Richmond Primary School uses the Curriculum framework of the Australian Curriculum.
From the first year of schooling to Year 10, students develop knowledge and skills in eight learning areas:
- Health and Physical Education (HPE)
- Humanities and Social Sciences (HASS)
- The Arts
There are three dimensions in the Australian Curriculum:
- Learning areas
- General capabilities
- Cross-curriculum priorities.
Further information about the Australian Curriculum can be found on its website:
Richmond Primary students benefit from specialist teachers’ lessons in the following subject areas:
Visual Arts/Media Arts
Learning in Visual Arts involves students engaging with the knowledge of visual arts, developing skills, techniques and processes, and using materials as they explore a range of forms, styles and contexts. Learning in Media Arts involves students learning to engage with communications technologies and a variety of art forms to design and produce a range of artworks.
Learning in Science aims to ensure that students develop an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live.
There are six key ideas that represent key aspects of a scientific view of the world and bridge knowledge and understanding across the disciplines of science. In brief these are; Patterns, order and organisation, Form and function, Stability and change, Scale and measurement, Matter and energy and Systems. These are embedded within each year level description and guide the teaching/learning emphasis for the relevant year level. The three interrelated strands of science; science understanding, science as a human endeavour and science inquiry skills.
These lessons aim to develop our students’ knowledge, understanding and skills students of their own and others’ health, wellbeing, safety and physical activity/participation.
Each class enjoys daily fitness lessons. A whole school Sports Day is held annually and receives strong support from our community. Upper primary students also may have the opportunity to participate in inter-school and district sports events (Year 5-7 SAPSASA sport).
Language Other Than English (LOTE) – Italian
These lessons include parts of socialising, informing, creating, translating, reflecting, systems of language, variation and change and the role of language and culture.
Additional curriculum information pertaining to our school is as follows:
Our shared vision is for all students to receive high quality teaching in literacy to enable them to become articulate powerful citizens in their daily lives, to be able to comprehend a range of written, visual and oral texts through reading and listening and to be able to construct text through writing and speaking.
A whole school approach in the selection of curriculum adherent programs and relevant pedagogies, especially those incorporating EALD strategies, ensures consistency and continuity for all students in their achievement of literacy skills across all learning area in the curriculum. The consistent collection and analysis of assessment data in all areas of Literacy ensures differentiated programs which complement and enrich student learning and identifies students who need timely intervention.
Language and literacy are taught explicitly using the genre based functional grammar model and students are exposed to high quality literature.
Word study, which incorporates phonics, spelling and vocabulary knowledge, is provided via the Words Their Way program. As soon as Reception students develop phonological and phonetic skills through the Jolly Phonics program, they begin Words Their Way and systematically continue this program throughout their primary school years. The Big 6 are used to ensure students become competent readers. Sheena Cameron’s reading comprehension strategies are explicitly and consistently taught at all year levels during whole class instruction and differentiated guided reading groups including students attending the Levelled Literacy Intervention (LLI) groups. As students become independent readers, Literacy Pro provides a differentiated reading program where students read “real” books at their targeted Lexile level.
For more information;
Australian Curriculum Literacy link click – here
Our shared vision is for all students to receive high quality teaching in mathematics to support the development of rich mathematical knowledge and understanding and for all students to apply mathematical skills with confidence in their daily lives. We encourage teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences.
Our numeracy agreement describes maths lesson which include ‘attention getters”, to stimulate interest and assist conceptual learning. We also value mental routines, to develop vocabulary and activate prior knowledge.
We focus on High Impact Yield Strategies (DECD Literacy and Numeracy First, Learning Improvement Division) in order to implement high-yield teaching and learning practices that engage, challenge and intellectually stretch learners, and develop them as powerful and expert learners of numeracy and literacy. These strategies include;
- Targeted differentiation teaching
- Clear Learning Intentions
- Logical and intentional sequencing of the learning
- Explicit teaching
- Multiple approached
- Ongoing feedback
For more information for parents to support their children:
https://www.decd.sa.gov.au/sites/g/files/net691/f/numeracy-literacy-strategy-birth-to-18.pdf – Parent engagement in education
STEM (Science, Technology, Engineering, Maths)
STEM teaching and learning looks different across every class at every school, some examples of what students learning STEM could be engaged in:
- 3D Printing
- Green screen technology
- Designing and building prototypes like windmills and solar cars technologies
- Problem solving ( related to local and world issues)
- Oliphant Science Awards involvement
To find out more about the DECD STEM learning strategy please visit:
Information and Communication Technologies
ICT is incorporated in all curriculum areas. Students develop safe and responsible cyber-practices under staff guidance in their work using computers and the Internet.
The Richmond Primary School Resource Centre/Library is a continually evolving space, which is enjoyed by the whole school community. It houses a carefully curated selection of books including picture books, non-fiction, teacher resources and various novels and chapter books. Students are encouraged to borrow books every week and to discover ones that are a ‘good fit’ for them. Students are encouraged to participate in the Premiers Reading Challenge every year.
In addition to the Premiers Reading Challenge, the Resource Centre is involved in the Little Big Book Swap, Scholastic Book Fairs and Book Clubs, organising of author and reading ambassador visits as well as promoting reading during the Children’s Book Council Awards (CBCA) National Book Week.
At Richmond Primary School student wellbeing is considered a core component of schooling. It is foundational to how students see themselves, their potential and each other. A focus on student wellbeing supports and builds student engagement in learning, success in school and in life. Our school values our Courage, Inclusivity, Empathy and Honesty.
Some examples of programmes and processes which promote student wellbeing include:
- classroom behaviour guidelines/expectations (classroom agreements, classroom charters)
- class meetings
- circles pedagogy
- social and emotional learning programmes and approaches
- student action team (Year 7)
- student lunch-time clubs
- fund-raising events (themed dress-up days, fruit days)
- academic competitions
There are many interrelated elements of schooling that relate and impact on student wellbeing, these are recognised by school leadership and school staff and feature in areas of school improvement and our school’s engagement with the KidsMatter Primary Initiative. A partial list follows.
- sense of belonging (school connectedness)
- school ethos
- school climate
- peer relationships
- cognitive engagement
- academic self-concept
- social and emotional learning competencies
- school attendance
- problem-solving skills
We know that our students’ wellbeing is the foundation for their engagement in learning and success at school. As a result we monitor wellbeing closely and implement programs and processes supported by our Student Counsellor.
We aim to create a safe, supportive and productive learning community where children are taught to be successful citizens.
Programs and processes which promote positive student well-being include:
- class and school codes of behaviour
- class meetings and Circle Time
- social skills programs
- clubs, camps and sporting activities
- student citizenship programs and Student Council
Responsible behaviour of students is recognised and encouraged in the classroom through encouraging feedback, special activities, stickers or certificates.
Whole school recognition occurs at assemblies, through involvement in special school projects, awards and articles in the newsletter.
We treat breaches of our school codes of behaviour as an opportunity for students’ personal learning and development. We take a ‘restorative approach’ aiming to repair relationships rather than punish and apply agreed natural consequences to restore the situation.
Parents are notified of any breaches via a white form. The main purpose of the form is to notify you of the incident and consequence in order to assist you to discuss it with your child and support their social learning.
Behaviour of a violent or illegal nature, bullying or sexual/racist harassment is treated very seriously. Such incidents are referred immediately to the Leadership team and dealt with according to DfE Policy.