Phases of Learning Preparatory School - NEXT - Christ Church Grammar School
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Preparatory School Phases of Learning NEXT
Phases of Learning
Our boys’ learning journey at Christ Church is described through phases of learning
Responsibility,
Playing with Purpose Learning to Make Choices
Initiative & Connections
(PK to Year 2) (Years 3 and 4)
(Years 5 and 6)
He learns, grows, connects and creates He builds his love of learning He explores his character
He explores, discovers, questions
He reasons, makes choices and applies He continues to take responsibility for
and belongs in a secure and nurturing
fundamentals to his learning learning while exploring his character
environment
NEXTELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 3 TO 7 Phases of Learning
PHASE OVERVIEW
In the early years at Christ Church, our expert staff understand We continually challenge their thinking in order to develop
the specific learning needs and interests of boys. We appreciate flexibility and critical literacy skills when exploring concepts.
that between the ages of 3 to 7, these needs constantly change Our environments are interactive, nurturing and supportive.
and evolve and we are responsive to these changes.
We provide opportunities where boys can test theories, create
Our programs are developmentally appropriate, concept as well and question their understanding in a safe and secure community
as skills-based, and reflect the interests of our boys while still of learners, one in which teachers model that they are also life-
being guided by documents including the Early Years Learning long learners.
Framework, Kindergarten Curriculum Guidelines and the Western
Australian Curriculum (K–10). We support and foster the natural
curiosity of boys, their eagerness to learn and wonder and
encourage a love of communicating their ideas.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Develop receptive and expressive oral language skills through • A balanced approach of both intentional, explicit and inquiry-
play where he can observe, listen, explore and imitate new based opportunities for learning.
vocabulary and information.
• Developmentally appropriate resources and environments.
• Follow his curiosity of the community and world around him.
• Literacy and numeracy programs that both extend and support
• Learn through play, exploration and discovery so that he can his learning needs.
discover that learning can be fun and enjoyable.
• A variety of methods used for reporting learning progression and
• Develop positive dispositions towards learning as a life-long achievement.
process.
• A school wide, evidence-based behaviour management program
• Develop self-regulation skills. (Pre-Primary to Year 2).
• Develop positive, lasting relationships with peers and educators. • Specialist programs in Drama*, Music, Physical Education,
Library, Art* and Mandarin (*Pre-Primary to Year 2).
• Engage with nature on a regular basis.
• Speech and Occupational Therapy specialist screening when
required.
• On-entry Assessment from Pre-Primary to Year 2 to track and
monitor progress with Literacy and Numeracy skills.
• Teaching and Support staff who understand the individualised
needs of each boy.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 3 TO 7 Phases of Learning
PHASE OVERVIEW
In the early years at Christ Church, our expert staff understand We continually challenge their thinking in order to develop
the specific learning needs and interests of boys. We appreciate flexibility and critical literacy skills when exploring concepts.
that between the ages of 3 to 7, these needs constantly change Our environments are interactive, nurturing and supportive.
and evolve and we are responsive to these changes.
We provide opportunities where boys can test theories, create
Our programs are developmentally appropriate, concept as well and question their understanding in a safe and secure community
as skills-based, and reflect the interests of our boys while still of learners, one in which teachers model that they are also life-
being guided by documents including the Early Years Learning long learners.
Framework, Kindergarten Curriculum Guidelines and the Western
Australian Curriculum (K–10). We support and foster the natural
curiosity of boys, their eagerness to learn and wonder and
encourage a love of communicating their ideas.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Be and express himself in a safe environment. • The school wide, evidence-based Health program, Resilience,
Rights and Respectful Relationships (Pre-Primary to Year 2) that
• Be independent and work collaboratively with others. target self-awareness, self-management, social awareness,
relationship skills and social decision making.
• Develop social skills including sharing, turn taking, empathy and
compassion. • Teaching and learning programs that are specifically created to
cater for the needs of young boys.
