Learning

At Deepdene Primary School, our learning philosophy is grounded in evidence-based research about how students learn best. We are a high-achieving school with consistently strong results in NAPLAN across all areas of the curriculum, reflecting our commitment to high expectations and high-quality teaching. We have high expectations of all learners and know that every student is capable of showing growth from their individual starting point.

Our approach to teaching and learning is guided by a Multi-Tiered System of Support (MTSS) framework. This ensures a whole-school approach to identifying student needs early and providing the right level of support at the right time. MTSS underpins how we plan, teach, assess and respond to student learning across both academic and wellbeing domains.

Our instructional model is based on explicit teaching, using a clear and consistent “I Do, We Do, You Do”approach. This ensures that learning is carefully modelled by teachers, practised collaboratively and then applied independently by students with confidence. We aim to support all learners through a strong commitment to both intervention and extension, ensuring that students who need additional support are identified early and provided with targeted assistance, while also offering enrichment opportunities that extend and challenge high-achieving students. Staff undertake regular professional development ensuring they are upskilled in best teaching practice and across the latest educational research.

We use a range of assessment platforms, including DIBELS, DAL, PAT and Essential Assessment, to understand each student’s current point of learning. This data is used to identify what content needs to be reviewed, what students are ready to learn next and how teaching can be effectively differentiated to meet individual needs.

Our teaching of literacy is informed by the Science of Reading and Science of Writing, ensuring a structured and systematic approach to developing strong readers, writers and communicators. In Mathematics, students engage in hands-on learning using concrete materials that build conceptual understanding before moving into abstract thinking, with a strong focus on developing fluency, reasoning and problem-solving skills.

Tier 2 and Tier 3 Support

In addition to high-quality Tier 1 classroom teaching, we provide a range of targeted and individualised supports for students who require additional extension or intervention. These include:

• A literacy intervention tutor program, with lessons informed by the UFLI (University of Florida Literacy Institute), supporting students to strengthen phonics, decoding and reading fluency skills
• The inclusion of ‘enablers’ and ‘extenders’ in maths lessons allowing students an opportunity to ‘get started’ if they are struggling with the content, and ‘go further’ if they need a challenge
• Mixed maths sessions in Years 3–6, where students have the opportunity to work according to their current zone of development to ensure targeted support or extension in key mathematical concepts
• Opportunities for students to participate in the Victorian High Ability Program (VHAP), offering eligible students access to advanced learning opportunities in Mathematics and English
• An English as an Additional Language (EAL) program, providing weekly targeted support for students for whom English is not their first language, helping to develop language proficiency, confidence and classroom participation
• Educational Support Staff who support specific students to better access their education and meet their learning goals

Across all areas, our focus is on ensuring that every student is appropriately supported and challenged, so they can continue to grow and achieve their personal best.

At Deepdene Primary School, we believe that literacy is the foundation for all learning. Our approach is grounded in the Science of Learning and the Science of Reading, which recognises that reading and writing are complex skills that must be explicitly taught, systematically developed and continually reinforced over time. We maintain high expectations for all students and are committed to ensuring every learner makes strong progress from their individual starting point through high-quality teaching, targeted support and extension opportunities.

Philosophy Lessons

In 2026, Philosophy lessons have been introduced across all year levels as part of our Literacy program to further strengthen students’ speaking and listening skills. These sessions provide structured opportunities for students to engage in thoughtful discussion, share ideas and develop the ability to express and justify their thinking clearly. Through guided inquiry and open-ended questions, students learn how to form arguments, listen to alternative viewpoints and respond respectfully to others. Philosophy lessons also support students to develop critical thinking, reasoning and empathy, as they consider different perspectives and learn how to engage in constructive dialogue. 

Speaking and Listening

Speaking and listening are an integral part of our literacy program across all year levels. Students are provided with multiple opportunities to share ideas, listen to others and engage in structured discussion.

In the early years, this includes activities such as ‘Show and Share’, where students build confidence in speaking to an audience and expressing their ideas clearly. As students progress through the school, these skills are further developed through structured discussion, group collaboration, reflection tasks, presentations, speeches and debating opportunities in the upper primary years.

