Curriculum

The organization of classes is based on a multi-age structure that encourages and enhances individual achievement and social development. The school is committed to teaching and learning based on real life experiences. In addition to the programs in English, Science, Mathematics, Music and Personal Development, specialist programs are run in PE, Creative Arts, Library, Japanese L.O.T.E, Instrumental Music and choir. The school has developed a reputation for excellence in Whole Language teaching and Integrated Curriculum planning.

A vital component of the literacy strategy is the Hall program emphasizing oral language and communication skills across the junior area. P-2 classroom teachers have access to Early Years Literacy Support staff while other areas have access to support staff that work in areas across the curriculum. Over the past three years the school has expanded the use of information and communication technologies and they are now an integral part of classroom practice throughout the school. Further development in this area will continue to enhance classroom programs and student learning.

Moonee Ponds West is committed to on-going whole school improvement to maximize the opportunities for all students. Staff professional development plays a major and vital role in achieving this.

The school is also actively involved in the Essendon Cluster of the Moonee Valley Network. Our Network priority as outlined in our accord, is to establish and maintain Middle Years Clusters, funded through the ‘Innovations and Excellence Program’, across the network with a focus to improve student learning.

The schools is also a DE&T Language School of Excellence, working with Mackellar PS, Strathmore SC and Essendon Keilor College to showcase excellence in LOTE teaching.

Presentation of the MPW Curriculum

• Our curriculum is presented in an integrated way as children view their world holistically and not in separate subject areas, although all the key learning areas are covered. The curriculum reflects this. Such an approach makes learning real and meaningful for the children.
• Whilst differences obviously exist between children in many aspects such as culture, religion, interests, ability, etc., all children and their opinions are valued.
• Children should come to realise their value as people with a real contribution that can be made in all areas of the curriculum.
• Learning experiences are planned to eliminate bias and stereotyping, particularly in relation to race, religion and gender.
• Learning is a social activity.
• Children learn through interaction and co-operation with peers, teachers, parents and community members.
• Direct experiences are vital in the learning of primary school-aged children.
• It is important that all children experience success in learning whilst appreciating that learning often involves risk-taking and mistakes are acceptable as an integral part of the learning process.
• Children should feel sufficiently secure to take risks without fear of ridicule or failure.
• Learning is a continuum. There are no rigid age/grade related levels of achievement. In 2007 the school will be organised into teaching teams of two or more consecutive year levels, e.g. P/1, 2/3, 3/4, 4/5 and 5/6. Multi-age classes are favoured so that individual children can mature and learn at their own pace.
• Individual goals for children are in accord with the aims of school policy and build upon each student’s current achievements, ability, interests and knowledge.
• Parental involvement in all school activities is valued as this support directly affects children’s attitudes and achievements.
• Learning is a partnership between teacher, parent and child. Positive self images are necessary for effective learning to occur.
• Independent work habits, independence of thought, individual initiative, self-discipline and a sense of responsibility are essential for survival in today’s society.

We believe that school programs should encourage a co-operative approach to problem solving and engage children in non-violent activities. Violent behaviour, toys, games, etc. are not welcome at M.P.W. A harmonious society requires respect for the rights of others and tolerance of each other’s beliefs, customs and needs.