The basic skills and foundations for future learning, together with attitudes, values and, most importantly, the desire for learning, are all cultivated at Moyhu Primary School.
Our learning curriculum is created using the framework of the Victorian curriculum. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development, and active and informed citizenship.
As a small school we value each student as an individual by understanding their current abilities, strengths and areas for improvement. We target & differentiate our learning programs to either small group, individual or modified tasks to ensure we meet each child at their point of learning.
Students are exposed to a variety of reading materials from leveled readers to chapter books. Students explore and practice reading using the six reading traits of predicting, visualising, inferring, summarising, questioning and making connections. Students are placed into small groups (literacy circles) with a book appropriate to their skills.
Younger learners participate in a guided reading session where they practise word recognition, decoding strategies and fluency.
Students create texts for the purpose of persuasion, informing or entertaining. Teachers model and guide students through the writing process by whole class, small group and individual instruction. The writing process involves developing ideas, planning, drafting, editing, reviewing and publishing. Younger learners participate in guided writing sessions where they practice writing using high frequency words, handwriting letter formation and sentence structure based on familiar topics.
A Maths session consists of a fluency task, explicit teaching, small group instruction and independent work time. The three numeracy domains are Number and Algebra, Measurement and Geometry and Statistics and Probability. Number and Algebra are a focus for the whole year while Measurement and Geometry and Statistics and Probability are a smaller component taught throughout the year. Younger learners begin exploring numbers to 20, understanding place value through different representations of number from written to modelled.
We use the SMART Spelling Program. It incorporates both the systematic teaching of spelling each week and also personal words from their own writing. Students unpack a specific sound/pattern focus and select from a range of words (from simple to complex), to meet different individual needs. Spelling is taught by exploring the meaning of words to expand vocabulary and then breaking words into syllables, sounds and letter patterns (graphs, digraphs and trigraphs). Younger learners begin learning common letter sounds and progress to segmenting and blending a range of sounds.
There are eight main topics in the areas of Humanities and Sciences that we focus on over a two year cycle, so one topic generally is explored over a whole term. The Humanities provide a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment. 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 our lives.
STEM is an approach to learning and development that integrates the areas of science, technology, engineering and mathematics. Through STEM, students develop key skills including: problem solving, creativity, critical analysis, teamwork, independent thinking, initiative, communication and digital literacy. We use a variety of robotics and coding programs to support students in building their digital literacy skills.
Wellbeing focuses on students’ social and emotional development. We explore wellbeing through our school values of learning, safety and respect. Our program uses positive behavior reinforcement strategies to support all students. We aim to equip all our students with a range of strategies that support their overall wellbeing that they can use not only in the classroom but in everyday life.
Students develop their physical skills by participating in inclusive games which are taught in the Bluearth Program. This program comes every fortnight and promotes skills like self-umpiring, cooperation and positive attitudes. During the non-BluEarth weeks, we focus on developing movement skills, concepts and strategies to enable students to confidently, competently and creatively participate in a range of physical activities. We utilise our school swimming pool and indoor gymnasium, outdoor basketball court, cricket pitch and oval to provide a comprehensive physical education program.
Italian Language Program
Students acquire communication skills in Italian. They develop understanding about the role of language and culture in communication. Their reflections on language use and language learning are applied in other learning contexts.
Learning languages broadens students’ horizons about the personal, social, cultural and employment opportunities that are available in an increasingly interconnected and interdependent world.
Visiting each fortnight the MACC (Mobile Art Craft Centre) Program provides specialist visual art education. Visual Arts includes the fields of art, craft and design. Students create visual art works that communicate, challenge and express their own and others’ ideas
Visiting each fortnight the MARC (Mobile Area Resource Centre) Program allows students and staff the opportunity to borrow resources and books while also providing focussed library studies.
Stephanie Alexander Kitchen Garden Program
SAKG Program aims to introduce pleasurable food education to children during their learning years, in order to form positive food habits for life. We grow a range of produce at the school which students learn to harvest, prepare and cook in a commercial kitchen.