St Luke’s Anglican School Primary School provides exceptional opportunities for children to believe in themselves and ask that they always give their best to tasks. Academic challenge and risk-taking are encouraged as an integral part of building confidence and competence. We strive to provide a welcoming, caring and secure environment where children can flourish. Our Primary classrooms are equipped with up-to-date technologies and have been recently refurbished, to embrace 21st-century learning within a vibrant and flexible educational environment.
Our flexible learning environments enable and enhance the innovative teaching and learning we design for our students as they develop the 21st century ‘super skills’. Our classrooms are a flexible learning space that inspires creativity and promotes deep learning for students through communication, critical thinking, collaboration, character and citizenship. Our Primary School classrooms are a dynamic place, where the teachers and students are able to engage in an array of rich and varied learning experiences facilitating learning embedded in the use of technologies while responding to individual learning needs.
Through fostering a love of learning, we are dedicated to ensuring every child’s formative years of schooling are an enjoyable, fun and secure experience. Our Primary School encourages students to be actively engaged in their learning experiences whilst exploring all that our curriculum offers. Students work with teachers to develop core skills in literacy and numeracy.
The Primary School curriculum is student-centered rather than subject-centered. We recognise that students learn differently from each other, and strategies and programs implemented in classrooms reflect that reality. Through inquiry-based learning, like Walker Learning, our students develop the wonder of Why. Whilst the amount of curriculum time for each subject is nominally allocated, teachers are encouraged to integrate subjects where possible, without losing the integrity or academic rigour of any subject. Primary School teachers embrace a number of age-relevant pedagogies in their teaching, including inquiry, collaboration, active and experiential learning, differentiation (recognition of learning styles), choice, and authentic and reflective assessment, while embracing a Positive Growth Mindset.
Lessons staffed by talented subject specialists in Languages, Music, and Sport expose students to a broad curriculum. We encourage each student to enjoy learning through engaging units of work that are linked to real-life experiences. We believe in our students and provide them with opportunities to extend their abilities academically through extension projects, clubs, competitions, and independent learning.
The Primary School is exploring and designing our St Luke’s Way of Thinking. This will be underpinned by relevant inquiry models to inform our practice. These will include: Walker Learning and the Kath Murdoch Inquiry Model.
With our approach to learning through developing a Growth Mindset, our students believe they can get smarter and they understand that effort makes them stronger. Therefore they put in extra time and effort, and that leads to higher achievement.
The Primary Years are also an important time for developing the social and emotional skills that are the keys to success both academically and socially. It is during this stage of their schooling that students discover their passions and interests as they prepare for their transition into Middle School at the end of Year 6.
In our Prep to Year 3 classrooms, we have a Teacher Assistant to support our students both within and out of the classroom. In Years 4 to 6, students are supported through a timetabled approach to meet individual student’s needs.
8:00 am to 8:30 am
Before School Session
8.30 am to 10.20 am
10.20 am to 10.40 am
10.40 am to 1.05 pm
1.05 pm to 1.50 pm
1.50 pm to 3.00 pm
The St Luke’s Anglican School Primary Curriculum
The Primary School is committed to the creation of a positive learning environment in Mathematics, emphasising confidence and enjoyment as well as competence and understanding. Positive attitudes, real-life experiences, a sound curriculum and access to concrete materials underpin our mathematical program and give children the strategies and knowledge they need to deal with all the mathematical issues that constantly arise in their lives.
Mathematics is integrated throughout the School curricula in many ways and the children are encouraged to explore a variety of methods and solutions as they pose and solve problems, including using mathematical models, calculators and computers.
The Primary School implements a program based on the teaching of the basics of Mathematics as well as developing problem-solving skills and this is reflected in the selection of a range of resources.
Mathematics is organised around the interaction of three content strands which describe what is to be taught and learnt, and four proficiency strands which describe how content is explored or developed as outlined in the Australian Curriculum.
Year 6 have embarked on their personalised learning journey through the implementation of Maths Pathway. https://www.mathspathway.com/our-model/parents/
English is organised into three interrelated strands that support students’ growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
- Language: knowing about the English language
- Literature: understanding, appreciating, responding to, analysing and creating literature
- Literacy: expanding the repertoire of English usage
Language is fundamental to communicating, learning and thinking. In exploring and using English literature and other texts, students develop, maintain and express their identity, organise their thoughts, learn about their physical and cultural environment, and appreciate and contribute to their society. The study of English also promotes the appreciation and lifelong enjoyment of literature.
The development of literacy skills is a lifelong process. The role of the School is to continue the language learning children have begun before school and to help them to become proficient users throughout their lives.