• Develop an understanding of values.
• A supportive community environment that values links with
• Understand conflict resolution and a sense of fair play. families and the wider Christ Church community.
• Learn how to self-regulate in a supportive environment. • Daily modelling and explicit teaching of social skills by teaching
and support staff.
• Develop initiative and the ability to think for himself including
making safe risk choices. • Support from the Preparatory School Psychologist if needed.
• Follow rules and have a developmentally appropriate • Time to be a boy with his peers in class, as well as those from
understanding of consequences. other year levels through buddy activities and reciprocal learning.
• Engage with nature on a regular basis. • Clear boundaries and rules based on the values of the School.
• Teaching and support staff who model and scaffold conflict
resolution strategies.
• Different teaching and learning formats including independent,
small group and whole class experiences.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 3 TO 7 Phases of Learning
PHASE OVERVIEW
In the early years at Christ Church, our expert staff understand We continually challenge their thinking in order to develop
the specific learning needs and interests of boys. We appreciate flexibility and critical literacy skills when exploring concepts.
that between the ages of 3 to 7, these needs constantly change Our environments are interactive, nurturing and supportive.
and evolve and we are responsive to these changes.
We provide opportunities where boys can test theories, create
Our programs are developmentally appropriate, concept as well and question their understanding in a safe and secure community
as skills-based, and reflect the interests of our boys while still of learners, one in which teachers model that they are also life-
being guided by documents including the Early Years Learning long learners.
Framework, Kindergarten Curriculum Guidelines and the Western
Australian Curriculum (K–10). We support and foster the natural
curiosity of boys, their eagerness to learn and wonder and
encourage a love of communicating their ideas.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Engage with creative play including drama, visual arts, music and • Teachers and support staff who set provocations for self-
movement. directed creative play and sensory experiences.
• Learn from concrete, sensory based experiences. • Specialised Music (Pre-Kindergarten to Year 2), Dance, Drama
and Art (Pre-Primary to Year 2) programs.
• Express and explore feelings, thoughts and ideas through role
play and the use of props, drawing and symbols, storytelling, • Open ended questioning and prompting from staff.
creating and composing.
• Independent and collaborative learning experiences that foster
• View ideas from different perspectives and understand other inquisitiveness in the world around him.
points of view.
• Enrichment programs through the Centre for Excellence if he
• Make decisions for himself and problem solve independently and has demonstrated talent in areas of Mathematics and Creative
collaboratively with guidance. thinking skills including Philosophy and Future Problem Solving.
• Engage with nature on a regular basis.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 3 TO 7 Phases of Learning
PHASE OVERVIEW
In the early years at Christ Church, our expert staff understand We continually challenge their thinking in order to develop
the specific learning needs and interests of boys. We appreciate flexibility and critical literacy skills when exploring concepts.
that between the ages of 3 to 7, these needs constantly change Our environments are interactive, nurturing and supportive.
and evolve and we are responsive to these changes.
We provide opportunities where boys can test theories, create
Our programs are developmentally appropriate, concept as well and question their understanding in a safe and secure community
as skills-based, and reflect the interests of our boys while still of learners, one in which teachers model that they are also life-
being guided by documents including the Early Years Learning long learners.
Framework, Kindergarten Curriculum Guidelines and the Western
Australian Curriculum (K–10). We support and foster the natural
curiosity of boys, their eagerness to learn and wonder and
encourage a love of communicating their ideas.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Develop gross motor skills such as climbing, building and • Specialised Physical Education classes that focus on
balancing. fundamental movement skills.
• Develop fine motor skills that may be developing at a slower rate • Exclusive access to a purpose-built play space (Pre-Kindergarten
than the gross motor skills. to Pre-Primary) that allows for indoor/outdoor programs.
• Engage in energetic play that enables him to learn about rules • Large open spaces for outdoor play.
and how to follow them.
• Student mentors who model appropriate physical play.
