                Ask about anything that puzzles you and perhaps suggest they rethink a word or sentence.

·                Display everyday writing at home; get a kitchen noticeboard for lists of things to do, invitations and so on.

·                Avoid negative comments about children’s spelling  Instead encourage them to read over their written work looking for possible errors and, when in doubt, to use a dictionary or ask someone else.

·                Remember that spelling belongs to writing and so spellings are best written down.  You might try the look-cover-write-check method of learning new words:

LOOK             at the word and say it to yourself

COVER it:  close your eyes and “see” it

WRITE the word down

CHECK to see if you are correct – it not, repeat the steps

·                Give presents associated with writing – different types of pens and pencils, paper of different shapes and colours, a desk lamp, a diary, a dictionary, erasers

 

It is expected that at the end of Level 3 (Grade 4) the children will have achieved the following:

-  uses correct punctuation appropriate to grade level

-  is able to spell many common words

-  makes good attempts at spelling unknown words

-  can express ideas clearly when writing

-  reads with expression

-  understands what has been said

-  writes neatly and correctly

-  is able to follow oral instructions

-  listens attentively

-  joins in class discussions.

 

Handwriting at LEVEL 4

 

The emphasis on writing – NOT PRINTING, when taking notes or presenting written work.  This is essential if the children are to become fluent and able to write speedily.

 

Aims:  to develop                    

- fluent, legible writing  

- ability to present work in an attractive and appropriate manner

 

Activities to promote these aims include:

- encouraging use of lines, spacing, correct formation, joining correctly and developing a fluent style

- encouragement and advice on presentation.

 

MATHEMATICS

 

We all live with maths.  We use it to tell the time, measure ingredients, budget for shopping, estimate materials needed to build a fence, make a dress, etc.  Children also need to confidently apply maths to the world around them and develop skills to solve everyday problems.

At Level 1 there is a high degree of learning by doing.  Students consider the effect of simple mathematical ideas on everyday life.  They recognise that daily activities are influenced by time, recognise ways in which numbers are used in everyday life and use spatial aspects of his or her environment.

Different areas of maths will be interwoven into the maths program.  These areas are:

 

Level 1 SPACE

At Prep level, children learn to draw, build and describe shapes and objects they have seen and handled.  They note similarities and differences.  They can recognise symmetry in pictures.  Children learn to follow and give simple directions using everyday language of position and movement.

Level 1 NUMBER

Children learn to make, count, record, estimate, order and compare small collections of objects.  They deal with numbers to ten, but most will go beyond this.  They can copy, continue and devise repeating and counting patterns, recall simple doubles facts, count forwards and backwards, and perform simple mental calculations.  They represent number stories using materials and drawings.  They exchange money for goods in play situations.

 

Level 1 MEASUREMENT & DATA

Children use everyday language to describe, order and compare length, mass and capacity for familiar objects.  They learn to compare length and capacity by repeated use of formal units.  They come to understand the purpose of clocks and relate time to familiar, recurring events.  The days of the week and the months of the year are linked with events in their own lives.  Children recognise elements of chance in familiar situations.  They collect and classify objects and pose questions.  They record and represent information about their collections to make comparisons.

 

Level 1 REASONING & STRATEGIES

Children see Mathematics as part of their families’ everyday lives.  They learn to communicate and discuss mathematical ideas in natural language.  They act out situations or use materials to represent mathematical problems.  Additionally children learn to detect and correct inconsistencies in simple pattern and reassess non - numerical estimates of size. They learn to use calculators to represent numbers and explore counting.

 

Level 2 Number

Students work with numbers to 999, developing the concepts of counting, estimation and place value. They count forwards and backwards by 1s to 1000 and forwards by 2s, 5s and 10s up to 100. They can identify number patterns when counting and read, record and order numbers to 999. They select efficient strategies when counting collections and use a range of strategies when automatically solving addition and subtraction facts to 20. Students use a variety of ways and materials to add and subtract 2 digit numbers. They are able to use calculators to explore numbers, counting patterns and represent place value.

