Curriculum planning is not seen as the responsibility of an individual teacher, it is a school-wide at PMPS. It is our responsibility to provide a high-quality learning for all students as they progress through their primary school education.
Our curriculum planning covers both skills and knowledge which include discipline based areas (English, Mathematics) as well as the general capabilities of critical and creative thinking, personal and social capability, intercultural understanding and ethical understanding.
Victorian Curriculum F–10
The Victorian Curriculum F–10 sets out what content every student should learn during their first eleven years of 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 standard. Further details on the structure and content of the Victorian Curriculum can be found here.
Learning Areas and Capabilities
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 transferable 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.
- Health and Physical Education
- The Arts: Dance, Drama, Media Arts, Music, Visual Arts, Visual Communication and Design
- The Humanities: Civics and Citizenship, Economics and Business, Geography, History
- Science Technologies: Design and Technologies, Digital Technologies
- Critical and Creative Thinking
- Personal and Social
Framework for Improving Student Outcomes
The Framework for Improving Student Outcomes (FISO) is the unifying framework for improvement in Victorian Government Schools.
The FISO uses school improvement and effectiveness research to help schools focus their efforts on key areas that are known to have the greatest impact on improved student outcomes.
The FISO is made up of three elements. Together, these complement and reinforce the capacity of schools to deliver the Education State reforms and improve outcomes for all students:
- the Improvement Model, including six high-impact Improvement Initiatives;
- the Improvement Measures;
- the Improvement Cycle.
The Improvement Model is made up of four state-wide priorities that are proven to have a strong bearing on the effectiveness of a school:
- excellence in teaching and learning
- professional leadership
- a positive climate for learning, and
- community engagement in learning.
DET Pedagogical Model
In 2018 the Department of Education and Training released the Pedagogical Model which was designed to reflected the current evidence base and departmental initiatives, including FISO and the Performance and development approach.
High Impact Teaching Strategies (HITS)
Evidence-based education is an approach where the methods used are based on significant and reliable evidence. It aims to apply the best available evidence, gained from scientific methods, to educational decision making.
A number of pedagogical strategies have been found to have a high impact on student learning. It is important that teachers use these strategies as a way to improve learning but also consider how they can be used in combination with each other. Professional learning is crucial to sustain authenticity, quality and consistency of practice.
The HITS (High Impact Teaching Strategies) are 10 instructional practices that reliably increase student learning wherever they are applied. They emerge from the findings of tens of thousands of studies of what has worked in classrooms across Australia and the world. International experts such as John Hattie, Dylan Wiliam and Robert Marzano have synthesised these studies and ranked hundreds of teaching strategies by the contribution they make to student learning.
The 10 HITS
- Setting Goals
- Structuring Lessons
- Explicit Teaching
- Worked Examples
- Collaborative Learning
- Multiple Exposures
- Metacognitive Strategies
- Differentiated teaching
Collaborative teaching in flexible learning spaces
Quality teaching is not an individual accomplishment, it is the result of a collaborative culture that empowers teachers to team up to improve student learning beyond what any one of them can achieve alone… The idea that a single teacher, working alone, can know and do everything to meet the diverse learning needs of 30 students every day throughout the school year has rarely worked, and it certainly won’t meet the needs of learners in years to come. (Carroll, 2009 cited in Dufour et al. 2010)
At Port Melbourne Primary School, collaborative teaching (otherwise known as co-teaching) is utilised across teaching pairs/teams to meet the diverse needs of our students and provide quality teaching and enriched learning opportunities.
This approach to teaching complements the school’s commitment to collaboration and shared ownership via the Professional Learning Communities (PLC) model and our flexible, open-planned learning spaces. It is imperative that every student succeeds at our school regardless of his/her academic ability, learning style, social competence or level of emotional intelligence.
Working together assists our teachers to best facilitate this as opposed to working in isolation.
In addition to the work done through the Year Level Collaborative Team, both members of the teaching pair are responsible for differentiating the instructional planning and delivery, classroom management, assessment and providing feedback on student achievement.
When done effectively, two teachers in one dynamic learning space can enable:
- flexibility in differentiating instruction or tasks
- coverage of content more effectively to support mastery learning
- workshopping based on students’ needs and misconceptions
- increased understanding of all students’ needs
- greater collegial exchanges of strategies between professionals
- a guaranteed curriculum
- enhanced support during instruction and independent learning
- increased one on one student conferencing focussing on feedback/feedforward or goal setting
- a diverse range of knowledge, skills and problem solving strategies to be shared
- utilisation of each staff member’s skill sets
- diversity in learning styles to be addressed
- teachers to share different perspectives on topics and encourage critical thinking
- students to build social connections with a wider range of teachers and peers
- rich collaborative reflection by teachers about what is and isn’t working
- ‘on the job’ modelling and support for graduate teachers
Collaborative Teaching/Co-Teaching Approaches
One teach, one assist (Supportive teaching): Describes the situation when one teacher takes the lead instructional role and the other roves to monitor and provide support on a one-to-one basis as required, often lending a voice to students or groups who would hesitate to participate or add comments.
