Learning
Curriculum
Instruction
At Gilgai Plains Primary School our instructional model is driven by evidence based approaches and guided by Explicit Direct Instruction (EDI), Explicit Instruction (EI) and the Gradual Release of Responsibility (GRR). These evidence based practices guide our teaching and learning programs. This approach explicitly teaches concepts and knowledge so that all students experience success. This involves teachers explaining, demonstrating and modelling each step of a particular task or concept. This framework incorporates the Gradual Release of Responsibility (GRR) model, which is known as ‘I Do, We Do and You Do’ so that students have a deep understanding of the concept being taught and are able to use this knowledge independently. Concepts are reviewed at different stages of the year so that this knowledge is transferred into the students long term memory. The concepts and knowledge taught across all learning areas is guided by the Victorian Curriculum and driven by multiple student data sets and assessments to ensure that teaching is continually targeted and challenging for all students.
Literacy
Literacy sessions teach our students the vital skills of reading, writing and speaking and listening, and is done through the implementation of evidence based programs that are driven by the Science of Reading. Through Explicit Direct Instruction (EDI) students are able to develop the fundamental knowledge required to read, write and understand the variety of rules that underpin the English language.
The Science of Reading is an extensive research based approach which has collated evidence that outlines how proficient reading and writing skills are developed, why some students have more difficulty than others and how to effectively teach and assess these skills.
From Foundation to Year 2 our students engage in Little Learners Love Literacy, which is a structured and explicit program with engaging multisensory activities. This program is carefully sequenced into 7 stages to teach students:
the 44 sounds of the English language and the principles of the alphabetic code
- that each speech sound can be represented by different groups of letters, such as the sound /ī/ as in I, sky, pie, ice, cycle, and;
- that a letter (or group of letters) can represent different sounds, such as the letter ‘y’ in yes, gym, funny, sky
When students reach the end of Stage 1, they start to use decodable books. These books are viewed as ‘no trick’ books as the story practices the sounds and letters that students have learnt, so that they can begin to read with confidence and using sounding and blending skills. It also focuses on building vocabulary and oral language skills to develop equally strong foundations for comprehension and writing.
For students in Years 3 to 6 the focus is to continue to extend these foundational concepts and extend their understanding by focusing on the following areas of literacy: Phonological Awareness, Phonics, Oral Language, Fluency, Vocabulary and Comprehension.
Through Explicit Direct Instruction (EDI) students are explicitly taught how to read with speed, accuracy and correct expression so that they are able to understand and comprehend what they are reading. The concepts and knowledge taught, focus on spelling, blending and segmenting words and understanding the role that morphology and spelling rules have in impacting the English language. Grammatical structure and vocabulary is incorporated into literacy instruction so that students can make the correct choices when writing and speaking.
Numeracy
Through Explicit Direct Instruction (EDI) students explore Number and Algebra, Measurement and Geometry and Statistics and Probability concepts during daily numeracy sessions. These concepts are taught through the use of concrete and hands-on materials. The focus during Numeracy is to explicitly teach the concepts and skills needed for students to be proficient mathematicians and apply this knowledge when solving more complex problems.
From Foundation to Year 6, the proficiencies of Understanding, Fluency, Problem Solving and Reasoning are incorporated into all lessons, to ensure that students have a solid foundation to be successful. As students grasp concepts, they build upon this knowledge to deepen their understanding.
In Foundation to Year 2, the focus is teaching students number facts and the concepts connected to place value. In Year 3 and Year 4, students begin to strengthen their understanding to explore more complex problems and adjust their strategies to solving these problems. As students enter Year 5 and Year 6 they use both mental and written strategies to solve problems and extend their place value knowledge by looking at decimals, fractions and percentages. Concepts covered are reviewed so that students have multiple exposures and are able to transfer the knowledge into their long term memory.
Specialists
Physical Education
Physical Education at Gilgai Plains Primary School ensures that our students develop a wide range of physical skills, as well as a lifelong enjoyment of physical activity to help promote a healthy lifestyle. Students are taught fundamental motor skills, active participation, fairness, collaboration and teamwork. By creating an inclusive and supportive environment, students develop confidence and self esteem, while being introduced to a variety of skills, sports and rules. As students enter the upper years of school, they are involved in sporting activities such as swimming, interschool sports and sporting events.
Innovation and Design
Students engage in weekly Innovation and Design lessons, which aim to explicitly teach students how to navigate online environments in a safe and responsible manner. Early in the year, the focus during these lessons is to provide students with the knowledge and skills to understand how digital technologies work and exploring the components involved such as coding, hardware and software. Students are taught about design solutions and explore healthy living. They are taught where food comes from, how it is produced and how to prepare it safely through hands-on lessons in our Kitchen. Students continually explore simple and complex problems and strategies to solve these.
