Curriculum

Numeracy

This section is currently being updated.

Literacy

This section is currently being updated.

Learning & Teaching

The staff at Chandler Park use a variety of teaching practices to ensure they are implementing a curriculum that caters to the different educational needs of the students.

At Chandler Park, we pride ourselves on the quality of our curriculum delivery. Warm, friendly, skilled teachers deliver an excellent quality, comprehensive curriculum program from Prep to Grade 6. Each classroom teacher caters for the children needing support and those needing extension, within the classroom. Interesting and challenging units of work based on developing conceptual understandings are implemented with the aim to extend children’s thinking skills, whilst developing foundations in the important areas of Reading, Writing and Mathematics.

In addition to the classroom lessons, we also offer:

  • Specialised classes in Manadrin, Art, Physical Education, Music/Performing Arts and Science.
  • An extensive literacy and numeracy support program, where students needing extra support participate in targeted intervention program, including speech therapy and occupational therapy.
  • All classrooms are fitted with an Interactive Whiteboard and each of the learning centres houses iPads and laptops for use in the classroom.
  • A well-stocked Library

Assessment

At Chandler Park students participate in regularly assessment tasks. This ensures that students are taught at their point of need and enables teachers to be well informed of the students skills and capabilities, ensuring that teaching is differentiated. Teachers assess the students in a variety of areas, with a particular focus on reading, writing and numeracy. Assessments are implemented in a various methods including students working directly with the teacher, collaborative groups and independent learning tasks.

Digital & Design Technologies

Technology at Chandler Park, will be used to develop student voice, agency, and leadership by engaging and empowering their learning.

With this learning vision, at CPPS, we value the use of technology to improve learning for our students. The DigiTech teams meets regularly to review and improve technology experiences for the entire school community. As technology plays an ever increasing and vital role in schools and society in general, it is vital students be skilled and prepared for an ever increasing technological world. These technical competencies must be also paired with cyber safety skill to enable them to be smart, safe and responsible digital global citizens. At CPPS, we our technology programs are established based on the Victorian Curriculum.

Each classroom teachers aims to embed technology throughout the curriculum to:

  • strengthening student and teacher technology use and skills
  • higher student engagement and support student agency in learning
  • foster independent, collaborative and student driven learning
  • an increase in student achievement
  • greater pride and ownership over student work and knowledge
  • opportunities for extending learning communities and collaboration
  • focus on issues relating to cybersafety and cyberbullying
  • access to a wealth of information, multimedia resources, on-line tools and applications, and educational software for learning and presenting work
  • real-world context for student learning

We also offer student specialist sessions based on Digital Technologies and Design Technologies.  In the past, this has included: Augmentative Reality sessions, robotics/coding using Sphero and Ozobots, video filming and editing, and an array of other activities.

More information for families about online safety can be found at:

Office of the Children’s eSafety Commissioner https://esafety.gov.au/

Inquiry Learning

Chandler Park aims to develop student skills and understandings of the Australian Curriculum using an Inquiry approach. Learning, using the inquiry approach involves students forming their own questions about a topic and having time to explore the answers. The students are both problem posers and problem solvers within Inquiry Learning. Inquiry Learning encourages learners to examine the complexity of the world and form concepts and generalizations instead of being told simple answers to complex problems. The focus is on ‘how we know’ rather than ‘what we know’, with students actively involved in the construction of their own knowledge.

The inquiry approach to learning is based on the belief that students are powerful learners who must be actively engaged in the process of investigating, processing, organising, synthesising, refining and extending their knowledge within a topic. In other words this process is highly influenced by the theory of constructivism.

The inquiry process involves:

  • planned, direct and vicarious experiences that provide opportunities for students to pose questions and gather information.
  • activities that help students organise new information and use skills in a way that assist them to form concepts and generalizations about their world
  • opportunities for students to demonstrate what they have learnt
  • applying the knowledge, skills and values to other contexts.

The process in a nutshell includes

  • A problem or question
  • An hypothesis
  • Data collection and analysis
  • Drawing conclusions
  • Making generalisations and reflecting
  • Authentic action

The inquiry process has the potential to develop skills and dispositions for lifelong learning, for example, independence, thinking skills, confidence, decision making, cooperative learning and other life skills. Using this approach we can integrate different subject areas, information technology and global issues.

Our aim is to place the student as a central player in the decision making process, so the pace, content and skill development can better match the needs of the learner. Because the approach makes learning relevant and purposeful, ownership and responsibility for the learning process is intrinsic, impacting on enjoyment and on-task behaviour.

While there are different starting points for inquiries, for example, topical, global or community issue, interest or play based, inquiries generally have the following characteristics.

