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At Lyndale Greens Primary school, the curriculum is based on VCAA (Victorian Curriculum), which provides a single, coherent and comprehensive set of prescribed content and common achievement standards, to plan student learning programs, assess student progress and report to parents.

To visit the VCAA Website click here

Lyndale Greens Primary School prides itself on effectively delivering an engaging curriculum that provides a wide range of excellent educational opportunities.

Our curriculum has been developed to cater for the developmental needs of the students. In the Early Years, literacy and numeracy skills are emphasised to ensure the foundations are laid for future learning experiences. The curriculum for students in the middle years builds on previous years' learning experiences and recognises the importance of a curriculum that maintains students' connectedness.

Student Learning

Learning is a cumulative process so learning situations should build on what the learner already knows.

Learning is an active rather than a passive process, therefore provisions will be made for students to be actively involved, to make discoveries, to ask questions.

Learning involves risk-taking. If the learner is encouraged to use divergent and exploratory thinking, mistakes will inevitably be made. However, errors can be a positive learning experience. Understanding the nature of students' errors provides valuable insight into the learning processes themselves. In order to develop intellectually, to explore ideas and to think creatively, students need to be in an environment which supports risk-taking.

All learners need to experience success. This is true irrespective of age, ability and level of motivation. Teachers will actively strive to provide appropriate recognition to all children.

Effective learning and the learner's self-esteem are closely related. Learning which takes place through activities which are purposeful and meaningful to the student is more likely to be remembered by the student.

Students vary widely in the rate and manner of their development. Thus it cannot be assumed that all pupils of a given age will have reached the same point of development. Because of this our curriculum does not require that all pupils be engaged in the same tasks at the same time. Some children need more time than others. Provision is made for these differences.

Content which is related to the interests or needs of students will be seen by them as more relevant, and hence will be more readily learned, understood and retained. This can form the base from which to extend learning.

The learner grows and matures if the environment is supportive and stimulating.

Interested and motivated learners are encouraged to extend their knowledge and competencies independently of the teacher.

Students will be encouraged to make and act on responsible decisions about their own learning and its outcomes.

Self-correction and self-evaluation are part of learning. Students will gain insights into their own learning if they have the opportunity to evaluate their own progress.

The social setting is an important contributor to the learning of values, attitudes and co-operative skills. This applies equally to the early development of group skills as to the complex range of attitudes and values of the adolescent.

Student learning does not begin and end at school. Students learn within the school setting as well as in a variety of other settings such as on excursions, in the home, in clubs and through television and the media. The role of the peers and the family in learning is important.

Lyndale Greens Primary School recognises that the family and significant others have a great influence on the learning of the student, including the nature of the child's value system. The school will seek to aid and educate its parents whenever possible to assist them in their educative role as there is much incidental learning in the education of our children. The student's model of the world is influenced by the planned curriculum as well as the "hidden" curriculum.

Over emphasis on learning activities based on competition can be counter-productive since it leads to experiences of failure for some students. Co-operative learning, by contrast, allows students to learn from each other in an environment that encourages risk-taking, interaction and group achievement. Lyndale Greens Primary School promotes and supports the use of co-operative techniques, the development of feelings of self-worth and the appreciation of others within the context of society both at school and within the wider community.

Your Child’s Progress

At any given time the children in a class will have reached different standards in various subjects and skills.

This is because:

  • children are all different and schools are encouraged to make provision for their individual differences;
  • children learn at very different rates, for a variety of reasons;
  • children’s health, friendships, family circumstances and relationships with teachers influence their enthusiasm for learning;
  • children mature at different rates and this influences their learning rate and how they cope with the demands of the classroom;
  • children have their own patterns of learning and patterns of progress at different rates.

At the end of the primary school the child should aim to have:

  • developed an inquiring mind and a positive attitude towards learning.
  • developed competence in self-instruction and independent learning.
  • gained an appreciation of, literature, music and visual arts.
  • achieved competence in mathematical computation and an ability to solve problems using basic concepts.
  • developed the ability to read fluently and accurately with understanding.
  • developed the ability to communicate ideas and feelings clearly and precisely.
  • developed the facility to write coherently with reasonable freedom from spelling, punctuation and grammatical errors.
  • acquired good health habits and sufficient knowledge of the environment to maintain physical and mental well-being.
  • developed self confidence and a sense of personal adequacy.
  • acquired habits and attitudes associated with responsible citizenship.

Curriculum programs are provided through a mix of classroom and specialist teaching, strongly supported by a well-equipped ICT programs, school library, visual art and performing art rooms plus other extensive resources and equipment. We believe that all students can and will learn and grow by becoming motivated, inquiring and independent learners, achieving mastery of the curriculum, particularly in literacy and numeracy, enhancing decision-making, problem solving and critical thinking skills and learning to show tolerance, respect and consideration.