• Develop greater understanding of his own spatial awareness,
including hand preference. • Occupational Therapy screening, reporting and intervention if
necessary.
• Develop age-appropriate personal hygiene practices.
• Access to purpose-built bathrooms catering for boys
• Engage with nature on a regular basis. (Pre-Kindergarten to Pre-Primary).
• Swimming lessons through Kirby Swim in the CCGS Aquatic
Precinct (Pre-Primary to Year 2).
• Open plan classrooms with opportunities for play within indoor/
outdoor learning experiences.
• Regular visits to interact in the natural environment and the
Swan River Precinct.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 8 AND 9 Phases of Learning
PHASE OVERVIEW
In the middle years at Christ Church, the boys’ transition from play on their work practices to identify what they have done well and
based learning to a more structured learning environment. They the areas on which they need to focus becomes a part of their
develop skills to think logically, make connections, think in more learning journey.
abstract terms and undertake sustained activities for longer
periods of time. They are given increased opportunities to engage in groups
as working collaboratively and developing their social skills is
The programs are designed so that the learning experiences have an integral part of the program. We celebrate and understand
an impact on the boys academic, spiritual, physical and, social the importance of connections through friendship and the
and emotional development. These developmentally appropriate peer group, with the Year 3 cohort taking part in sport on a
programs provide both concept and skills-based opportunities Thursday afternoon progressing through to the Little OQD (On
and reflect the interests of our boys as they become aware of Queenslea Drive) experiences in Year 4 as a rite of passage.
the learning process. Evidence-based programs give our boys These events provide the boys with experiences that will foster
a developing understanding of written language and numeric active participation, cooperation, collaboration, resilience,
conventions. As active learners, we encourage our boys to reflect resourcefulness, and team building.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Through our comprehensive programs and facilities he will engage with:
Pedagogy and guiding documents
show he needs opportunities to: • Administration of academic and • Specialist staff to identify undiagnosed
cognitive testing if required, by school behaviours and links to organisations
• Develop logical thinking with the psychologists. that offer support and diagnosis.
capacity to consider concepts in a more • Literacy and numeracy programs with • Opportunities to be involved in
abstract way. structured assessment and practice of cocurricular activities.
• Continue to use imagination and skills and understandings.
• Appreciation for other cultures through
curiosity as part of the learning process. • Learning Development Centre to teaching and celebrating global
• Wonder about their world and recognise support boys who need more time to connections egg NAIDOC, Access Asia
connections between learning areas. acquire concepts in and out of class. week.
• Focus and persist for longer time • Centre For Excellence accesses boys • Purpose built classroom which caters
periods of time to follow through to who show potential for higher level for a maximum of 24 students.
completion. learning.
• Classrooms have flexible seating.
• Develop a sense of industry whereby he • A school wide, evidence-based
• Open classroom opportunities to
develops a feeling of competence and behaviour Health program; Resilience,
showcase and share their learning.
belief in his abilities. Rights and Respectful Relationships
that target self-awareness, self-
• Develop a sound grasp of written management, social awareness,
language and numeric conventions. relationship skills and decision making.
• Respond to and receive regular • Specialist programs in Music, Art,
feedback from the teacher throughout Physical Education, Dance and Drama,
the learning process. Mandarin, Library and Innovation.
• Develop goal setting and independence • Talk for writing approach to literacy
for improvement through teacher development
guidance.
• Student and teacher access to
• Receive differentiated learning tailored curriculum concepts via Nexus and
to his needs. OneNote
• Develop skills in making decisions as he • Phase specific home diary with student
becomes more independent. reflection emphasis.
