St Brigid's College Primary School 2021 Curriculum Handbook - St Brigid's College

St Brigid's College Primary School 2021 Curriculum Handbook - St Brigid's College
St Brigid’s

      Primary School
 2021 Curriculum Handbook
St Brigid's College Primary School 2021 Curriculum Handbook - St Brigid's College
Dear Parents and Students,

I am delighted to present our Primary School Curriculum Handbook for 2021.

We are privileged to have a dedicated staff who work collaboratively and tirelessly
for the wellbeing of our students. Our primary students are exposed to the expertise
of many specialist teachers, and wide-ranging offerings which includes Robotics, the
Arts, Languages and our very own Bush School; all within our marvelous facilities
and grounds.

As they progress through the primary years we encourage our students to develop
their strengths and interests to not only further their educational learning, but to
develop the gifts and talents that God has given them.

In Catherine McAuley’s words “You should remember that not to advance is to go back”.

We encourage our students to develop their skills and motivation, preparing to take
their place as future leaders in our society.

God Bless,

Carmen Cox
St Brigid's College Primary School 2021 Curriculum Handbook - St Brigid's College
Table of contents

Section 1 – Learning at St Brigid’s College .......................................................................... 1
   1.1      Types of Learners at St Brigid’s College ............................................................... 1
   1.2      The West Australian Curriculum ........................................................................... 2
Section 2 - Areas of Study ...................................................................................................... 3
   2.1      Religious Education ................................................................................................. 3
   2.2      The Sacraments ......................................................................................................... 7
   2.4      Home Learning Requirements ............................................................................. 13
   2.5      Home Learning Time Allocation ......................................................................... 14
Section 3 - The Early Years .................................................................................................. 15
   3.1      Our Learning Environment .................................................................................. 15
   3.2      Partnership with Parents ....................................................................................... 15
Section 4 - Learning Differences ......................................................................................... 16
   4.1      The da Vinci Decathlon ......................................................................................... 16
   4.2      Robotics .................................................................................................................... 17
   4.3      First Lego League ................................................................................................... 17
   4.4      Coding ...................................................................................................................... 17
Section 5 – Primary School Contacts .................................................................................. 18
Section 1 – Learning at St Brigid’s College

1.1         Types of Learners at St Brigid’s College
Our Primary School is driven by a deep belief that all students have the right to
become successful learners, as well as confident and creative individuals. Our teachers
use evidence-based and well-researched strategies in their teaching to ensure students
have at least a year's growth in their learning. Teachers set high expectations for the
students. There is a strong focus on literacy and numeracy; these areas are explicitly
taught, and teachers provide timely feedback to guide students. Based on students’
abilities, our teachers scaffold students to the next level of mastery. Students use their
acquired knowledge for inquiry learning, project-based learning and deep learning.
In addition, students are taught higher order thinking, technological and
computational skills within the classroom environment.

As learners at St Brigid’s College …
      •     We nurture our curiosity, developing skills for inquiry and research. We know
            how to learn independently and with others. We learn with enthusiasm and
            sustain our love of learning throughout life.
      •     We develop and use conceptual understanding, exploring knowledge across
            a range of disciplines. We engage with issues and ideas that have local and
            global significance.
      •     We use critical and creative thinking skills to analyse and take responsible
            action on complex problems. We exercise initiative in making reasoned,
            ethical decisions.
      •     We express ourselves confidently and creatively in more than one language
            and in many ways. We collaborate effectively, listening carefully to the
            perspectives of other individuals and groups.
      •     We act with integrity and honesty, with a strong sense of fairness and justice,
            and with respect for the dignity and rights of people everywhere. We take
            responsibility for our actions and their consequences.
      •     We critically appreciate our own cultures and personal histories, as well as
            the values and traditions of others. We seek and evaluate a range of points
            of view, and we are willing to grow from the experience.
      •     We show empathy, compassion and respect. We have a commitment to
            service, and we act to make a positive difference in the lives of others and in
            the world around us.
      •     We approach uncertainty with forethought and determination; we work
            independently and cooperatively to explore new ideas and innovative
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strategies. We are resourceful and resilient in the face of challenges and
      •     We understand the importance of balancing different aspects of our lives-
            intellectual, physical, and emotional-to achieve well-being for ourselves and
            others. We recognise our interdependence with other people and with the
            world in which we live.
      •     We thoughtfully consider the world and our own ideas and experience. We
            work to understand our strengths and weaknesses in order to support our
            learning and personal development.

