CURRICULUM HANDBOOK “A learning community encouraging achievement and embracing diversity.”

IB Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through

intercultural understanding and respect.

To this end the organisation works with schools, governments and international

organisations to develop challenging programmes of international education and

rigorous assessment.

These programmes encourage students across the world to become active,

compassionate and lifelong learners who understand that other people, with their

differences, can also be right.

AC Philosophy As a nation, Australia values the central role of education in building a

democratic, equitable and just society.

The Australian Curriculum sets the expectations for what all Australian students should

be taught, regardless of where they live or their background. For F-10, it means that

students now have access to the same content, and their achievement can be judged

against consistent national standards.

Schools and teachers are responsible for the organisation of learning and they will

choose contexts for learning and plan learning in ways that best meet their students’

needs and interests.

What will my child be learning at RPPS?

As an Australian primary school and an International Baccalaureate (IB) Primary Years

Programme (PYP) school, we are accountable to both the Australian Curriculum and

the PYP.

All Australian schools are required to meet the Achievement Standards outlined in the

Australian Curriculum (unless they have a specific exemption). As an IB PYP school, we

have the added advantage of a rich, internationally-recognised framework and

philosophy that adds value to the Australian Curriculum. The majority of the Australian

Curriculum is taught through our transdisciplinary Units of Inquiry with a few areas

addressed through stand-alone units where necessary.

What elevates IB PYP schools is that we strive to situate learning within an authentic

inquiry context. Students engage with the content of the Australian Curriculum through

a holistic, transdisciplinary process where relevant, real-world connections are

consistently made and reinforced.

In an IB PYP school, students are at the centre of the learning, driving inquiries through

their inquisitive wonderings and informing the learning design. The aim of this framework

is to engage students in higher-order, conceptual thinking which promotes enduring

understanding. In addition, teachers work together in learning teams, building cohesive

learning communities that foster collaboration and collegiality.

Staff at RPPS carefully map our Programme of Inquiry against the Australian Curriculum.

This is an ongoing process where staff work tirelessly to ensure a seamless integration of

the two curricula.

Through the IB PYP, we are committed to guided inquiry as the pedagogical stance

underpinning learning design. It means that our students are taught WHY they should

know something and how it connects to previous learning and the world around them.

It means high quality teaching and learning where students are valued as capable

learners and citizens. And it means great opportunities to connect with IB schools

around the world.

Teachers and students are guided by six Transdisciplinary Themes to design Units of

Inquiry that frame exploration and study. Through this process, students develop an

understanding of important concepts, build skills and knowledge, develop particular

attitudes and learn to take responsible action.

For more information about the IB PYP please visit: http://www.ibo.org/information-for-

parents/

For more information about the Australian Curriculum please refer to the parent

information at https://australiancurriculum.edu.au/

Curriculum

What does transdisciplinary mean?

Transdisciplinary is the term that IB uses to describe learning that extends across all subjects in

order to help students understand their world. We bring all the disciplines together to teach

children significant, conceptual ideas that are enduring, transferable and universal.

What are the Transdisciplinary Themes? Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organise ourselves

Sharing the planet

How will my child be assessed at RPPS? Assessment at RPPS is authentic and rigorous, incorporating students in the evaluative process.

Teachers and students use a number of tools and strategies to encourage valuable and

engaging teacher, peer and self evaluation. This guides planning and instruction so that we can

support and enhance student learning. The prime objective of assessment in the PYP is to

provide feedback on the learning process. The PYP approach to assessment recognises the

importance of accessing the process of inquiry as well as the product(s) through a variety of

formative and summative assessment strategies.

Formative assessment is directly linked to teaching and provides information that is used to

the plan the next stage of learning. Part of formative assessment is providing regular,

relevant and honest feedback.

Summative assessment aims to give teachers and students clear insight into students’

understanding and achievement.

What is the Learner Profile? The IB Learner Profile describes a broad range of human capacities and responsibilities that go

beyond academic success.

They imply a commitment to help all members of the school community learn to respect

themselves, others and the world around them.

The profile aims to develop learners who are inquirers, knowledgeable, thinkers,

communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

For more information about IB Learner Profile please refer to the flyer in this package or please

visit: http://www.ibo.org/benefits/learner-profile/

IB Primary Years Programme

What are the Essential Elements of the PYP? The five Essential Elements make up part of the written curriculum of the PYP. They are:

Knowledge which is both disciplinary and transdisciplinary (encompassed by the

Transdisciplinary Themes)

Concepts are the lenses that help focus Unit of Inquiry in order to develop coherent, in-

depth understanding, and which have relevance both within and beyond subject areas

Skills which are the broad capabilities students develop and apply during learning and in

life beyond the classroom

Attitudes which contribute to international mindedness and the wellbeing of individuals

and learning communities, and connect directly to the IB learner profile

Action which is an expectation in the PYP that successful inquiry leads to responsible,

thoughtful and appropriate action.

What are the PYP Attitudes? As an IB PYP school we encourage and nurture the development of a number of attitudes that

we want students to feel, value and demonstrate with the goal of international mindedness and

wellbeing.

