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Our Learning

Keysborough Gardens Primary School

At Keysborough Gardens Primary School our students are our number one priority. We aspire for all students to achieve and grow as learners, and to become lifelong learners. We want our students to take ownership of their learning, to make purposeful contributions to their learning environments, and to tackle issues arising in the world around them.

Our school recognises the central role of teachers. They are expected to develop engaging and challenging learning programs and create the best opportunities for student learning, including supporting parents as first educators and partners in education. 

They model lifelong learning as they build reflection and deep levels of thinking into their practice and challenge themselves and their students to co-construct and apply new knowledge.

WHY
WE TEACH

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At Keysborough Gardens Primary School we aim to develop life long learners who care for

themselves, others and the community around them and actively contribute to a more sustainable

and peaceful world.

Our vision is to ensure that every child is equipped with the knowledge, skills and capabilities 

necessary to thrive in a rapidly changing and globally connected world.

Our core values of Kindness, Empathy, Gratitude, Respect and Excellence guide how we teach,

learn and interact at Keysborough Gardens Primary School. These values work in conjunction with the Learner Profile to help our

students develop international mindedness and become responsible members of local, national and global communities.

 

Our shared approach to teaching and learning ensures students are at the heart of decision-making processes. Every student and teacher is encouraged to strive for excellence in learning and life.

 

 

 
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WHAT
WE TEACH

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Our students learn in a supportive and personalised school environment with access to a full and outstanding range of programs across all areas of the Victorian Curriculum.  

 

 

 

 

 

 

 

 

 

 

 

As a candidate International Baccalaureate school, we use the PYP as a framework to guide and plan our teaching and learning. There is a strong focus on English, Mathematics and Science as well as developing higher order thinking skills, technology skills and creativity.  

Our  students benefit from a full range of specialist programs including Visual Arts, Performing Arts, Physical Education and Chinese Mandarin. A range of extra-curricular activities are provided including school band, choirs, excursions, incursions and a wide range of lunchtime clubs.

 

 IB PYP (International Baccalaureate Primary Years Programme and Inquiry

In 2021 Keysborough Gardens Primary School became an IB Candidate school, offering the Primary Years Programme.  IB schools share a common philosophy - a commitment to high quality, challenging international education.

 

Each year level inquires into each of the six transdiciplinary themes.  These themes provide IB World Schools with the opportunity to incorporate local and global issues into the curriculum.

The six themes are:

Who we are 

Inquiry into the nature of the self; beliefs and values; personal, physical, social, mental and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be a human.

 

Where are we in place and time

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 individual and civilizations from local and global perspectives.

How we express ourselves 

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

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 organise ourselves

Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment

 

Sharing the planet

Inquiry into the rights and responsibilities in the struggle to share finite resources with other people and living things; communities and the relationship with and between them; access to equal opportunities; peace and conflict resolution. 

These transdisciplinary themes help teachers develop a program of inquiries- investigations into important ideas, identified by the school and requiring high level of involvement on the part of the students. 

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 in their education.

The PYP is flexible enough to accommodate the requirements of the Victorian Curriculum. 

The Capabilities

The Victorian Curriculum F–10 includes capabilities, which are a set of discrete knowledge and skills that can and should be taught explicitly in and through the learning areas, but are not fully defined by any of the learning areas or disciplines. The four capabilities in the Victorian Curriculum F–10 are:

  • Critical and Creative Thinking

  • Ethical Capability

  • Intercultural Capability

  • Personal and Social Capability

At Keysborough Gardens Primary School we want our students to develop critical thinking skills where they understand thinking processes, and have the ability to manage and apply these in a variety of familiar and unfamiliar situations.

English

We believe that language should be taught in context and address a wide range of areas such as reading, writing, viewing, presenting to an audience, nonverbal communication, and speaking and listening. Students have numerous opportunities to use their language skills to pursue personal interests in Social Sciences, Visual and Performing Arts, Literature, Technology, The Sciences, Mathematics and Additional Languages. Technology such as interactive whiteboards, iPads and computers complement and enhance language programmes.

Catering to EAL

KGPS has a high number of students from an EAL background and explicit modelling of literacy and language skills are implemented. Additionally, students that are of an EAL background are assessed against the EAL continuum component of the Victorian Curriculum, which caters all aspects of literacy and ensures that every student is catered to and their needs managed. 