1.2         The West Australian Curriculum
All of the teaching programmes at St Brigid’s deliver the syllabus requirements of the
West Australia curriculum. Underpinning the curriculum, the students’ learning
focuses on;

Respect and concern for others and their rights - sensitivity to and concern for the
wellbeing of other people and respect for life and property. Each student is
encouraged to be caring and compassionate, to be respectful of the rights of others
and to find constructive ways of managing conflict. This includes the right to learn in
a friendly and non-coercive environment.

Pursuit of knowledge and commitment to achievement of potential - the lifelong
disposition toward the quest for knowledge as each student strives to understand the
social and natural worlds and how best to make a contribution to these worlds.
Each student is encouraged to achieve his or her potential in all respects and, through
critical and creative thinking, to develop a broad understanding of his or her own
values and world views.

Self-acceptance and respect of self - the acceptance and respect of self, resulting in
attitudes and actions that develop each student’s unique potential - physical,
emotional, aesthetic, spiritual, intellectual, moral and social. Encouragement is given
to developing initiative, responsibility, ethical discernment, openness to learning and
a sense of personal meaning and identity.

Social and civic responsibility - the commitment to exploring and promoting the
common good and meeting individual needs without infringing the basic rights of
others. This includes encouraging each student to participate in democratic processes,
to value diversity of cultural expression, to respect legitimate authority, to promote
social justice and to support the use of research for the improvement of the quality of

Environmental responsibility - the commitment to developing an appreciative
awareness of the interdependence of all elements of the environment, including

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humans and human systems, encouraging a respect and concern for Australia’s
natural and cultural heritage and for forms of resource use that are regenerative and

Extract from

Section 2 - Areas of Study

At each level of the programme students must study a subject from each of the nine
Learning Areas. At St Brigid’s College these are –

                                 AREAS OF STUDY
                                 Religious Education
                                 Humanities and Social Sciences
                                 Languages (Italian)
                                 Health and Physical Education
                                 Technologies – Digital and Design
                                 The Arts – Performing and Visual

2.1         Religious Education

Religious Education is the first learning area at St Brigid’s College.
The Religious Education learning area focuses on the knowledge and understanding
of the Gospel as it is handed on by the Catholic Church to those who follow Christ in
today’s world. The content and processes of the learning area are intended to ensure
that students, through a process of cultural, systematic and critical reflection, learn the
teachings of the Gospels and understand what it means to be a Christian and how
Christians live their lives.

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Religious Education at St Brigid’s College follows the Perth Archdiocese Religious
Education Units of Work. These cover a range of concepts and topics in a progressive
and developmental manner. All students participate in daily Religious Education
lessons and within each class there is designated Prayer Area with a focus on daily
prayer and reflection. Students partake in regular Liturgies and Class Masses where
they have the opportunity to receive the Sacraments of Reconciliation, First Eucharist
and Confirmation. Liturgical Feast days are also celebrated within the College and
with the wider community. Our students are also involved in Reflection Days.
Pre-Primary and Year One will cover twelve units over the year. Year Two to Year
Six will cover eight units of work.

These units follow the following themes of –
      •     Baptism
      •     Penance
      •     Eucharist
      •     Confirmation
      •     Church
      •     Bible
      •     Prayer
      •     Jesus

In Three and Four Year Old Kindergarten, Religious Education is taught throughout
the day in the form of prayer, God talk and biblical storytelling. The aim of the
Religious Education program at this level is to introduce students to the person of
Jesus and some of the rituals and practices of the Church (e.g. how to make the Sign
of the Cross, to love one another).