Parallel teaching: Is when two or more teachers are working with different groups of learners simultaneously in different parts of the classroom. Teachers may choose to divide the group into mixed ability, like ability or based on students choice. Another benefit to their approach is the reduction of student to teacher ratio.
One Teach / One Observe: In this model, one teacher is primarily responsible for delivering instruction to the entire class. The other teacher is serving as an intentional observer. While observing, this teacher can observe and record student behaviour, student understanding, or even the teaching teacher’s style and behaviour.
Team / Complementary Teaching: Is when both teachers actively work together to deliver instruction to the same group of students at the same time, exhibiting an invisible flow. From a students’ perspective, there is no clearly defined leader – as both teachers share the instruction, are free to interject information, and available to assist students and answer questions. Alternatively Teacher A may do something to enhance the instruction such as paraphrasing or expanding on the other’s ideas, scribing students’ ideas on the whiteboard or model a specific skill while Teacher B leads.
Alternative (Differentiated) Teaching: When using this model, one of the teachers teaches the main lesson to the majority of the class. The second teacher works with a small group of students to either provide remedial help or to extend the lesson with more challenging material.
Station Teaching: Station teaching allows each teacher to work with smaller groups of students. The teachers divide the students into groups and create activities for the students to engage with the lesson material along with the assistance of a teacher. These stations can involve the teaching of new content, reinforcement of previously learned material, or challenging activities for students that are ready.
Port Melbourne Primary School strives to deliver authentic and meaningful language learning experiences, engaging in the culture embedded within a language. We aim to inspire an interest in the French speaking culture, people and places, providing skills across all learning domains, that will endure and encourage our students to continue with a lifelong love for learning languages and respect for other cultures.
We aim to provide evidence and feedback that will bring out the potential of every child through delivering a differentiated curriculum and catering to the learning needs of our language learners. We are using both self and peer assessment in class to help each student provide instant feedback on their learning and assist us in monitoring their progress.
- Our French program is taught by Emily Burkimsher (Miss Emily) and Paul Carels (Mr Paul).
- Students have French once a week for an hour.
Each year, Port Melbourne celebrates all that we learn in French and our love for discovering a new language and culture in a special day in the month of July, as close as possible to the French national celebration of le 14 juillet.
Students dress up as famous French personnages, cultural icons and colours for a costume competition, and participated in different French intercultural activities for the whole day run by their classroom teachers. The day ends with a celebration concert of all our language learning and achievements.
The Physical Education Program at Port Melbourne Primary School, linked to the Victorian Curriculum is aimed to generate a level of well being, encompassing fitness and enjoyment of physical activity.
We aim to contribute to a happier, healthier and more successful school, inclusive of pupils who have greater confidence, developed social competencies and self-esteem.
This is achieved through developing fundamental motor skills and involving students as skilled participants in challenging play, games, dance, leisure, recreation and additional sports such as; Open Water Safety, Swimming, Cricket, European Handball, Basketball, AFL, Volleyball, Soccer, Gymnastics, Athletics, Cross Country and more.
Students also have opportunities to participate in numerous Gala days throughout the school year, to compete against local schools within the Southport District. Students who excel in sporting endeavors also have opportunities to participate in state representative teams with opportunities provided through School Sport Victoria.
Swimming is conducted for students from Foundation to Year 4 as an intensive program at MSAC, and Years 3-6 participate in an Open Water Learning Experience run by Lifesaving Victoria.
All students participate in a 60 minute Physical Education session with their PE teachers each week as per the new Victorian Curriculum. In addition to the aforementioned, extra-curricular clubs and lunch time training sessions are ran by staff and assisted by parent helpers over the course of the year to support student sporting development.
- Our PE program is taught by Stephen Brewer (Mr Steve) and Annah Cullen (Miss Annah).
- Classes are located in the new gymnasium.
- Students have PE once a week for an hour.
Parent School Sport Committee
We has established a Parent Sport Support Committee where interested parents can assist with supporting the school in a range of events and initiatives. Parent support is most welcomed and appreciated for Gala Days and at major sporting events such as; Cross Country and Athletics.
If you are interested in joining Parent Sport Support Committee, please contact Stephen Brewer, Annah Cullen or Bre Goodger McGrath.
- Stephen Brewer: email@example.com
- Annah Cullen: firstname.lastname@example.org
- Bre: email@example.com
We use Performing Arts to explore ways of successfully interacting with others through games and activities that require a range of social skills and are appropriate to individual year levels and groups.
Students participate in activities that include imaginative play, acting and playing games together in a friendly manner, while focusing on the core values of kindness, friendliness and co-operation.