Science
Students are involved in weekly Science lessons where they are explicitly taught the concepts and skills required to think critically. The focus of these lessons provide our students with a solid knowledge of the Biological, Chemical, Physical and Earth and Space sciences. Students engage in observations, investigations and hands-on experiments to develop their ability to transfer their knowledge across to practical skills such as asking questions and discussing findings. Topics are taught systematically and clearly so that students can continue to extend and deepen their knowledge as they progress through the years.
The Arts
Students engage in Visual Art and Performing Art learning at Gilgai Plains Primary School on a semester basis. In Visual Arts, students are explicitly taught the elements and principles of art and develop their understanding through painting, printmaking, textiles, collages and drawing. They are able to develop and explore ideas, while experimenting with a variety of art forms. In Performing Arts, students are taught fundamental concepts in Music, Drama and Dance. Students engage in learning that focuses on elements such as rhythm, volume, patterns, tone and pitch. They develop an understanding around the aspects of creating and performing dances and are provided with experiences that enrich this learning. The Arts program provides our students with the opportunity to develop their creativity, confidence, imagination and passion.
Wellbeing & Child Safe
We are a learning community that provides a safe, secure and stimulating learning environment for all students. We understand that students reach their full potential only when they are happy, healthy and safe, and that a positive school culture helps to engage students and support them in their learning.
We are committed to ensuring the safety of all students in its community. Our school achieves this by developing a culture of safety through risk management to identify and remove risks of child abuse, policy development and implementation, code of conduct screening, supervision and training, processes for responding to and reporting suspected child abuse and strategies to promote the participation and empowerment of children. In order to ensure the safety of children, the school has appointed Child Safety Champions (Principal, Assistant Principal & Wellbeing Leader) and developed policies and procedures in conjunction with the Child Safe Standards.
We are committed to continuous improvement in our approach to child safety and wellbeing and welcome feedback from families and members of our school community on ways we can further strengthen our child safety policies, procedures and practices.
Our child safety and wellbeing policies outline the measures and strategies we have in place to support, promote and maintain the safety and wellbeing of our students. Please refer to the policies page for more information.
To find out more about Child Safety, please view the following documents:
Seesaw
Seesaw is a student digital learning portfolio that strengthens the collaboration between home and school, from school leaders and classroom teachers to specialists and family members.
Each student will have their own learning portfolio that will be updated throughout the year with the support of the classroom and specialist teachers.
Seesaw will be used to publish items of the following nature to parents:
- work samples
- student learning goals and achievement towards these goals
- collaborative group activities
- audio, video or photos of students learning tasks
- audio, video or photos of students at school and extra-curricular events
- celebrating student success and growth.
Social and Emotional Learning
The Social and Emotional Learning (SEL) program at Gilgai Plains Primary School will be guided by two core programs; Resilience, Rights and Respectful Relationships (RRRR), a mandated Victorian Government initiative, and The Resilience Project (TRP).
The Resilience, Rights, and Respectful Relationships (RRRR) program has been created for primary school teachers and helps in the delivery of lessons, supporting students’ social and emotional skills and the development of positive relationships. The program aims to help students develop the skills they need in order to be successful in navigating the challenges that can arise throughout their lives.
We are committed to creating and implementing a Social and Emotional Learning (SEL) Program at Gilgai Plains Primary School that aligns with our school values of Zest, Respect, Learning Together and Kindness. The RRRR program does that, in promoting empathy, kindness and responsibility among others. In addition to promoting positive social and emotional development, The RRRR program also touches on topics that promote positive gender equity, where students learn what healthy relationships look like and learn about respecting diversity and different cultures. These topics allow students to participate in a positive and safe school environment. Not only that, they learn skills that are transferable to real-life situations.
By creating a safe place for students to express themselves, and promoting safe risk taking, an increase in academic achievement and higher self-esteem can result.
The Resilience, Rights and Respectful Relationships learning material covers eight topics at Foundation, Level 1-2, Level 3-4 and Level 5-6.
Topic 1: Emotional Literacy
Topic 2: Personal Strengths
Topic 3: Positive Coping
Topic 4: Problem Solving
Topic 5: Stress Management
Topic 6: Help Seeking
Topic 7: Gender and Identity
Topic 8: Positive Gender Relations
In addition to The RRRR program, Gilgai Plains Primary School will become a partnership school of The Resilience Project. The Resilience Project is another evidence-based Social and Emotional Learning program. The principles of Gratitude, Empathy and Mindfulness (GEM) as well as Emotional Literacy are embedded throughout and students learn to develop their confidence, self-esteem and ability to express themselves, all while learning to become emotionally literate. The Resilience Project teaches happiness and resilience, in turn, improving students mental health outcomes.