Glenfield Park School

Learning for Life

Telephone(02) 9827 6120

GPS Primary Programs & Key Learning Areas

Learning for Life Primary Programs & Key Learning Areas:

The following Key Learning Areas (KLAs) are integrated into themed units to help students make connections across the curriculum and the world around them. Each program is differentiated for each class context as well as for individual student learning needs. Our expert staff develop and implement learning experiences that challenge and engage students across all KLAs. 

Mathematics: The continuum of key ideas is designed to provide students with a sequence of learning from Early Stage 1 through to Stage 3. In addition to teaching core concepts, our teachers focus on differentiating learning to support students in; understanding the symbols and language specific to mathematics; selecting an appropriate strategy to address a problem and recalling steps in a strategy and/or reflecting on their use of the strategy. Other considerations to our Mathematics program includes adjustments in new material presented in small steps, additional explanation, pre-teaching of expected prior knowledge, strategies and skills necessary for learning new related concepts, repeated modelling, guided practice, extensive independent practice, explicit teaching of learning strategies (cognitive and metacognitive strategies), additional teaching and learning experiences at each phase of learning (acquisition, fluency, maintenance, generalisation) and instructional scaffolding.

English: As students respond to and compose texts, they undertake a number of other integrated and concurrent processes: engaging personally with texts, developing and applying contextual knowledge, and understanding and applying knowledge of language forms and features. Further to the differentiation strategies used in Mathematics, we support our students with; explicit teaching of reading strategies; explicit teaching of using text structure to gain meaning from texts; use of scaffolds to support note-taking and/or structure written responses; explicit teaching of research techniques; opportunities for group, paired or shared learning activities; providing visual representations and/or materials to demonstrate a concept; sequencing the knowledge and skills; structuring the tasks into smaller stages with regular guidance and feedback provided throughout and; sequencing the knowledge and skills from easy to more difficult where possible.

Mandatory Child Protection: It is mandatory to teach Child Protection Education in every stage of learning from Kindergarten to Year 10. Child Protection Education is the responsibility of the whole school community. The development of a school environment and culture that models safe and respectful practices and is consistent in dealing with incidents of bullying and violence is an important teaching tool. The security of the school environment provides the opportunity to equip students with the skills and strategies to enable them to build respectful and equal relationships and recognise and avoid potentially unsafe and abusive situations.

Personal Development, Health and Physical Education (PDHPE): PDHPE is divided into 3 core areas of focus – Health, Wellbeing and Relationships, Movement, Skill and Performance, and Healthy, Safe and Active Lifestyles. Through the explicit teaching of content, students develop; strategies to manage change, challenges, power, abuse, violence and learn how to protect themselves and others in a range of situations; self-management and interpersonal skills to support them to strive for enhanced performance and participation in a lifetime of physical activity and self-management, interpersonal and movement skills.

Human Society and Its Environment (HSIE): (History and Geography): HSIE involves the study of people, cultures, societies, and environments. At Glenfield Park we aim to enhance students’ sense of personal and community identity through our integrated program that helps students make connections across the KLA’s. In consultation with our Aboriginal Education Officer, students develop an awareness of appropriate protocols for consultation with Aboriginal Communities, and of the importance of acknowledging ownership of cultural knowledge.

Creative Arts: Creative Arts is inclusive of Visual Arts, Music, Drama and Dance. Our students participate in Visual Arts lessons with our dedicated Visual Arts teacher. Music, Drama and Dance is integrated into other KLA’s as part of our cross-curricular approach. The relationships between ‘learning to’ and ‘learning about’ are central to the students’ development of knowledge, skills and understanding and their development of values about the artforms. Activities are promoted that allows students’ reflection on their experiences of making, organising sound, composing, listening, and appreciating.

Science and Technology: Students develop skills in conducting scientific investigations and designing and producing solutions through learning about the Living World, Material World, Physical World, Earth and Space, and Digital Technologies. We place a particular emphasis on understanding the language specific to science and/or technology, selecting an appropriate strategy for research or investigation purposes, and understanding critical features of a concept and/or generalising key facts, concepts, strategies, and procedures to other contexts. ​

Supporting Student Integration: Students from kindergarten to Year 6 students have the opportunity to attend their mainstream schools. The purpose for primary integration is for students to learn skills for safe and respectful participation in a mainstream/support class and the wider school environment. It facilitates a negotiated, appropriate educational program using adjustments from the regular class program and, for social inclusion in their school community. Some students are supported by an SLSO; either from GPS or the integration school, the aim of the program is for students support needs to decrease of time, and students to display more autonomy. 

Swimming Scheme: NSW Department of Education and Communities School Swimming and Water Safety Program. During Term 4, Infants and Primary classes participate in a 10-day intensive Swimming and Water Safety Program run by the NSW Department of Education and Communities School. The Special Swimming Scheme program allows students to develop water confidence and provides them with basic skills in water safety and survival. Students are also provided with weekly swimming lessons in the pool during 1st term and 4th. 

School Sport: Glenfield Park School encourages participation, enjoyment, and skill development by creating sports programs that meet the needs of all students. Each morning student particpate in a whole school fitness program,  which provides the opportunity for student to practice their fundatmental movement skills, increase motor skill development and improve stamina. This programs provides intensive student support to increase student relationship building and enhances student confidence. Participating in a sport program allows students to build leadership skills and learn about sportsmanship, turn taking and fair play.

Aboriginal student support: The 8 ways learning pedagogy is intergrated into all aspects of student learning and interactions. Links to community have been established and community elders and students are focused on creating places of spiritual significance and areas to celbrate the Aboriginal cultural. 

Primary Assembly: Assemblies are held every Friday. They start with students singing both the Dharawal and Australian national anthems. Individual achievements for students are recognised and celebrated. Notices, reminders, and upcoming events are shared. Students use this opportunity to exercise and enhance their leadership skills and public speaking abilities.