Tudor House Curriculum Overview - Quality Learning and Teaching

CURRICULUM OVERVIEWFOR PARENTS

2011

TUDOR HOUSE

LEARNING & TEACHING

TUDOR HOUSE SCHOOL MAP (2011)

ContentsTOPIC OF INTEREST PAGE

A BROAD & CAREFULLY CONSIDERED CURRICULUM 4

GUIDING PRINCIPLES & KEY STAGES 5

QUALITY TEACHING = QUALITY LEARNING 6

CURRICULUM OVERVIEW K-6 8

ENGLISH - the Tudor House difference 9

MATHEMATICS - individual attention 10

SCIENCE, TECHNOLOGY & WOODWORK 12

HUMAN SOCIETY & ITS ENVIRONMENT 13

SPECIALIST LESSONS WITH SPECIALIST STAFF 14

MUSIC - A SPECIALIST FOCUS AT TUDOR 15

SPORT AND PHYSICAL DEVELOPMENT, HEALTH 16

INFORMATION COMMUNICATION TECHNOLOGY 17

LEARNING SUPPORT - Individual Needs 18

SPIRITUALITY & RELIGIOUS EDUCATION 19

SOCIAL EMOTIONAL GROWTH - YOU CAN DO IT! 20

KAHIBA - OUTDOOR EDUCATION 21

LEADERSHIP AND RESPONSIBILITY 22

HOMEWORK AND PREP 23

TIME ALLOCATIONS AND BOARDERS’ PREP 24

Tudor House Preparatory School 2011

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It is a difficult task to summarise and cover all that Tudor House offers in its curriculum provision. The pages that follow attempt to give some insight into the special qualities that underpin this traditional icon of Australian primary boys’ education. The Tudor House curriculum is intentionally broad and delivers in three key areas:

• academic, with an emphasis on the essential learning areas of literacy and numeracy• holistic, with an emphasis on outdoor education, testing oneself with responsible risk-taking,

and offering cocurricular opportunities in which all may find some degree of success• social and emotional, emphasising the importance of community mindfulness, global

perspectives and the personal responsibility, and importance, for establishing true Christian values, good habits of mind and positive behaviour.

Our Vision Statement guides all that we do:

By caring, Tudor House will nurture in every boy:

A love of learningA wonder of the worldA Respect for Self And Compassion for others

... turning caring boys into well educated, fine young gentlemen equipped with life skills for success in the 21st century.

Underpinning this vision are the eight strategic pillars - foundations for the future:

5. Physical 6. Creativity 7. Environmental 8. Technological

1. Spiritual 2. Emotional 3. Social 4. Academic

To visually represent these concepts on ‘quality’ learning, we refer to our own VAHS model of learning.

At the base are the essential values for successful learning - what we refer to as the New 3Rs:

Respect, Responsibility, Relationships

The stem is Engagement and the petals are positive attitudes:

Passion, Confidence, Resilience and Persistence.

With these Values and Attitudes, we can develop good Habits of Mind:

Responsible Risk Taking, Organisation Skills, Concentration and Attentiveness, Creativity and

Innovation, Remembering and Recalling important information.

This basic overview - simplistic in form and yet complex in nature - weaves through our school a rich learning fabric, where every strand is selected to develop in our boys a love of learning for life, where all may find success.

A BROAD & CAREFULLY CONSIDERED CURRICULUM


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Key StagesThe Primary Curriculum is organised into Stages:

Early Stage 1: KindergartenStage 1: Year 1 and Year 2Stage 2: Year 3 and Year 4Stage 3: Year 5 and Year 6

Most students will be working towards the outcomes for their Stage. Some students will be work-ing towards the outcomes that are above or below their Stage.

Curriculum IntegrationThe integration of syllabus content is a way of planning, presenting and managing the primary curriculum. Curriculum integration enables teachers and learners to identify and utilise connections between syllabuses. Its primary purpose is to enhance and maximise learning both within and across the key learning areas of the primary curriculum.

Guiding PrinciplesPrimary Education must address the entitlement of each child to acquire the knowledge, skills, values and attitudes necessary for satisfying a productive life.

At Tudor House we believe that:1. Boys learn best when...

they see purpose in their learning the outcomes they are working to achieve are explicit strategies and ways of thinking underpin all lessons they are happy to learn and are engaged concepts of justice and equity govern the learning environment quality feedback is presented regularly good relationships have been formed the environment and learning programme are well-managed and structured behaviour is conducive to learning they see connections between their learning experiences, and relate them to

their everyday experience2. Learning experiences should...

be responsive to children’s individual needs be well-planned, well-resourced and well-paced assist them to learn more by being challenging and rewarding follow a structure that allows for cooperative as well as individual work

3. Boys’ learning is enhanced when... good learning habits, attitudes and behaviour are developed there is positive support from home to reiterate or extend work from school the process is considered more important than finishing a task there is positive competition and rewards displays in the learning environment are maximised technology is properly utilised

GUIDING PRINCIPLES & KEY STAGES


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QUALITY TEACHING = QUALITY LEARNINGTudor House is unique in its educational offering. Our focus is on academic rigour married to breadth of opportunity and involvement - holistic education. To this end, we have developed our timetable carefully to optimise a wealth of learning opportunities.

