Curriculum

Framework for Improving Student Outcomes (FISO)

Education involves the development of the whole child; social, emotional, intellectual, physical and creative. A child’s ability to develop towards his or her true potential is greatly assisted when there is a close relationship, communication and understanding between home and school.

Wooragee Primary School implements the Victorian Curriculum and utilises the Framework for Improving Student Outcomes (FISO) continuum, to ensure that we are providing for our students and being accountable, responsible and reflective of our learning program and practice.

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Our Goal

Our goal is to maximise learning growth across the curriculum for every student. We want our students to be Respectful (for self, for others, for the environment and community), Resilient (trying hard, bouncing back, persisting), Responsible (for their learning, for their thoughts, for their actions).

We believe that we are preparing our students and enabling their lifelong learning journey. Our belief is that an effective teaching and learning program should enable children to make meaningful learning connections in a supportive and safe environment.

We endeavour to create an effective teaching and learning environment that provides the opportunity for children to:

•  Be engaged in their learning and feel empowered through student voice and agency.
•  Respectfully and actively interact with others.
•  Be participants who inquire and question.
• Draw and build on their existing knowledge, understandings and interests.
• Make real world connections.
• Apply their learning to authentic questions and issues.
• Develop higher order thinking and processing skills.
• Explore and develop values and attitudes.
• Develop positive learning habits; effort, resilience, persistence, questioning.
• Utilise a range of learning styles and approaches.

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Teaching & Learning Environment

At Wooragee Primary School the implementation of an effective teaching and learning environment is enhanced by our commitment to work collaboratively, to continually learn and to seek to understand the students we work with, to best provide what they need.

We see our role as educators as laying the foundations for students to participate
effectively in their communities in the future. We strongly believe it is our duty to provide young people with the capacity and motivation to:

• Develop a love of learning and value being a learner.
• Be literate, numerate and technologically skilled.
• Be environmentally and globally aware.
• Be culturally sensitive and understanding of others.
• Select and evaluate information and be intellectually curious.
• Be problem solvers who are able to think creatively and critically.
• Work in teams with skills in cooperation, communication and negotiation.
• Be flexible, adaptable and have persistence, so they are better able to adapt to change or when they experience discomfort.
• Be community builders, with strong social competencies, resilience and self-esteem.
• Know how to learn and want to continue to learn.
• Move from being supported learners to autonomous, independent learners.

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Victorian Curriculum F-10

The Victorian Curriculum F-10 includes both knowledge and skills. These are defined by learning areas and capabilities.

This curriculum design assumes that knowledge and skills are transferrable across the curriculum and therefore are not duplicated. For example, where skills and knowledge such as asking questions, evaluating evidence and drawing conclusions are defined in 'Critical and Creative Thinking', these are not duplicated in other learning areas such as History or Health and Physical Education.

It is expected that the skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning across the curriculum.

The design of the Victorian Curriculum F–10 is set out below: