SPECIALIST PROGRAMS


PERFORMING ARTS

Aim: To provide a comprehensive, challenging and developmental music program for all students from Prep to Grade 6.

Content of the Program: This program is a comprehensive and thorough sequential music program that answers the core ideals of Ausvels. It covers both: Arts Practice - ideas, skills, techniques and processes. Responding to the arts - Criticism, aesthetics and context.

 

Yearly Program: Lesson Structure: The lesson normally starts with a warm up for 5 minutes followed by a revision of the previous lessons skills. The core part of the lesson which develops a particular skill or skills. The lesson terminates with a recapitulation of the activity.

Yearly Program:

The arts program for P-2 is heavily based on “The Music Room” program. This “Music Room” is a thoroughly comprehensive and sequential music program that develops students’ skills in Musical Elements, Arts Practice and Responding to the Arts. It is straightforward, fully resourced and answers the core ideals of Ausvels. It is also extremely enjoyable for the students. This program develops students’ listening, singing, moving, playing and creating skills.

It also develops students understanding of basic musical concepts such as, beat, rhythm, pitch, dynamics, tempo, tone, texture and style.

By the end of grade two students can read, recognise and play simple rhythm patterns on glockenspiels/xylophones and percussion instruments and are ready for grade 3 where they will begin recorder and further their ability to read music. As well as the “Music Room” program grade P-2 students have many opportunities to display the musical skills they have developed not only in the classroom but also to the wider school community.

In grade 3 and 4 the main focus of the music program is recorder along with the school production and choir. Learning the recorder develops students understanding of the importance of posture, correct breathing technique, articulation, fingering, elements of pulse, rhythm and pitch and how to read music. Differentiation is achieved by having different parts of varying difficulty in the one song. Students who excel at recorder may be chosen to perform solos while those who are experiencing difficulties may perform in groups for support.

All children in years 3 and 4 participate in choir where they improve their pitch, diction, vocal projection and tone. Children learn how to sing in rounds and to sing harmonies.

The teaching of the Ukulele at grade 5 and 6 level has been a very popular innovation, which has been recently instigated at the school. This has given students the access, opportunity and experience of playing a stringed instrument after 2 years of the recorder, a wind instrument. The students have received the ukulele very positively and have really enjoyed learning how to strum chords and develop a wide repertoire of songs on the instrument. Children are assessed by performing pieces on the Ukulele at the end of each semester. Children in Grade 5 and 6 also complete a unit of work on djembe drumming.

 

Every alternate year at Regency Park there is a school musical production. Grade 5 and 6 students audition and then are assigned a dramatic role in the production. Each class from grade 3 to 6 learns a song and dance routine that is part the show. During this process all students learn how to improve their vocal pitch and diction and improve their co-ordination in learning the choreography to their song. The experience of performing before a real audience is a fundamental part of the Performing Arts program.

Catering for Students with Special Abilities in the Performing Arts:  Students are always challenged to develop their individual skills through the following activities:

  • School production
  • Wakakirri
  • School Choir
  • Community night
  • Candle service
  • Pageant
  • Dance fair
  • Grandparents day
  • Guitar group
  • Recorder
  • Ukulele
  • Djembe drumming

Evaluation:  This takes the form of checklists, anecdotal records, rubrics and participation in school events as mentioned above.


PHYSICAL EDUCATION

Aim: To provide a comprehensive and challenging PE program for all students from Prep to Year 6.

Content of the Program: The program covers the areas of Athletics, Gymnastics, Ball Handling, Dance, Swimming, etc…

Yearly Program: The program will cover these aspects during each term:

·      Term 1 – Ball Handling, Athletics, Swimming 3-5

·      Term 2 – Fundamental Motor Skills

·      Term 3 – Gymnastics and Dance

·      Term 4 – Swimming P-2 and Minor/Major Games

 

Lesson Structure: The lesson normally starts with a warm up for 10 minutes followed by the core part of the lesson which develops a particular skill or skills. The lesson finishes with a warm down or recapitulation of the activity.  The emphasis for all lessons is maximum participation, ‘having a go’ and enjoyment.

In Years Prep to 2, the students develop their fundamental skills to prepare them for the middle and upper school years. Years 3/4 practise these skills in minor games while Years 5/6 develop them in major game activities.