Timetable - carefully planned to offer rigour and funTimes Period Monday Tuesday Wednesday Thursday Friday

8:30 FLAG PARADE - ALL BOYS LINE UP TO ATTEND TO THE FLAG RAISING & MESSAGES EACH DAY

8:40 1 SPELLING MASTERY SPELLING MASTERY SPELLING MASTERY SPELLING MASTERY SPELLING MASTERY

9:00 2 ENGLISH ENGLISH ENGLISH ENGLISH ENGLISH

10:00 3 MATHS MASTERY MATHS MASTERY MATHS MASTERY MATHS MASTERY MATHS MASTERY

10:20 4 MATHS CORE MATHS CORE MATHS CORE MATHS CORE MATHS CORE

11:00 RECESS BREAK

11:30 4 ELECTIVES (5-6) COLOUR FAMILIES

12:00 5

12:30 6 CHAPEL (K-2) ASSEMBLY CHAPEL (3-6)

1:00 FORMAL DINING IN DINING HALL (APART FROM WEDNESDAY WHEN THERE ARE PICNIC LUNCHES)

1:30 LUNCH TIME PLAY AND RECREATION

2:00 7 SPORT KAHIBA OUTDOOR EDUCATION (3-6)

2:45 8

3:30 9 CLASS END OF DAY ORGANISATION TIME AND PREPARATION

3:45 END OF SCHOOL DAY (PREP BEGINS AT 4:45)

Although not shown on this generic timetable, after our protected morning sessions of English and Maths (which include Direct Instruction elements for teaching Spelling and Mental Maths), we offer other core subjects - such as Science and Technology and Human Society and Its Environment (HSIE) as well as Personal Development, Health - all delivered by the class teacher.

Specialist LessonsAfter the protected morning block, our boys learn via carefully selected specialist teachers a breadth of subjects each week: Visual Arts, Woodwork, Music, Religious Education, Library, Outdoor Education.

Electives (for Years 5 & 6)Unlike other primary schools, Tudor House offers boys a chance to choose a subject of interest. These lessons are selected by the teachers and offered each term to the boys. They operate every Wednesday for one hour each week, and involve a range of interests, e.g. Forensic Science, Cooking, Woodwork, Debating, Games, Craft and Textiles, Multimedia Design.

SportEvery Wednesday, our boys enjoy a lengthened sport session. This session is broken into two parts: elective sport and Saturday team sport training. Elective sport allows boys to sample a wide range of sporting opportunities, e.g. bike riding, table tennis, cricket, volleyball, basketball, tee-ball. The team sport training prepares our boys for the Saturday sporting commitment.

Spotlight Lessons - a focus on quality teachingWe have developed our own unique model of learning, resulting in our Spotlight Lesson templates: lessons in which teachers carefully plan, observe and reflect professionally, publishing their lesson templates in your son’s Learning Portfolios, which accompany academic reports. We are committed to developing and delivering quality lessons that engage and challenge learners.


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E 7Below is our Spotlight Lesson template, which ensure our Spotlight lessons are meticulously planned and delivered to maximise our teaching and learning opportunities.

Teacher FocusLearning Area: Duration: 60 minutesTeaching goals: Quality Teaching Model Numeracy focusAssessment tool or rubric title:Resources: Quality text sample ICLT link or web link Notebook file name OtherLearner FocusBig Overview or Focus – Laying Down Connections What forms of communication are being used? What are the forms of social support being used? What choices of activity are being offered?Explicit Learning Goal/s: Communicating Social Support Student DirectionModel or Pose Problem: Demonstration Questioning Establish Prior Knowledge Meta Language lesson Vocabulary Comprehension focus or strategy Learning Tools: KWL graphic organiserGroup Work: Scaffolding Guided practice Cooperative Learning Research & Inquiry action Support: ability groups, learning, behaviour and extensionLearning Tools: Jig-Saw, Pair-Share, Graphic Organisers, Other...Discussion and Feedback: Demonstration (learner) Clarification Reinforcing meta-languageLearning Tools: Think-Pair-Share MindMap Individual Work: Practice Refinement Proofing Review

Learning Tools: Writing Frames, ICTReview/Follow On:

EXCELLENT LESSONS: Spotlight Lesson Template


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CURRICULUM OVERVIEW K-6At Tudor House we seek to develop a K-6 learning continuum which is of the highest standard and supportive of quality teaching and learning practices. Our teaching and learning programmes are in alignment with NSW Board of Studies Syllabus Documents. We also adapt and include many other innovative programmes, providing unique learning opportunities. This is the benefit of an Independent education.

There are six Key Learning Areas for Primary Education (K-6):

• English• Mathematics• Science and Technology (including Design Technology with Woodwork)• Human Society and Its Environment• Personal Development, Health and Physical Education• Creative and Practical Arts (including Music, Drama and Visual Arts)

Schools must provide learning experiences in each of these key learning areas for each child dur-ing each year of primary schooling.

These six key learning areas are broad groupings of subjects. Subjects are organised in this way to assist teachers in managing the scope of the primary curriculum.

1. EnglishEnglish is the key learning area where students develop knowledge, skills and understanding about English language and literature. English also has a wider role as a means of learning in all key learning areas.

2. MathematicsMathematics involves students in analysing and solving problems in the areas of space, measure-ment and number. It involves the study of patterns and relationships and provides a means of com-munication.

3. Science and TechnologyScience and Technology provides opportunities for students to learn about natural and made environments by engaging in scientific and technological activity. Science and Technology involves students in investigating, designing and making, and using technology.

4.Human Society and Its EnvironmentThis area deals with the interactions of people with one another and with the social, cultural and physical environments as they attempt to meet their needs. This key learning area also includes two elements of Languages Other than English: learning about languages and learning a lan-guage.

5. Personal Development, Health and Physical EducationThe Personal Development, Health and Physical Education key learning area helps students de-velop self esteem, social responsibility, personal fitness and the ability to make informed decisions about health and lifestyle.

6. Creative and Practical ArtsThe Creative and Practical Arts key learning area includes the art forms of dance, drama, visual arts and music. Learning in these art forms provide opportunities for students to develop their abilities to make works and appraise their own works and the works of others.


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What Makes Our English Programme so Special for Boys?

English Learning Standards of ExpectationAt Tudor House, we have developed our own specific English Learning Standards of Expectation. These documents are freely available for download and distinguish at each Year Level the expectations for MOST boys by the end of their academic year. These documents are a clear indication of the importance we place on English.

Spelling Mastery - our focus on rigour and structure EVERY morningEvery morning for twenty minutes, our boys are taken through a research-proven programme of spelling development from Years 1-6 called Spelling Mastery. This programme utilisises the teaching format of Direct Instruction. This format ensures all our boys in every class receive evidence-based tuition in spelling every morning in a sequential and rigorous fashion.

