Primary School

Primary teachers teach, assess and report using The Australian Curriculum. The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high quality teaching to meet the needs of all Australian students.

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From Transition through to Year 6, teachers plan and deliver teaching and learning activities designed to engage students in meaningful learning.

 

T-3 Specialist lessons for 2015 include:

  • Music/Dance (Semester 1)
  • Art (Semester 1 & 2)
  • Physical Education (Semester 1 & 2)
  • French (Semester 2)4-5 Specialist lessons for 2015 include:
  • Art (Semester 1 & 2)
  • Music/Design & Technology (Semester 1)
  • Physical Education (Semester 1 & 2)
  • French (Semester 2)

6/7 Taster Electives for 2015 include:

  • ICT
  • Art
  • Music
  • Hindi
  • Home Economics
  • Design and Technology

 

Journey in Faith

Religious Education is embedded into our classroom practices and explicit teaching of Religious Education is guided by the ‘Journey in Faith’ curriculum.

Journey in Faith is the Religious Education curriculum for the Diocese of Darwin and is used from Transition to Year 10.  The units were developed in and for schools in the Northern Territory and as such, as a certain uniqueness about it.  We are grateful for the partnership with Catholic Education South Australia which allowed us to use their Religious Education program as the building blocks for our own.

 

Made in the Image of God

Made in the Image of God is the Human Sexuality Programme, mandated to be taught in all Catholic Schools across the Diocese of the Northern Territory. The Made in the Image of God Programme:

  • is a dynamic curriculum through which students are invited to develop an integrated understanding of the human person and human sexuality.
  • seeks to offer a positive statement of the Catholic understanding of what it is to be a human person
  • is based upon Catholic moral teaching and is drawn from a wide number of Church documents and Scripture, and is about so much more than teaching the biology associated with the human reproductive system.
  • has four strands.

 

ACADEMIC ACHIEVEMENT / TESTING

 

MAI (Mathematics Assessment Interview)

At the beginning of 2015 every student was tested one-to-one with their Mathematics teacher. The interview focused upon the strands of Number (incorporating the domains of Counting, Place value, Addition and Subtraction strategies, and Multiplication and division strategies) which gave teachers valuable information about what their students understood in Mathematics and where to assist them.

 

NAPLAN

NAPLAN in Years 3, 5, 7, and 9 and annual Progressive Assessment Tests assist teachers to track progress.

 

Programs

The Accelerated Mathematics programme assists students requiring intensive numeracy support and Accelerated Literacy lessons assist with intensive literacy support. Tutors and Indigenous Education Workers also work closely with students under the guidance of the class teacher.

Literacy tools such as Probe and Running Records are used to support decoding and comprehension particularly in the lower years and with our EALD students. Our school uses specific literacy programs such as Toe-by-Toe and THRASS to support the students learning.

 

Tournament of the minds

Tournament of the Minds is a programme where small groups of students work to solve problems in a number of disciplines, including: applied technology, language and literature, mathematics and engineering, and social sciences

 

REPORTING

 

Reporting to parents and caregivers is achieved through formal 3 way interviews in Terms 1 and 3 and end of Semester reports. Parental support is acknowledged as critical for student progress and parents and caregivers are invited to be actively involved in their child’s education.

We report using EALD progression.

 

ILP’s – Individual Learning Plans

Every student from Transition-Year 6 has their own individual learning plan in which teachers, students and parents set goals and monitor and review their progress.

 

Student Portfolios

In 2015 student portfolios are utilised to showcase students learning in the various curriculum areas and their progression throughout the year. These are sent home at the end of Term 4.

Permanent link to this article: http://www.sjcckatherine.nt.edu.au/primary-school-literacy