Mount Waverley Heights provides high quality instruction and learning programs with the aim to provide every child the opportunity to develop to his/her maximum potential in a supportive yet challenging environment. Setting high expectations and standards, collaboratively sharing great practice and ongoing professional learning for all staff helps to develop consistent approaches and innovative practices.
Teachers at Mount Waverley Heights strive to meet the individual learning needs of all students by considering the knowledge, interests and abilities students bring to a learning context, the key skills and content of the area being taught (AusVELS), how the students will be organised for learning (individual, cooperative groups, interest) and the ongoing assessment strategies that help inform the teaching and learning cycle.
Through explicit teaching of learning, the utilisation of inquiry techniques, using student’s interests, ideas and passions and providing a safe and secure learning environment which encourages risk taking and creative thinking, we are able engage students in their learning.
REACH – LEARNING and TEACHING FRAMEWORK
The REACH – Teaching and Learning Framework recognises our need to develop a common understanding about what constitutes high quality instruction to ensure high quality learning experiences occur for every student, in every classroom, every day. This framework describes what effective teachers say and do to engage students in rigorous and successful learning and provides teachers with an instruction process to apply to their literacy and numeracy teaching and planning.
Each component of REACH is based on evidence of effective teaching and learning, however, bear in mind that one stage is not more important than the other and the framework does not endeavour to encompass the many facets that make up quality teaching and learning.
Want to know more? Download the pdf below.
Beacon School Industry Partnership
MWHPS has just developed a technology partnership with Datacom, Google, Hewlett-Packard and BenQ. This partnership will see MWHPS become a world-class IT Beacon School with cutting edge practices that will assist students on the journey to becoming future leaders in the knowledge economy. 21st Century skills such as collaboration, communication, personal/social skills and critical & creative thinking skills will be embedded in a curriculum brought to life through innovative practices.
What this means for MWHPS:
- A STEAM Program where rigorous academic concepts are coupled with real world lessons as students apply, Science, Technology, Engineering, The Arts and Mathematics in contexts that make connections between school and real-life learning
- Trial new industry ideas and provide feedback for change
- Engage with new technology such as Virtual Reality to enhance curriculum delivery
- Providing real-life opportunities for students beyond the classroom – coding camp, females in industry (Go Girl, Go For It)
- 1-1 Chrome Books for students in Years 3-6
21st Century Learning
MWHPS is committed to equipping our students to live and work successfully in the 21st Century through a future focused learning approach. The ‘three Rs’ simply aren’t enough. They need the skills which will prepare them for jobs that have not yet been created. At MWHPS we utilise the below learning skills (21st century learning skills) to prepare our students for an ever changing world.
MWHPS Learning Skills
Technology: Technology is everywhere – entwined in almost every part of our culture. Excellent ICT skills is a key component of 21st Century learning. With the support of our industry partners, MWHPS is leading the way in redesigning the way we engage, teach and learn.
- Utilisation of Google Classrooms, Virtual and Augmented Reality, Coding, Multi-Media, Apps etc provides students with the skills they will need to work across different platforms and applications.
- Our innovative inquiry practices which relate students learning to real world challenges, inspires students to realise their actions can make a difference. Technology is used to research, capture, reflect and produce new ideas
- Creating communities of learners who can collaborate well together for a deeper level of thinking and learning.
- Provide more effectively real-time feedback and assessment.
Critical & Creative Thinking: These skills are integral to activities that require students to think broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond.
- Think Tank Sessions which run fortnightly provide an opportunity for teachers to explicitly teach new strategies. Graphic Organisers, thinking routines (DeBonos Six Thinking Hats), Habits of Mind, etc. These new strategies are then incorporated into the curriculum.
Communication: Communication is one of the key components of 21st Century learning. Communication competence involves digital communication, interpersonal, written and oral communication. Through the curriculum, students at MWHPS are expected to explain their thinking, persuade others of their opinions, and engage readers and listeners. Students develop these skills not only with words but also with graphic and multimedia elements.
Collaboration: One of the most critical skills and fundamental to active learning. Collaboration is working effectively within a team to achieve, innovate or build something amazing. Students learn how to develop shared understanding of a problem, take action together to solve it and maintain team organisation. Benefits of Collaboration..
- The Google Classroom platform has revolutionised the way we collaborate ensuring that all members have an equal and shared responsibility
- Learning anytime, anywhere
Adaptable: With rapid changes in technology, diversity and society students need to be open to new ideas, flexible enough to work through challenging issues and generally able to cope when things don’t go as planned. It is the ability to change to meet the needs of the new situation or environment.
Social & Emotional Skills (SEL): SEL skills directly correlate to a students success and happiness. Developing students ability to recognise and regulate their emotions, communicate with others, use compassion and empathy to understand the needs of other people, build relationships and make good decisions.
- School Wide Positive Behaviours
- 6 Second EQ model utilised by school to further develop Emotional intelligence skills
Students in Victorian schools learn English, Mathematics, Science, Humanities, Health & Physical Education, the Arts, Languages and Information and Communications Technology (ICT). The Victorian Curriculum Foundation-10 (F-10) sets out what every student should learn during their first eleven years if schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.
The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards
National Assessment Program – Literacy and Numeracy (NAPLAN) – a nationwide test that assesses the skills of students in Years 3, 5, 7 and 9 in the areas of reading, writing, language conventions and numeracy.