Learning Circles - meeting the needs of individualsEvery morning - during our protected academic learning times - our teachers focus on literacy circles. There is a thirty minute session on Writing and a thirty minute session on Reading. These sessions involve small group rotations around activities, specifically designed to meet individual needs.

Library Times - environment and resources second-to-noneEach week, our boys are given library sessions, which integrate with our English and Inquiry-based programmes.

Touch Typing - TypeQuick programmeAll our boys, as part of their ICT lessons, learn touch-typing skills using the TypeQuick programme. This programme records and monitors accuracy and speed.

ENGLISH - the Tudor House differenceThe Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students’ growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing . The three strands are:

1. Language: knowing about the English language 2. Literature: understanding, appreciating, responding to, analysing and creating literature 3. Literacy: expanding the repertoire of English usage.

Strands and Sub-StrandsContent descriptions in each strand are grouped into sub-strands that, across the year levels, present a sequence of development of knowledge, understanding and skills. The sub-strands are:

Language Literature LiteracyLanguage variation and change Literature and context Texts in contextLanguage for interaction Responding to literature Interacting with othersText structure and organisation Examining literature Interpreting, analysing & evaluatingExpressing and developing ideas Creating literature Creating textsSound and letter knowledge

taken from the new Australian Curriculum document, 2010


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The Mathematics K-6 Syllabus is organised into six strands – one process strand, Working Mathematically, and five content strands, Number, Patterns and Algebra, Data, Measurement and Space and Geometry.

The aim of Mathematics K-10 is to develop students’ mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject, and their engagement in lifelong learning.

Working MathematicallyWorking Mathematically encompasses five interrelated processes. These processes come in to play when developing new skills and concepts and also when applying existing knowledge to solve routine and non-routine problems both within and beyond mathematics. At times the focus may be on a particular process or group of processes, but often the five processes overlap. While this strand has a set of separate outcomes, it is integrated into the content of each of the five content strands in the syllabus.

NumberNumber encompasses the development of number sense and confidence and competence in using mental, written and calculator techniques for solving problems. Formal written algorithms are introduced after students have gained a firm understanding of basic concepts including place value, and have developed mental strategies for computing with two-digit and three-digit numbers.

Patterns and AlgebraPatterns and Algebra has been included into the primary curriculum to demonstrate the importance of early number learning in the development of algebraic thinking. This strand emphasises number patterns and number relationships leading to investigation of the way that one quantity changes relative to another.

DataData addresses the need for all students to understand, interpret and analyse information displayed in tabular and graphical forms. Students learn to ask questions relevant to their experiences and interests and to design ways of investigating their questions. They need to recognise when information has been displayed in a misleading manner that can result in false conclusions.

MeasurementMeasurement enables the identification and qualification of attributes of objects so that they can be compared and ordered. In this strand, each attribute is developed by the identification of the attribute and comparison of objects, the use of informal units, the use of formal units, as well as consideration of applications and generalisations. Students need to be able to use and select units and measuring tools, and to calculate areas and volumes given particular information.

Space and GeometrySpace and Geometry is the study of spatial forms. It involves representation of shape, size, pattern, position and movement of objects in the three-dimensional world, or in the mind of the learner. Students learn to recognise, visualise and draw shapes and describe the features and properties of three-dimensional objects and two-dimensional shapes in static and dynamic situations.

Source: Mathematics K-6 Syllabus (2002)

MATHEMATICS - individual attention


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Protected Time for Numeracy EVERY MorningOur timetable focuses on protected learning times for the two essential learning areas of Maths and English every morning. To this end, Tudor House is committed to one hour of numeracy development every morning. This hour long period is broken into two components: mental maths (20 minutes) and concept development (40 minutes).

Assessment for Learning - using the LIN and LIEN for individual focusAt Tudor House, we have invested in our staff’s professional development by having all our classroom teachers trained in the use of the Learning In Numearcy and Learning In Early Numeracy assessment programmes.

Every six months, your son will be individuall assessed in numeracy skills based on the widely-acclaimed and research proven assessment battery developed by the Association of Independent Schools. This assessment will indicate to our teachers areas of strength and areas still needing support.

This assessment programme ensures we can track your son’s progress but also evaluates our teaching practices, too.

Hands on Resources - learning by doing

Tudor House has invested in mathematical equipment and hands-on learning resources. Boys especially like to learn by doing. Our focus on Active Engaged Learning drives our determination to implement good resources for group work and individual support to develop mastery in Maths.

Maths Mastery - our focus on rigour and structure EVERY morningEvery morning for twenty minutes, our boys are taken through a research-proven programme of mental maths development from Years 3-6 using the programme Junior Elementary Maths Mastery (Years 3-4) and Elementary Maths Mastery (Years 5-6). This programme utilisises the teaching format of Direct Instruction. This format ensures all our boys in every class receive evidence-based tuition in mental maths every morning in a sequential and rigorous fashion, covering the following concept areas:

SpaceGeometryAverage, percentage, ratio, chanceMath languageMoneyTimeAlgebraVisual perceptionData analysisProblem solving.

AdditionSubtractionMultiplicationDivisionNumber patternsEquations and inverse operationsWhole number propertiesFractionsDecimalsMeasurement

MATHEMATICS - careful planning


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Dramatic and rapid change in science and technology is a basic fact of life for all students. For personal, social, environmental and economic reasons, young people must be well equipped to be active participants in our scientific and technological society.

Science and Technology K-6 provides learning experiences which assist in meeting the needs and interests of both students and the wider community. The aim of Science and Technology K-6 is to develop in the students competence, confidence anfd responsibility in their interaction with science and technology leading to:

• an enriched view of themselves, society, the environment and the future, and• an enthusiasm for further learning of science and technology.

The syllabus requires that students learn about and engage in: • the process of investigating• the process of designing and making• the use of technology.

The Content Strands• Built Environments, in which students learn about the structures and spaces that people construct, modify and adapt.

