The Learning Journey
The Learning Journey at Rowville Primary School
Rowville Primary School provides a dynamic learning environment through agreed whole-school instructional and wellbeing practices. Our physical environment is based on the Reggio Emilia philosophy that views the environment as the “third teacher”. The social and emotional curriculum is grounded in a restorative philosophy. The academic curriculum is delivered through evidence-based instructional practices. Our teachers are skilled in designing curriculum and not merely adopting curriculum packages.
Foundation (The First Year of School)
Building a Strong Foundation and Curiosity for Learning
Students arrive at school curious and eager to learn. At Rowville Primary School, we provide a physical learning environment and experiences that nurture this natural curiosity.
By focusing on developing the social and emotional learner attributes of social awareness and relationship management, we foster a sense of belonging and promote positive relationships. The skills of friendship and teamwork are integrated into the learning program. Each student is assigned a buddy from the senior school to support them in their first year of school. Our goal is for our students to feel positive about themselves and as learners. This provides the foundation that stands our students in good stead for their journey through the early years.
There is a strong emphasis on literacy and numeracy. Through explicit teaching, our teachers help students learn to read and develop a lifelong love of reading. They are supported to become authors who publish their writing and share their poetry with an audience. Concrete materials and manipulatives are used to develop their mathematical thinking and understanding.
The strong specialist programs further stimulate the senses. At this stage, our learners participate in Visual Arts, Performing Arts, STEM, Physical Education and Italian. The ‘How the World Works’ program provokes thought and conversation. Students visit the Stephanie Alexander garden every week and participate in a range of investigations in the garden.
All learners commence school with diverse skills and abilities. Our teachers seek to understand each learner and ensure that each student is appropriately supported and challenged depending on their learning needs.
In their first year at school, students are supported to establish foundational skills in literacy, numeracy, and social and emotional skills, which will be built upon in the early years at school.
The Early Years (Year 1, Year 2)
Happy, Confident and Competent Learners
In the early years, our teachers build on the foundational skills acquired in the first year of school to foster the core knowledge, skills and personal attributes that children need to become lifelong learners.
Teachers place a greater emphasis on developing students’ social and emotional learner attributes, including self-awareness, social awareness and self-management, so that students feel more confident in themselves. This helps our young students to learn more effectively and develop the strength of character and resilience.
There is a strong emphasis on literacy and numeracy. Through explicit teaching, our teachers help students to develop greater stamina in reading and writing. They are authors who publish their writing and share it with a variety of audiences. With concrete materials and manipulatives, students are becoming confident mathematicians who are developing a sound understanding of core mathematical concepts.
The strong specialist programs continue to stimulate the senses. Students participate in Visual Arts, Performing Arts, STEM, Physical Education and Italian. The ‘How the World Works’ program provokes thought and conversation. Students visit the Stephanie Alexander garden every week to investigate, explore and learn through hands-on experiences. They are starting to make hypotheses and articulate solutions to everyday problems.
In Years One and Two, students develop their leadership skills through various classroom roles and responsibilities.
Middle School (Year 3, Year 4)
Literacy, Numeracy and Inquiry
Greater Independence and Increased Responsibility for Learning
In middle school, students develop greater levels of confidence and independence as learners. While the explicit instruction of literacy and numeracy continues to have a strong focus, there is an increasing emphasis on the application of the growing literacy and numeracy skills.
Furthermore, students demonstrate their understanding of mathematical concepts through a range of problem-solving opportunities in the STEM Centre, the classroom and the school. They read novels and texts of increasing complexity for both enjoyment and learning. Students apply their literacy skills when undertaking research for problems associated with their inquiry into “How the World Works”.
Teachers place greater emphasis on developing students’ social and emotional skills, particularly relationship management. Teachers support students to develop skills for managing the changing complexities of peer relationships.
At this stage of schooling, learners continue to develop independent learning skills and greater competence at setting learning goals and working toward these independently. They start to focus their inquiry on the ‘How the World Works’ program and take ownership of their research. Teachers cater for the learning needs of individuals through focused strategy groups. Teachers may provide additional support or extend students’ learning through extra challenges.
Specialist Programs and Leadership
The students in the middle school participate in a comprehensive specialist program and a range of extra-curricular activities. Students participate in a range of specialist programs, including Visual Arts, Performing Arts, STEM, and Physical Education. They participate in the Stephanie Alexander Kitchen Program, where they learn about cooking and Italian cooking culture. Students learn Italian through an online language program. The ‘How the World Works’ program provokes debate and critical thinking. Students visit the Stephanie Alexander garden each week to explore climate and biodiversity through hands-on learning. Students also take part in an overnight Beyond Boundaries program that encourages independence and personal growth.
Students can participate in a range of extra-curricular activities such as choir and Mathematics Talent Quest.
Students and teachers use digital technology to enhance learning. Middle school students have access to one-to-one devices, which they use to develop their digital capabilities and learn about cyber safety.
Students in the middle school can develop their leadership skills through participation in the STEM parliamentary group.
Senior School (Year 5, Year 6)
Self-Directed Learners and Responsible Role Models
The focus on the final two years at primary school is to support the development of greater independence and responsibility for learning in preparation for a smooth transition into the next stage of schooling. The senior school fosters in students an ability to develop the character skills required to thrive in an ever-changing environment.
Literacy and numeracy continue to be an important focus. Students analyse issues and apply critical and creative thinking to complex problems. Students write and read for specific and demanding audiences and purposes. Teachers provide opportunities for students to apply their numeracy skills to solve real-world problems.
Wellbeing and Personal Development
Social and emotional learning continues to be an important focus. Teachers support students as they adapt to physical, social and emotional changes. There is a focus on responsible decision-making, which includes strategies to resist peer pressure and how current choices affect future decisions. Our senior students develop the self-management that results in them displaying grit, determination and perseverance. Students develop their social awareness by understanding and respecting others’ perspectives.
Teachers integrate digital technology into teaching and learning. They integrate technology for a real purpose: to research, share and collaborate. Students have a one-to-one device that they can take home to continue work commenced at school. They develop initiative and self-direction in their learning. Students work collaboratively on inquiry and research investigations into “How the World Works”. This involves accessing and evaluating information and applying technology effectively. They explore challenging ideas and consider viewpoints beyond their own. Teachers encourage students to stay curious about the world and apply critical research strategies beyond the classroom.
As learners develop independent learning skills, our teachers monitor each student’s learning to ensure that they provide every student with the appropriate support or challenge based on their specific needs.
A feature of the senior school is the extensive and comprehensive specialist subjects of Visual Art, Performing Arts, Physical Education, STEM, Stephanie Alexander Kitchen Program and the Stephanie Alexander Kitchen Program. All students participate in a major musical production. Students can participate in a range of extra-curricular activities, including parliamentary working parties, as sporting captains, news reporters, interschool sport, and a four-day Beyond Boundaries program.
Senior students serve as role models for younger students and take part in a range of mentoring opportunities.