In Pre-Primary students explore the similarities and differences created by God in
people, their families and their friends. Students identify from Bible stories that Jesus
belonged to a community and related closely with his family and friends within that
community. They retell Bible stories about Jesus and how he used words and actions
to teach people how to relate in loving and forgiving ways with God and one another.
Students represent information about the Church as a religious community, guided
by the Holy Spirit to follow the life and teachings of Jesus. They provide examples of
how the Church community develops a relationship with God through prayer, the
celebration of Mass and other liturgies such as Christmas and Easter.

In Year One students explore the work of God who created all people to grow, learn
and change in unique ways. They recall how all people created by God undergo
physical, intellectual, social, emotional, and spiritual changes. Students retell Bible
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stories about Jesus and how he grew and learnt from his family and the wider
community to which he belonged. Students identify the Church as a religious
community that believes in Jesus and follows his life and teachings. They identify how
people are guided by the Holy Spirit to become members of the Church community
and actively participate. Students provide examples of how the Church community
relate with God through prayer, the celebration of the Mass and other liturgies. They
identify how the Church community honours the Bible as the Word of God and uses
the Bible at Mass to discover God's love.

In Year Two students formulate questions and gather information to engage in
discussions about God and how God's love is taught and expressed through the
Church as a community. Students identify some characteristics of a community and
explain how the family and the Church reflect those characteristics. They explore how
the Church as a religious community is founded by Jesus and guided by the Holy
Spirit. They identify how the Bible helps members of the Church come to know God
and follow God's Commandments as Jesus did. Students explain how the Church is
like a family who shares in the life of Jesus to live in communion with God and each
other. They provide examples of how the Church community can reflect God's love
by being compassionate like Jesus taught. Students describe how the Church joins
with Jesus in the celebration of the Eucharist, as a thanksgiving prayer to God.
Students recall the presence of the Holy Spirit when members of the Church pray both
formally and informally to God, celebrate the Seven Sacraments and live in ways that
promote peace.

In Year Three students formulate questions and gather information about God who
Christians believe is loving, merciful and the Creator of all things. They identify the
Christian belief that God's love and mercy is reflected in the Person of Jesus, the Son
of God. Students recall how God creates all people with a conscience to make loving
and merciful choices.

Students use the Bible to identify how Jesus was sent to help people develop their
consciences. They recount Gospel stories about the life and teachings of Jesus and
explain how such stories are signs of God's love and mercy. Students retell stories
about Mary, the Mother of Jesus and John the Baptist who chose to be faithful to God.
They also identify how the Church honors these people. Students identify the role of
the Church as helping people to learn about the Gospels and giving witness to the
Gospel message. They provide examples of how the Church guides and supports the
development of people's consciences to give witness. Students identify the Church as
a religious community that worships God through the Eucharist and further nurtures
people's relationships with God and one another, through prayer, the Sacrament of
Penance and other liturgies.

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In Year Four students formulate and explore people's questions about being created
by God and make connections between their humanity and Jesus' humanity. They
provide examples that illustrate Jesus' teachings about the Kingdom of God as a place
where people choose to live in a loving relationship with God and each other. Students
recall the Last Supper as the Jewish Passover meal Jesus shared with his Apostles the
night before he died. They describe how at the Last Supper Jesus instituted the
Eucharist and showed his Apostles how to continue his work. Students describe how
the followers of Jesus, the Church, are inspired by the Holy Spirit and share common
beliefs and practices. They identify the importance of the Mass as a memorial of the
life and teachings of Jesus and as a means for living God's Kingdom. Students explain
how prayer and the celebration of the Sacraments are also examples of participating
in the Eucharistic life of the Church. They explore the lives of Mary, the Mother of
Jesus, St Peter, St Paul and the other Apostles and describe how these early Christians
are role models of faithfulness to God.