Catering for Students with Special Abilities in PE:  Students are always challenged to develop their individual skills through the following activities:

·      House Athletics

·      Interschool Athletics

·      House Cross Country

·      Interschool Cross Country

·      Interschool Swimming Sports

·      Interschool Basketball

·      Interschool Winter and Summer Sport.

All year levels will be involved in clinics conducted by various clubs and associations from the community.  These will include hockey, racquetball, tennis, football, soccer and basketball.

Evaluation: This takes the form of checklists, anecdotal records and participation in school events as mentioned above.


LANGUAGES (SPANISH)

 Aim:  To provide a comprehensive and challenging Languages program for all students from Prep to Year 6.

Content of the Program:  The program covers the areas of Reading, Writing, Speaking, listening and comprehension as well as Cultural awareness and our place in the world.

Yearly Program:  The program will cover these aspects during each term:

·      Term 1 - Introductions, greetings, family and friends.

·      Term 2 - The animal Kingdom

·      Term 3 - Festivals and Celebrations       

·      Term 4 - Spanish Day celebrations

Lesson Structure:  The lesson normally starts with greeting each other in Spanish followed by the core part of the lesson which develops a particular skill or skills. The lesson finishes with recollection of vocabulary learned and a farewell in Spanish.

In Years Prep to 2, the students participate in guided group activities and using modelled repetitive language. Years 3/4 work on collaborative tasks as well as following procedures and instructions while Years 5/6 collaborate with peers to plan and conduct different elements of shared tasks and activities.

Catering for Students with Special Abilities in Spanish:  Students are always challenged to develop their individual abilities through the following activities:

·      Internal and external Spanish Writing Competitions

·      Classroom presentations

·      Whole school Spanish Day Celebrations.

·      Collaboration with a Sister School in Spain.

Evaluation:  This takes the form of checklists, anecdotal records and participation in school events as mentioned above.

THE SPANISH CLASS  - Olé

Here we are in term 2 already and another exciting term in our Spanish classes will begin. We are going to the Animal Kingdom and the many animals that come under that banner. Of course we couldn’t do all of the animals so the students have been split into three categories. Preps, G1 and G2 are working with some of the domestic animals, G3 and G4 will be working with farm animals and G5 and G6 are working with native animals of both Spain and Australia.

To begin working with the animals we first have to work on some vocabulary so that we can then incorporate it into the tasks and activities that we will be doing with this topic. Some of these are: Parts of the body, the seasons, foods, colours and numbers (always numbers) as they are very useful for many things. The older grades will also cover some Geography. Students will work with new and revised vocabulary as it is essential that we continue to apply the language already acquired into new topics. They will read, write, listen, speak and understand in Spanish. Preps to G2 will achieve these through participating in guided group activities and using modelled repetitive language. The G3 and G4 will participate in collaborative tasks as well as following procedures and instructions. The G5 and G6 are to collaborate with peers to plan and conduct different elements of shared tasks and activities. To bring it all together, each level will present their final work to the class.


VISUAL ARTS

Aim:  To provide a comprehensive and challenging Art program for all students from Prep to Year 6.

Content of the Program:  The program covers the areas of Painting, Drawing, Constructing, Collage, Printing and Textiles.

Yearly Program:  The program will cover these aspects during each term:

·      Term 1 – Drawing, Collage, Painting and Clay

·      Term 2 – Painting, Printing, Collage   and Clay

·      Term 3 – Constructing, Printing and Textiles

·      Term 4 – Painting, Collage, Clay and Textiles

Lesson Structure:  The lesson normally starts with a discussion of the topic and then a demonstration of how to do the task. The students then collect all the materials for the task and start designing and working on their work. Most tasks are ongoing, with many tasks taking three weeks/sessions to complete. After approx. 35 mins work, the students will pack up their work station, clean their brushes, put paints/materials/their work away, wash hands and clean up the classroom. The following lesson, the introduction would be very brief. They will be reminded how to complete the task and the students will quickly continue on with their work.

From Preps, the students are encouraged to work independently. Sequential learning is the basis of the curriculum and all tasks build upon acquired knowledge from previous exercises. Each year the skills, techniques and materials used challenge the student and extend their knowledge of Art.

 Catering for Students with Special Abilities in Art:  Students are always challenged to develop their individual skills through the following activities:

·      Art Club

·      Participating in Art competitions

·      Additional art work /art journals

Evaluation:  This takes the form of visual presentations, anecdotal records and participation in school activities and personal art journals.

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