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Junior School Academic
PreKindergarten to Year 6

Y3 Academic

 

Curriculum

The Junior School at Radford College P-6 commenced in February 2008 as a combination of the ELC (Early Learning Centre, Pre-Kindergarten and Kindergarten) established 2006 and Years 1 to 4 (established 2008) and Years 5/6 established originally as a section of Middle School years 5-7 in 2004.

The Junior School commenced as a candidate IB Primary Years Programme (PYP) School in 2008, was pre-authorized in 2009 and fully authorized in 2010, and the first IB evaluation was in 2013.

The Junior School has grown to its current capacity of 560 boys and girls with two classes in PreKindergarten to Year 2, rising to four classes per year group in Years 3 to 6.  As is College policy, a 1:1 gender ratio is maintained.

Pre K and Kindergarten Students are housed in the Early Learning Centre – utilizing the PYP framework and elements of the Reggio Philosophy.  The Early Years Learning Framework (Pre K) and the Australian Curriculum (K) provide the curriculum directions at these year levels.

Years One to Four are located in the Mulford Junior School site, together with the Junior School administration.

Years Five and Six are located on the Secondary School site. A highlight and rite of passage for our Year Six students is the PYP Exhibition – the culmination of all the skills they have developed within the PYP framework.

The IB PYP framework operates for Years 1 - 6, where the Australian Curriculum covers Kindergarten to Year 6 in the Junior School.

Junior School structures and leadership
The Junior School operates under a flat leadership structure – which best supports the transdisciplinary nature of the teaching and learning provided.

Head of Junior School
Two Assistant Heads of Junior School (P-2) (3-6) 
Two PYP Coordinators (P-2) (3-6)

This structure allows the leadership team to be available to support in class teaching, collaborative planning, pastoral support as well as curriculum and pastoral oversight – retaining a common focus, whilst educating the whole child.

Junior School Focus
The Junior School embraces the constructivist PYP framework, delivered within an inquiry approach, across all areas of teaching and learning.  In so doing, the Junior School ensures that its 'bread and butter' numeracy and literacy is well covered, both within Units of Inquiry and in stand alone daily maths and English lessons.

Individual Needs
The Junior School strives to provide a differentiated curriculum that meets the needs of our 21st century students.  This is provided in the following ways:

Home Learning

We place the emphasis on home learning as opposed to homework. This approach places a greater focus on the PYP APPROACHES TO LEARNING (SKILLS) - Research, Thinking, Social, Communication and Self-management - which are embedded in our curriculum and reflect the needs of 21st century learners. By embedding the skills of the PYP early on in your child’s education, we aim to provide your child with the necessary skills for future years, supporting the direction of our High School.  We trust that this will encourage your child to be self-motivated to learn whilst also enjoying the childhood that slips by so quickly.

Home Learning will require your child to follow a process based on the existing Junior School Homework Policy. Our current policy states that ‘homework is set in the Junior School Years 1 to 6 to help our students revisit, reinforce work from that day…and to establish good study skills and habits.’ A Home Learning approach ensures that we, as a community, engage in professional dialogue as to how Home Learning might look in the Junior School. Consequently, it is important to note that there is ‘no one size fits all’ approach. Classroom teachers will look to try different ideas to engage your child in Home Learning throughout the year.

Your child's teacher will advise on the recommended time to be spent on home learning for each year group.

How can you, as a parent, get involved?
Parents play a vital part in the education of their children.  Each family has much to contribute to the educational journey being undertaken by their child.  Communication between staff, parents and children is an essential component of the successful day-to-day operation of the Junior School.  Both informal discussions and formal meetings are a part of the network of communication and these are supported by regular written information which is given to parents and accessible on the school website.

Should a parent have any concerns, suggestions or questions regarding the Junior School, they are requested to contact their class teacher in the first instance, who will endeavour to resolve any problems or answer any questions.  Your input is valued.

The Australian Curriculum

The development of the Australian Curriculum is guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the Ministerial Council in December 2008. The Melbourne Declaration emphasises the importance of knowledge, skills and understandings of learning areas, general capabilities and cross-curriculum priorities as the basis for a curriculum designed to support 21st century learning

 

General Capabilities

The general capabilities encompass the knowledge, skills, behaviours and dispositions that, together with curriculum content in each learning area and the cross-curriculum priorities, will assist students to live and work successfully in the twenty-first century.

 

General Capabilities in the Australian Curriculum

The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. It 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.

Cross-curriculum priorities

Cross-curriculum priorities are embedded in all learning areas. They will have a strong but varying presence depending on their relevance to the learning areas.

 

Student Diversity

All students are entitled to rigorous, relevant and engaging learning programs drawn from a challenging curriculum that addresses their individual learning needs.

Teachers will use the Australian Curriculum to develop teaching and learning programs that build on students’ interests, strengths, goals and learning needs, and address the cognitive, affective, physical, social and aesthetic needs of all students.

Visit the Australian Curriculum, Assessment and Reporting Authority (ACARA) web site for additional information on the Australian Curriculum