• Media Arts
• Visual Arts
• Visual Communication Design
Health & Physical Education
• Civics and Citizenship
• Economics and Business
• Design and Technologies
• Digital Technologies
Critical and Creative Thinking
Personal and Social
Physical Education and Sport
Physical Education lessons occur weekly and develop skills in movement & co-ordination, to promote the acquisition of healthy behaviours and relationships. At Years 5 and 6, students are also involved in interschool sport. Students at all year levels experience swimming lessons as a part of the curriculum.
During this weekly session students are taught the basics of the Japanese oral and written language and are involved in cultural activities. Using the polycom system, students have the opportunity to talk to students in Japan about their schooling and life. Taiko drumming is an additional program offered for students in Years 5/6.
All students attend a Visual Arts session each week. They develop skills in drawing, painting, sculpting, construction and art appreciation.
This program provides specific teaching in the expressive arts and develops skills in performance & appreciation. Students are provided with contexts to celebrate and demonstrate their developing skills through a range of concerts and school productions. The school choir is a supplementary program offered for students interested in this area.
A range of activities or programs are offered to enhance students experiences at school.
Some of the extra-curricular activities include, but are not limited to…
- Art Club
- Buddies Program (Prep & Year 6)
- Camping Program (Year 1/2-overnight sleepover and Year 3-6 camps)
- Chess Club
- CyberSmart Program
- Dance Club – Hip Hop
- EAL (English As Another Language) Program
- John Monash Big Scientist/Little Scientist Program
- Instrumental Music
- Lego Club
- Library Lunchtime
- Literacy Intervention and Support Programs – Reading Recovery & Bridges
- Mathematical Olympiad
- Pre-school Connections – Literacy and Science Programs
- Scholastic BookClub
- School Production
- Somers Camp
- STAR Program
- Study Ladder Program
- Swimming Program
- Sustainability Program
- Student Representative Council
- Taiko Drumming
- University of NSW Competitions
We believe that everyone has the right to feel safe and secure and to learn without interruption. At Mount Waverley Heights we work very hard in getting to know all students and building quality relationships so that we know student’s academic, social and emotional learning needs and capabilities.
Our school purpose : Providing a safe and stimulating learning environment, rich in values, where confidence, personal responsibility, respect and inclusiveness are fostered.
We successfully received a grant, which will enable us to continue to strengthen our wellbeing practices, by becoming involved in the ‘School Wide Positive Behaviours Support (SWPBS)’ network. SWPBS is a framework that guides selection, integration and implementation of the best evidence based academic and behavioural practices for improving academic and behaviour outcomes for all students.
The sustainability student group meets regularly to promote activities, events and behaviours that encourage sustainable practices. These include managing our school vegetable garden and encouraging others to appropriately recycle waste paper, containers, newspapers, cardboard, assisting with the recycling program, encouraging sustainable practices E.g. Nude Food, etc.
Through Inquiry processes students investigate concepts such as…
Identity, Sustainability, Social Justice and Creativity.
Community, Change, Necessity and Curiosity
These concepts engage students in the big ideas allowing them to explore significant, robust and challenging themes which connect students with the emotional terrain around a topic and promote action. They provide a vehicle through which students can explore ethical issues that, in turn, support the development of a deeper understanding of themselves, others and the world in which they live. Students not only develop an awareness of an issue but the choice to pursue their learning pathway and to create, devise, assist or solve an issue that they are passionate about to improve their world, country, community, family, school. Students develop a sense of self efficacy in knowing that they can do something to better a situation and in so develop their own learning and leadership capabilities. Their learning links to ethical behaviour and intercultural understandings that promote acceptance while at the same time celebrating difference. Students are encouraged to question and consider various options. Inquiry involves challenging ones understandings, thoughts and beliefs and requires teachers to be looking for opportunities to make worthwhile curriculum connections.
Students are given genuine choices about what they will learn, how they will inquire and how they will show what they know. Students come away from it with new, deeper understandings and new questions. Inquiry connects learning across the curriculum exploring science, the humanities, health, sustainability, etc. These units are designed to provide opportunities for students to learn content and skills required for 21st Century learners.
Interschool Sport is played on Fridays. Mount Waverley Heights Primary School is a member of the Syndal District School Sports Association. Students participate in a range sports such as tee-ball, softball, rounders, T20 cricket, soccer and netball. The Athletics carnival, cross country, swimming carnival and basketball round robin played during the year are also highlights of the interschool sport calendar.
Interschool Sport provides students with an opportunity to develop and refine their skills in particular sports. Students enjoy participating in interschool sport as they develop the valuable life skills of ‘fair play’, sporting etiquette and sportsmanship.
We have a sequential camping program beginning with a ‘late stay/sleep over’ at school for our Year 1 and 2 students. The students return to school for a games afternoon focussed on developing ‘teamwork’ skills before enjoying dinner together, whereby the Year 1 students are collected by their parents. Then the Year 2 students have a movie night before settling down for the night at the school.
Our Year ¾ students participate in a 3 day – 2 night program alternating between an adventure style camp (Phillip Island) and a curriculum based camp (Gundiwindi).
Our Year 5/6 students are challenged by a 5 day-4 night program alternating once again between a trip to our Capital City (Canberra) and our environmental/sustainability camp to Narmbool.
We are very fortunate to have our wonderful staff and parent community who support and attend these programs, making them an invaluable experience for all.