• Work interdependently to learn from • Excursions and incursions throughout
others in reciprocal situations. the year to complement learning.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 8 AND 9 Phases of Learning
PHASE OVERVIEW
In the middle years at Christ Church, the boys’ transition from play on their work practices to identify what they have done well and
based learning to a more structured learning environment. They the areas on which they need to focus becomes a part of their
develop skills to think logically, make connections, think in more learning journey.
abstract terms and undertake sustained activities for longer
periods of time. They are given increased opportunities to engage in groups
as working collaboratively and developing their social skills is
The programs are designed so that the learning experiences have an integral part of the program. We celebrate and understand
an impact on the boys academic, spiritual, physical and, social the importance of connections through friendship and the
and emotional development. These developmentally appropriate peer group, with the Year 3 cohort taking part in sport on a
programs provide both concept and skills-based opportunities Thursday afternoon progressing through to the Little OQD (On
and reflect the interests of our boys as they become aware of Queenslea Drive) experiences in Year 4 as a rite of passage.
the learning process. Evidence-based programs give our boys These events provide the boys with experiences that will foster
a developing understanding of written language and numeric active participation, cooperation, collaboration, resilience,
conventions. As active learners, we encourage our boys to reflect resourcefulness, and team building.
SOCIAL & EMOTIONAL
COGNITIVE CREATIVE PHYSICAL
Based on research, our Centre for Through our comprehensive programs and facilities he will engage with:
Pedagogy and guiding documents
show he needs opportunities to: • Year 3 Sport on Thursday afternoon • A strong link between the home, school
giving the boys an opportunity and faith with events and opportunities
• Develop friendships with peers so they to interact with each other in an for fellowship.
can begin to confide their thoughts and environment suited to developing
• Regular contact with families through
feelings with a ‘best friend’ or a small cooperation, collaboration, and
newsletters, clubs and activities, email,
group of close friends. resilience.
OneNote and Nexus.
• Demonstrate cooperative behaviour • Year 4 Little OQD (On Queenslea
• Targeted programs designed to suit the
with adults and friends. Drive) experience in Term 1, giving the
needs of boy-responsive pedagogy.
boys an opportunity to interact with
• Understand the importance of fairness each other in an environment suited • Opportunities to engage with boys
and cooperation as he becomes to developing active participation, in their year group as well as being
conscious of how to behave socially in cooperation, collaboration, resilience, mentored by boys from older year levels
games and class activities. resourcefulness and team building. through the buddy activities.
• Engage in active participation with clubs • The School’s Code of Conduct to • Engage with whole school programs
and group activities. understand and promote the values of that encompass and celebrate what it
our school. means to be a boy who will grow into a
• Behave appropriately whereby he gains
acceptance and approval of others good man.
• The school wide, evidence-based
particularly those significant adults and Health program, Resilience, Rights and • House Sport and Art competitions
peers. Respectful Relationships (Year 3 to to foster a whole school sense of
Year 4) that target self-awareness, community.
• Develop a consciousness of fairness
self-management, social awareness,
and understanding that rules are • Grandparents Day to connect family,
relationship skills and social decision
important. friends and the community in their
making.
• Develop a willingness and ability to take learning.
• A school wide, evidence-based
responsibility and grow in independence. • Learning conflict resolution strategies
behaviour management program.
• Develop an increased sensitivity about through adult modelling and scaffolding.
• Opportunities to talk about feelings in
self. • Access to the school psychologist if
conjunction with the RRRR program.
• with a greater ability to self-regulate required. Student and parent workshops
• Protective Behaviour Program to available for targeted focus areas.
and be self-critical.
develop his personal safety skills that
• Develop an awareness of personal can be used at school, home and in the • Anglican practices and principals taught
strengths. community. within the Anglican School Framework.