In Year Five students explore how Christians believe that people have been created
by God to grow, freely make choices, and learn from those choices. They describe the
features and roles of different communities including the Church, that helps people
make choices that reflect the Christian virtues of love and goodness. Students identify
and outline how the Church was founded by Jesus to help people continue his
mission. Students identify and describe the work of Christians throughout history
who have been guided and strengthened by the Holy Spirit to proclaim the Gospel
message and lead others to do the same. They identify how the Twelve Apostles and
their successors have led the Church throughout history. Students describe how people
gather in a church to proclaim the Gospel message and learn how to live God's
Commandments. They explore how Church practices such as prayer, the celebration
of the Eucharist, other Sacraments, and liturgies, encourage and support the Christian
virtues. They describe how active participation in the life of the Church leads people
to come to know God and to develop a healthy relationship with God, themselves,
and other people.

In Year Six students refer to individual and collective experiences of Church to
question the purpose of life and examine people's relationship with God. They
identify the Christian belief that God is a mystery and that as people come to know
God there is always more to discover about God. Students show an understanding of
how Catholics are guided by the Bible and Church teachings to learn about and reflect
God's Kingdom. Students use the Gospels to show how Jesus acted in loving,
forgiving and compassionate ways to reflect God's Kingdom to all people. They use
examples to demonstrate an understanding of how Jesus used the Beatitudes and
parables to teach about the Kingdom of God. Students describe the presence of Jesus
in the Eucharist and how the celebration of Mass nourishes Catholics. Students
explore how people within the Church actively participate in the Mass and other
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parish activities such as prayer, the Sacraments and liturgies. They identify various
ways that people within the Church community proclaim the Gospel message through
acts of service. They describe how Christian vocations have been, and still are, a
response by people within the Church to follow Jesus and share in the work of God

2.2         The Sacraments
There are seven Holy Sacraments, three of which are celebrated during a child's
primary school years. Sacraments are sacred events and a sign of God's presence and
are vital expressions of Catholic life. Each time people receive a sacrament there is a
deeper response to the call of Jesus to discipleship. Since Sacraments are so important
they are taken very seriously and there is a need to prepare to receive them
thoughtfully and thoroughly.

The sacramental Programme at St Brigid's College includes the following:
Penance (First Reconciliation)                     Year Three
First Eucharist                                    Year Four
Confirmation                                       Year Six

Celebrating a Sacrament is an important step in the life of a Catholic child. Preparation
for the Sacraments received during the school years is a partnership between the
family, Parish and school. Whilst preparation for these Sacraments is school based,
there is an expectation that parents play an active part in this preparation by attending
Sacramental information nights, Commitment Masses and Sacramental workshops.
Catholic schools assist Parishes in their responsibilities to parents by providing the
knowledge and understanding of the Catholic faith, including knowledge about the
Sacraments by –
     •      Teaching the mandated religious education programme relating to the
     •      Provide opportunities for catechesis.
     •      Provide an environment that witnesses to and teaches Gospel values to the
            students and parents.
     •      Respect the primary role of the parents in the faith education of their children,
            support them in that role and inform them about the processes for Sacrament
            preparation and celebration in the Parish.

Sacramental Policy for school-aged children Archdiocese of Perth (6.1 Pastoral Principles)

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Reconciliation is vital in all our lives and when preparing for the Sacrament of
Penance, the starting point is exploring the child's own relationships. The children
reflect on their own family and friendship experiences and explore the rituals of
making up or 'reconciliation' and the ways of restoring peace again when we make
mistakes or do wrong. The Sacrament of Penance is one of the church's two
Sacraments of healing and it is through this Sacrament that we come to realise God's
desire to forgive us and celebrate our reconciliation with God.

As students prepare for the Sacrament of Reconciliation they begin with wondering
at the human experience of conscience, in which God stirs thoughts and feelings that
help people want to do what is loving and good. The children preparing for the
Sacrament are taught the steps and elements in the First and Second Rites of Penance.
Finally, the Religious Education units studied assist students to explore ways in which
Christians are called to examine their own consciences.