• Information and Communication, in which students learn about communication technology and the ways people make, store, organise and transfer images and information.

• Living Things, in which students learn about people, other animals and plants.• Physical Phenomena, in which students learn about phenomena related to energy, space and time.

• Products and Services, in which students learn about goods and commodities, and the systems used to produce and distribute them.

• The Earth and Its Surroundings, in which students learn about the Earth and its environment, and how people use the resources it provides.

What Makes Our Science/Technology so Special for Boys?Design Technology - Woodwork: one-and-a-half hours EVERY week!Design Technology K-6 forms part of the Science Technology programme. Tudor House has a special focus on Woodwork and workshop, which sees all our boys from K-6 design and construct projects with a very hands-on focus. We have a specialist Design and Technology teacher, who instucts boys in workshop safety, how to use tools, skills and processes. Our boys work individually and cooperatively, constructing toys, equipment and billy carts in the fully-resourced workshop.

New Teaching and Learning Format - innovative and focusedScience teaching for Years 5-6 is unique at Tudor House. Our specialised CAT (Concept Assessment Tutoring) programme utilises the latest in technology to provide a unique and well-planned format. Teachers plan the key concepts to be taught, isolating those concepts that must be mastered. A lecture introduces the CAT programme, with a lead teacher using all aspects of multi-interactive media to present the overview. With technology, the boys’ prior knowledge is assessed using Clickers. They are then assigned to smaller concept-focused tutorial groups. These tutorial groups focus on the areas of need specific to the concept knowledge of the boys. A whole-group assessment task is planned, using our Spotlight Lesson template. This lesson is then evaluated and a final lecture overview is delivered by the lead teacher. While this lecture is in place, any boys not meeting the mastery level expected, are assigned an intensive focus with a teacher, while the overview lecture is concluding the CAT unit.

SCIENCE, TECHNOLOGY & WOODWORK


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E 13The future wellbeing of human society and its environment depends on the quality of people’s interactions with each other and with their cultural, social and physical environments as they strive to meet their needs.

The aim of Human Society and Its Environment is to develop in students the values and attitudes, skills, and knowledge and understanding that:

• enhance their sense of personal, community, national and global identity;• enable students to participate effectively in maintaining and improving the quality of their

society and environment.

Human Society and Its Environment K-6 is the key learning area in which students develop knowledge and understanding about:

• Change and Continuity• Cultures• Environments and• Social Systems and Structures.

These strands organise the knowledge which is vital in developing understanding about Australia’s history and geography, the people that live within its territory and their social, cultural, economic and political lives.

Students also learn about Australians and Australia’s context in the Asian and the Pacific regions, and in the global context.

The development of skills is an important aspect of learning and teaching in Human Society and Its Environment K-6. In Human Society and Its Environment K-6 students develop skills in:

• acquiring information;• using an inquiry process; and• social and civic participation.

By studying issues and events within this subject area, students identify, clarify, analyse and evaluate their attitudes and values as well as the attitudes and values of others.

They develop positive attitudes about:• social justice;• intercultural understanding;• ecological sustainability;• democratic processes;• beliefs and moral codes; and• lifelong learning.

Human Society and Its Environment K-6 often integrates many outcomes of the English syllabus.

What Makes Our HSIE Programme so Special for Boys?Inquiry Based Learning using Quality Learning ToolsHSIE allows us the perfect subject to integrate our Inquiry Based Learning models. Inquiry Based Learning is all about considering questions, exploring the ideas, and utilising learning tools to arrive at an informed awareness. Inquiry Based Learning is a way of socially connecting and empowering learners. Tools such as graphic organisers, think-pair-share, MindMaps and Post It notes scaffold quality learning outcomes and promote a quality learning environment.

HUMAN SOCIETY & ITS ENVIRONMENT


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The Creative Arts – Visual Arts, Music, Drama and Dance – provide significant ways of understand-ing our experiences of the world and living life fully. They are vital ways of communicating, through symbolic forms, ideas, experiences, emotions, values and beliefs. They provide opportunities for personal expression, imagination, creativity and for cultural expression. The Creative Arts enable us to view ourselves as a diverse and complex society.

Creative Arts K-6 at Tudor House encompasses Visual Arts, Music and Drama, and Dance.

The aim of Creative Arts K-6 is to develop in all students a vital interest in learning Visual Arts, Mu-sic, Drama and Dance. They can value the personal and shared meanings gained from experienc-ing the artforms; appreciate how the arts celebrate, reflect and challenge societies and cultures; and appreciate how the arts are structured to provide for the communication of ideas including their own.

The objectives set out the ways that each strand can be engaged in by students.• In Visual Arts students will make artworks, appreciating their own works and those of others.• In Music students will perform and organise sound, and listen to and discuss their own music

and that of others.• In Drama students will make and perform drama, and appreciate their own dramatic works

and those of others.• In Dance students will compose and perform dance, and appreciate their own dances and

those of others.

Students will value the diverse ways that each of the artforms can be made and appreciated.

The outcomes are organised using the objectives of each strand and draw on the further content ofr each strand, in particular:

• Visual Arts: making and appreciating• Music: performing, organising sound and listening• Drama: making, performing and appreciating• Dance: performing, composing and appreciating

What Makes Our Creative Arts Programme so Special?Visual Arts is taught in a specialised Art Room and is taught for one-and-a-half hours per week by a specialist trained and practising artist, Mrs Tracey Miller. The boys have the opportunity to de-velop ceramics, sculptures, drawing and painting. Our Art teacher integrates this subject into core themes being taught in mainstream lessons.

Music is directed by Mr Martin Rein, an internationally acclaimed and German classically trained organist. Mr Rein is also Choir Master. Our boys’ choir is unique and highly regarded, training in classical hymnal recitals. We also have a strong field of visiting tutors.

Drama offers our Year Six boys two productions each year, with the Passion Play as a closure to Term One and a full production in Term Three. Our Year Six Production offers our boys a hands-on approach to directing, stage management, lighting, sound, technology and acting.