Level 2 Space

Students make and discuss two and three-dimensional shapes, investigating similarities and differences. They use shapes to create pictures and can name the shapes used. They identify some of the uses of different common shapes. They describe short paths, read and make informal maps. Students devise and continue number, shape and symmetrical patterns.

 

Level 2 Measurement and Data

Students are beginning to use digital and analogue clocks to recognize o’clock and half past times. They develop an understanding of hours and minutes and relate time to everyday events. Students use calendars and timetables to record dates and events. They can estimate, measure and compare length, mass and capacity and use informal, uniform units and some formal units. Students can discuss the chance involved in events and games. They can devise questions to be used when collecting data, organize data into simple graphs and describe the data results.

 

At Level 3 each classroom continues to cater for a wide range of abilities but it is anticipated that by the end of Level 3 (Grade 4) the children will be able to:

·                 count forwards and backwards to at least 10,000 by ones, tens and hundreds

·                 count forwards and backwards by tenths

·                 read and write numbers to 10,000

·                 read and write numbers with one decimal place

·                 read and write number words to 10,000

·                 understands place value from units to 10,000

·                 memorise all number facts (tables) of 1 to 12

·                 recall all number facts of additions and subtraction to 20

·                 double and halve numbers

·                 use a calculator to solve problems using the four processes

·                 count by tenths, as fractions and as decimals

·                 find simple parts of numbers and linear measures

·                 describe, continue and create patterns

·                 put numbers in order in the range 1 to 10,000

·                 rule and measure in centimetres

·                 understands basic concept of area

·                 find the perimeter of shapes

·                 can measure in millilitres and litre units

·                 handle simple money transactions to $2 and $5

·                 read the time correctly to one minute, both clockface and digital

·                 measure mass in grams and kilograms

·                 understand ideas of symmetry

·                 create and interpret statistics and graphs

·                solve problems by using a range of strategies ie. making models, looking for     patterns, making organised lists, guessing and checking drawing

 

To help you child with MATHEMATICS at Level 3...

·                Build confidence.  Express positive attitudes towards mathematics and praise your children’s efforts

·                If helping with maths, make it fun – and always remember the importance of understanding.  You’ll probably find that demonstrating with solid objects (matches, buttons, lengths of string, etc.) will help younger children to grasp a point.

·                Especially with younger children, try to cultivate a sense of number, size, volume, area, weight, time and distance in everyday life.  Join them in estimating, counting and calculating.

·                Let your children see you using real life mathematics around the home.  Show how you decide on the different quantities you buy at the shops or how you check your bills; measure a piece of material or wood in preparation for a household job; work out your car’s petrol consumption…

·                Encourage the use of a calculator as a useful tool of mathematical problem-solving, not as a substitute for thinking.  Bear in mind that understanding what needs to be done and why it is more important than the mechanics of calculation.

·                Before helping with calculations, check on what methods are being taught at school to avoid confusing your children.

 

Level 4 Mathematics

Aims:  to develop        

- automatic response to table and number facts

- counting proficiency and an understanding of pattern and order

- estimation, checking and correcting strategies

- knowledge and understanding of equations, place value and the four processes, fractions, decimals and percentages

- ability to use calculators and to apply problem solving techniques

- an understanding of measurement, chance and data, and space (2D and 3D)

 

Activities to promote these aims include:

- whole class, small group and individual sessions

- use of concrete materials and “hands – on” experiences

- problem solving and measurement tasks related to, wherever possible, to real life situations

- games and puzzles

- exercises to promote accuracy and speed

 

To help you child with MATHEMATICS at Level 4 ….

·                Do all you can to develop his or her sense of number, size, length, weight, width, volume, area, mass/weight, and time.  Find maths everywhere.

·                Remember the influence you have on your child’s attitude to mathematics.  Comments such as “No one in this family is very good at maths” or “Well, you’re a girl and they’re better at English”, set up tremendous barriers to learning.

