Edithvale Primary School is excited about the Curiosity and Powerful Learning journey that we are on. We understand that children are great learners and
their curiosity is active wherever and whenever they learn. We assist all of our students to direct their own learning by using curiosity and thinking
skills within the framework of the Victorian Curriculum.
4.1 OUR SCHOOL PROGRAMS
Edithvale Primary School is committed to the successful implementation of all aspects of the Victorian Curriculum, commencing in 2017 in all year levels.
The curriculum includes a focus on all 8 Learning Areas (The Arts, English, Health and Physical Education, The Humanities, Languages, Mathematics,
Science and Technologies) and the 4 Capabilities (Critical and Creative Thinking, Ethical, Intercultural and Personal and Social).
The Victorian Curriculum F–10 includes both knowledge and skills. This curriculum design assumes that knowledge and skills are transferrable across the
curriculum and therefore are not duplicated. The skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated
by students in and through their learning across the curriculum.
The design of the Victorian Curriculum F–10 is set out below:
The Arts- including
Visual Communication Design
Health and Physical Education
Civics and Citizenship
Economics and Business
Design and Technologies
Critical and Creative Thinking
Personal and Social
4.2 The Capabilities
Crtitical and Creative Thinking
Critical and creative thinking capability aims to ensure that students develop:
understanding of thinking processes and an ability to manage and apply these
skills and learning dispositions that support logical, strategic, flexible and
confidence in evaluating thinking and thinking processes across a range of familiar
and unfamiliar contexts
The Ethical Capability curriculum aims to develop knowledge, understandings and skills
to enable students to:
Analyse and evaluate ethical issues, recognising areas of contestability
Identify the bases of ethical principles and ethical reasoning
Engage with the challenges of managing ethical decision making and action for
individuals and groups
Cultivate open-mindedness and reasonableness.
Intercultural capability aims to develop knowledge, understandings and skills to enable
demonstrate an awareness of and respect for cultural diversity within the
reflect on how intercultural experiences influence attitudes, values and beliefs
recognise the importance of acceptance and appreciation of cultural diversity for
a cohesive community.
Personal and Social Capability
The Personal and Social Capability curriculum aims to develop knowledge,
understandings and skills to enable students to:
recognise, understand and evaluate the expression of emotions
demonstrate an awareness of their personal qualities and the factors that
contribute to resilience
develop empathy for and understanding of others and recognise the importance of
supporting diversity for a cohesive community
understand how relationships are developed and use interpersonal skills to
establish and maintain respectful relationships
work effectively in teams and develop strategies to manage challenging situations
4.3 Learning Areas
Through the process of inquiry, students construct their understanding of the natural
and human designed world. The students develop their skills in thinking, problem
solving and working collaboratively. This includes each of the curriculum subjects; The
Arts, English, Health and Physical Education, The Humanities, Languages, Mathematics,
Science and Technologies.
THE ARTS program aims to extend our students’ creative and expressive skills by providing activities in the following areas:
Learning in Visual Arts involves students making and responding to artworks, drawing on
the world as a source of ideas. Students engage with and develop knowledge of visual
arts, skills, techniques and processes, and use materials as they explore a range of
forms, styles and contexts.
The students undertake an extensive program that aims to develop
confidence, curiosity, imagination and enjoyment and a personal aesthetic
through engagement with visual arts making, viewing, discussing, analysing,
interpreting and evaluating
visual arts techniques, materials, processes and technologies
respect for and acknowledgement of the diverse roles, innovations, traditions,
histories and cultures of artists, craftspeople, designers, curators, critics and
The aims of the program are:
To develop enjoyment and understanding of music and encourage communication of musical thinking
Instrumental Music lessons are provided at additional cost to parents during school hours. Instruments taught are keyboard and guitar.
Student performances occur throughout each year. Participation in the school choir is also an extra-curricular elective for Foundation to Year 6 students.
School performances promote the Creating and Making dimension of The Arts. Moreover, they broaden the students’ range of experiences, develop self-esteem
and confidence and teach them the discipline of working as a team.
The study of English helps create confident communicators, imaginative thinkers and
informed citizens. It assists individuals to learn, analyse, understand, communicate and
build relationships with others and the world around them. The study of English helps to
develop the knowledge and skills needed for education, training and the workplace. It
helps students to become ethical, thoughtful, informed and active members of society
and plays an important part in developing the understanding, attitude and capabilities of
those who will shape our future.
We believe the best way to promote language competence is by providing students with
the opportunities to think, speak, listen, read and write about significant things, for real
purposes which are important to them.
We believe all areas of language are inter-linked and it is a developmental process for
The following are central to our teaching:
English is an integral part of all areas of the curriculum
Excursions, in-school visits and first hand experiences are seen as an important basis for promoting a positive attitude to all learning including
Language competence in students is enhanced if teachers and parents work in partnership.