Our annual Red Cross Concert, Fancy Dress Parade, Poetry Competition, and Public Speaking Competition provide all boys with opportunities to develop confidence in front of an audience.

Our Dance programme invites in a specialist dance teacher for a term’s block of learning dance.

SPECIALIST LESSONS WITH SPECIALIST STAFF


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E 15Music is a vital part of Tudor House because it provides the opportunity for each boy’s spiritual as well as cultural awakening and participation.

This participation requires the qualities of understanding and concentration leading to enlightenment, an opening of eyes, ears, hearts, minds and souls, and sensitivity to emotions and to the feelings of others. We therefore believe that artistic expression has an important civilising effect. Aiming at inspiring and encouraging a lifelong love of music within the broader Arts, every boy will gain a solid understanding of musical concepts and therefore become musically literate.

Member of the Kodaly Music Education Institute of Australia (KMEIA)As a member of the Kodaly Music Education Institute of Australia (KMEIA), special attention is given to ear-training, vocal development as well as instrumental skills, encouraging students to become confident and joyful young musicians. Individual tuition is available on a rota-basis from a number of qualified and experienced teachers. The facilities at our school include, for instance, three Grand Pianos, a selection of orchestral Instruments and an Organ in the Chapel. There are generous practice facilities, also after hours, available. The boys perform throughout the year at formal and informal concerts, assemblies, and for productions. Based on both audition and successful completion of the probationary period, Choristers of the Choir of Tudor House lead weekly worship in Chapel and perform locally and nationally, the latter as part of an annual Concert Tour.

In Lower School (Kindergarten to Year Four), the curriculum is based on the Kodaly method, with its focus on singing and studying quality musical material from different eras and from around the world. Musical elements and concepts are presented in sequence, based on the boy’s abilities at various stages of his development. Through singing and exposure, students experience a concept internally before they come to an understanding of elements such as metre, rhythm, pitch, melody and form.

In Years Five and Six, the boys will gain an in depth understanding of more complex musical concepts such as genre and compositional devices and techniques through appraising, composing, listening and improvising using tuned and untuned percussion instruments as well as keyboards. In addition, the boys will also receive instruction in Music Technology acquiring notation and production skills with Sibelius 6 and Cubase 5 software.

With the aim to develop a lifelong passion to perform, every boy is encouraged to join and participate in one or more of the ensembles at Tudor House: the Junior Band

and Chorale in Lower School and, after one year of tuition, the Senior Band.

Chapel Choir: Royal School of Church Music (RSCM)Affiliated with the Royal School of Church Music (RSCM) in the United Kingdom, the auditioned Choir of Tudor House provides the rare opportunity to acquire advanced musical competence in order to engage with both heart and mind singing a range of repertoire from Gregorian Chant to fine English Church Music. Supplementing their classroom and individual lessons, each boy is taught a diversity of skills ranging from sight reading to involvement in recording projects using the Voice for Life scheme and awards of the RSCM.

Annual auditions are held for four scholarships for boys entering Year Five, offering free music tuition for two instruments and choral training on a specialised timetable as well as a paid annual National Concert Tour.

MUSIC - A SPECIALIST FOCUS AT TUDOR


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Personal Development, Health and Physical Education K-6 makes a unique contribution to the total primary curriculum in that it is directly concerned with the development of the whole person. It provides a framework for schools to develop programmes which encourage students to make informed decisions related to health and physical activity and include participation in regular and varied practical activities. The aim of Personal Development, Health and Physical Education K-6 is to develop in each student the knowledge and understanding, skills, and values and attitudes needed to lead healthy, active and fulfilling lives.

Personal Development, Health and Physical Education K-6 provides the context for teaching child protection and drug education. The classroom teacher is responsible for the teaching of the PDH component.

Source: Personal Development, Health and Physical Education K-6 Syllabus (1999)

Sport - a focus for extending and engaging all our boysThe Physical Education component is taught as part of our intensive Wednesday Sport programme, which sees all of our boys having an afternoon of an elective sport choice, with skills and drills for developing coordination, fitness and experience in playing a wide-range of games.

Our Saturday sports team training is conducted after the Electives’ hour - giving the boys training in team-play and preparing them for their Saturday sport commitments. All our boys from Years 3 - 6 are involved in Saturday sport. This involves playing against leading Sydney schools at home and away. With Away games, the school will provide meals and, in most cases arrange transportation. On occasions, parents may carpool to arrange for transport. The coach of the individual teams will ensure all transport arrangements are finalised and communicated.

Our major sports on offer are: cricket, softball, football (soccer), rugby, tennis, water polo, swimming, AFL, golf, triathlon

There are also inter-school trips for summer and winter competitions against Kinross Wolaroi, Orange, a rugby tour to Armidale for the First XV, AFL competitions in the Kelly Cup, Cricket Tour to Queensland for the First XI.

CompetitionsThere are three major carnivals each year that offer our boys the opportunity to compete progressively at local, IPSHA, CIS, PSSA, National levels in Swimming, Cross Country and Athletics. The IPSHA level of competition allows our boys to compete in elite locations - the Olympic Centre, Homebush for swimming and athletics.

Our boys also compete in the local SHIPS carnivals (swimming, cross country, athletics) against local Southern Highlands primary schools.

SPORT, PERSONAL DEVELOPMENT, HEALTH

The subject matter in Personal Development, Health and Physical Education K-6 is organised into eight interrelated strands:

• Active Lifestyle;• Dance;• Games and Sports;• Growth and Development;• Gymnastics;• Interpersonal Relationships;• Personal Health Choices; and• Safe Living

There are five essential skills that students develop from Personal Development, Health and Physical Education K-6. They are:

• Communicating;• Decision-making;• Interacting;• Moving; and• Problem-solving.


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E 17The Tudor House Scope and Sequence of skills for ICT provides students with a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact of information and communication technologies on themselves and on society.

The ICT curriculum is not intended to stand alone, but rather to be integrated within the KLA curriculum and programmes.

