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Curriculum

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At Runcorn State School we teach and assess in alignment with the Australian Curriculum.  The Australian Curriculum sets the goal for what all students should learn as they progress through their school life – wherever they live in Australia and whichever school they attend for them to become confident and creative individuals and become active and informed citizens. In the early years, priority is given to literacy and numeracy development as the foundations for further learning. As students make their way through the primary years, they focus more on the knowledge, understanding and skills of all eight learning areas.  These are:

  • English
  • Mathematics
  • Science
  • Humanities and Social Sciences (HASS)
  • Technologies (Design and Digital)
  • The Arts (Music, Visual Arts, Media Arts, Dance & Drama)
  • Health and Physical Education (HPE)
  • Languages (Students at Runcorn learn Japanese)

At Runcorn Music, Physical Education and Japanese are taught and assessed by specialist teachers. 

Every student is unique, with different needs and interests. Teachers use the curriculum to plan in ways that respond to those needs and interests. The Australian Curriculum is flexible, allowing schools and teachers to personalise student learning.   

For more information visit https://www.australiancurriculum.edu.au/parent-information/

Assessment and Reporting

Teachers incorporate a variety of assessment types to track the progress of each student including formative, summative and diagnostic.   The data collected from these assessments aids in planning differentiated learning experiences, setting individual learning goals, targeting extension and intervention programs and deciding 'final' academic marks for report cards. 

Marking Guides based on the Australian Curriculum Achievement Standards are used to assess summative assessment.  This assessment is then moderated with Runcorn teachers and then with other schools in the immediate cluster to ensure consistent and correct judgements are made.    

Students are given a written academic report at the end of Semester 1 and Semester 2.  These are sent home electronically via email – please check or update your current email address at the front office.   

Goals and Feedback

The combined use of individualised learning goals and explicit feedback are used to actively involve students with their learning.  Feedback includes given timely, clear, informative and objective comment on work completed.  This feedback should lead to and link to next steps of learning for the student.  Explicit feedback is not affirmation, judgement or constructive criticism.  Students are also encouraged to self-reflect on their learning progress and learning behaviours needed to reach their unique goal.  Resources such as 'Bump it Up' walls, annotated modelled exemplars, Two Stars and a Wish and goals templates are examples of how goals and feedback is utilised and imbedded into classrooms.

Cross Curricular, Inquiry and Higher Order Thinking

The Cultures of Thinking and the process of making thinking visible underpins all opportunities for higher order thinking and inquiry at Runcorn. Teachers prioritise the Cultures of Thinking to provide a multitude of occasions where thinking around a particular topic or task can be stretched, questioned, challenged and reflected upon.  These cultures include:

OpportunitiesTimeModellingLanguageEnvironmentInteractionsRoutinesExpectations

 

The use of Thinking Routines, Blooms Taxonomy and De Bono's Thinking Hats are also employed to encourage students to think widely, deeply and out of the box.

2019 Pedagogical Framework  

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Last reviewed 10 June 2020
Last updated 10 June 2020