Summary of Special Programs

Picture
Our Wakakirri cast with Phil Cummings, author of "Ride Ricardo Ride," the book on which we based our performance.


Teaching programs at all levels provide for learning within the following areas of curriculum, namely Mathematics, English, the Performing and Visual Arts, Studies of Society and the Environment, Science, Technology, Health and Physical Education.  Japanese is taught as a second language.

Arts 
The Arts have a high focus at Ardtornish Primary School.  Quality arts performances by outside groups are also an integral part of the school program. 

Pottery and Ceramics - Opportunities are also provided in pottery andceramics by a trained potter employed by the school.  
R - 5 classes attend a block of lessons during the year.

Visual Arts - Students work with various staff to learn more about painting/presenting/producing visual arts pieces.

Pedal Prix - Students enter a state wide competition.

Aerobics, Cheer, Dance and Hip Hop

Science - Ardtornish has a specialist science, design and technology classroom space where students engage in hands on investigations. From activities including exploring the human body to incubating chickens, from chemical experiments to weather observations students learn in an engaging way.

Environmental Education
Environmental Education is valued at Ardtornish Primary School.  The school has a garden area. Recycling, awareness of energy consumption, caring for class gardens are activities adopted by classes. 

Music
Children are exposed to rich and varied musical experiences and are actively encouraged to perform to outside audiences including the annual Music Concert.

Choir - develops singing and performance skills 

Instrumental Music features strongly at Ardtornish Primary School. The school provides the venue and administrative support for students who wish to learn to play a musical instrument.  Tuition is provided by private tutors, and paid for by parents.  Instruments available include keyboards, guitar, percussion, flute, trumpet, clarinet and saxophone.  In excess of 100 students learn a musical instrument. 

School band - This group plays a major part in bringing together students with high skills and interest in music.

JP Singing: occurs fortnightly. The R-2 students gather with their teachers to learn songs and perform them as a whole group.

Recorder group: This complement the music program by addressing and supporting the needs of Year 2/3 students in particular.

Physical Co-ordination and Fitness
Aerobics and Dance Teams are very popular programs using aerobic/dance routines to develop and extend selected students in Years 4 - 7 in the areas of fitness and co-ordination.  Team building plays a most important role in this program.  The teams perform at other venues as well as competing at various championships at both state and national levels.

Fun & Games (click here to learn more) is a program which specifically addresses difficulties with physical co-ordination of some teacher identified students from Reception to Year 2.  The program's main focus is on building student’s confidence and self-esteem by improving their physical co-ordination.

School Sport Teams are dependent on the outstanding assistance of parents. A large number of sports teams have been formed to support Year 3-7 students who have high interest and skills in a given sporting activity. 

The school participates in SAPSASA sport which allows students from Years 5 – 7 to be selected for District Representative Teams and possibly State Representative.

Swimming and Aquatics is a required part of the curriculum. Water confidence and safety lessons, conducted by DECS swimming instructors, are organised to ensure students are reasonably proficient in swimming by the time they finish school at Year 7.  These occur for students from Reception to Year 5. For year 7 students the focus is on a range of aquatic activities, currently provided in an Aquatics camp.

LITERACY AND NUMERACY SUPPORT R-7
The school provides unique support and extension programs in Mathematics and English from Reception to Year 7.

MIDDLE SCHOOLING (Years 6 and 7)
Middle School Program
Ardtornish recognises the needs of young adolescents and prepares them for the future, both short-term (transition to high school) and long-term, for life.

Benefits for our students include:
  • Two year programme to prepare students for their future.
  • A strong sense of team and community for students and teachers.
  • Higher quality of programme delivery as a result of teachers
    • planning and learning together
    • capitalising on the specific expertise of staff.
  • Improved support of student learning needs.
  • Increased opportunities for students to work with male and female staff.
  • Leadership opportunities within classes as well as within the team and across the school will be enhanced.
  • Improved preparation for secondary school.

ASSESSMENT AND REPORTING
Parents are actively encouraged to discuss and clarify any issues or concerns as they arise.  The school endeavours to provide open communication between home and school.
  • Learning achievement is assessed according to the described learning outcomes for each aspect of the curriculum.  Students are encouraged to be involved in the assessment of their learning.
  • Ongoing reporting of achievement through work samples and test results is encouraged.
  • Formal Parent/Teacher discussions about student progress are held once a year – at the end of term one.  Students often participate in these discussions.  Additional interviews occur as needed. 
  • Formal written reports are provided to parents or carers at the end of term 2 and at the end of the year.  Informal reports are made when required or requested.
  • Older students in particular, are encouraged to participate in the Australian Schools Mathematics, English, Computing and Science competitions.
  • Teachers provide information about their learning program through the annual Acquaintance Night Meeting, Class Policy Statement and regular class newsletters, diaries/communication books and student portfolios.
  • Students in Reception are assessed at the end of their first term using the School Entry Assessment criteria.
  • In 2006 we implemented annual school-wide standardised testing procedures and recording of these results to improve long-term monitoring of student progress.



STUDENTS WITH SPECIFIC NEEDS
All support programs are implemented to reflect the specific needs of students and to support their learning.  Identification of specific learning needs occurs in a consultative manner between school, parents and outside agencies. 
If your child has special needs please ensure the school is well informed in advance so that appropriate arrangements can be made in consultation with you.

STUDENT LEADERSHIP
  • The school encourages students to participate in decision making and develop leadership skills.  This is done through class meetings and various student groups.
  • The Student Representative Council is the main student decision making group.  Members are elected from each class by students to speak for their class and the other students in the school.  Meetings are held weekly.  The SRC liaise between staff, parents and students, encourage pride in the school, and are good role models for other students. SRC provides excellent training in meeting structure and protocols.
  • The school has a buddy class system that supports children’s continuity of learning R-7
  • We have strong connections with the local Kiwanis group who support our Terrific Kids Program.