• Clear boundaries and rules as outlined
in the school wide positive behaviour
intervention program.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 8 AND 9 Phases of Learning
PHASE OVERVIEW
In the middle years at Christ Church, the boys’ transition from play on their work practices to identify what they have done well and
based learning to a more structured learning environment. They the areas on which they need to focus becomes a part of their
develop skills to think logically, make connections, think in more learning journey.
abstract terms and undertake sustained activities for longer
periods of time. They are given increased opportunities to engage in groups
as working collaboratively and developing their social skills is
The programs are designed so that the learning experiences have an integral part of the program. We celebrate and understand
an impact on the boys academic, spiritual, physical and, social the importance of connections through friendship and the
and emotional development. These developmentally appropriate peer group, with the Year 3 cohort taking part in sport on a
programs provide both concept and skills-based opportunities Thursday afternoon progressing through to the Little OQD (On
and reflect the interests of our boys as they become aware of Queenslea Drive) experiences in Year 4 as a rite of passage.
the learning process. Evidence-based programs give our boys These events provide the boys with experiences that will foster
a developing understanding of written language and numeric active participation, cooperation, collaboration, resilience,
conventions. As active learners, we encourage our boys to reflect resourcefulness, and team building.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Develop positive dispositions towards learning as a lifelong • Specialised Music, Drama and Art programs.
process.
• Opportunities to be involved in the Speaker’s Challenge.
• Develop self-regulation skills.
• Class Assembly items that promote speaking, acting and role
• Develop positive, lasting relationships with peers and educators. play.
• Experiment with selected forms and styles to create improvised • Class, group and school musical items and choir performances.
and devised drama.
• Opportunities to be involved Drama activities.
• Develop improvisation, voice and movement skills.
• Express creativity through being involved in Art.
• Develop aural skills and improvise with the elements of music to
create music ideas. • Opportunities to be involved in creative cocurricular activities.
• Reflect upon and listen to music across different cultures, • Week of the ARTS to display student’s artwork, music and
events and occasions. drama.
• Extend their understanding of the visual elements by • Perform biannually in the IPSHA performing Arts Festival.
experimenting with a selection of media, materials and
technologies. • A variety of choir and musical ensembles.
• Experience Music and Drama as performers and audience
members.
• Learn appropriate responses to the drama and music of others.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 8 AND 9 Phases of Learning
PHASE OVERVIEW
In the middle years at Christ Church, the boys’ transition from play on their work practices to identify what they have done well and
based learning to a more structured learning environment. They the areas on which they need to focus becomes a part of their
develop skills to think logically, make connections, think in more learning journey.
abstract terms and undertake sustained activities for longer
periods of time. They are given increased opportunities to engage in groups
as working collaboratively and developing their social skills is
The programs are designed so that the learning experiences have an integral part of the program. We celebrate and understand
an impact on the boys academic, spiritual, physical and, social the importance of connections through friendship and the
and emotional development. These developmentally appropriate peer group, with the Year 3 cohort taking part in sport on a
programs provide both concept and skills-based opportunities Thursday afternoon progressing through to the Little OQD (On
and reflect the interests of our boys as they become aware of Queenslea Drive) experiences in Year 4 as a rite of passage.
the learning process. Evidence-based programs give our boys These events provide the boys with experiences that will foster
a developing understanding of written language and numeric active participation, cooperation, collaboration, resilience,
conventions. As active learners, we encourage our boys to reflect resourcefulness, and team building.
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Develop strength, hand dexterity, balance and coordination • Physical Education programs targeted at age and ability
through explicit teaching of skills. acquisition.
• Develop fundamental motor skills through the • Purpose built classroom which caters for flexible seating
introduction of game play using a game sense approach. opportunities.
• Develop a love of physical activity and play. • Playgrounds which promote adventure, movement and creativity.
• Understand the importance of practice to enhance skill • Space for large games and ball games.
acquisition.
• Organised and competitive sporting carnivals and events.
• Develop sportsmanship, teamwork and fitness.
• Purpose built aquatic precinct for swimming and water polo
• Increase their small-muscle coordination, allowing them to learn instruction.
complex craft skills.
• Opportunities to be involved in cocurricular sporting and building
• Demonstrate age appropriate personal hygiene practices. activities.
• Opportunities to engage with older boys who model physical play
and act as mentors.
