Curriculum

Victorian Curriculum

At Barton Primary School we follow the Victorian Curriculum. For more information regarding the Victorian Curriculum please to to the VCAA website.

Student Learning At Our School

At Barton Primary School we have a culture of high expectation where all students will be provided with the opportunity to succeed. We focus on the growth of each individual student. Through our Professional Learning Teams, teachers analyse student achievement data and create learning tasks based on the student’s point of need and next steps in learning. We have a variety of programs in place across the school to support student learning. At the core of all we do is the Victorian Curriculum, which assists in guiding content to be taught and outcomes to be met.

Learning Spaces

At Barton Primary School our adaptable learning spaces have been designed and built with the purpose of promoting student learning. Our staff are constantly challenging each other to plan and implement a wide variety of lessons that best utilise the spaces provided and cater to the individual needs of our students. The facilities include:

Learning Hubs (classrooms) where students and teachers work collaboratively to benefit the individual learner

  • A netball court sized stadium
  • Two outside netball courts
  • A full sized oval
  • Visual Art room
  • Environmental Studies room
  • Performing Arts centre
  • A central plaza designed for student interaction and creative play
  • Playgrounds and sandpit
  • 21st Century Technology in all learning areas

English – Reading and Writing

Reading in Prep – Grade Two

At Barton Primary School, we understand reading is a complex process and that many elements need to be explicitly taught and practiced regularly for students to become accurate, fluent and confident readers who understand what they read. Scarborough’s Reading Rope outlines the complexities involved in learning to read as well as the interdependence and interconnectedness of all components.

In the early years of schooling the focus is on building the foundational skills students need to be confident readers who can comprehend increasingly complex texts as they continue through school and into adulthood.


Word recognition Strands

Word recognition strands of the reading rope are explicitly taught & practised daily in Grades Prep to Two.

Decoding & Phonics

  • Phonics is explicitly taught using a systematic, synthetic method.
  • In synthetic phonics, teachers build up phonic skills from their smallest unit (graphemes). The processes of blending (“What word do these sounds make when we put them together mmm-aaa-nnn?”), and segmenting (“Sound out this word”) are also taught.
  • Teachers scaffold and support learning for students using phonic skills for decoding words by:
    • looking at grapheme/s from left to right within a word
    • saying the phoneme/s
    • blending phonemes to model pronunciation
    • mapping phonemes back to the graphemes
    • reading the word
    • linking the word to meaning.
  • Students practise reading words with sounds they have learnt using decodable texts.
  • Barton PS follows the Jolly Phonics sequence for teaching phonics as well as using the actions, songs and resources from the Jolly Phonics program.

Phonological Awareness involves the identification and manipulation of parts of spoken language, including words, syllables, onsets and rimes, and the individual speech sounds in words (phonemes).

Sight Recognition

  • High frequency or ‘tricky words’ are explicitly taught from Term 2 onwards in Prep.
  • These words are analysed and not simply memorized. For example, teaching that the <a> in ‘was’ represents the sound /o/.

Language Comprehension

Language comprehension strands are explicitly taught and practised through shared reading of rich literature, listening comprehension, language experiences & integrated inquiry units. Classes repeatedly read quality texts so that students have deep comprehension and are supported to engage in high quality conversations and teachers model ‘think alouds’ to allow students to ‘see’ the process in which skilled readers comprehend texts.

Vocabulary

Teachers explicitly teach targeted vocabulary by selecting words based on their importance and difficulty, explaining the meaning of the word, exploring the word including its parts, word family and related words and then consolidating student understanding by giving them opportunities to practise using the word orally and in writing.

Fluency

Oral reading fluency acts as the link or bridge between word reading and reading comprehension. Prep to Two students develop their fluency by participating in repeated readings of word lists, sentences and passages of decodable texts independently and with a partner. They also participate in choral and echo readings with mentor texts and readings of poetry, scripts and songs.

How can you support students reading at home?

  • Participate in shared reading as often as possible. This can be reading together, parents reading to students, parents listening to students read or students reading to other family members. Reading aloud improves fluency and promotes a love of reading.
  • Practise the sound and actions with the Jolly Phonics songs https://www.youtube.com/watch?v=l22uP6lZ4m8
  • Practise phonological awareness with students by playing games such as ‘I Spy’ with sounds or rhyming (I spy with my little eye something that begins with the sound /k/ or rhymes with the word mat), reading rhyming books and asking students to orally blend or segment sentences or words.
  • Ask questions about what they are reading and talk about new or interesting words and what they mean.
  • Support your student reading decodable words and texts by encouraging them to use the strategies below if they get stuck.

Science

Currently being updated

School Wide Positive Behaviour Support

What is it? (School Wide Positive Behaviour Support – SWPBS)

A consistent school wide approach to reinforcing and teaching behaviour in a positive and preventative manner. Students are regularly exposed to our expectations: Be Safe, Be a Learner, Be Respectful, Be Successful & Be Responsible. Through our SWPBS program, we explicitly reteach and model these positive behaviours.

Our Team is lead by: Katrina Van Dam

Attach: SWPBS Expectations Poster & Vision & Purpose Statement.

What is it? (Resilience, Rights and Respectful Relationships – RRRR)

Resilience, Rights and Respectful Relationships is a whole school approach towards Social and Emotional Learning (SEL) which aims to tackle family violence through education. It supports school communities in promoting and modelling respect and gender equality. In the classroom, students learn problem-solving skills, to develop empathy, support their own wellbeing and build healthy relationships with others. At Barton, we use age appropriate and evidence based materials from the Department of Education to develop students social and emotional capabilities to promote positive, health and respectful relationships.

Our Team is lead by: Rachel Ivin

Learning Intervention Coordinator 

Currently being updated

Environmental Education

Currently being updated