Lameroo Regional Community School

JUNIOR SCHOOL reception to year 5 - Subject Overviews

Reception to Year 5 SUBJECT OVERVIEWS

The Arts
Mathematics
English
Society and Environment
German
Information and Communication Technology
Health and Physical Education
Design and Technology
Science

THE ARTS

Through active involvement in the Arts, children develop creative and powerful ways of expressing themselves. During Art activities children are provided with opportunities to participate, respond, reflect and analyse their own and other's art works.

The strands for the Arts are:

Through the three strands children develop knowledge and understanding of the concepts, conventions, skills and techniques of each of the major art forms:

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ENGLISH

In English, the study, enjoyment and critical use of a range of spoken, written and visual texts enable children to develop knowledge about how language functions and how texts reflect and shape social attitudes and practices.

The development of knowledge, skills and understandings about language and literacy is essential for any individual's active and effective participation in their learning.

English involves learning about texts and about language, using the modes of speaking, listening, reading, viewing and writing.

At the Junior School (R-5) level there is explicit teaching in spelling, handwriting, recounts, narrative, procedures, reports, explanation, discussion and exposition writing.

The Junior School has taken on Guided Reading which is a group activity with a particular purpose or focus i.e.: starting letters, sounding out, breaking words up, and punctuation. The children are grouped according to ability and each child has a copy of the text being read. The teacher orientates the group to the storyline/any unusual

phrasing. The children then read independently and at their own pace and participate in follow up activities to consolidate their understanding.

The English learning area aims to develop in all children:

English involves using speaking and listening, reading and viewing and writing to:

English is therefore organised through three strands:

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GERMAN

The German curriculum in Junior School involves students in the study and appreciation of another language through oral interaction, reading and responding and writing.

Aims: To develop

Learning Experiences

Students will participate in social activities, discussion, information gathering, research and integrated studies into other curriculum areas.

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HEALTH & PHYSICAL EDUCATION

This learning area is organised around three strands.

Physical activity and participation.

Children explore movement patterns and refine coordinated actions, developing self-awareness and skills that facilitate ongoing participation in physical activity.

Children investigate a range of movement options and participate regularly in energetic physical activity to enhance their physical vitality and assist the process of healthy growth, development and learning.

Personal and social development.

Children recognise differences and similarities between themselves and others.

Children develop an understanding of what is required to live together, communicate with others and share feelings and ideas.

Health of individuals & communities

Children appreciate what it means to be healthy and understand that health involves interdependence between the individual and communities.

Children can identify safe and unsafe situations in homes, school and community environments. They explore rules and behaviours and develop skills to help themselves and others remain safe and healthy.

Aims

Some of the aims of Health and Physical Education are to:

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SCIENCE

The content of the Science curriculum is organised into four strands.

Strands

Earth and space The earth sustains life. There are relationships between the earth, our solar system and the universe.

Energy systems The behaviours and

properties of the physical world can be explained and understood using the concepts of force, energy and transfer of energy.

Energy systems are based on recognising that people have developed patterns of energy use and ways of understanding various events caused by energy.

Life systems The structure and Characteristics of living things and their functioning are interrelated and interdependent.

Organisms grow, reproduce and change over generations.

Matter Different materials have different properties, and these properties determine their uses.

Patterns of interaction of materials enable us to understand and control those interactions.

When working scientifically, students in the Junior School ask realistic questions, plan investigations, collate evidence, find patterns in data, make summaries, and draw conclusions and seek explanations for their observations.

Through science, learners demonstrate and further develop their skills, knowledge and understandings in literacy, numeracy and information and communication technologies.

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MATHEMATICS

Learning in this area of the curriculum encourages students to:

The content of the Mathematics curriculum is organised into five strands.

These are:

Aims

Learning Mathematics involves learning both its processes (ways of knowing) and its products (body of knowledge). Some of the aims of the Mathematics curriculum are to develop:

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SOCIETY and ENVIRONMENT

Society and Environment expands the learner's knowledge and understandings of their own and other societies, of local and global environments and of the interdependence between people, their society and their environment.

The learning area of Society and Environment is organised around four strands:

Aims

To develop in all students' knowledge, understanding and appreciation of:

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INFORMATION and COMMUNICATION TECHNOLOGY (I.C.T.)

Students in the Junior School have a wide access to Information Technology. Computers are located within easy access of teaching areas and their use is integrated across all curriculum areas and year levels.

Teachers engage students in familiarisation with the computer and keyboard and provide a range of tasks designed to increase their level of skills and meet the needs of an ever-increasing computer society.

Students have access to programs and the Internet to support their studies on a daily basis. Computing skills are given high priority in literacy learning and also reported to parents as part of the school assessment and reporting system.

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DESIGN and TECHNOLOGY

The Design and Technology learning area is articulated through three strands. They are:

Critiquing where children develop understandings about people, diversity and the technological world and learn to question by assessing their own and others' products and processes.

Designing where children recognise and use different ways of thinking, planning and preparing that are helpful in achieving and presenting their designs. They learn that by designing it is possible to effect change.

Children use different strategies, including using a range of technologies, for successfully reflecting on, communicating and expressing to others their design ideas and thinking.

Making where children develop confidence in their capacity to use materials and equipment to make products, processes and systems and in so doing, reflect on how they work.

Children analyse and explain the uses and potential of equipment and materials. They recognise that a range of resources can be used to accomplish their ideas and to (re)shape their world.

Children analyse the importance of organisation and safety rules, in order to use resources well and consider the personal and social responsibilities involved when working with others.

Through design and technology, learners demonstrate and further develop their skills, knowledge and understandings in literacy, numeracy and information and communication technologies.

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