Learning Areas - Primary Years

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In the Primary School, our learning programs reflect current initiatives being undertaken at national and state level, and teachers participate in a wide range of professional learning opportunities to ensure these initiatives are implemented effectively at all year levels.

A staff of highly qualified, enthusiastic and happy teachers, and teacher aides, provide the program in the Primary School. In 2015, we have twenty-one Primary classes from Prep to Year 6: three drafts of each class from Prep to Year 2, two drafts of each class from Years 3 and 4 and four drafts at Years 5 and 6.

In the Primary academic program our girls continue to demonstrate success and this is evident in their daily activities and confirmed in external measures such as NAPLAN.  MBC continues to achieve highly in this area, with results consistently above the state average.  However, this is only a point in time test.  The real evidence of learning is the quality of the communication of understanding as the girls respond to everyday tasks.

Our high quality Arts program has enabled students to have a variety of experiences to explore their talent and interest in Visual Arts and Music.  Girls enjoy a variety of performances, concerts and exhibits where they are able to experience and value growth in the area of how we express ourselves.  Students at MBC also enjoy a rich sporting environment that is evident in our curriculum program, our Andrews' Cup inter-school competition and our broad co-curricular and extra-curricular opportunities.

Early Years (Prep to Year 3)

The curriculum in the Early Years is based on the Australian Curriculum Learning areas of English, Mathematics, and the Unit of Inquiry (which reflects achievement in Science and Humanities and Social Sciences).  Students also undertake lessons with specialist teachers in the areas of Art, Music and Health and Physical Education and Languages.  From 2015, French will be offered to all students from Year 2 as the second language of study.   The use of ICTs and a Personal Development program are built into the curriculum.

Upper Primary (Years 4-6)

The curriculum  in the Upper Primary reinforces the learning undertaken in the Early Years across the Australian Curriculum Learning areas.  In the PYP, a balance is sought between acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action.  These concepts are explored to a greater depth in the Upper Primary programme

Primary Years Programme (PYP)

Through the provision of a stimulating, secure and supportive learning environment based on Christian principles and beliefs, Moreton Bay College aims to encourage each girl in the Primary School to become:

  • Inquirers

  • Thinkers

  • Knowledgeable

  • Principled

  • Communicators

  • Open-minded

  • Caring

  • Courageous

  • Balanced

  • Reflective

These are the learner profile attributes of the IB Primary Years Programme.

One of the most significant and distinctive features of the IB Primary Years Programme are the six transdisciplinary themes. These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum and effectively allow students to “step up” beyond the confines of learning within subject areas.

  • Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
  • Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
  • How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
  • How the world works: an inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
  • How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
  • Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

Students inquire into, and learn about, these globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. These inquiries are substantial, in-depth and usually last for several weeks.

Since these ideas relate to the world beyond the school, students see their relevance and connect with it in an engaging and challenging way. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their education. All students will come to realise that a unit of inquiry involves them in an in-depth exploration of an important idea, and that the teacher will collect evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, on their own and in groups, to allow them to learn to their best advantage.

Assessment in the Primary Years Programme identifies what students know, understand, can do and value at different stages in the teaching and learning process. The direct link between assessment and the teaching and learning process means that they must function purposefully together. Assessing the result of inquiry as well as the process of inquiry are important objectives of the programme.

For detailed information about Learning Areas, please use the menu on the left.

 

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Primary Reception
3249 9360

Secondary Reception
3390 8555

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3249 9322

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3249 9362

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3249 9359

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3249 9302

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