They practice working co-operatively with other class members through games designed to promote trust and responsibility. Students will act out scenes from picture storybooks as they discover characters, sequence and how drama tells stories too.
All activities are designed to promote successful interaction with people outside their immediate friendship groups to broaden their social sphere.
- Our Performing Arts program is taught by Maria Chadwick (Miss Maria).
- Our studio is located in the new Music Room.
- Students have Performing Arts once a week for an hour.
- Semester One: Grade P, 1, 4 & 5.
- Semester Two: Grade 2, 3 & 6.
Modern Choir is busy rehearsing and making progress towards performances to take place later this year. Rehearsals are held every Thursday at lunch time in the new Music Room, with Miss Maria and/or Miss Jess.
Students can learn to play the keyboard, guitar or violin by having lessons at school.
Please contact the school Office on 03 9646 1001 for information about violin teachers, and contact Creative Music directly for guitar & keyboard lessons on 03 9818 2333.
The Art Studio is a space where students discover how art and design can have a positive impact on our lives, school, community, and world.
In Visual Art, we look at both art making and art appreciation. Children are given opportunities to express their ideas and encouraged to form responses to their own and other people’s artwork. We focus on the joy of art by allowing students to explore a range of art elements, such as colour, shape, texture, and experiment with a variety of techniques and materials across a range of art areas, such as drawing, painting, construction, collage, sculpture, fibre crafts, and printmaking. In our studio there are are no right or wrong ideas, and each workshop aims to give students a chance to experiment and play with creative concepts.
- Our Visual Arts program is taught by Chris Toner (Mr Chris) and Emily Rafton (Miss Emily).
- Our studio is located in the new Arts Room.
- Students have Visual Arts once a week for an hour.
- Semester One: Grade P, 1, 4 & 5.
- Semester Two: Grade 2, 3 & 6.
Welcome to the world of STEM (Science, Technology, Engineering, Mathematics) at Port Melbourne Primary School.
This year we are running specialist days of STEM, which the children are embracing with the passion and critical thinking of engineers, mathematicians and scientists of the future. Each day consists of Coding in the morning of the STEM day and Engineering / Science focus for the remainder of the STEM day.
STEM is based on the idea of educating students in four specific disciplines — Science, Technology, Engineering and Mathematics — in an interdisciplinary and applied approach allowing students to apply their problem solving skills to real life scenarios.
The Port Melbourne Primary School library is a welcoming relaxed open space which provides students with learning contexts, processes, skills as well as opportunities for wide reading, personal growth and enjoyment. The Library is overseen by the Schools Librarian with numerous administration and technical tasks implemented by a Library Technician.
The Schools Library collection provides a wide range of books and non-book material to support the varied school curriculum. The Library is located in B-Block and is organized into Picture Story, Fiction, Non-Fiction and Teacher Resource areas.
The Library management system is Oliver Junior, an easy to use Web based system with a sophisticated search engine, which features all school resources. The schools search engine OLIVER OPAC can be accessed by both staff and students on any computer in the school network.
Borrowing times are allocated by classroom teachers with classes timetabled in weekly. All students need to use a bag or book protector when borrowing and students can borrow for a 2 week period.
The Library is opened most lunchtimes to provide an alternative to outdoor play.
Can’t find the answer you are looking for?
We have provided more answers to some of our most commonly asked questions on our FAQ page.
What is taught at PMPS?
Learning at Port Melbourne Primary School is based on the Victorian Curriculum. The Victorian Curriculum covers Foundation (Prep) – Year 10, and incorporates the Australian Curriculum whilst reflecting Victorian priorities and standards. The Curriculum is broken into eight Learning Areas; Visit the Victorian Curriculum website for further details on the structure and content. We also offer Sport, Performing Arts, Visual Arts and French.
What do classrooms look like?
At Port Melbourne Primary School, collaborative teaching (otherwise known as co-teaching) is utilised across teaching pairs/teams to meet the diverse needs of our students and provide quality teaching and enriched learning opportunities. This approach to teaching complements the school’s commitment to collaboration and shared ownership via the Professional Learning Communities (PLC) model and our flexible, open-planned learning spaces. It is imperative that every student succeeds at our school regardless of his/her academic ability, learning style, social competence or level of emotional intelligence. Working together assists our teachers to best facilitate this as opposed to working in isolation.
What specialist subjects are taught at PMPS?
We offer Sport, Performing Arts, Visual Arts and French.
Do you offer the same curriculum as other schools?
Yes, learning at Port Melbourne Primary School is based on the Victorian Curriculum. The Victorian Curriculum covers Foundation (Prep) – Year 10, and incorporates the Australian Curriculum whilst reflecting Victorian priorities and standards.
What is The Resilience Project?
The Resilience Project delivers emotionally engaging programs to schools, sports clubs and businesses, providing practical, evidence-based, positive mental health strategies to build resilience and happiness. All students from Prep – Year 6 will be participating in resilience activities throughout the year.