Mathematics

Mathematics is undertaken on a daily basis with focussed sessions for the development of skills and knowledge in Number and Algebra, Measurement and Geometry and Statistics and Probability, that are implemented with students in like needs groups. 

The proficiency strands are developed through the hands-on application of mathematics skills and understandings using real life problem solving contexts with students collaborating in mixed ability groups.

With the emphasis on problem solving and inquiry based learning at Keysborough Gardens PS, developing a culture of thinking is important in every classroom. We do this by modelling a number of thinking tools. Examples of which include: KWL (What do you know? What do you want to know? What did you learn?), brainstorming, pushing students to provide evidence of their thinking and to reason by asking them ‘Why?’ ‘What makes you say that?”, classroom arguments or debates, learning journals, questioning techniques or patterns  are used repeatedly.

Science

Victorian Curriculum Science has two interrelated strands: Science Understanding, and Science Inquiry Skills.

Together, the strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.

Science at KGPS will be taught through inquiry into the PYP Transdisciplinary themes and explicitly where required.

 

Wellbeing

The social, emotional and physical wellbeing of our students is pivotal to their success at school, and into their future lives. Students who are happy, healthy and resilient are better able to deal positively with life’s challenges and are well placed to develop into well-balanced and successful young adults. Supporting students by providing every opportunity to build and enhance their social and emotional wellbeing is an important aspect of teaching duties for all staff.

Respectful Relationships and the Personal and Social Capability from the Victorian Curriculum underpins our whole school being program as is supported by the further resources and initiatives such as the Zones of Regulation.

“Student of the Week” awards are based on students demonstrating the school values and/or Learner Profile..

Student agency in wellbeing is fostered through the Peer Mediator Program and Peer Leaders. Year 6 students help younger students resolve minor playground issues, and explain and demonstrate desired behaviours through role play at the weekly assembly.

Specialist programs

Performing Arts

Students are encouraged to be risk takers through expressing their creative ideas to an audience using dance, music and drama. Much focus is given to learning rhythm, pitch, melody, harmony, timbre, dynamics and form using the percussion instruments, ukuleles, xylophones, glockenspiels, and boomwhackers as well as using the voice in singing. Many activities include whole class ensemble activities, working in small groups or with a partner. There is a strong emphasis on performing to an audience and providing feedback to the performers from peers.

The students also learn a variety of dances in whole class activities as well as develop the ways they express themselves in a variety of different drama activities. They learn skills to assist with delivering their lines, refining a character role, and adding movement to emphasize the role. There is a great focus on improvisation and performing to an audience.  Feedback is extremely important to the performers and is given after every performance.

 

Visual Arts

Students from grades Foundation to Year 6 explore the Elements of Art and are introduced to the Principles of Design which they are encouraged to include and reference in their artworks. We create a folio of works reflecting the elements as well as studies based on artists, both historical and contemporary, and movements which have led to how the Visual Arts are viewed today. Students are given the opportunities to work with a variety of materials and mediums to create their works such as collage, drawing, pastel, sculpture, print-media, charcoal, felt, and a variety of paints. 

In the Visual Arts room, students are encouraged to be open-minded and inquiring in their artworks, pushing the boundaries of the task, taking risks in their practice and always striving to take their creativity to the next level. All levels are welcome and supported as students reflect and positively respond to their own practice as well as others in order to promote a positive learning and creating environment. 

Physical Education

From Foundation - Grade 2 students are given the opportunity to learn and build on all the fundamental movement skills that are required in order to be competent in a wide range of physical activities.  All practices and games have been devised to promote one or more of the following competencies; throwing, agility, jumping, catching, hitting, balance and coordination.  These skills are used in fun-based games that build engagement and participation.

In Grades 3-6 the lessons become more game-based and sport specific.  In preparation for Grade 6 sport students continue skill development but work through tactics and strategies so that they understand the rules and the spirit in which they should be played.  Their lessons are collaborative and a great weight is placed on teamwork and leadership.