They:

  • are student centred and directed
  • emphasise process and skill development
  • require students to ask questions
  • are conceptual based rather than factual
  • involve some negotiation with students
  • encourage learner interaction
  • build upon prior knowledge
  • utilise and consider students interests
  • include direct experiences
  • integrate reflection and metacognition
  • involve the application of ideas
  • explore affective aspects of learning
  • raise different perspectives and tackle values

Reference: Adapted from Focus on Inquiry (2003) Jeni Wilson and Lesley Wing

Jan and Invitation and Inspirations Moss et al. Curriculum Corporation, Victoria.

Jeni Wilson & Kath Murdoch

Specialists

Library

Students at CPPPS, get weekly library session, within our 2019 new library. There is new furniture as well as an array of books to choose from. Currently have over 10,000 books for students to choose from and students love exploring the space and books during weekly library sessions. Mrs. Brown is our school Librarian.

Mandarin

LOTE-Mandarin Specialist Language Program

Chandler Park PS teaches Mandarin Chinese (pu tong hua/普通话) to all students from Prep to Grade 6.

Students have the opportunity to explore Chinese culture and they are exposed to a wide range of interesting and practical topics such as written Chinese characters, Chinese stories, traditional Chinese festivals, modern aspects of China and much more!

Mandarin program tends to link its topics and contents to other learning areas such as Math, Music and English.

Mandarin lessons focus on building students’ conversational confidence and oral language skills. Children learn from an authentic Mandarin speaking classroom environment and their knowledge is developed through small group activities, fun games, songs, crafts and role-play.

Once a year, Chandler Park PS celebrates a Multicultural Day to promote language and cultural awareness at our school. Students at all levels come together to celebrate multilingualism and multiculturalism. External groups and/or guest speakers are invited to perform and/or to share their cultural journeys with our children.

Chandler Park students and teachers value language education and appreciate the cultural diversity of our school and the wider community.

Angela Jia
Specialist Team Leader/LOTE Teacher

Music

At Chandler Park Primary School, music is part of a multi-faceted arts curriculum where the focus is on children expressing themselves through music by using their imagination, music skills and knowledge. They assume the role of both artist and audience member learning through actions such as experimenting, conceptualising, reflecting, performing, communicating and evaluating.

The music program combines music philosophies such as the Kodaly and Orff philosophies. The programs in each year level are sequential and encourage creative thinking. Children have regular opportunities to explore music and concepts like beat and rhythm, compose music, express themselves through performances, singing and playing instruments, listen to and respond to music.

 

At this level, the music program is designed to provide solid foundations of music literacy (knowledge and skills). These foundations provide for further development in music appreciation and understanding the important aspects of performing music. The elements of music are explored through singing songs, improvisation and playing musical instruments (pitched and non-pitched).

At this level, the music program is centred around learning how to read music notation where students use a variety of pitched instruments to develop their innate musical abilities. Music technology is also a focus with the use of iPad applications such as Garage Band.

The assessment of music at Chandler Park Primary School is underpinned by confidence that students can improve ensuring that learning is experienced by both teacher and children. We believe that our assessment approaches allow each student the ability to improve by making and responding to music; exploring music, and becoming aware of the elements of music. Our teachers don’t give an opinion whether they like or dislike when assessing music performance but rather look at what is revealed in their learning progress. We believe, that by assessing exhibited learning, we are not being judgmental as this may lead to negative impact on and motivation. The aim is to interact with students by providing assessment and feedback without bias or preference.

Music Units

Brief introduction to the four Music units taught at Chandler Park Primary School from Prep – Level 6

By Richard Kant (Music Teacher)

Classroom Music at Chandler Park Primary School is a complete music program designed to meet the requirements of the Victorian Curriculum (Performing Arts – Music).

The lessons are engaging and fun for children. We do this by structuring activities around the four key areas: Aural, Sing & Play, Compose and Connect.

AURAL (10 Lessons)
Aural training is essential for any music lessons: we aim to train young musicians to discriminate musical sounds and constantly refine their skills in this area. We train them in musicianship through their ears first. They discover and explore critical elements of music such as pitch, rhythm, dynamics and expression through AURAL training.

SING & PLAY (10 Lessons)
Music is a hands-on subject! We can’t have a music program which isn’t built on a foundation of children being involved, singing and playing music. The music selected is quality music, chosen carefully and arranged so that children can achieve with it, no matter how much experience they have. It also must be enjoyable! There is a reason that we “play” music, we don’t “work” music! The music that children play must give them an intrinsic motivation to come to music class, and to make music class the single best part of their day!

COMPOSE (10 Lessons)
Children must not only play and sing music, but they absolutely must create their own! We wouldn’t have an art class that required children to re-create the works of the master painters before ever creating their own original work, so why would we do this with music? For too long composing music has been pushed out of school music programs, not because we don’t want to do it, but because the pressure on the music teacher is to have the children sound nice at the school concert, rather than to have them create something of their own.

CONNECT (10 Lessons)
For a music program to be well rounded, it absolutely must contain a comprehensive listening component, and that listening must be focused and directed. Through listening to a wide variety of music, children will learn to identify purpose and meaning in music and discover how the elements of music are used to convey these meanings. The music chosen for children to listen to is aimed to connect with them, but also challenge them and give them new insights into styles and experiences they may not have had before.

