Guildford Grammar Preparatory School has made an on-going commitment to the delivery of a curriculum that ensure it remains;
A leader in education, Going Forward, to meet the challenges of the 21st Century.
In saying this we have embraced the Curriculum Framework and the ideals of Outcomes Focused Education (OFE).
The Curriculum Framework represents a major step in the reform of school curriculum in Western Australia. It is built upon a commitment to the philosophy that learning is continuous and that the essential purpose of schooling is to improve the learning of all students through the delivery of OFE.
When using an Outcomes approach we-
• Plan our lessons and units around developing student’s skills or understandings rather than covering a content area
• Require students to demonstrate what he/she knows and can do
• Provide opportunities for the student to demonstrate Outcomes through active involvement in a range of settings
• Aim to change the students rather than simply have them learn
• Help students to demonstrate a skill or understanding (OUTCOME) which is meaningful and relevant to their present and future life
• Encourage the “transfer” of Outcome skills developed, to other contexts
• Include learning experiences involving Decision Making, Problem Solving, Interpreting (Higher Order Thinking Skills)
• Provide ample time for students to develop an Outcome
• Move beyond academic learning and include ‘Relevance’
• Provide a range of “avenues” to develop an Outcome
• Promote “inclusivity” and recognition of achievement
• Sometimes take a “back seat” in the learning process
• Remain ‘in control’ of the class
• Develop a skill or concept sequentially
• Provide opportunities for independence and inter-dependence
While eight learning areas have been identified in the Curriculum Framework, knowledge, skills, understandings, values and attitudes should be integrated across all learning areas. Students should be given frequent opportunities to see the connections between different areas of knowledge and endeavour. They should be encouraged to understand the contingency of any division of knowledge into learning areas, subjects or other categories, and to appreciate the interconnectedness of all knowledge and the indissoluble relationship between knowledge and values. They should see learning areas and subjects as vehicles for understanding the world in which they live. Their education should help them to see the content of their learning areas and subjects at work in their own lives and the world around them. The holistic nature of human learning and knowledge should be emphasised throughout students’ schooling.
The Arts
In The Arts learning area students develop creative skills, critical appreciation and knowledge of artistic techniques and technologies in dance, drama, media, music, visual arts and combinations of arts forms. The Arts develop students’ sense of personal and cultural identity and equips them for lifelong involvement in, and the appreciation of the arts.
English
In the English Learning Area, students learn about the English language: how it works and how to use it effectively. They develop an understanding of the ways in which language operates as a social process and how to use language in a variety of forms and situations. They learn to speak, listen, view, read and write effectively.
Health and Physical Education
Health and Physical Education provides students with an understanding of health issues and the skills needed for confident participation in sport and recreational activities. This enables students to make responsible decisions about health and physical activity and to promote their own and others’ health and well-being.
Languages Other Than English
In the Languages Other Than English (LOTE) learning area, students learn to communicate effectively in languages other than English. They gain an understanding of other societies, the ability to interact with people and cultures other than their own and practical skills which they can use in future social, cultural and vocational areas. Through LOTE, students are also able to further develop their skills and understandings in English and of literacy in general.
Mathematics
In mathematics, students learn to use ideas about number, space, measurement and chance, and mathematical ways of representing patterns and relationships, to describe, interpret and reason about their social and physical world. Mathematics plays a key role in the development of students' numeracy and assists learning across the curriculum.
Science
In the Science learning area students learn to investigate, understand and communicate about the physical, biological and technological world and value the processes that support life on our planet. Science helps students to become critical thinkers by encouraging them to use evidence to evaluate the use of science in society and the application of science in daily life.
Society and Environment
The Society and Environment learning area develops students’ understanding of how individuals and groups live together and interact with their environment. Students develop a respect for cultural heritage and a commitment to social justice, the democratic process and ecological sustainability..
Technology and Enterprise
In the Technology and Enterprise learning area, students apply knowledge, skills, experience and resources to the development of technological solutions that are designed to meet the changing needs of individuals, societies and environments. Students become innovative, adaptable and reflective as they select and use appropriate materials, information, systems and processes to create solutions that consider the short- and long-term impact on societies and environments.
RESOURCE SUPPORT
The Preparatory School, in its pursuit to remain at the forefront of educational developments, utilises the CURRICULUM ORGANISER (CO) as its basis for curriculum development. The CO ensures that we are continually monitoring the teaching and learning that transpires at our School. This monitoring ensures that our Scope and Sequence across all eight Learning Areas empowers our students and motivates our teachers.
The Curriculum Organiser is a system of curriculum planning documents which:
• Is founded on an outcomes approach to learning and teaching.
• Is based on the Curriculum Framework - Overarching Learning Outcomes and Learning Area Outcomes.
• Relates to the Student Outcome Statements i.e. strands and levels.
• Highlights the processes underpinning each learning area.
• Identifies key concepts and personalised value connections. Shows possible links to related learning areas.
We also have a commitment to developing the attributes of the:
Lifelong Learner
A knowledgeable person with deep understanding
Complex Thinker
Creative Person
Active Investigator
Effective Communicator
Participant in an Interdependent World
Reflective and Self-Directed Learner
“Do not try to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is enough to open minds; do not overload them. Put there a spark. If there is some good inflammable stuff, it will catch fire.”
- Annatole France