Reading

Our reading instruction is explicitly taught using a structured approach based on Scarborough’s Reading Rope, which highlights the importance of developing both word recognition and language comprehension skills. Across the school, teachers explicitly teach and reinforce individual strands of the rope, including phonological awareness, decoding, vocabulary, background knowledge, language structures, verbal reasoning and comprehension strategies. This ensures students develop into fluent, accurate and thoughtful readers who can understand and engage deeply with a range of texts.

In the upper primary years, students engage in rich literary experiences through both term-based class novel studies and structured book clubs. Term-based novel studies allow students to explore high-quality texts in depth as a whole class, with some favourites including Matilda, The Iron Man and The One and Only Ivan. In addition, students participate in book clubs, where they are grouped with peers to read, discuss and analyse a shared text over a number of weeks. These collaborative experiences support students to build comprehension, develop critical thinking skills, and engage in meaningful discussion about character, theme and author intent. 

Across the school, literacy is also celebrated through our annual Book Week, which features a range of engaging, literature-based activities throughout the week. This culminates in a whole-school Book Week Parade, where students and staff dress up as favourite book characters, promoting a shared love of reading and storytelling.

Writing

Writing is taught explicitly and systematically across all year levels. Students learn to write for a variety of purposes and audiences, developing skills in planning, drafting, revising and publishing. Across the school, they engage with a wide range of text types, including narratives, persuasive texts, information reports, poetry and other genre-based forms.

Students are supported to develop strong sentence structure, vocabulary, grammar and organisation skills, with teaching carefully sequenced to build confidence and independence over time. Writing instruction is closely linked to reading, ensuring students are exposed to rich language and high-quality model texts that inform and strengthen their own writing.

Our approach is underpinned by a commitment to the Writing Revolution methodology, with a strong emphasis on sentence-level work as the foundation of writing development. This is supported through the use of the Victorian Lesson Plans, aligned with the VTLM 2.0 model, ensuring a consistent, evidence-based approach to teaching and learning across the school. 

Foundation to Year 2

In Foundation to Year 2, students participate in the Little Learners Love Literacy program, which provides a structured and explicit approach to early literacy development. This program systematically teaches phonics, phonemic awareness, handwriting, spelling, reading fluency and early comprehension skills, ensuring students build strong foundational literacy skills in a supportive and engaging way.

Years 3 to 6

In Years 3 to 6, students participate in the Smart Spelling program, which builds a deep understanding of the 40 sounds in the English language. Students are explicitly taught a different sound each week, with learning revisited and expanded each year through increasingly complex examples. This systematic approach supports students to develop strong spelling patterns, word knowledge and vocabulary growth over time.

A Whole-School Approach

Across all year levels, literacy is taught explicitly, systematically and with a strong focus on evidence-based practice. Our approach ensures that students are supported through targeted intervention where needed, while also being extended and challenged to reach their full potential. Through high-quality teaching, consistent instructional practices and a shared belief in every student’s ability to grow, we ensure all learners are equipped with the literacy skills needed for future success.

At Deepdene Primary School, our Mathematics program is grounded in evidence-based practice and designed to develop confident, flexible and capable mathematicians. We follow the Victorian Curriculum 2.0 strands of Number and Algebra, Measurement and Geometry, and Statistics and Probability, ensuring students build a strong and connected understanding of mathematical concepts across all year levels.

Across the school, we use a consistent instructional approach that supports deep learning and student engagement. Most mathematics lessons follow the Launch-Explore-Summarise model, where teachers explicitly introduce and model concepts, students engage in hands-on and problem-solving exploration and learning is consolidated through reflection and guided discussion. This structure ensures students develop both conceptual understanding and mathematical reasoning skills.

In Foundation, the focus is on establishing a strong foundational understanding of number and early mathematical concepts. Students explore numbers 0–10 in depth through counting, games, repetition and hands-on activities. They build essential skills in number recognition, early addition and subtraction, patterns, measurement and shape, using concrete materials to support understanding before moving to abstract concepts.