Richard S Kant
Music Teacher

Physical Education

The Physical Education program enables all students from Foundation to Grade 6 to regularly engage in physical activity. The focus of the program is to motivate and encourage students to lead a healthy and active lifestyle whilst developing a range of fundamental motor skills. The students participate in different activities allowing them to gain the confidence they need in order to succeed. All students attend a specialist PE lesson once a week to refine and develop their skills through a wide range of sports and games.

Extra Curricula Programs

Children in Prep grades regularly participate in the PMP program. This program assists students in their social development and relationships with their peers and the surrounding environment. It aids concentration and reasoning and gives a sound basis for future formal learning. PMP enhances brain development by stimulating the five senses through movement.

Grade 3/4 students participate in weekly blocks of 3/4 Sport. This provides an opportunity for students to mix outside of their own social circles and to develop specific sports skills in a fun games environment.

Grade 5/6 students participate in weekly interschool sports matches. During this time, they have the opportunity to choose one of the 5 team sports and sharpen their sport and team skills against other schools in the district and State. Sports offered in the Summer sports program are Basketball, Softball, Tennis, Cricket and Volleyball. Winter sports such as Soccer, Rugby, AFL, T ball and Netball are played in Term2 with our Mixed netball team reaching Regional finals in 2018. Our Volleyball team has reached Regional and State finals over the last three years.

We are in partnership with Serva Volleyball Academy which operates out of the Chandler Park Primary School gym afterschool on Wednesdays. In 2018 the students participated in their first Colour Run. This was a highlight for many students and teachers and has now become part of our program. We have been very fortunate to receive government grants in 2005 which enables the students to access professional coaches through the Sporting Schools Program Lunchtime Coaching Sessions in various sports We have a historical connection to St Kilda Football Club and regularly host clinic for the students with the players from the club.

Additional events that occur off site are:

  • Cross Country Races
  • Interschool Athletics Carnival
  • Cricket Gala Days
  • Rugby Gala Days
  • Swimming Lesson at Haileybury College
  • Outdoor Education

A range of Camps are available including the 5/6 camp 3/4 camp and Grade 2 sleepover. Additional DET camps are offered to a selected small group of students, these include Somers Camp and Woorabinda Camp.

Science

The Science program at Chandler Park Primary School is designed to inspire students to think about the role science plays in their everyday lives. The program encourages students to think about the things they use and see in everyday in their lives and to question how those things relate to science and how they have developed over time.

The lessons are engaging and as hands-on as possible. Areas of study include Biological Science, Physical Science, Earth and Space Science and Chemical Science as prescribed in the Victorian Curriculum.

Every week the students will participate in an hour lesson in our new purpose built science laboratory.

At different times during the year the students may also have the opportunity to participate or be selected for additional science programs such as incursions, the ‘I Sea, I Care’ marine ambassador program and the ‘Little Scientist, Big Science’ program.

Visual Arts

The Da Vinci Studio is an open, light space that compliments and allows freedom of creativity. It is a nurturing and learning environment where resilience is encouraged, mindfulness is practised and persistence appreciated.

Children have an opportunity to have a voice and take responsibility for their learning. In the Da Vinci Studio, our aim is to engage learners with the idea that art should Challenge thinking, Provoke an action and Inspire new ideas. Where possible the visual art program connects with all areas of the curriculum and links to Inquiry learning.

Children will have the opportunity to explore visual arts through:

The Seven Areas of Art; Drawing, Collage, Painting, Printmaking, Textiles, Construction, Modelling, The Art Elements; Colour & Value, Line, Shape (2D), Texture, Space, Form (3D) and The Art Making process; Ideas for Art, Art Making, Responding to Artworks.

Student Voice

Student voice acknowledges that students have unique perspectives on learning, teaching, and schooling, and should have the opportunity to actively shape their own education. Student voice is students actively participating in their schools, communities and the education system, contributing to decision making processes and collectively influencing outcomes by putting forward their views, concerns and ideas. Student voice allows students to engage, participate, lead and learn.

At Chandler Park Primary School we acknowledge that Student Voice is a powerful driver to motivate learning. We strongly believe that students having a voice is important at both a local and global level. The opportunity to be heard and be involved as key stakeholders ensures that view points from a range of representative students are heard and this in turn leads to more informed decision making.

Students at Chandler Park have a say in the classroom and are able to express Agency in learning. At Chandler Park, staff are regularly reflecting on student Voice and Agency. In addition, we have ran focus groups on this topic and also empowered student leaders to run assemblies and special events. We have also participated in local youth leadership forums, such as the Dandenong Children’s Forum and larger state events- like the Victorian Youth Parliamentary Convention. We continue to engage within the school and wider community to foster a strong student voice for all at Chandler Park Primary School.