Mandarin

Students are supported to be knowledgeable communicators through learning Mandarin Chinese. They learn how to socialise, inform, create, translate, and inform in Chinese. Students are supported to develop five skills in communication, including listening, writing, reading, speaking, and viewing. The learning program focuses on the vocabulary and sentence structures that can be used in students’ daily lives and that are also relevant to students, such as greetings, numbers, colours, fruits, food, drinks, and so on.  

Students are encouraged to be open-minded thinkers in this rapidly changing and globally connected world. They are supported to develop intercultural capability, including the understanding of and respect for diversity and difference, and an openness to different experiences and perspectives. They also learn to investigate how culture shapes and extends learners’ understanding of themselves, their own heritage, values, beliefs, culture and identity. The topics studied include Chinese traditional festivals, Chinese literature and Arts, Chinese cuisine, and history of China, etc.

Koorie Cultural Inclusion

We acknowledge and pay respect to Elders and all Victorian Aboriginal communities. We honour and respect Traditional Owners, past and present, and value the rich culture and history of the First Peoples of this land.

We aspire for success for every Koorie child in education, achieving their developmental potential and their ambitions for life. Throughout our school community, we celebrate the rich and thriving culture, knowledge and experience of our First Nations peoples to ensure that Koorie children and learners of all ages feel strong in their identity and achieve their learning aspirations.

Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted.

HOW
WE
TEACH

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Keysborough Gardens Primary School has a collaborative approach to planning and teaching.  

While classroom teachers are held accountable for the students in their grade, all teachers have a shared responsibility for the students in their level. Teachers at Keysborough Gardens Primary School work in flexible teaching spaces, which support a range of team teaching approaches.  

Teachers work in collaborative, ‘professional learning community’ teams to plan and implement a differentiated teaching and learning program that caters for the individual learning needs of all students who operate at various points along the learning continuum. 

Our teaching and learning program is structured with a strong emphasis on the development of highly literate, numerate and curious students. 

We provide skilled and innovative teaching that recognises and caters to individual learning needs and is based on educational research and ongoing professional learning.

We provide students with the skills (Approaches to Learning-ATL) and strategies to take responsibility of their own learning through goal setting, student-led conferences, feedback and self-reflection.

We provide a student-centred, personalised approach to learning that relates to ‘real life’ and encourages empowerment and student initiated action.

We plan class work that is sequential and integrated and is based on clearly defined learning intentions.

We regularly inform students of their progress through authentic feedback.

We establish an educational partnership between the parent/s/carer, child and the school.

Learning Enhancement Program

The Learning Enhancement Program complements the classroom program. The program targets groups of students with similar academic needs. The students are identified through a variety of collected data including NAPLAN and teacher judgement. 

These students may be those working below, at or above expected levels.

The length of the program can be determined by student progress, however the program generally runs between 4 and 10 weeks. Session run for approximately 30 minutes, 1-3 times a week, with the aim to reinforce, revise or extend on classroom learning goals. 

Over the course of an academic year, the program works across all levels, targeting as many KGPS students as possible. 

 

Individual Needs

Teachers cater to each child’s individual needs in the classroom through careful use of differentiation. The teachers at KGPS are highly skilled in catering to all students learning needs including those working 6, 12 or more months above or below the expected level of achievement. 

Individual Learning plans are written for all those working 12 months below, 18 months above expected level of achievement.  Students are involved in goal setting and reflection on the successes.

Support is offered to students working below the expected level in the following ways:

  • Regular parent/child teacher meetings

  • Modified program/homework if required

  • One to one assistance in the classroom

  • Support and advice from the Learning Enhancement Program teacher

  • Differentiated learning groups targeted to specific learning goals

Student Voice

At Keysborough Gardens Primary School, we believe in empowering students through voice, agency and leadership. Across the school, students contribute to  the curriculum through an effective and authentic process of planning, feedback and deep reflection. This enables them to make decisions about what and how they learn and actively contribute to the planning of their own learning, promoting meaningful student involvement.

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HOW
WE
MEASURE
SUCCESS

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Data analysis and student learning gain forms the basis of our Professional Learning Team meetings and conversations.

Evidence of student growth, progress, and achievement are reviewed and used to evaluate effective teaching practice and determine the continuing learning needs 

Based on this evidence and evidence they have gathered themselves our students review and reflect upon their individual goals and set new ones that drive their focus for the next learning cycle in that area. 