·                Involve him or her in real-life mathematics around the home – counting change, measuring, weighing, estimating, playing games that involve scores, calculating journey times …

·                Encourage the older child in hobbies that require ‘hands-on’ mathematical skills and a sense of spatial relationships – making models, assembling kits etc…

·                Use solid objects – buttons, sticks, pieces of string and the like – when helping with mathematical problems

·                Avoid confusion by checking methods being taught at school before helping your child.

 

Integrated Studies:

Science, Technology, Health and Social Education naturally spill over into all areas of the curriculum.  Thus work done in Mathematics, English, Art, Library and Music will often reflect and complement Science, Technology, Health and Social Education.  We try in every way to make our studies as meaningful and as exciting as possible.  Students develop a number of thinking, research and social skills through the integrated topics. 

 

Thinking skills

Students are given focus questions for each integrated unit and then asked to provide contributing questions for the class to explore. We value the questions and thoughts of each student and encourage them to express these. Students are given the opportunity to use a variety of graphic organizers and thinking tools in order to promote flexible, original and creative thinking.

 

Research skills

They begin to develop an understanding of researching, both in the school and home environment.  They research information through a variety of tools, such as the Internet, books and speaking to more knowledgeable others.  With the knowledge they have developed from researching, students are able to take notes, using a variety of note taking strategies.  The ability to ask and answer questions develops through the integrated units. Students become more familiar working with and reading non-fiction texts.  Through our integrated units students are able to present the data they have collected in different ways and are able to classify and compare this data. 

 

Social skills

Students are encouraged to share their knowledge in a whole or small group setting.  This can be in an informal manner or as a formal presentation.  Students work in a variety of group situations and develop the ability to take on different roles in a group. Individual strengths are shared as students become more confident at working cooperatively and sharing the workload between group members.

 

Aims in these study areas include:

To develop:

·                 An enquiring mind

·                 Acquisition of knowledge

·                 Attitudes, values and feelings

·                 Practical manipulative skills

 

Activities to promote these aims include:  discussion, reports, observations, group, excursions, visiting speakers, projects, bookwork, charts, booklets, designing, building and testing, investigations, problem solving.

 

In Level 3 of the children will investigate topics such as:

·                Australia – geographical features; culture; icons; flora and fauna; inventions; famous Australians

·                Olympic and Commonwealth Games

 

In Level 4 of the children will investigate topics such as:

·                Roles, Responsibilities, Development of Class Values (Health, SOSE)

·                Relationships eg. family structures, friends, diverse communities, developing resilience, values and real-life skills (TRIBES, Health, SOSE)

·                Being Leaders eg. cooperation and leadership qualities and skills (Health, SOSE)

·                Outdoor Education (Health, PE)

·                Transition to secondary education (SOSE, Health)

·                Biodiversity (Science)

·                Body Image; Advertising (Health, SOSE)

 

 

In Level 1

Through direct experiences children classify materials, living and non-living things.  They observe and discuss the way objects move, the effects of magnets and light on objects and the influence of weather changes on their daily life.

To help your child with SCIENCE in Levels 2, 3 + 4

·                Encourage curiosity about why things happen.  Draw attention to changes in the weather, different types of soil and vegetation, different landforms, the rise and fall of the tide, the weathering of buildings.

·                Pay family visits to places that will stimulate scientific interest: museums, zoos, national parks, observatories, rock pools on the seashore, natural bushland, science equipment.

·                Give presents that will prompt investigations such as a magnifying glass, microscope, telescope, thermometer, mirrors, magnets or some elementary science equipment.

·                With your children, watch some of the better nature and science programs on TV.  Ask them to share their thoughts and observations with you.

·                Buy books on nature and science (the ocean, the insect world, animals, space, etc.) and encourage your children to borrow them from the library.

·                Share an interest in pets or gardens with your children. Talk about what pets need to enjoy healthy lives.  Show how plants can be helped to grow in the garden; explain the importance of watering, drainage, sunlight, fertilisers, a compost bin.

·                Display or draw attention to news items about environmental changes, scientific breakthroughs, cyclones, floods and droughts, and the human adaptation of nature.

 

 

TECHNOLOGY

 

In Level 1

Through play and structured activities, children explore characteristics

of materials and systems.  They use this information to design, build

and discuss the finished product.  Information Technology, which includes the use of computers, is part of the Technology Key Learning Area.

