The Aitken Hill Primary School curriculum draws on elements of the Victorian Curriculum to develop and implement a curriculum that is meaningful for students, with a strong commitment and focus on Literacy and Numeracy.
The Victorian Curriculum F–10 sets out what 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 sets out a single, coherent and comprehensive set of content descriptions and associated achievement standards to enable teachers to plan, monitor, assess and report on the learning achievement of every student.
The Learning Programs are structured to cater for individual student learning needs, in a supportive learning environment where students are given daily opportunities to read, write, speak, listen and participate in relevant, high interest numeracy lessons. There is also topic work that changes each term that aims to build the curiosity, knowledge and skills of our students.
Staff work together in Professional Learning Teams (PLTs), aligning assessment tasks relevant to the essential Learning statements of the Victorian curriculum, so information can be gathered and analysed in such a way to identify all students and their next steps in their learning. Teachers work together to develop high quality teaching and learning programs that reflect high impact teaching strategies. Student progress is closely tracked to ensure all students are demonstrating strong learning gains. Learning Intentions and Success Criteria are developed for all sessions, making the focus and indicators of success of the lesson visible to the students. Feedback is integral in this process, where teachers both give and receive feedback from students, students are often asked to work collaboratively and thus give and receive feedback from their peers and students reflect on their own progress and next steps in their learning pathway.
AHPS implements programs that are organised according to principles of extensive educational research based on the best teaching practices to facilitate student learning. Our teachers see themselves as learners too, building their capacity through professional learning programs that lead to the transformation of practice. They are involved and engaged in many professional conversations, professional readings and participate in professional development. Our teachers are reflective about their teaching in order to assess the impact it is having on the students they teach.