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PRIMARY
At Groves we understand that the curriculum
we teach includes both formal curriculum (content of lessons)
and the informal or hidden curriculum (the entire learning
environment: how we teach, what we model, how we treat each
other etc.) The Bible (the Word of God) serves as the ultimate
criterion for our curriculum. We believe the curriculum that
we undertake should be relevant and authentic. It should connect
to the everyday while containing eternal truths. It should
draw on the life experiences of the children to lead them
to the higher order concepts they need to develop. It should
be inclusive through It should be inclusive through acknowledging
and valuing uniqueness and differences in gender, cultural
background, family circumstance and disability. We believe
the curriculum should be transforming. We plan our work within
the broader National and State Curriculum documents.
The College desires all students engage in
a balanced program during their pre-compulsory, compulsory
and post compulsory years in line with State and Federal requirements.
The formal curriculum is permeated with the
skills and processes that develop literacy, numeracy, life-skills,
and critical thinking. The curriculum at the College promotes
to students a Christian Worldview (including social-justice
in the light of the Gospel) and a need and desire to be life-long
learners.
As per the nationally- agreed schooling outcomes, we aim
to help students develop fully their God-given talents and
capacities. In particular, when students leave the College
they should:
- Have the capacity for, and skills in, analysis and problem
solving and the ability to communicate ideas and information,
to plan and organise activities and to collaborate with
others.
- Have qualities of self-confidence, optimism, high self-esteem,
and a commitment to personal excellence as a basis for their
potential life roles as family, community and workforce
members.
- Have the capacity to exercise judgement and responsibility
in matters of morality, ethics and social justice, and the
capacity to make sense of their world, to think about how
things got to be the way they are, to make rational and
informed decisions about their own lives and to accept responsibility
for their own actions.
- Be active and informed citizens with an understanding
and appreciation of Australia's system of government and
civic life.
- Have employment- related skills and an understanding of
the work environment, career options and pathways as a foundation
for, and positive attitudes towards, vocational education
and training, further education, employment and life-long
learning.
- Be confident, creative and productive users of new technologies,
particularly information and communication technologies,
and understand the impact of those technologies on society.
- Have an understanding of, and concern for, stewardship
of the natural environment, and the knowledge and skills
to contribute to ecologically sustainable development.
- Have the knowledge, skills and attitudes necessary to
establish and maintain a healthy lifestyle, and for the
creative and satisfying use of leisure time.
In terms of curriculum, students should have:
- Attained high standards of knowledge, skills and understanding
through a comprehensive and balanced curriculum in the compulsory
years of schooling encompassing the agreed eight key learning
areas and the interrelationships between them:
- the Arts
- English
- Health and Physical Education
- Languages other than English
- Mathematics
- Science
- Studies of Society and Environment
- Technology
- Attained the skills of numeracy and English literacy;
such that, every student should be numerate, able to read,
write, spell and communicate at an appropriate level.
To achieve these outcomes we use a range
of teaching methods, including those that promote worthwhile
thinking strategies (Bloom’s Taxonomy, DeBono, and Multiple
Intelligences). We organise the curriculum using both integrated
and discrete subject methods. At times we structure lessons
so that children are in needs-based groups and at other times
children of all abilities share in rich learning experiences
together. |
