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Curriculum Offered

The standards and dimensions outlined in  AusVELS, which incorporates the Australian Curriculum F-10 for English, Mathematics, History and Science within the curriculum framework first developed for the Victorian Essential Learning Standards (VELS) is the basis for the school’s programs. AusVELS uses an eleven level structure to reflect the design of the new Australian Curriculum whilst retaining Victorian priorities and approaches to teaching and learning.

The first school session has a literacy focus; the second session has a numeracy focus and the third session caters for the remaining subjects of Humanities, Health/Physical Education, Science, Technology and the Arts (which are often integrated with the literacy program.)    Students use computers and I-pads to enhance the school program.  All students have access to the internet as part of their school work.

Visiting Specialist teachers include the MACC (Mobile Art and Craft) van, every second Friday, conducting specialist art sessions; MARC (Mobile Area Resource Centre) van, conducting library/research programs on every second Monday; The LOTE (Japanese) program is conducted each term for one hour a week in both upper and lower classrooms. 

Our school has adopted the You Can Do It Program and this forms a major focus in our afternoon sessions as students work through the 5 keys of You Can Do It and the 12 Habits or Mind. The You Can Do It (YCDI) P-6 program provides students with the positive mindset necessary for them to develop foundations for achievement and social-emotional well-being in school, work and the world of tomorrow. It encourages students to perform at a level consistent with their ability. (Link to You Can Do It)

YCDI supports the development of a positive learning environment and is a key component of our curriculum.

The five foundations to the program are - Organisation, Persistence, Getting Along, Confidence and Resilience.

Organisation
The ability to set goals and manage time effectively. Being responsible for personal items and belongings in the classroom and playground.

Persistence
The ability to remain focused on a task until it is completed even if it may be difficult. To work hard to achieve results.

Getting Along
The ability to mix well with others. To be tolerant and non-judgemental and be able to think through problems independently. The ability to work within accepted rules of the school and the classroom.

Confidence
The ability to believe in yourself. To work independently and have an optimistic outlook and recognise making mistakes as part of authentic learning.

Resilience
The ability to calm down and feel better when very upset. Knowing how to stay calm and being able to stop from getting extremely angry, down or worried when something "bad" happens.

In the classroom YCDI foundations are taught explicitly. Teachers determine the foundation/s to be covered depending on the individual needs of the students in their class It is also important for our students to have opportunities to practise and generalise these skills.

The 12 Habits of Mind are:

  • Accepting Myself

  • Taking Risks

  • Being Independent

  • I Can Do It

  • Giving Effort

  • Working Tough

  • Setting Goals

  • Planning My Time

  • Being Tolerant of Others

  • Thinking First

  • Playing by the Rules, and

  • Social Responsibility

This last point includes the values of Caring, Doing Your Best, Freedom,Honesty, Integrity, Respect, Responsibility,Understanding, Tolerance, and Inclusion.

Included in our core purpose is the elimination of social and emotional difficulties and disabilities (“Blockers”) that constitute barriers to young people’s learning and well-being, including:

  • Feeling Very Worried

  • Feeling Very Down

  • Procrastination

  • Not Paying Attention or Disturbing Others, and

  • Feeling Very Angry or Misbehaving.

At Longwood Primary School we embed the YCDI foundations into our daily programs and extra curricular activities. Our main focus is for students to connect these skills to their life outside of school, developing habits that will support them through life.

Teachers recognise and promote the foundations through the use of language in a variety of situations such as:

  • I can see that you are very organised as you have already begun your activity.

  • Well done for being persistent and continuing to try even when you found that activity challenging.

  • I like the way you were getting along with the other children in your group.

  • Thank you for having the confidence to say ‘hello’ to someone new.

  • It is good to see you bounce back after being so disappointed. You are showing resilience.

 

Students also participate in extra curricular activities such as:


- District Athletic Sports - held at Benalla against schools in our Small School Cluster

- Swimming Program - The swimming program this year will consist of three sessions during the last week of fourth term at the Euroa Swimming Pool. The program focuses on water safety rather than stroke technique.

- Camps and Excursions/Sleepovers - A camp is conducted each year for students in Grades 3 to 6.  Camps usually go for three to four days and costs are kept at a minimal cost to parents. The Prep to 2 students have an overnight sleepover at the school towards the end of the year.

 

During the year the students will go on other excursions for various educational purposes.

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