First Eucharist
Eucharist is a Greek word meaning "thanksgiving". Jesus started his Church as a
means of reuniting people and overcoming human divisions. He gave us the Mass, or
the Eucharist, also, so that, as all received him in Holy Communion, gradually he
could unite them more as a body. The celebration is there to nourish and nurture us,
so that strengthened by God's word, we are enabled to act and live with the courage
and commitment as disciples of Jesus in our world. The Religious units of work
studied by the students as they prepare for the Sacrament of Eucharist; focus upon
how Jesus draws all members of God's family closer through the Eucharist.

The second theme of the units focus upon how Catholics celebrate the Eucharist
(Mass), which Jesus gave first during the Last Supper. The children examine the
various parts of the Mass (gathering, listening, giving thanks, receiving and going
forth to love and share the Word through responses, gestures and prayers), paying
particular attention to the words of the priest at the Consecration (bread and wine
changed into Christ's Body and Blood) and the words spoken when receiving Holy
Communion. Finally, the units explore ways in which Christians are called to love
everyone as they would love themselves.

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The Sacrament of Confirmation is the second Sacrament of Initiation. Confirmation is
intimately linked to Baptism. In Confirmation, children are confirming their Christian
faith as their own, and in doing so are sealed with the gift of the Holy Spirit and
anointed with the oil of Chrism. Through this Sacrament, Christians are strengthened
by the Holy Spirit to use and develop the gifts to love and serve God and others in our
everyday lives.

Confirmation perfects our Baptism and brings us the grace of the Holy Spirit as once
granted to the apostles on the day of Pentecost. When preparing for the Sacrament of
Confirmation, students reflect on the fruits of the Holy Spirit by investigating the lives
of saints and people in the community.

The Religious Education unit begins by recalling that the soul gives life to the body
and inner strength for goodness. The children then describe and wonder at
experiences in which the soul strengthens people to be heroic in their efforts to do
'good'. The unit then explores ways in which Jesus revealed heroic, spiritual strength
to obey his Father. Jesus promised the special strength of the Holy Spirit to his Church
to empower his followers to do God's will. The unit explores ways, in which Christian
heroes have been strengthened by the Holy Spirit, and how Catholics are promised
this strengthening through the Sacrament of Confirmation. Finally, the unit explains
ways in which Christians are called to live the Beatitudes as key teachings of Jesus
which increase the Spirit's strength in their lives.

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2.3         Learning Areas
The English curriculum is built around the three interrelated strands of Language,
Literature and Literacy. Teaching and learning programs should balance and integrate
all three strands. Together the three strands focus on developing students’ knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and
creating. Learning in English builds on concepts, skills and processes developed in
earlier years, and teachers will revisit, strengthen and develop these as needed

Health and Physical Education

In Health and Physical Education, students learn how to enhance their own and
others' health, safety, wellbeing and physical activity participation in varied and
changing contexts. The Health and Physical Education curriculum (P–10) offers
students an experiential curriculum that is contemporary, relevant, challenging,
enjoyable and physically active.

In Health and Physical Education, students develop the knowledge, understanding
and skills to make decisions and to take action to strengthen their sense of personal
identity and autonomy, build resilience, manage risk and develop satisfying,
respectful relationships. They learn to take a critical approach to questioning physical
activity and health practices and to use inquiry skills to research factors that influence
the health, safety, wellbeing, and physical activity patterns of themselves, individuals,
groups and communities. As students grow and mature, they learn to access, analyse
and apply a variety of resources for the benefit of themselves and the communities to
which they belong.

Humanities and Social Science
Humanities and Social Sciences is the study of human behaviour and interaction in
social, cultural, environmental, economic and political contexts. Humanities and
Social Sciences have a historical and contemporary focus, from personal to global
contexts, and considers opportunities and challenges for the future. In the Western
Australian Curriculum, the Humanities and Social Sciences learning area comprises
four subjects: Civics and Citizenship, Economics and Business, Geography and
History. By studying Humanities and Social Sciences, students will develop the
ability to question; think critically; make decisions based on evidence; devise
proposals for actions; and communicate effectively.

