{"id":13,"date":"2021-11-30T14:27:33","date_gmt":"2021-11-30T03:27:33","guid":{"rendered":"https:\/\/www.sacs.nsw.edu.au\/junior\/beyond-the-classroom\/what-our-students-learn\/"},"modified":"2025-07-30T11:19:26","modified_gmt":"2025-07-30T01:19:26","slug":"what-our-students-learn","status":"publish","type":"page","link":"https:\/\/www.sacs.nsw.edu.au\/junior\/in-the-classroom\/what-our-students-learn\/","title":{"rendered":"What our students learn"},"content":{"rendered":"\n

Curriculum<\/h2>\n\n\n\n
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Junior School and Gawura School teachers believe that an optimum learning design involves a gradual release of responsibility from the teacher as the learner transitions from dependence to independence.<\/p>\n<\/blockquote>\n\n\n\n

We utilise expert teachers with specialisation in all Key Learning Areas. In the early years the emphasis is on the explicit teaching of key foundational skills (Reading, Phonics, Mathematics, Writing, Spelling and Handwriting), with an introduction to concept-based and inquiry-based opportunities for learning across the curriculum. We acknowledge the importance of surface learning moving to deep learning and then transferring that learning to other contexts. As the learner gains automaticity and fluency of the essential skills, then learning becomes more student-led and less explicit in nature. Underpinning the entire programme is the intention to foster deeper learning by empowering each student to understand and improve their own learning process.<\/p>\n\n\n\n

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Over fifty percent of the teaching load in the Junior School is focused on developing our students\u2019 literacy and numeracy skills, providing a solid foundation for school success.  <\/p>\n<\/blockquote>\n\n\n\n

Reading instruction encompasses a range of explicit teaching practices that provide varying levels of support, at different points of need \u2013 these practices include modeled reading, shared reading, guided reading, and independent reading. We focus on developing vocabulary, linking the fundamentals of talking and listening to reading and studying the etymology, morphology and orthography of words. Teachers model rich, authentic texts and include explicit instruction of decoding, meaning-making, text use and analysis (Freebody & Luke, 1999). <\/p>\n\n\n\n

Our School provides opportunities to maximise engaged reading and deep thinking about quality texts through practices such as literature circles and reciprocal teaching, and through providing prompts to promote extended talk about texts. We are research and evidence-based, recognising the importance of the five foundational pillars of reading: developing phonemic awareness, phonic knowledge, fluency, comprehension, and vocabulary. We appreciate the need to develop competence in speaking and listening to support reading and writing. We believe that if students cannot say a word, they cannot read it, nor write it.<\/p>\n\n\n\n

Writing instruction involves students in focused, scaffolded, and authentic writing experiences. A range of teaching practices are intentionally followed: modelled writing, shared writing, interactive writing, and independent writing. Lessons incorporate explicit instruction around the four pillars of writing: enhancing vocabulary, connectives, openers and punctuation. These four elements quickly and easily enhance writing by creating the writer\u2019s voice. Structural and grammatical features of language are studied from Kindergarten including etymology, orthography, and morphology. Spelling is taught using the evidence-based THRASS (Teaching Handwriting Reading and Spelling Skills), a framework to support decoding of words, essential to Spelling, Reading, and Writing skills.<\/p>\n\n\n\n

Students receive \u2018Talk Homework\u2019 to allow them opportunities to talk about their writing, gain ideas from family and friends and to assist in making the most out of their class writing sessions.  Each fortnight all students practice and demonstrate all the literacy skills they have been learning. The link between talking and writing consistently results in significant growth in student writing competence, quality and endurance. In Term 3, all students in Kindergarten to Year 6 participate in an Annual Public Speaking Competition and are encouraged to enter an annual Writer\u2019s Competition.   <\/p>\n\n\n\n

Creating mathematical dispositions in our students requires providing opportunities for play, exploration, openness and teamwork (Eddie Woo, 2018 PD).\u202f <\/p>\n\n\n\n

The following framework allows us to build numeracy: <\/h2>\n\n\n
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