Appreciation: Appreciating the wonder and beauty of the world and its people

Commitment: Being committed to their own learning, persevering and showing self-

discipline and responsibility

Confidence: Feeling confident in their ability as learners, having the courage to take risks,

applying what they have learned and making appropriate decisions and choices

Cooperation: Cooperating, collaborating, and leading or following as the situation

demands

Creativity: Being creative and imaginative in their thinking and in their approach to

problems and dilemmas

Curiosity: Being curious about the nature of learning, about the world, its people and

cultures

Empathy: Imagining themselves in another’s situation in order to understand his or her

reasoning and emotions, so as to be open-minded and reflective about the perspectives

of others

Enthusiasm: Enjoying learning and willingly putting the effort into the process

Independence: Thinking and acting independently, making their own judgments based on

reasoned argument, and being able to defend their judgments

Integrity: Being honest and demonstrating a considered sense of fairness

Respect: Respecting themselves, others and the world around them

Tolerance: Being sensitive about differences and diversity in the world and being

responsive to the needs of others.

What are the subject areas in the AC?

In their foundation year, students are expected to explore the following subjects under the

Australian Curriculum guidelines.

What specialist programmes are taught at RPPS? Students at RRPS are fortunate enough to be involved in a number of specialist programmes.

Our specialist staff have a wealth of experience and develop and maintain high quality

programmes. These include:

The Arts: The extensive and dynamic Arts programme at RPPS examines the contexts and

knowledge relating to Music, Dance, Drama and Visual Arts and promotes the ability for

students to make critical evaluations of their experiences. This model extends students’

skills, broadens their horizons and allows them to create and explore their personal view of

themselves and their world.

Japanese: Japanese is taught from Reception to Year 7. The IB Programme is supported

through making links with classroom inquiry units and through “stand-alone” Units of

Inquiry. RPPS has a sister school relationship with Jyosei Elementary School in Hikone and

Year 6/7 students have the opportunity to take part in our exchange programme.

Physical Education: Our physical education specialist works with students to develop and

practise fundamental movement skills through active play and structured movement

activities. Students participate in physical activities to develop spatial awareness skills and

encourage cooperative and fair play in group work.

Science: Our teachers work collaboratively to identify and develop authentic inquiry

experiences that embed the ACARA Science understandings and skills within our PYP Units

of Inquiry. Teachers facilitate hands-on, inquiry-based lessons that support the conceptual

understanding of scientific knowledge and how humans endeavour to use this knowledge

to solve problems.

ICentre (Library): Our teacher-librarian works closely with teachers to develop and

resource Units of Inquiry. This includes inquiry-based lessons that add value to current Units

of Inquiry or highlight and reinforce the Essential Elements within those units.

English as an Additional Language or Dialect (EALD): Our experienced EALD teacher works

with small, focused groups of diverse learners. This intensive programme is designed to

accelerate the acquisition of fundamental literacy skills (reading, writing, spelling and

listening) and supports these learners to participate and achieve success in mainstream

classroom experiences.

Coordination: In collaboration with our Early Years Learning Team, one of our school

services officers has developed a fun and engaging coordination programme that

monitors the development of students’ gross motor skills in the Early Years.

Australian Curriculum

English

Mathematics

Health and Physical Education

Humanities and Social Sciences

Science

The Arts (Music, Dance, Drama, Media

Arts, Visual Arts)

Technologies (Design and Technologies,

Digital Technologies)

Language other then English (Japanese)

How do children inquire through play?

We see children as competent and capable learners with active imaginations and a natural

curiosity to explore and interact with their world. Through Play, children learn about themselves,

their environment, people and the world around them. Children question, wonder and research

in their authentic search for meaning. Literacy and numeracy skills are incorporated naturally in

play. We see ourselves as co-learners with the children, learning from and with each other.

Through Play, children have opportunities to develop and demonstrate the IB PYP Attitudes and

Learner Profile attributes. Play in early childhood is the best foundation for success in school.

“Inquiry in the early years is intimately connected with the development of children’s

understanding of the world and acknowledges children’s competencies to explore, discover

and interact with the physical and social world around them.” - Early Years in the IBPYP:

Educators’ Perspectives (ibo.org)

Our Vision for Inquiry Play is to:

Create aesthetic environments for learning and being

Challenge and inspire

Set up intentional provocations

Support children in being mindful, reflective and

collaborative

Honour children and their right to play

Build and celebrate our learning community

Marvel at our creations and accomplishments

Develop self expression and reflection

Support self management and regulation

Promote joyful learning

As well as following the PYP Early Years programme, the teachers are inspired by the Reggio

Emilia approach which also has a strong inquiry focus. The teachers work collaboratively to

connect the principles of the Reggio Emilia Approach, the PYP Early Years program and the

Australian curriculum. The Reggio Emilia approach has enriched the PYP Inquiry program.

The learning environment at Rose Park reflects the Reggio Emilia principles. The child is

acknowledged as a competent and active learner, with the ability to create his/her own

thinking and theories. The learning environments are carefully and respectfully presented to

offer welcoming and engaging spaces, creating a sense of aesthetics and beauty in the school

environment.

Early Years Learning

Reggio Emilia Approach