• Access to the River Precinct whereby the boys can interact with
the natural environment.
• Engage with the Year 4 Kooringal outdoor education program as
an introduction to this campus.
• Speech and Occupational therapy specialist on campus when
required.
• Construction, art and craft activities and experiments to
develop fine motor skills.
• Dance with an emphasis on stretching, coordinating, timing and
body awareness.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 10 AND 11 Phases of Learning
PHASE OVERVIEW
Teaching and learning in the upper years progresses with a collaboratively and thus improving their social skills, fostered
focus on the boys taking responsibility for their growth and by activities that require group planning and decision making.
development in all aspects of school life. Their sense of self Understanding how to learn is explicitly taught to ensure that
is further developed by exploring their character and making foundational study skills are developed in preparation for their
connections with their social and emotional learning. Leadership Senior School journey. Targeted programs encourage the boys
opportunities provide the boys with experiences to guide their to explore inquiry questions to form predictions and lead to
peers by utilising their understanding of the School’s virtues that investigations.
underpin the whole boy.
Throughout the learning process, boys are encouraged to reflect
They are introduced to the Kooringal Outdoor Education Program on their work practices and consider ways these might be
whereby their learning is enhanced by experiences beyond their improved as they journey through all subject areas. They develop
immediate environment. The Year 5 and 6 boys are provided a sound grasp of written language and numeric conventions and
with opportunities to explore their physical, social, cultural and use these in a range of learning situations in purposeful ways to
technological world with increased independence. Both inside achieve their best outcomes.
and outside the classroom, they develop the ability to work
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Develop his learning dispositions when faced with new • Literacy and numeracy programs with structured assessment
challenges in his learning such as collaboration, persistence, and practice of skills and understandings.
resilience and communication.
• Talk for Writing approach to literacy development.
• Engage in problem-based learning that is connected to his world.
• Learning Development Centre support programs built into
• Engage in research around interesting ideas and essential learning for boys who need more time to acquire concepts in and
questions out of class.
• Explore and develop lines of inquiry embedded in learning • Centre for Excellence accesses boys who show potential for
programs. higher-level learning.
• Learn from the ‘I Do, We Do, You Do’ model of teaching using • Administration of academic and cognitive testing if required, by
provided scaffolding and modelling. School Psychologist.
• Understand how to learn and his role in the process using • Specialist programs in Music, Art, Physical Education, Dance and
Visible Thinking strategies. Drama, Mandarin and Library.
• Receive differentiated learning to suit his learning needs. • Student and teacher access to curriculum concepts via Nexus
and OneNote.
• Respond to and receive regular feedback from the teacher
throughout the learning process. • Phase-specific home diary with student reflection emphasis.
• Develop an understanding of his role as a global citizen. • Excursions and incursions throughout the year to complement
learning.
• Self-reflect on his learning.
• Specialist staff to identify undiagnosed behaviours and links to
• Develop goal setting for improvement through teacher guidance.
organisations that offer support and diagnosis.
• A school wide, evidence-based behaviour management program
to promote tutoring and peer learning.
• Open classroom opportunities to showcase and share their
learning.
• Appreciation for other cultures through teaching and celebrating
global connections e.g. NAIDOC Week, Access Asia Asia Week.
• Coding literacy through Grok Learning and Python coding
investigations.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 10 AND 11 Phases of Learning
PHASE OVERVIEW
Teaching and learning in the upper years progresses with a collaboratively and thus improving their social skills, fostered
focus on the boys taking responsibility for their growth and by activities that require group planning and decision making.
development in all aspects of school life. Their sense of self Understanding how to learn is explicitly taught to ensure that
is further developed by exploring their character and making foundational study skills are developed in preparation for their
connections with their social and emotional learning. Leadership Senior School journey. Targeted programs encourage the boys
opportunities provide the boys with experiences to guide their to explore inquiry questions to form predictions and lead to
peers by utilising their understanding of the School’s virtues that investigations.
underpin the whole boy.