Throughout Years 1–6, students continue to develop and deepen their understanding across all strands of the curriculum, with a strong emphasis on fluency, reasoning, problem-solving and the ability to apply mathematical thinking in real-world contexts. Learning is carefully sequenced to ensure students build on prior knowledge year after year, supporting strong growth and achievement.

In the upper primary years, students participate in flexible grouping sessions, where they are grouped according to their current point of need. This allows teachers to provide targeted support or extension, ensuring every student is appropriately challenged and supported within their zone of development.These sessions strengthen mathematical understanding and build confidence in applying skills to more complex problems.

This approach helps prepare students for the increased demands of secondary schooling, where independent problem-solving, abstract reasoning and mathematical application become increasingly important. By the time students leave Deepdene Primary School, they have developed a strong foundation in mathematics and the confidence to engage successfully with more advanced concepts in high school.

Across the school, Numeracy is also celebrated through our annual Numeracy Week, which includes a range of engaging, hands-on mathematical challenges, problem-solving activities and fun maths incursions. These experiences encourage students to apply their mathematical thinking in creative and real-world contexts, while building enthusiasm and confidence in mathematics.

Units of Work (Inquiry Learning)

At Deepdene Primary School, History, Geography and Science are taught through an integrated Units of Work approach. This ensures learning is meaningful, connected and engaging, allowing students to develop deep understanding of the world around them while building important inquiry and thinking skills. Our program supports students to develop curiosity, critical thinking and the ability to ask and explore big questions. Learning is carefully sequenced so that students build knowledge and skills progressively from Foundation through to Year 6.

Foundation

In Foundation, students explore familiar and concrete concepts that help them understand themselves and their immediate world. Units include the following topics:

• School and Me (History)
• Alive and Amazing (Science)
• Fairytale Science (Science and Technology)
• The World Around Us (Geography)

Years 1–2

In Years 1 and 2, students begin to expand their understanding beyond themselves, exploring broader concepts such as communities, environments and change over time. Learning continues to be highly hands-on, with increasing opportunities to record, explain and present their thinking.

Even Years:

•     A Safe and Healthy Me (Health Education and PE)
•     Who Lives There? (Biological Science)
•     Then and Now (History)
•     All Mixed Up (Chemical Science) 

Odd Years:

•     Nurture Nature (Earth, Space and Biological Science)
•     Connections to Our Place (History)
•     Making it Move (Physical Science, Design and Technology)
•     How do we Celebrate? (History and Geography)

Years 3–4

In Years 3 and 4, students engage with more complex inquiry topics that build connections between people, places and systems. Units require students to develop stronger research skills and use evidence to support their thinking and conclusions.

Even Years:

•     Sustaining Our World (Science)
•   What’s the Matter (Earth Science)
•   Australia, Our Place in the World (Geography)
•     Our Spinning Planet (Science)

Odd Years:

•     Healthy Habits (Science)
•     Australia’s Journey (History and Geography)
•     Gizmo’s and Gadgets (Design and Technologies)
•     Rules Rule (Civics and Citizenship)

Years 5–6

In Years 5 and 6, students explore more abstract and global concepts, developing their understanding of systems, change, and human impact on the world. Units require students to analyse information, evaluate sources and communicate their learning in increasingly sophisticated ways.

Even Years:

•     Earth and Space Science
•     Civics and Citizenship
•     Economics and Business
•     Design Technologies

Odd Years:

•     Biological Science
•     Australian History and Geography
•     Chemical Science
•     Physical Science

A Whole-School Approach

Across all year levels, Units of Work are designed to be engaging, inquiry-based and connected to real-world contexts. Students are encouraged to think critically, ask questions, and make meaningful connections between subjects and their own experiences. Where appropriate, units incorporate excursions, incursions and authentic learning experiences to deepen understanding.

This approach ensures that students at Deepdene Primary School develop strong disciplinary knowledge in History, Geography and Science while also building essential skills in inquiry, communication and critical thinking that prepare them for future learning.