 

In Level 2, 3 + 4

Technology education gives students the knowledge and skills to design, produce, evaluate and modify useful products that solve problems or meet needs.  Students will use a range of equipment, techniques and procedures to process and communicate information. 

The three strands that may be covered are:      *Systems                           *Materials                   *Information

 

If today’s children are to cope effectively in the modern world and be productive citizens, they will need to understand technology and be confident and capable users of many of its different forms.

 

STUDIES OF SOCIETY AND ENVIRONMENT (SOSE)

 

In level 1

Children gather and record information from direct experiences.  Studies, which centre around the child’s world include school, home, peers, the neighbourhood and celebrations.

 

How to help your child with STUDIES OF SOCIETY AND ENVIRONMENT ……….

·                Encourage an interest in people from all over the world, a respect for their dignity as human beings and an understanding of their different ways of doing things.

·                Give your children a real interest in Australia – its geography, its past, its various people and their ways of life, its contribution to and place in the world.

·                Explain how in Australia people of many cultures have come together as one nation.

·                On special occasions (such as multicultural festivals) give presents of books on how different groups of people live.

·                Encourage your children to value and cultivate such qualities as tolerance, cooperation, generosity, compassion, open-mindedness and respect for legitimate authority.  Point out such qualities when you see them demonstrated at home or in society at large.

·                Watch and discuss with your children suitable TV programs that explore current social issues or historical events.

·                Ask grandparents and other family members to share their stories with the children.  What are their most vivid memories?  Where have they lived and worked?  How were things different in the past?

·                If your family has migrated to Australia in recent times, share your story with the children; talk about where you grew up and what it was like.

 

HEALTH, PHYSICAL AND SPORT EDUCATION

 

At Great Ryrie Primary School all students receive instruction from the appointed specialist Physical and Sport Education teacher.  These sessions are complimented by class teachers.

 

At Level 1, Prep students begin the year looking at the areas of movement, space and creative play, including the use of equipment.  Throughout the rest of the year the focus of our work is in developing four of the major fundamental motor skills (run, jump, kick and catch), incorporating them into minor games and gymnastics.

 

During the early primary school years (Prep – Grade 3) students are given the opportunity to learn a broad range of skills.  While keeping the major focus of the program on the attainment of fundamental motor skills from which more specific and complicated sports and movement skills are learned, during the latter primary years (Grades 4 – 6),  students are taught a broad range of transitional, or lead up motor skills and activities.   There is also an emphasis on healthy living, including food and recreation.

 

Sport:  In addition to physical education in Years 3 - 6 students are involved in sport where the skills are applied in modified and major games eg. kanga cricket, minkey hockey, tee ball and softball.  

Affiliated with the Victorian Primary School Sports Association (V.P.S.S.A.) senior students will have the opportunity to participate in interschool sport.  This term we will be fielding an Athletics Team to compete in the Ringwood District Primary Schools Sports Association Carnival (more information later).

 

Swimming:   Students will take part in a swimming program at Ringwood Aquatic Centre.  Held over two weeks, this intensive eight day swimming program follows RLSSA guidelines covering water familiarisation, stroke development, and water safety and survival skills.

 

 

THE ARTS

At Great Ryrie Primary School, the arts are practised and valued as important outlets for students to communicate their ideas, feelings and beliefs.  The arts provide major sources of intellectual, physical, spiritual and emotional development, understanding and enjoyment.  Learning in the arts takes several forms.  Through arts practice children learn to develop ideas by drawing upon experience, exploring feelings, observing and researching.  In responding to the arts, children learn to analyse and interpret arts works.  They learn how the arts are practised and valued in different societies and cultures, past and present.

The Arts disciplines offered at Great Ryrie Primary School are Performing Arts, (Music, Dance, Drama) and Visual Arts, (2-D, 3D and Media).

To help your child with the ARTS ….

·       Show a real appreciation of the creations that your children bring home from school (especially when they’re very young) and leave them on display for a while.