Thinking about, reflecting on, and responding to issues requires an understanding of
the key historical, geographical, political, legal, economic, business and societal factors
involved, and how these different factors interrelate. The Humanities and Social

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Sciences subjects provide students with the knowledge and skills they need to develop
a broad understanding of the world in which we live and how people can participate
as active and informed citizens.


Languages enables all students to communicate proficiently in a language other than
English by providing students with essential communication skills in that language,
an intercultural capability, and an understanding of the role of language and culture
in human communication. Students in Pre-Primary to Year Six study the language of

Mathematics provides students with essential mathematical skills and knowledge
in Number and Algebra, Measurement and Geometry, and Statistics and Probability.
It develops the numeracy capabilities that all students need in their personal, work
and civic life. It provides the fundamentals on which mathematical specialties and
professional applications of mathematics are built.
The proficiency strands are Understanding, Fluency, Problem Solving, and
Reasoning. They describe how content is explored or developed, that is, the thinking
and doing of mathematics. They provide the language to build in the developmental
aspects of the learning of mathematics and have been incorporated into the content
descriptions of the three content strands described above. This approach has been
adopted to ensure students' proficiency in mathematical skills develops throughout
the curriculum and becomes increasingly sophisticated over the years of schooling

Science provides an empirical way of answering interesting and important questions
about the biological, physical and technological world. The knowledge it produces
has proved to be a reliable basis for action in our personal, social and economic lives.
Science is a dynamic, collaborative and creative human endeavour arising from our
desire to make sense of our world through exploring the unknown, investigating
universal mysteries, making predictions and solving problems. Science aims to
understand a large number of observations in terms of a much smaller number of
broad principles. Science knowledge is contestable and is revised, refined and
extended as new evidence arises.

Science provides opportunities for students to develop an understanding of important
science concepts and processes, the practices used to develop scientific knowledge, of
science's contribution to our culture and society, and its applications in our lives. The

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curriculum supports students to develop the scientific knowledge, understandings
and skills to make informed decisions about local, national and global issues and to
participate, if they so wish, in science-related careers.

In addition to its practical applications, learning science is a valuable pursuit in its
own right. Students can experience the joy of scientific discovery and nurture their
natural curiosity about the world around them. In doing this, they develop critical and
creative thinking skills and challenge themselves to identify questions and draw
evidence-based conclusions using scientific methods. The wider benefits of this
"scientific literacy" are well established, including giving students the capability to
investigate the natural world and changes made to it through human activity.


Technologies enrich and impact on the lives of people and societies globally. Society
needs enterprising students who can make discerning decisions about the
development and use of technologies, develop solutions to complex challenges and
contribute to sustainable patterns of living. Technologies can play an important role
in transforming, restoring and sustaining societies and natural, managed and
constructed environments.

Technologies describes two distinct but related subjects:

      •     Design and Technologies, in which students use design thinking and
            technologies to generate and produce solutions for authentic needs and
      •     Digital Technologies, in which students use computational thinking and
            information systems to define, design and implement solutions.

In an increasingly technological and complex world, it is important to develop
knowledge and skills to analyse and creatively respond to design and/or digital
challenges. Through the practical application of technologies including digital
technologies, students develop dexterity and coordination through experiential
activities. Technologies motivates young people and engages them in a range of
learning experiences that are transferable to family and home, constructive leisure
activities, community contribution and the world of work.

Technologies provides students with authentic learning challenges that foster
curiosity, confidence, persistence, innovation, creativity, respect and cooperation.
These attributes are necessary when using and developing solutions to make sense of
complex ideas and relationships in all areas of learning. Technologies helps students
to be regional and global citizens, capable of actively and ethically communicating
and collaborating.

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The Arts

The Arts have the capacity to engage, inspire and enrich all students, exciting the
imagination and encouraging them to reach their creative and expressive potential.
The term 'creativity' plays a critical role in all arts subjects. The Arts learning area
comprises five subjects: Dance, Drama, Media Arts, Music and Visual Arts. Together
they provide opportunities for students to learn how to create, design, represent,
communicate and share their imagined and conceptual ideas, emotions, observations
and experiences, as they discover and interpret the world.