We embrace THRASS to develop our students’ understanding of spelling. Writing is following the Seven Steps of Writing to ensure we have a connected language and approach to developing our students’ as writers.
Science in the Primary School aims for students to develop enquiring minds and a positive attitude for exploring and interpreting the environment.
The aims of the Science program are to ensure:
• children enjoy Science and develop their skills at their own rate within a safe environment.
• interesting, exciting and relevant experiences are presented in order to generate a lifelong interest in the discovery of the biological, physical and technological world.
• the acquisition of knowledge, concepts and skills to make informed and responsible decisions about local, national and global issues.
• that science education empowers children in a dynamic world enabling them to manage and initiate change.
Science as outlined in the Australian Curriculum Science has three interrelated strands:
- Science Understanding
- Science as a Human Endeavour
- Science Inquiry Skills
Together, the three strands of the Science Curriculum provide students with understanding, knowledge and skills. Students are challenged to explore science, its concepts, nature and uses, through clearly described inquiry processes.
History is a disciplined process of inquiry into the past that develops students’ curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day. History aims to ensure that students develop:
• interest in, and enjoyment of, historical study for lifelong learning and work, including their capacity and willingness to be informed and active citizens.
• knowledge, understanding and appreciation of the past and the forces that shape societies, including Australian society.
• understanding and use of historical concepts, such as evidence, continuity and change, cause and effect, perspectives, empathy, significance and contestability.
• capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication.
Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.
Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies.
Languages Other Than English (LOTE)
The Primary School offers a language based Japanese Program Years 4 to 6.
Children are encouraged to become proficient with basic language and are also provided with instruction on the geography and culture of this country. Children continue with their LOTE studies in Middle School.
The Arts take the form of Music, Visual Arts, Dance, and Drama. It is essential that all children have continuous experiences in the Arts throughout their schooling because the arts help develop the whole child by providing a means whereby children reconstruct and assimilate their view of the world. Through The Arts, children engage in experiences, which will enable them to create, communicate and appreciate.
Classroom Music is a creative, enriching, educational and fun experience for our students. Studies in Music develop specialised skills that enhance all aspects of development such as cognitive, emotional and psychomotor. Music appreciation and study contributes to the development of intelligence, memory, coordination, concentration and invention. This is in addition to the development of skills such as logical, critical and divergent thinking, decision making and concept formation. Studies in Music also offer a unique form of self-expression and communication and a unique way of viewing and understanding the world. Our students are exposed to a variety of aspects of Music education within their lessons. Students have the opportunity to create their own musical masterpieces, improvise, sing, play the recorder, perform, form ensembles and perform with their classmates, explore form within Music, play musical games and develop their general knowledge and understanding of Music.
Year 3 Strings Program
The Year 3 Strings Program allows for members of Year 3 to undertake violin/cello tuition for twelve months. Tuition costs are part of your school fees, while the violins are hired from the School for a minimal charge. This program has proved highly successful in the School and it allows students the opportunity to learn an instrument at an early age. Students have the option of continuing with violin/cello in the year after or perhaps changing to a different instrument.
Health, Physical Education and Sport
Regular vigorous activity contributes positively to children’s health. Research has shown that a well-developed Physical Education and Sport program can enhance learning as well as helping children: become fitter and healthier whilst developing their tendency to play and explore, refine skills of body management, develop confidence and competence in movement, improve self-confidence and social competence and become more able to cope with stress.
Our Friday afternoons for Years 4 to 6, are the dedicated time to participating in inter-school sports. The sports on offer vary across the year, and in length of time offered.
The Physical Education and Sport program provides experiences, which reflect variety, vigour, vitality, challenge, and achievement. The emphasis of the program is on enjoyment, skill development and teamwork. Community resource people are often used to assist in skill development lessons.
Health and Physical Education aims to develop the knowledge, understanding and skills to enable students to:
- access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan;
- develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships;
- acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts and settings;
- engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes;
- analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally.
The Technologies curriculum comprises two subjects - Design Technologies and Digital Technologies. Both subjects provide opportunities for students to create solutions, develop a range of thinking skills including systems thinking, design thinking and computational thinking, learn how to manage projects and consider how solutions that are created now will be used in the future. Design and Digital Technologies are taught in both discrete and integrated units of work.
Technologies aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students: investigate, design, plan, manage, create and evaluate solutions;
- are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time;
- make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future;
- engage confidently with and responsibly select and manipulate appropriate technologies − materials, data, systems, components, tools and equipment − when designing and creating solutions;
- critique, analyse and evaluate problems, needs or opportunities to identify and create solutions.