The Language Other Than English offered at Edithvale Primary is French. The French
program aims to provide students with the opportunity to gain an insight into another
culture and its language. At Edithvale we are fortunate to have an experienced teacher
in this area. Our focus is on interactive learning, meaning that the language is learnt
through games, songs and communicative activities.
This includes Geography, History, Civics and Citizenship and Economics and Business. At
Edithvale Primary School, our Humanities program places emphasis on the local
community and is taught as part of Inquiry Focused Learning.
In Civics and Citizenship and Economics and Business, students explore the systems that
shape society, with a specific focus on legal and economic systems. Students learn about
Australia’s role in global systems, and are encouraged to appreciate democratic
principles and to contribute as active, informed and responsible citizens.
In History and Geography, students explore the processes that have shaped and which
continue to shape different societies and cultures, to appreciate the common humanity
shared across time and distance, and to evaluate the ways in which humans have faced
and continue to face different challenges
Within the local context the following areas are given particular attention:
fostering awareness and concern for the environment
developing new behaviours related to the well being of the environment
encouraging active participation.
Many local excursions to the beach, wetlands and other local resources form a valuable part of this program.
Mathematics is a priority area for Edithvale Primary School. Our Mathematics program
stresses the development of the individual and relies heavily on the use of structured
Mathematics is organised around the interaction of three content strands and four
The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and
The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning.
They describe how content is explored or developed, that is, the thinking and doing of
mathematics. This approach has been adopted to ensure students’ proficiency in
mathematical skills develops throughout the curriculum and becomes increasingly
sophisticated over the levels of schooling.
We aim to ensure that our students:
are confident, creative users and communicators of mathematics, able to
investigate, represent and interpret situations in their personal and work lives and as
develop an increasingly sophisticated understanding of mathematical concepts and
fluency with processes, and are able to pose and solve problems and reason in Number and Algebra, Measurement and Geometry, and Statistics and Probability
recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline
The Mathematics Program is well resourced in the junior and senior school with concrete materials, games and equipment.
The Science curriculum provides opportunities for students to develop an understanding
of important scientific concepts and processes, the practices used to develop scientific
knowledge, the contribution of science to our culture and society, and its applications in
The Science curriculum aims to ensure that students develop:
an interest in science as a means of expanding their curiosity and willingness to
explore, ask questions about and speculate on the changing world in which they
an understanding of the vision that science provides of the nature of living things,
of the Earth and its place in the cosmos, and of the physical and chemical
processes that explain the behaviour of all material things
an understanding of the nature of scientific inquiry and the ability to use a range
of scientific inquiry methods, including questioning, planning and conducting
experiments and investigations based on ethical principles, collecting and
analysing data, evaluating results, and drawing critical, evidence-based
an ability to communicate scientific understanding and findings to a range of
audiences, to justify ideas on the basis of evidence, and to evaluate and debate
scientific arguments and claims
an ability to solve problems and make informed, evidence-based decisions about
current and future applications of science while taking into account ethical and
social implications of decisions
an understanding of historical and cultural contributions to science as well as
contemporary science issues and activities and an understanding of the diversity
of careers related to science
a solid foundation of knowledge of the biological, chemical, physical, Earth and
space sciences, including being able to select and integrate the scientific
knowledge and methods needed to explain and predict phenomena, apply that
understanding to new situations and events; and to appreciate the dynamic
nature of science knowledge
The Digital Technologies curriculum enables students to become confident and creative
developers of digital solutions through specific ways of thinking about problem solving.
The curriculum also encourages students to be discerning decision makers by considering
different ways of managing the interactions between digital systems, people, data and
processes (information systems) and weighing up the possible benefits and potential
risks for society and the environment.
The Digital Technologies curriculum aims to ensure that students can:
design, create, manage and evaluate sustainable and innovative digital solutions
to meet and redefine current and future needs
use computational thinking and the key concepts of abstraction; data collection,
representation and interpretation; specification, algorithms and development to
create digital solutions
apply systems thinking to monitor, analyse, predict and shape the interactions
within and between information systems and the impact of these systems on
individuals, societies, economies and environments
confidently use digital systems to efficiently and effectively automate the
transformation of data into information and to creatively communicate ideas in a
range of settings
apply protocols and legal practices that support safe, ethical and respectful
communications and collaboration with known and unknown audiences.
4.4 OTHER ACTIVITIES
School Camp Programs are conducted for students in Years 4, 5 and 6. The students are
generally away for 2 to 3 days. The program is activity based with emphasis on social
development, in particular self-esteem and personal independence. Throughout their
schooling, students should participate in a variety of camping experiences. The cost of
all camping programs is covered by the parents.
We aim to develop self–esteem in all students. This is a key element
in all curriculum and school activities. A whole school approach
using Restorative Practices has been adopted. Student Wellbeing is
vital for student learning to occur and is therefore, a priority at
Edithvale Primary School.