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The Three Pillars

The Three Pillars of our school pedagogy are Literacy, Numeracy and Inquiry. We believe in direct, explicit teacher instruction in Literacy and Numeracy, with an increasing focus on Inquiry as students progress through the school. All students receive the 5-5-5 model in Literacy and Numeracy; five lessons in Reading, Writing and Numeracy. Additionally, Library lessons act as a sixth Reading lesson for all students P-6. We invest heavily in teacher aides and student support in the junior school, with a focus on establishing a strong foundation in Literacy and Numeracy for students in years P-2.

Curriculum Framework

Our Curriculum Framework is based on the understanding that students learn best by being engaged and active in their learning. Our philosophy of providing our students with a broad and well-balanced educational experience ensures that each student can explore and release their individual talents. This philosophy is supported by our extensive range of extra curricula offerings. Specialist classes in Chinese, Visual Arts, Performing Arts, ICT and Physical Education, ensure that all Templeton students can learn in varied ways. Through these opportunities, our teachers aim to create experiences that inspire students to learn and to continually challenge their personal best.

 

Templeton Instructional Model

Informed by the Victorian Curriculum, our Instructional Model is based on The Three Pillars. Our Professional Learning Communities (PLCs) meet weekly to analyse student data, identify student, group and cohort point of need, and plan lessons for The Three Pillars.

Our lessons are highly structured, with a clear Learning Intention, Success Criteria, tuning in and explicit instruction. Teachers monitor student progress with formative and summative assessment and anecdotal notes. Teacher and student reflection concludes each lesson, followed by assessment, feedback and Victorian Curriculum Reporting in June and December.

 

Learning Skills

Learning skills follow a spiral process that develops well-rounded learners. Through Inquiry, Templeton students ‘learn how to learn’, developing the following skills over each unit of work. These skills are assessed through a specific task at the end of each unit, and reported to in June and December.

 

Bringing our practice together is our Inquiry program. Inquiry inspires curiosity and creativity while facilitating student agency and voice. It connects our curriculum by providing context and purpose for our direct and explicit teaching pedagogy. Our Inquiry program is based around six concepts; Self and Relationships, Place and Time, Systems and Communities, Expressing Ourselves, The Natural World and Sustaining the Planet. Each year, students explore these units around different focus questions, decided by PLCs. Each unit focuses on a Value and two Student Profile attributes, with each of the skills interwoven into the learning tasks. This creates a spiral of learning from Prep to Year 6, with Templeton students starting secondary school with a well-rounded educational experience from Templeton.

 

The School Improvement Team (SIT) builds teacher and leadership capacity and drives a culture of learning at the school. The SIT forms an integral part of the leadership structure of a school, undertaking the crucial role of developing, overseeing, and evaluating the effectiveness and impact of the Annual Implementation Plan (AIP) each year. It has responsibility for leading the strategic planning process, providing clear and achievable goals and targets. The team comprises representatives from across the school and has a shared understanding of the role the SIT plays in supporting, driving, and monitoring improvement. The SIT supports the school leadership team to build teacher and leadership capacity and strengthens the culture of learning at the school; the school review process underlines this responsibility.

SITs support the school leadership team throughout the school review with their deep understanding of the progress made against the AIP. The SIT actively engages and focuses the school and its community in a shared purpose for improvement through their dedication to improving student outcomes. Members of the SIT may be called upon to assist in the preparation of the pre-review self-evaluation (PRSE). They may for example:

  • be called to lead or support staff in the collection and analysis of data and evidence
  • request collection of student responses and data or lead student, staff, or parent forums.

Following the school review, the SIT leads the development of the new School Strategic Plan. They do this with the school community, assisting in the creation of clear and achievable goals and selection of targets. These goals and targets are operationalised each year through the AIP, for which the SIT is responsible.

Year 5 & 6

Year 5 & 6

Victorian High Achievers Program

The Victorian High Ability Program (VHAP)

The Victorian High Ability Program focuses students on tasks that stimulate critical thinking, problem solving and creativity – enriching their understanding of English and Mathematics. The program does not focus on accelerating students through core Victorian Curriculum content, instead students will be pushed out of their learning comfort zone to become critical thinkers.

The Victorian High‐Ability Program (VHAP) is delivered online and students engage with the program in both synchronous and asynchronous learning with a teacher using Virtual Schools Victoria. As part of the program students complete the following tasks:

  • Synchronous Learning

Over 10 sessions, they will attend one 55‐minute synchronous online lesson per week with their online teacher.

  • Asynchronous Learning

Outside of the allocated time, students will complete further activities. It is anticipated that this will take students approximately 30‐40 minutes per session.

Student Selection
Only students who have been selected by the Department of Education and Training are able to participate in the program. As part of the selection process, the Department will analyse student achievement data to assess student readiness and ability to participate in this program. Selected students will only be offered a place in up to one course each term. This is to balance the load on students of additional course work outside of core subjects and to minimise the impact of missing more than ten regular classes per term.
Students will be invited to participate across multiple years if they are deemed eligible.

COURSES
Patterns: From Symbols to Secrets (primary mathematics Years 5 – 6)
This course will encourage students to discover that mathematics is not about ‘getting to the answer’, by demonstrating there are often multiple solutions and multiple strategies. Students will explore concepts that are not usually covered in the primary mathematics curriculum, such as number patterns, alternative numeral systems and cryptography. They will be pushed to view mathematics as a process of exploration, and encouraged to ask questions, make conjectures, and test ideas.

The Power of the Pen (primary English Years 5 – 6)
This course will help students explore the purpose and impact of writing. They will consider a world without writing, examine the history of writing, and have the opportunity to extend their story writing skills. They will engage in narrative masterclasses focused on plot, character, setting, perspective, voice and genre. They will explore humorous and optimistic texts, the difference between writing to control and writing to empower, and the ways in which writing can change hearts and minds.

Year 4

APSMO Maths Problem Solving

Maths Games and Maths Olympiad

Extension and Enrichment Programs

At Templeton we offer extension and enrichment programs for eligible students in Mathematics: Maths Games in Year 4 and Maths Olympiad in Years 5 and 6. The students will be involved in Mathematics Rotations at the same time as these programs so they are not withdrawn from their daily classroom program.

The Australasian Problem Solving Mathematical Olympiads (APSMO) are unique in that they focus on the students’ ability to solve mathematical problems in a creative manner – as opposed to simply reaching a solution using a prescribed method.

The APSMO Maths Olympiad has been operating in primary schools since 1987 and high schools since 2003. Each year thousands of schools participate in the competition from around Australia and New Zealand.

The Maths Olympiad and Maths Games are an ideal complement to the school curriculum. The main aims of the competitions are to:

  • Introduce students to important mathematical concepts
  • Teach major strategies and develop flexibility for problem solving
  • Foster creativity and ingenuity and strengthen intuition
  • Stimulate enthusiasm and enjoyment of mathematics
  • Provide for the satisfaction, joy and thrill of meeting challenges

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Kids at Sea

Kids at Sea

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All students at Templeton are assigned a House, named after one of four Australian Sports Legends. Throughout the week, students are awarded House Points for good behaviour, academic achievements and sport. Every Friday at assembly, our House Captains announce the winning House for the week. Points are accumulated throughout the year, with the winning House awarded the House Trophy. Our House Captains are elected every year from Grade 6. These students lead their House in all sporting events at the school.

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