ICT lessons are timetabled from Kindergarten through to Year Six where each class is allocated one hour per week. The aim of the lesson is to provide a variety of activities in which skills are taught as well as ideas or ‘springboards’ are provided for teachers to take back to their classroom practice.

The lesson structure is divided into three sections: • Keyboard Skills (TypeQuick) – 10 mins per lesson• Application Skills - 20 mins per lesson

(including Word Processing, Spreadsheets, Presentation - PowerPoint, Database, Web2.0)

The Application Skills focus on the classroom units of study.

Every week, each class is allocated a period in the Computer Lab. Learning within the Computer Lab is a combination of Direct Instruction, Independent Learning and Cooperative Learning.

What Makes us a Centre of Excellence for ICT?• Interactive White Boards are installed in every classroom.• Laptop trolley with enough for a full class - with wireless connectivity• A fully equipped Computer Lab• A fully equipped new Library with interactive whiteboards,

lecture theatre, and a class set of computers• Multimedia Senseo Clickers for immediate

feedback on prepared quizzes and assessments• 10mb bandwidth allows video streaming• Video Web Conferencing technology based in our new lecture theatre• Database technology for tracking and monitoring student progress• Online Web Portal with all notes, letters and homework for easy access• Every boy is assigned an email account• Skype access for parents to communicate with Boarders• Multimedia data projectors and screens in Lecture Theatre,

War Memorial Hall and Chapel• In the Boarding House, each Dormitory is equipped with its

own sound system, allowing for audio books each evening and news podcasts every morning

• Online technology for communication Twitter.com/tudor_houseYoutube.com/TudorhouseschoolTudorhouse.nsw.edu.au/community/

INFORMATION COMMUNICATION TECHNOLOGY


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The school employs a Director of Learning Support with a Masters in Special Education. This teacher directs the learning support programme and is well-supported by a dedicated Learning Support Aide and three other members of staff who are placed in classrooms to support the teacher. Parents are also able to engage a tutor to work with their sons at school prior to formal lessons each morning.

The Learning Support Teacher:• identifies children (Kindergarten - Year Six) who require literacy/ numeracy remediation• develops programs to support identified children • implements programs in small group withdrawal or in-class settings• supports class teachers through the provision of expert advice regarding appropriate

strategies and resources

The school also involves parents and volunteers from the community to support the acquisition of literacy and numeracy skills, mostly reading and counting. These parents attend a Parents as Partners Course and are supported by the Director of Learning Support.

Programs are developed to meet the individual learning needs of each child. The focus is on in-class support. This alleviates esteem issues and uses more peer support via learning circle activities. It is important that no boy is ever led to believe they are ‘dumb’ or unable to learn. Learning is individual and all can find success. However, at times there is a need for more specific small-group remedial work. In such cases, parents will be contacted and informed.

Specific lesson content and program progression are determined and monitored through formative assessment. Programmes are therefore responsive to student needs. A range of assessment devices and strategies are utilised to identify children who require program support. Assessment may include: standardised testing, curriculum-based assessment, work samples, and/ or teacher observation.

Assistive technology (computers and software) are also implemented to support individual needs.

Lexia Foundation Reading ProgrammeLexia Foundation Reading is a computer based supplemental reading programme designed to help all students master basic reading skills. Through independent practice, students build speed and accuracy in the application of phonics skills. The programme develops critical phonological reading skills to foster automatic word recognition while monitoring for meaning. The activities promote comprehension skills through the application of phonological strategies to single words, phrases, sentences, paragraphs and stories and emphasize listening skills and following directions. Students using Lexia Foundation Reading work independently through 5 levels of reading skill development using the computer.

MathleticsEach boy enrolled at Tudor House has access to Mathletics at school and at home. Mathletics allows for boys to engage in maths and is used to supplement homework, individualise learning programmes, provide instant feedback, and consolidate basic skills being taught in the classroom.

SpellodromeIs a similar programme to Mathletics but focuses on spelling. Every boy enrolled at Tudor House is given access to this programme.

LEARNING SUPPORT - Individual Needs


PAG

E 19Tudor House is a preparatory school in the Anglican tradition

that seeks through a unique educational experience to develop considerate and compassionate boys equipped with the skills for

lifelong learning.

Since 1897, Tudor House has been concerned with the education of primary aged boys. It has always been the mission of the School to prepare boys for the next stage of their life. To do this, the School needs to nurture, encourage and foster in each boy confidence, resilience, independence, tolerance, honesty and the desire to do well whilst looking after others.

The cornerstone of life at Tudor House is teaching boys how to be caring and concerned citizens who seek to serve others wisely. Each term, there is a focus on a key value: Respect, Responsibility, Relationships. These are what we refer to as the New 3Rs. Our focus is on developing a child’s social and emotional intelligence. At Tudor we have developed programmes to connect all our boys as a school community.

Tudor House has had a long tradition of being an Anglican School. The teachings of the Christian faith underpins all that happens at the School. However, boys of various faiths are part of our community and their faith is respected and valued too. Deity concerns are recognised and their values are noted, discussed and understood.

In a beautiful Chapel, in the heart of the School, the boys worship on Monday (K-2 specific) and Fridays (Years 3-6).

Our Chapel services are a time for quiet contemplation regarding the grace of God and his Son, Jesus Christ. The keys to all services lie in the four words displayed on banners in our Chapel: Love, Hope, Faith and Joy. The service follows a liturgy that repeats on a four weekly basis. A sermon is delivered, which is relevant to a weekly theme that is threaded throughout the Assembly, newsletter and Chapel service.

Three traditional hymns are sung each Chapel service, and our Choir sings in each service during the week and on Sundays.

Sunday services (either 9.30 am or 6.00 pm) are held each week. These are especially for Boarders, but Day Boys regularly attend. Every term, a service is compulsory for boys dependent on their age.