The Makerspace in our Learning Hub, is accessed by all Primary students during their lunchtimes and as part of their Technology studies. While there, they might engage with LittleBits, Beebots, Spheros, Ozobots, Makey Makeys or Strawberry PIs, just to name a few. In this space, and in their classrooms, technology devices are embedded across the curriculum to engage learning and develop the necessary skills for coding, thinking creatively and problem-solving.
Information Communication Technology
The use of Information Communication Technology has become increasingly important in education over the last decade. The Primary School endeavours to provide all children with opportunities to become competent in the use of Technologies through the provision of a Chromebook for each student in Years Prep to Year 6 during the school day. Computers are viewed as important and useful learning tools which can be used to enhance learning across many curriculum areas. Students have access to computers, and a range of other technologies in each of the Primary classrooms.
All students across Prep to Year 6 are provided with a device for use while at school. We are a Google platform educational environment. The Responsible Use of ICT Policy (Students) applies to all devices.
Ethics and Faith
At St Luke’s Anglican School, all students in all year levels have an Ethics and Faith class every week. Through stories, music, art, drama, symbols, prayers and ritual students learn about our God and the great love he has for each of us. Students are challenged to look at what they believe, how they live and connect this to the life and example of Jesus Christ as recorded in Holy Scripture. It is from this understanding that every week students also gather for worship where they, as one community celebrate our faith and our hope. Father Iain Furby and Mrs Amy Griffin (Youth Chaplin), offer students guidance and support relating to personal and spiritual matters.
- Year 6: In 2021, our Year 6 students will travel to Outback Queensland. Students will bus to Longreach and return, and return by bus to Bundaberg.
- Year 4: The Year 4s will travel to Camp Maranatha: Boulder Creek for their outdoor education adventures.
- Year 5: The Year 5s will travel to Camp Mapleton.
Differentiated Learning Enrichment and Extension Programs
St Luke’s Anglican School values the diversity of all students including those with a disability, English as an additional language, indigenous students and students with exceptional talent.
The School recognises the right of all students to equitable access to the curriculum, offering inclusive education programs specific to the educational needs of students. When accepting enrolments, St Luke’s investigates that it has adequate resources to meet the requirements of the student and the impact that student may have on their classes. St Luke’s Anglican School will assist the full participation of students with individual needs in order to maximise their potential by:
• valuing all students as individuals and identifying and responding to their needs;
• consulting with the student (if possible) and parent to make well-informed decisions about the education program to be developed for each student;
• identifying and addressing barriers that limit a student’s opportunities, participation and benefits from mainstream schooling;
• providing appropriate level of resources within available funds in order to reasonably accommodate the needs of a student;
• making reasonable adjustments in modifying, substituting or supplementing curricula, timetables, teaching methods and materials, and assessment procedures to meet the needs of a student;
• facilitating options and pathways for a student with individual needs;
• providing physical environments that are accessible, stimulating, safe and welcoming;
• respecting the rights of individuals to privacy and confidentiality;
• fostering and encouraging among staff and students, positive, informed and unprejudiced attitudes towards a student with individual needs; and
• supporting and assisting students to make alternative satisfactory educational arrangements when the School is unable to meet their needs.
Students identified will be working on an Individual Learning Program (ILP) developed by the classroom teacher, Differentiated Learning Coordinator and parents/caregivers. Individual Learning Plans will be reviewed regularly. If your child requires this type of support please contact the Head of Primary who will arrange a meeting alongside of the Differentiated Learning Coordinator. Differentiated Learning supports teachers in meeting the needs of all students. This could be learning support, extension programs or other special needs. As a part of the role of the Learning Support teacher, areas such as early literacy and numeracy intervention are accessed. Early literacy intervention uses specialised and individual tuition in reading. As for other learning support of students, children are selected for these programs according to class teacher or specialist referral, and or appropriate testing procedures with children in early childhood being targeted.
The principal aim of the Educational Support Program is to assist students who are not meeting set benchmarks in developing their skills in Literacy and Numeracy.
There are three ways in which students can be identified for this program:
1. Students not meeting the minimum national benchmarks in Literacy and Numeracy (as identified in the NAPLAN/ACER) Testing in consultation with teacher or Coordinator.
2. Students not gaining a passing grade in “English” or “Mathematics” subjects within the School’s reporting process in consultation with teacher or Coordinator.
3. Students who are identified as requiring intervention. This identification can be made by the Differentiated Learning Coordinator and the Head of Primary in consultation with the class teacher.
The desired outcomes of this Program include:
1. Improved literacy and/or numeracy skills of students.
2. Enhanced student self-esteem.
3. Engagement of parents/caregivers in the educational support process.