Throughout the learning process, boys are encouraged to reflect
They are introduced to the Kooringal Outdoor Education Program on their work practices and consider ways these might be
whereby their learning is enhanced by experiences beyond their improved as they journey through all subject areas. They develop
immediate environment. The Year 5 and 6 boys are provided a sound grasp of written language and numeric conventions and
with opportunities to explore their physical, social, cultural and use these in a range of learning situations in purposeful ways to
technological world with increased independence. Both inside achieve their best outcomes.
and outside the classroom, they develop the ability to work
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Through our comprehensive programs and facilities he will engage with:
Pedagogy and guiding documents
show he needs opportunities to: • The school’s Code of Conduct to • House Sport and Arts competitions
understand and promote the values of (Music, Dance) to foster a whole school
• Broaden his social network by our school. sense of community.
developing friendships with peers within • A school wide, evidence-based Health • Grandparents’ Day to connect family,
the larger cohort. (groups, clubs, teams). program (Resilience, Rights and friends and the wider community in their
• Socialise and interact with his peer Respectful Relationships) that target learning.
group with opportunities to find a like- self-awareness, self-management,
• Open classroom opportunities to share
minded significant friend or group of social awareness, relationship skills and
the learning taking place throughout the
boys. decision making.
year.
• Demonstrate cooperative behaviour • Opportunities to talk about feelings in
• Learning conflict resolution strategies
with adults and friends. conjunction with the RRRR program.
through adult modelling and scaffolding.
• Develop a sense of fairness as be • Protective Behaviour Program designed
• Access to the school psychologist, if
becomes conscious of how to behave to develop his personal safety skills that
required. Student and parent workshops
socially in games and class activities. can be used at school, home and the
available for targeted focus areas.
community.
• Actively participate in clubs, groups and • Anglican practices and principles taught
team activities. • Clear boundaries and rules as outlined
within the Anglican School Framework.
in the School Wide Positive Behaviour
• Demonstrate fairness and an Intervention Program.
understanding that rules are important.
• A strong link between the home, school
• Develop his leadership skills through and faith community with events and
school and house opportunities. opportunities for fellowship.
• Become more independent and • Regular contact with families through
responsible for his learning including newsletters, clubs and activities, email,
correct use of take-home devices. OneNote and Nexus.
• Develop his ability to sensitively engage, • Targeted programs designed to suit the
self-regulate and self-reflect in a variety needs of boy-responsive pedagogy.
of settings.
• Whole-school programs that
• Gain an awareness of personal encompass and celebrate what it means
strengths. to be a boy who will be encouraged to
grow into a good man.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 10 AND 11 Phases of Learning
PHASE OVERVIEW
Teaching and learning in the upper years progresses with a collaboratively and thus improving their social skills, fostered
focus on the boys taking responsibility for their growth and by activities that require group planning and decision making.
development in all aspects of school life. Their sense of self Understanding how to learn is explicitly taught to ensure that
is further developed by exploring their character and making foundational study skills are developed in preparation for their
connections with their social and emotional learning. Leadership Senior School journey. Targeted programs encourage the boys
opportunities provide the boys with experiences to guide their to explore inquiry questions to form predictions and lead to
peers by utilising their understanding of the School’s virtues that investigations.
underpin the whole boy.
Throughout the learning process, boys are encouraged to reflect
They are introduced to the Kooringal Outdoor Education Program on their work practices and consider ways these might be
whereby their learning is enhanced by experiences beyond their improved as they journey through all subject areas. They develop
immediate environment. The Year 5 and 6 boys are provided a sound grasp of written language and numeric conventions and
with opportunities to explore their physical, social, cultural and use these in a range of learning situations in purposeful ways to
technological world with increased independence. Both inside achieve their best outcomes.
and outside the classroom, they develop the ability to work
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Build confidence in himself while developing his language and • A variety of musical instruments including percussion and wind.
communication skills through Drama.
