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At Lyndale Greens Primary School, the learning program is based on the Victorian Curriculum. The Victorian Curriculum F–10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

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Lyndale Greens Primary School prides itself on effectively delivering an engaging and challenging curriculum that provides a wide range of excellent educational opportunities.

Our curriculum has been developed to cater for the developmental needs of all students. In the Early Years, Literacy and Numeracy skills are emphasised to ensure the foundations are laid for future learning experiences. The curriculum for students in the middle and upper years builds on previous years' learning experiences and recognises the importance of a curriculum that maintains students' connectedness.

Curriculum programs are provided through a mix of classroom and specialist teaching, strongly supported by a well-equipped, integrated ICT program, school library, Art/Indonesian and Science rooms, plus other extensive resources and equipment. We believe that all students can and will learn and grow by becoming motivated, inquiring and independent learners, achieving mastery of the curriculum, particularly in Literacy and Numeracy, enhancing decision-making, problem solving and critical thinking skills, and learning to show tolerance, respect and consideration.

An Inquiry Program provides much of the context for Literacy and Numeracy learning, and facilitates the forming of connections across learning areas, including History, Geography, Science and the Arts. Learning experiences that are purposeful and meaningful are more likely to be remembered by the student.

All teachers at Lyndale Greens Primary School work collaboratively in and across year level teams to analyse student learning data, set goals for student achievement, devise targeted teaching and learning sequences, and reflect on and evaluate teacher effectiveness. At Lyndale Greens Primary School, we are committed to both student and teacher growth and improvement, and have a strong professional learning structure in place for teachers that includes coaching and modelling by the leadership team and outside learning experts.

Student Learning and assessment

At Lyndale Greens Primary School, we understand that learning is a cumulative process, so our teaching and learning programs build on what students already know. We also understand that effective learning is an active rather than a passive process, therefore students are provided with opportunities to be actively involved, to make discoveries, to ask questions, and to form conjectures.

Learning involves risk-taking. If the learner is encouraged to use divergent and exploratory thinking, mistakes will inevitably be made. However, errors can be a positive learning experience. Understanding the nature of students' errors provides valuable insight into the learning processes themselves. In order to develop intellectually, to explore ideas and to think creatively, students need to be in an environment that supports risk-taking.

All learners need to experience success. This is true irrespective of age, ability and level of motivation. Teachers will actively strive to provide appropriate recognition to all children.

Academic success is closely related to social and emotional learning. Students at Lyndale Greens Primary School are taught specific social and emotional skills including self-awareness, self-management, empathy, perspective taking, and cooperation. In the ideal learning environment, students are focused, fully attentive, motivated, engaged, and enjoy their work. Caring relationships with teachers and other students similarly increase students’ desire to learn. School-family partnerships also help students succeed. Additionally, students who are confident in their abilities and their capacity to grow and improve try harder.

Students vary widely in the rate and manner of their development. Thus it cannot be assumed that all students of a given age will have reached the same point of development. Because of this, our programs are differentiated to meet students at their point of need. Open-ended and scaffolded learning tasks provide access to learning at all levels of achievement, and deliver scope for extension across the continuum of learning. Interested and motivated learners are also encouraged to extend their knowledge and competencies independently of the teacher.

Students at Lyndale Greens Primary School are encouraged to make and act on responsible decisions about their own learning and its outcomes. Self-correction and self-evaluation are an important part of learning. Students gain insights into their own learning if they have the opportunity to evaluate their own progress.

Student learning does not begin and end at school. Students learn within the school setting as well as in a variety of other settings such as on excursions, in the home, in clubs and through television and the media. The role of the peers and the family in learning is important.

Lyndale Greens Primary School recognises that the family and significant others have a great influence on the learning of the student, including the nature of the child's value system. The school will seek to aid and educate its parents whenever possible to assist them in their educative role as there is much incidental learning in the education of our children.

Over emphasis on learning activities based on competition can be counter-productive since it leads to experiences of failure for some students. Co-operative learning, by contrast, allows students to learn from each other in an environment that encourages risk-taking, interaction and group achievement. Lyndale Greens Primary School promotes and supports the use of co-operative techniques, the development of feelings of self-worth, and the appreciation of others within the context of society both at school and within the wider community.

Student progress and achievement are assessed in a number of ways at various stages throughout the learning process. Teachers use a range of formal and informal assessment measures to diagnose areas for targeted teaching, to monitor student progress, and to determine knowledge and skills learned. Students also have the opportunity to take part in independent external assessments including the National Assessment Program in Literacy and Numeracy (NAPLAN) in Years 3 and 5, and the International Competitions and Assessments for Schools (ICAS) in Years 3 to 6.

Your Child’s Progress

At any given time the children in a class will have reached different standards in various subjects and skills.

This is because:

  • children are all different and schools are encouraged to make provision for their individual differences;
  • children learn at very different rates, for a variety of reasons;
  • children’s health, friendships, family circumstances and relationships with teachers influence their enthusiasm for learning;
  • children mature at different rates and this influences their learning rate and how they cope with the demands of the classroom;
  • children have their own patterns of learning and patterns of progress at different rates.

At the end of the primary school the child should aim to have:

  • developed an inquiring mind and a positive attitude towards learning.
  • developed competence in self-instruction and independent learning.
  • gained an appreciation of, literature, music and visual arts.
  • achieved competence in mathematical computation and an ability to solve problems using basic concepts.
  • developed the ability to read fluently and accurately with understanding.
  • developed the ability to communicate ideas and feelings clearly and precisely.
  • developed the facility to write coherently with reasonable freedom from spelling, punctuation and grammatical errors.
  • acquired good health habits and sufficient knowledge of the environment to maintain physical and mental well-being.
  • developed self confidence and a sense of personal adequacy.
  • acquired habits and attitudes associated with responsible citizenship.