2.4         Home Learning Requirements
The staff, at St Brigid’s College, believe that regular home learning assists in the
personal and academic development of students. A successful home learning
programme depends on close communication between teacher and parent. Our
mutual aim should be to encourage students to take a greater responsibility for
learning, should aid this development and should as far as possible, involve parents
in their child’s learning. At no stage should this be a frustrating experience. Parents
are in the best situation to assess their child’s ability to complete tasks/assignments at
home. If a child is unable to complete a home learning commitment after reasonable
effort, staff should be informed, through a note in the College Diary or an email to the
relevant staff member.

The Purpose of Home Learning -
      •            To encourage student self-discipline
      •            To reinforce studies carried out during the day
      •            To involve parents in the learning programme of their child
      •            To encourage student initiative and creativity
      •            To enable teachers to assess the level of mastery of work taught in class
      •            To prepare students for the demands of further studies at senior secondary
                   and tertiary level

The Role of Parents -
      •            To provide an appropriate place at home for the student to complete tasks
      •            To consult the diary to monitor the amount of homework set each night
      •            To encourage and assist the child to complete tasks set but not to do the
                   work set

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2.5         Home Learning Time Allocation
Generally, in the Primary School, home learning is comprised of nightly reading,
spelling and a task(s) for the week. Should your child exceed the suggested time limit,
home learning should stop, regardless whether the task is completed or not.
Kindergarten – Pre-Primary                         Read to by parent or guardian
Years One – Two                                    10 minutes a school night
Years Three – Four                                 15 minutes a school night
Years Five – Six                                   20 minutes a school night
Students use their dairies to record home learning tasks and parents are asked to sign these
each week.

Parents As Home Learning Partners
      •     Provide a suitable study area for your child for them to complete their home
            learning in, this includes assisting them to have the correct equipment to
            completed their tasks.
      •     Establish a home learning routine; choose a regular time slot.
      •     Limit distractions during home learning time; for example, no television in the
            background, siblings playing on iPads or music playing.
      •     Encourage children to use problem-solving skills when completing
            homework and only seek assistance if absolutely necessary.             We pride
            ourselves on encouraging our young people to be independent from an early
      •     Speak with the class teacher if there are ever home learning concerns.
      •     Establish the right balance of home learning and after school activities; look
            for a breadth of activities for your child to engage in, for example time in the
            back yard, visiting the local park or playing sport.

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Section 3 - The Early Years

3.1         Our Learning Environment
Our Early Learning Centre offers an environment, catering for three to six-year-old
children within a larger school setting. We aim to create a safe, supportive, nurturing
and stimulating learning environment which consolidates and extends the children's
interests and skills, and enables them to develop the dispositions to be life-long
learners. We acknowledge that the early years plays a significant role in laying the
foundations for continued success in learning. As educators we hold a strong
commitment to world's best practices and implement a pedagogy that reflects
Investigative play, Inquiry Approach, a Reggio Emilia inspired approach, the Early
Years Learning Framework and the National Quality Standards. At the same time
Literacy and Numeracy are explicitly taught, providing students with step by step
instruction on what to do and how to do it.

Our approach to early childhood education is shaped by our image of the child as a
competent and capable individual who is rich in potential. We recognise that children
possess a wealth of experiences, knowledge and understandings. Our intention is for
each child to develop a strong sense of identity and the confidence and skills needed
to make meaning of, and to shape their world. Through active listening and
observation and a close working relationship involving children, parents and fellow
educators, we are committed to uncovering how each child perceives his/her world,
enabling us to build on levels of understanding. Our play-based approach offers
children the opportunity and the time to play, to discover and explore, to question
and predict, to revisit and reflect, to wonder, to imagine and to dream. This is also
achieved through explicit, intentional, child-centred, play-based teaching and
learning. In addition, we fully embrace our beautiful natural surrounds in our unique
Bush School, when students spend the day outdoors where they can be noisy, messy
and use all their senses to engage in rich learning experiences.