 

REPORTING ACHIEVEMENT

To students: Feedback is given about current learning and areas for future learning in a timely ongoing manner for all areas of learning and development.  Students are provided the opportunity to reflect on their individual goals, gather evidence to ascertain achievement and set new ones to drive future learning.

 

To staff: Both informal and formal data is used to inform planning and teaching on both a short and longer-term basis. Trend data also provides relevant information about the school’s continuous improvement journey. Students are also involved in providing feedback to teachers.

To parents: Each semester parents are provided with a written summary report that includes teacher judgements against the Victorian Curriculum Standards in the learning areas and capabilities that have been part of the teaching and learning program for that semester. 

Teachers also provide information about the student’s engagement and wellbeing so parents are fully informed in relation to the learning and development of the whole child. 

 

Student Led Conferences differ from the teacher-directed parent teacher interviews, in that the student is the one at the centre, actively involved in the learning and the reporting process.  

 

Student-Led Conferences take the form of a conversation primarily between the student and their parents with the teacher involved at times during the conference. 

 

The benefits of these conferences include:

  • Students take responsibility for their own learning by explaining their learning goals and their progress

  • The development of the home-school partnership through parents, students and teachers celebrating student’s success together

  • The development of real-life skills and personal attributes through communication, self-evaluation and reflection, organisation and self-confidence.

Extra 
Curricular

 

Student Wellbeing

To support Student Engagement and Wellbeing at KGPS, we offer a wide range of lunchtime clubs and activities.  

 

These include:

  • Lego Club: Design, Build, Create, Experiment.  

  • Art Club:  Try origami, drawing, painting, collage.  Anything that brings out your inner artist.

  • Dance Club: A fun lunchtime activity to learn some great moves and improve coordination.

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The
Arts

Choir: The school choir consists of students in Years 3 to 6. They enthusiastically rehearse a large range of styles of music in an extensive repertoire. The choir rehearses at lunchtimes and performs weekly in the school assembly as well at the school functions such as at the Welcome Picnic. Repertoire includes songs from musicals, jazz and pop.

School Band: The school band consists of students in Years 3 to 6. They rehearse a large range of styles of music in an extensive repertoire. The band rehearses each Tuesday and performs weekly in the school assembly. Instruments include xylophones, guitars, keyboards, drums and ukuleles. 

State Schools Spectacular: The annual Victorian State Schools Spectacular program is an invaluable performing arts opportunity for Victoria’s government primary and secondary school students.

The program showcases and unites government school communities through working towards a common goal of more students reaching the highest level of achievement in the arts, ensuring kids are happy, healthy and resilient, and building pride in our schools. Each year schools can apply to be part of this event.

Leadership

Student Representative Council - Students from Years Three – Six are elected to become part of our SRC team.  These students provide a valuable contribution to our school through Leadership activities, school events and community fundraising. 

School and House Captains - Each year interested Year Six students are invited to apply for our leadership roles by completing a written expression of interest and a short speech outlining their leadership qualities and how they can support students and the community.

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School Values

Student of the Week - Each week teachers nominate a student who has displayed one of our values - Kindness, Empathy, Gratitude, Respect or Excellence - in the classroom or in their interactions with staff or peers. Students are  awarded with a certificate at Assembly. 

Green Team: Our Green team are responsible for maintaining our school vegetable garden and recycling program.  Interested students from Year Three to Six are encouraged to join.

Academic

John Monash Science School Robo Gals: Students in Year Five have the opportunity to join with JMSS students to participate in robotics sessions held on the John Monash Science School Campus.   

John Monash Science School Mini Mathematicians: Students in Year Five have an opportunity to be involved in exciting and challenging maths sessions run by Year Ten students.

Extension and Enrichment: Throughout the year a variety of Science and Maths activities are run for students who are interested in problem solving and science investigations.

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Sporting

Running Club: Get fit and healthy and join our running club.  These sessions are organised as part of our preparation for our school Cross Country event and regional events.

Auskick:  KGPS in conjunction with local football clubs runs after school and Saturday Auskick sessions. 

Lunchtime Sports Training: Training for a variety of our interschool sports and athletics activities occur for students in years four to six.

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