Lessons taught in Chapel encourage boys to appreciate others and their world. These lessons continue through Religious Education classes and in general school life. Boys participate in Chapel with Readings (Year 5 during the week; Year 6 for Sunday and special services). Three Services are of real significance in the Chapel’s life: The Leavers’ Service (last Sunday in Term 4); Carols in the Chapel (start of Advent) and the Carol Service (held in the War Memorial Hall), all last long in the memory.

Religious Education - one period each weekA specialist teacher takes the boys for Religious Education as a timetabled period each week. The scope of the programme guides boys from learning about religion, the Lord Jesus and God’s word by studying the bible, discussing topical ideas, reviewing world religions, and relating their own experiences to the Christian message.

SPIRITUALITY & RELIGIOUS EDUCATION


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SOCIAL EMOTIONAL GROWTH - YOU CAN DO IT!You Can Do It! Education (YCDI) is a school-home collaborative approach to promoting the social-emotional well-being and achievement of all children.

YCDI has been developed by Professor Michael E. Bernard, Melbourne Graduate School of Education, The University of Melbourne, and is Australia’s most popular program of its kind. YCDI programs are in 1,000s of early childhood centres (kindergarten, preparatory), primary and secondary schools in every state of Australia.

YCDI’s mission is to strengthen the five social and emotional skills and values (the “5 Keys”) which all children need to manage their own learning, behaviour and emotional well-being including:

1. Confidence (work, social), 2. Persistence, 3. Organisation, 4. Getting Along and 5. Resilience.

Unique among educational programmes, YCDI emphasises the importance of teaching children different “Ways of Thinking” that help them to develop in each of these five areas.

The You Can Do It! programme is timetabled explicitly every week for K-2. In Years 3-6, YCDI! is taught via our Colour Family groups and integrated across all subjects, reinforcing the language of mindfulness.

Colour Families - Develop Special Bonds for Learning TogetherColour Families are our way of connecting all our children as a school community. Every fortnight our boys gather for a lesson in family groups consisting of boys from Kindergarten to Year Six. The Colour Family groups allow our boys to discuss social and emotional matters in a secure family structure. Each family has a staff member assigned to the group. This staff member will stay with their family throughout each boy’s education.

During lunch in the Dining Room, the family groups also sit together. This system allows our boys to have a vertical connectedness. Our older boys learn to support our younger boys. These bonds develop a focus on the new 3Rs: Respect, Responsibility and Relationships.

School Counsellor - for individual well-being careLife can be uncertain at times. In difficult situations it is important for the boys to feel they have the opportunity to connect, share thoughts confidentially, and receive advice and strategies to promote their resilience and esteem. Our School Counsellor is available for parents and boys. The School Counsellor assists in developing programmes for home and school, or for offering support and guidance on professional programmes and ways to access help.


PAG

E 21Tudor House offers a unique, structured, outdoor education programme that offers the opportunity to develop skills and qualities beyond those possible in any suburban day school. The programme promotes a respect for others, encourages responsibility, explores personal growth and finely tunes an appreciation of our unique and sensitive environment.

Tudor House’s 68 Hectares (169 acres) of park-like grounds provide a small boys’ paradise. The School’s renowned Kahiba outdoor self development programme encourages boys to explore their personal boundaries and to be equipped with life skills for success in the future. Exposure to challenges in a secure environment awakens in young people a belief in themselves, which will stay with them through the hurdles ahead. The very process of being confronted by new physical and emotional challenges in a new environment is inherently exciting and immensely rewarding. Tudor House allows boys to develop responsible risk-taking.

Every Friday afternoon, during the academic timetable, students (Years 3-6) enjoy a vast number of outdoor activities, such as exploring, fishing, canoeing, camping out, climbing trees, orienteering, cooking, ropes activities, knot tying, building bush furniture and cubby houses, riding bikes and team building exercises. They learn lifelong skills and values such as independence, perseverence, teamwork, leadership, tolerance, friendship, resilience and initiative.

Tudor House’s outdoor education programme also offers to students many new and unusual challenges, obstacles and hurdles that resemble those that they will come across throughout their lives. Great friendships are made, acceptance is learned and teamwork is at the heart. Students develop confidence and co-operate with others. Through this experience, each student’s personal strengths are exposed, challenged and nurtured. The boys are proud of their friendships and personal achievements. Tudor House’s outdoor education programme encourages personal development, lateral thinking skills and problem solving, and mateship. Our boys become resourceful individuals well-equipped for the future. Our students love the experience of boys being boys, free to grow in the great outdoors.

Kahiba AwardStudents can show they have behaviours, attitudes and values of the Kahiba programme by working towards earning their Kahiba colours. This is done by demonstrating the required skills, attitudes and behaviours in the activities and challenges presented throughout the Kahiba programme.

The badges available are:

• Camp Safety / Camp Organisation• Camping Mastery (after four successful camps)• Cooking • Knot Tying / Bush Construction• Navigation

Students who achieve the 10 badges qualify for the Kahiba award.

What makes our Outdoor Education Programme so Special?In Year Six, Tudor House allows boys to camp outdoors on our property in swags and tents after booking a camp-site for either a Friday or Saturday night. Residential staff will monitor the boys and check on them during the evening, but it is for the boys to show resourcefulness, responsibility and good bush skills. The boys collect provisions from the Kitchen and are left to cook their own meals. Campsites are kept tidy and equipment cared for.

Kahiba is a key feature of our extended curriculum at Tudor House.

KAHIBA - OUTDOOR EDUCATION

• 1st Aid Awareness / Bush Safety • Archery• Teamwork and Initiative • Community Service • Water Activity / Water Safety


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Tudor House has long established itself as providing a quality holistic education, whereby leaders of the future develop the foundations that will afford all our community with on-going good governance, integrity, compassion and charity.

To this end, Tudor House believes in a child-centred education based on what we refer to as the New 3Rs:

• respect – respect yourself, respect others, respect property • responsibility – take responsibility for your deeds, your thoughts and the inappropriate

actions of others • relationships – forge friendly social connections with your peers. You don’t have to be

friends but you do have to be friendly.

In order to develop our boys’ character, we offer ample opportunity for leadership and involvement.

