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. Programs cover the Victorian Essential Learning Standards including English, Mathematics, Science, Humanities including History and Geography, and Physical, Personal and Social Learning and Interdisciplinary Learning including Thinking Processes, ICT and Communication. 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 using an inquiry approach.

A vital component of the literacy strategy is the Hall program emphasizing oral language and communication skills across the junior area. Classroom teachers have access to a Learning Support teacher who works along with the class teacher at points of need in both English and Mathematics.

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. In 2010 the eLearning Coordinator will ensure that the school has an eLearning plan for the future that will positively improve student learning outcomes by supporting high quality teaching and learning. The introduction of the Ultranet will connect teachers, children and families to enable efficient transfer of information.

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

The school is also actively involved in the Moonee Valley Network. Our Network priority is to improve the literacy and numeracy learning and continue to improve student wellbeing and engagement strategies that support learning. The school is a DEECD Language School of Excellence, and showcases excellence in LOTE (Japanese) teaching.

Presentation of the MPW Curriculum

• Our curriculum is presented in an integrated way covering the Victorian Essential Learning Standards. Children view their world holistically and not in separate subject areas. 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 2010 the school will be organised into teaching teams of two or more consecutive year levels, e.g. P/1, 2/3, 3/4, 4/5/6 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.