• Art programs that explore the use of a variety of mixed media
• Explore a range of art media and techniques. with a focus on the techniques of notable artists.
• Reflect on the work of artists and explore how it influences their • Dance and Drama Program with a strong focus on the elements.
own work.
• Years 5 and 6 Speakers’ Challenge, assembly items, choir
• Create compositions using instruments individually and in performances and drama productions to showcase their dance
groups. and drama skills.
• Develop his aural and theory skills in music. • IPSHAA Performing Arts Festival, performed biannually.
• Improvise and select elements of music through performance. • The Week of the Arts Program comprising of: House Shout
performances, Years 5 and 6 Production and the Preparatory
School Art Exhibition.
• Choir and ensembles.
• Future Problem-Solving competition.
• Poetry-writing using the River Precinct as a stimulus setting.
• Problem-based Inquiry Learning to investigate big ideas and
guiding questions.ELC (PK TO YEAR 2) YEARS 3 AND 4 YEARS 5 AND 6 Preparatory School
AGES 10 AND 11 Phases of Learning
PHASE OVERVIEW
Teaching and learning in the upper years progresses with a collaboratively and thus improving their social skills, fostered
focus on the boys taking responsibility for their growth and by activities that require group planning and decision making.
development in all aspects of school life. Their sense of self Understanding how to learn is explicitly taught to ensure that
is further developed by exploring their character and making foundational study skills are developed in preparation for their
connections with their social and emotional learning. Leadership Senior School journey. Targeted programs encourage the boys
opportunities provide the boys with experiences to guide their to explore inquiry questions to form predictions and lead to
peers by utilising their understanding of the School’s virtues that investigations.
underpin the whole boy.
Throughout the learning process, boys are encouraged to reflect
They are introduced to the Kooringal Outdoor Education Program on their work practices and consider ways these might be
whereby their learning is enhanced by experiences beyond their improved as they journey through all subject areas. They develop
immediate environment. The Year 5 and 6 boys are provided a sound grasp of written language and numeric conventions and
with opportunities to explore their physical, social, cultural and use these in a range of learning situations in purposeful ways to
technological world with increased independence. Both inside achieve their best outcomes.
and outside the classroom, they develop the ability to work
COGNITIVE SOCIAL & EMOTIONAL CREATIVE PHYSICAL
Based on research, our Centre for Pedagogy and guiding Through our comprehensive programs and facilities he
documents show he needs opportunities to: will engage with:
• Focus on utilising game play to strengthen and reinforce skill • Organised and competitive sports through JPSSA winter and
development under game conditions. summer team fixtures.
• Improve and develop their levels of fitness through targeted • A purpose-built classroom which caters for a maximum class
cardio programs. size of 24 students. Classrooms have flexible seating to allow
for a range of learning opportunities.
• Consolidate experiences to aid in developing sportsmanship and
teamwork. • Kooringal Outdoor Education Programs that explore their
connection with nature.
• Take part in regular exercise by exploring a range of sporting
codes. • Playgrounds which promote opportunities to develop their own
games and rules.
• Engage in Interschool Sport (JPSSA) to promote school identity
and teamwork. • Physical Education programs targeted at age and ability
acquisition.
• Understand the changes his body may experience as he enters
early puberty and rapid growth. • Co-curricular sport training to develop skills, rules, fitness and
sportsmanship required for interschool games.
• Use Dance and Drama skills through a range of structured
activities. • Purpose-built Aquatic Precinct for school swimming lessons and
Water Polo.
• Access to the River Precinct whereby the boys can interact with
the natural environment.
• Speech pathology and occupational therapy on campus, when
required.Queenslea Drive, Claremont, WA 6010 | T (08) 9442 1555
E info@ccgs.wa.edu.au | ccgs.wa.edu.au | CRICOS 00433G
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