·       From the earliest age, encourage your children to play imaginatively, to draw and paint, to make music, act out stories, and dance.

·       Where possible, provide your child with appropriate materials: paper, paint, clay, chalk, crayons, scissors, brushes, wire, thread, scraps of material, cardboard cartons etc.

·       Encourage your children to use their imagination and experiment with different kinds of materials and praise unusual and inventive creations.

·       Share your favourite tapes, records, and CD’s; teach your children to sing some of the songs you enjoyed as a child.

·       As they get older, encourage them to take up an instrument, to join school ensembles, and choirs, to practise and perform.

·       Share your own positive experiences in the arts and/or any artistic and musical skills you might have.  There can be a tremendous feeling of satisfaction in passing on your skills to your children.

 

PERFORMING ARTS  (MUSIC, DANCE, DRAMA)

Great Ryrie Primary School offers a comprehensive Performing Arts program for all children from level one to level four.  We have a well-resourced music room and children attend on a regular basis.  The children are guided through musical, dramatic and dance experiences and gain confidence in expressing themselves through singing, movement/dance, drama and instrumental work. During the year, children will develop music literacy, drama and dance techniques and confidence in performing.

The Music Program will include the concepts of beat, rhythm, pitch, dynamics, tempo, form, style and tone colour. They will use non-tuned and tuned percussion instruments extensively throughout the year to reinforce these concepts.

 

Students will also be introduced to appropriate Arts language to describe the content, structure and expressive qualities of their own and other people’s works. They will also be exposed to Performing Arts works created in different historical and cultural contexts.                      

During 2006, children will have the opportunity to be involved in the following extra Performing Arts activities:

·                Junior Choir – Grades 1, 2 and 3

·                Senior Choir – Grades 4, 5 and 6

·                Dance Club – Grades 5 and 6

·                Rock Band

·                Great Ryrie School Band

·                Private Instrumental Lessons (Piano, Violin, Flute, Clarinet, Saxophone, Trumpet, Trombone, Percussion, Drums, Bass Guitar)

VISUAL ART  (PAINTING, DRAWING, PRINTING, COLLAGE, CLAY, TEXTILES)

 

Children at all levels are involved in regular classes in the art room. Work relates to two specific areas:

1.              Arts Practice ~ ideas, skills, techniques and processes

2.              Responding to the Arts ~ criticism, aesthetics and contexts

 

The Visual Art program:

·                Builds on existing levels of creativity, skills and knowledge.

·                Provides the opportunity for all children to experience and experiment with a variety of art media and 2D and 3D materials.

·                Provides opportunities for students to work on individual and collaborative art works.

·                Establishes safety standards using tools and materials.

·                Provides opportunities for students to appreciate their own work and the work of other artists.

·                Provides for the display of children’s artwork around the school, to be shared by peers, parents and visitors.

 

To enable your children to enjoy all that the art program has to offer, please ensure that they have a smock that covers their clothes as they may not be able to participate in some activities that will permanently stain clothes if they are not adequately protected.

 

LOTE:      INDONESIAN PROGRAM

 

In Prep students understand and use Indonesian about themselves, their home and school environment – eg: -

·                 Use Indonesian words related to objects and their characteristics, including colours and numbers one to ten.

·                 Use Indonesian words in activities such as classroom routines, games, songs and chants

 

In Grades 1 + 2 students understand and use Indonesian in structured situations and activities related to their environment:  family, food, clothing and animals, and in everyday classroom topics such as birthdays, days of the week and weather.

 

The CSF for LOTE outlines that it is expected that primary age students in grades 3-6 operate between Levels 1 and 2 standard in Reading, Writing, Listening and Speaking.

 

LOTE CSF Level 1 is for students who have not yet developed reading and writing skills in any language and Level 2 is for ALL other students who enter a LOTE program at Beginner Level at school.  Students may operate at LOTE CSF Level  2 for a number of years.

 

Through integrated topics students participate in activities designed to consolidate knowledge of the language and culture eg. songs, role-plays, games, simple conversation and choral reading.  Grade teachers reinforce the Indonesian program outside the Indonesian lessons.