Class Captains

Colour Captains

Sport Captains

School Captains

School Seniors

* These positions are voted on by the boys in Years Three - Six. Teachers also have a vote.

Boys are also encouraged to give of their best in a wide range of fields, being awarded Colours for outstanding performances and involvement:

Academic Colours

Cultural Colours

Sporting Colours - Swimming, Cross Country, Athletics, Cricket, Rugby, Football, Softball

Music Colours

Blue Bar

Double Blue Bar

Added to these opportunities and challenges, boys are also invited to have input into the administration and direction of the school. This involves regular Moot Meetings for Year Six, fortnightly Staff and Student Meetings for Years Five and Six, and Boarding Meetings for all Boarders.

The Moot meeting is chaired by the Headmaster with the Captain of Boarding acting as secretary. The Moot meeting raises ideas with the Headmaster for school improvement. These ideas are recorded in the Moot Register and become historical records.

LEADERSHIP AND RESPONSIBILITY


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E 23The Purpose for Setting Homework

Homework will encourage pupils to work on their own, to exercise self-discipline in their approach to learning, to establish good organisation and time-management habits, and to provide an opportunity to develop further cognitive skills and knowledge. The homework will typically consist of work to consolidate taught concepts, which require reiteration.

Tables, spelling, writing and reading remain the most important items on the agenda and we encourage and welcome parents working with their children in these areas in order to practise and reinforce the work done in class.

It is most helpful for pupils to do their homework at a regular time each evening, though this will not always be possible given other commitments such as clubs, cocurricular activities and music practice, as well as external interests and travel time. However, the more established the routine, the better will be the child’s ability to settle to the work. Older pupils can gradually decide for themselves, given a choice of activities, how to organise their evening. If settling to the work is becoming an issue at home (and this is not uncommon!) please do not hesitate to contact your child’s teacher and keep them informed of any difficulties you are experiencing. If your child is regularly not coping with the workload within the given times (or if it is too easy) please let his teacher know.

We fully recognise and encourage the invaluable role played by parents in supporting good work at home and promoting homework as a positive activity (particularly important in the earlier years). However, there should be a ‘weaning’ process as the child grows older, and it is helpful, as part of the development of independent work habits, to let the child learn that unfinished or poorly completed homework results in sanction at school with the staff concerned. This helps to alleviate the tensions that can sometimes occur at home when parents, naturally, feel responsible. The boys need to learn that it is their responsibility and that they will have to account for any shortcomings in school. However, the best approach in cases of any concerns is for the teacher to be informed so that a solution can be shared between home and school.

Work conditions are important. A quiet place in which to work will make a considerable difference - free from the distractions of siblings, pets and television. For some, complete silence is daunting and it may be allowable to have music playing quietly in the background. Consider establishing a time based on a clock or timer. Homework alleviates tension if routines are established - this can include starting on the hour, half-hour or quarter past/to.

Kindergarten – Year OneThere is no formal amount of time designated for homework for children before Year 2.

It is, however, recognised that early learning benefits greatly from home support and children in Kindergarten and Year One are encouraged to share books and participate in a variety of language and number activities. These home/school activities are tailored to meet the individual needs of the children.

Year Two to Year SixRegular homework is set for children in Year Two upwards. Tables, Mathematics, spelling, writing and reading remain as the most important items on the agenda and we encourage and welcome parents working with their children in these areas in order to practise and reinforce the work done in class. It is important that children are encouraged to enjoy reading at home each night.

HOMEWORK AND PREP


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School diaries are used to record the homework set and also as a means of communication between parents and school. Parents are asked to sign to indicate that their children have completed their homework.

In Year Two, homework should take no longer than 30 minutes each evening.

More research based projects are offered in Years Five and Six, but such projects are to be carefully structured and paced by the classroom teacher so the child (and parents) do not feel a panic to complete the set work with only a night to spare. In any research project, we ask parents to avoid ‘doing’ the homework for their child. This teaches a lack of ownership and undermines independence and organisation.

More project work is presented to boys in Year Six. This work is to prepare them for the expectations of Year Seven. Parents need to monitor this homework to ensure a good effort is being made and time loads are manageable.

If a child cannot tackle homework or is upset at work that has been set, parents are asked not to push their son to complete the study, creating conflict in the home. Write a note in the diary and explain to the situation to the teacher. The teacher will deal with the matter in a school setting.

Time allocations per Year Group

Formal homework requirements begin in Year Two. The time allocations per night (Monday to Thursday unless otherwise stated) are as follows:

Year 2 30 minutes per night Monday to Thursday


Year 4 30 minutes per night in Semester 1, Monday to Thursday45 minutes per night in Semester 2, Monday to Thursday



Prep for Boarders and Opportunity for Day Boys

All Boarders are supported and monitored by two Prep Assistants, the Housemother, the Director of Boarding, and two classroom teachers each evening (Monday to Thursday) in the Library. All boys have access to computers and all the resources on offer in the Library. Day Boys are able to use this service but they MUST book in ahead of the evening to ensure we are aware of numbers and who is in attendance.

There is no Prep on Friday evenings for Boarders. Only in special circumstances are Day Boys allowed to remain at School during this Friday evening. This is a special time for Boarders to socialise before the weekend Sport commitments.

If a Day Boy needs to be supported on a Friday afternoon/evening, the parent is asked to ensure they have registered this need with the Director of Boarding in good time.

TIME ALLOCATIONS AND BOARDERS’ PREP

Tudor House Preparatory School6480 Illawarra HwyMoss ValeNSW 2577

ph. (02) 4868 0000fax. (02) 4868 0003email: [email protected]

website: www.tudorhouse.nsw.edu.auTwitter: www.twitter.com/tudor_houseYouTube: www.youtube.com/tudorhouseschool

Tudor House Curriculum Overview - Quality Learning and Teaching

Documents

tudor house curriculum

quality learning

tudor house difference

successful learning

curriculum provision

rich learning fabric

vahs model of learning

key areas