3.2         Partnership with Parents
Parents and families are always welcome at our early learning years classrooms. Our
‘open-door' policy encourages parents to visit the classroom to discuss their child's
progress. Parent Information sessions are held to provide opportunities for discussion
of various aspects of early childhood development and education. These consolidate
the vital links between the home and the classroom. The benefits of a mutually
supportive relationship cannot be over-emphasised, as children develop confidence
and healthy understanding of themselves and others in a social context which respects
and recognises individual differences.

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Section 4 - Learning Differences

The Learning Differences Team consists of specialist staff who work closely with
the classroom teachers to ensure that the individual needs of students are
recognised and catered for. It is very important for parents to share information
regarding their child’s specific needs so intervention can begin as early as possible.
Students are given every opportunity to reach their full potential through
differentiation of the curriculum and promoting a learning environment that
celebrates individual differences.

Testing for all students takes place at the beginning of each new year and suitable
programmes are prepared to monitor and evaluate student progress. Individual
Plans may be created, where learning adjustments are outlined to address the
particular educational needs of students and to identify strengths and interests.
Support is primarily offered to students within the classroom setting and at times
students are withdrawn to participate in intervention programmes that are research
based, systematic, explicit and target individual needs such as the MiniLit and
MacqLit Programs. MiniLit is an early intervention literacy programs consisting of
carefully structured and sequenced lessons, focusing on reading instruction and is
delivered to students in small groups. The MacqLit Reading Program is available
for children in Year Three and above who need additional help reading and
comprehending or developing fluency and confidence in reading.

Enrichment includes providing challenge and opportunity for students to engage
in extension activities throughout the year to assess and accommodate individual
growth and change.

4.1         The da Vinci Decathlon

The da Vinci Decathlon is an academic competition designed to challenge and
stimulate the minds of school students. Students compete in teams of eight across
ten disciplines including Engineering, Mathematics, Code Breaking, Art and Poetry,
Science and English. Children from Years Five and Six who enjoy creativity,
problem solving and lateral thinking type activities are encouraged to be involved.
Once selected, students begin training for the competition as a team. Training is
about developing teamwork, learning to respect each other’s strengths and
contributions, and creative thinking.

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4.2         Robotics
The Robotics programme is highly engaging; with hands-on, problem solving
activities that perfectly suit the inquiry-based learning focus of the International
Baccalaureate Primary Years Programme. EV3 Mindstorm kits have given us the
capability of offering Robotics from Years Three to Six. Through this programme all
students have learnt how to problem solve, build and programme robots to meet
specific challenges set by teachers. Our younger students in Years One and Two,
have access to Lego WeDo 2.0® kits and are introduced to simple visual
programming in a highly motivating programme.

Our Robotics extra-curricular programmes have become more focused on building
and training teams for competitions such as RoboCup Junior and First Lego League.
RoboCup Junior Australia is a project-oriented educational initiative that supports
local, regional and international robotic events for young students. Students can
compete in areas such as Soccer, Dance and Rescue. The students work together and
solve challenges as a team.

4.3         First Lego League
First Lego League is a challenge focused problem-solving competition that requires
teams of students between the ages of nine and sixteen to solve a variety of
challenges using Robots, Technological thinking, Science and Teamwork. We value
the input of all ages in these teams and seek to select teams with a wide
representation of ages.

4.4         Coding
Students learn about concepts such as Computational Thinking, Coding, Design
and Construction, Project Management and Project Evaluation as a natural course
of action within everything they do. We believe this model mimics the procedures
of everyday life and enables students to become more competent inquirers. In
Years One to Six, the students are involved in a specialist robotics programme,
which compliments the study of technology in the classroom.

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Section 5 – Primary School Contacts

Deputy Principal                                   Ms Janine Walsh
                                                   9290 4234

Head of Primary                                    Ms Anne Tan
                                                   9290 4236

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