Welcome to your child’s first year at school. At Deepdene Primary School, our Foundation classrooms are located in the Early Learning Centre, where teachers aim to consistently provide children with a stimulating environment in which they feel happy, secure and excited to learn. The development of independence, responsibility and co-operation is encouraged in all Foundation students, and teachers cater for individual needs to ensure a positive and successful start to school. A key feature of the Foundation experience is our Buddies Program, where each student is paired with a Year 5 buddy and meets weekly to build relationships through structured, meaningful activities that support confidence, connection and belonging. 

Throughout the year, Foundation students participate in a rich variety of special events and experiences that bring learning to life, including excursions to Werribee Zoo, incursions from firefighters and other community groups, Grandparents Morning, Dress Up as a Family Member Day, 100 Days of School celebrations, the Easter Hat Parade and Book Week activities, all of which help to build strong connections between school, family and community while fostering a love of learning.

In Years 1 and 2, students are becoming increasingly confident and familiar with the school environment as they continue to develop independence and a strong sense of belonging within the Deepdene community. Learning programs in these years are guided by key principles that support students to take responsibility for their learning and behaviour, accept challenges and take risks as learners in a safe and supportive environment. 

A strong emphasis is placed on respect for self, others, learning spaces and our school, helping students to develop positive habits for learning and collaboration. Students also begin to explore and investigate digital technologies as part of their learning programs, building foundational skills in using technology safely and purposefully. 

Learning is enriched through a range of engaging incursions, excursions and special events, including cooking days, family presentations, Book Week celebrations and other hands-on experiences that bring learning to life and strengthen connections between school and home.

In Years 3 and 4, students continue to build on their growing independence and confidence as learners, taking increased responsibility for their learning, organisation and behaviour. Students are supported to deepen their understanding across all areas of the curriculum, while also encouraging them to accept challenges and take positive risks in their learning. 

At this level, students begin to receive basic homework and are provided with a school diary to support organisation, time management and home-school communication. Weekly 3/4 sport sessions provide opportunities to develop physical skills, teamwork and resilience through structured physical education and inter-class activities.

A highlight of the Year 3–4 experience is the introduction of our camp program, which includes a two-night camp in regional Victoria. This experience is often a major milestone for students, providing the opportunity to develop independence, resilience and social skills, with many students experiencing their first time away from family. The camp is a valued part of the program and helps strengthen friendships and confidence in new environments.

Students at this level are also offered a range of enrichment and leadership opportunities, including participation in Festival Singers, musical ensembles, Chess Club and the Student Representative Council (SRC). These experiences allow students to explore their interests, develop new skills and contribute to the wider school community.

Digital technologies are further developed in Years 3 and 4, with students using ICT more independently and purposefully to support research, creation, collaboration and presentation of their learning across curriculum areas.

In Years 5 and 6, students are supported to become increasingly independent, reflective and capable learners as they prepare for the transition to secondary school. Students are expected to demonstrate responsibility for their learning and behaviour, while continuing to engage with high expectations for academic growth and personal development. They are also encouraged to set a positive example for younger students across the school and to look out for them, reinforcing a strong culture of care, respect and community.

In Year 5, students participate in the Buddy Program, where they take on a leadership role by supporting Foundation students through weekly activities that build connection, empathy and responsibility. This program is a valued part of school life and helps students develop leadership skills in a meaningful and authentic way.

In Year 6, students are provided with a range of formal leadership opportunities across the school, including roles such as School Captains, House Captains, SRC Captains and specialist leadership positions. Students apply and present speeches to their peers and teachers, developing confidence, communication skills and a strong sense of responsibility to the school community.

A highlight of the Year 5–6 experience is the three-night camp in regional Victoria, which is a significant and memorable part of the program. This experience supports students to develop independence, resilience and teamwork, and is often a defining moment in their primary school journey.

Students also participate in interschool sport on Fridays, competing against other schools in our network across a range of sports including cricket, tee ball, tennis, volleyball, AFL, soccer, netball and softball. These opportunities promote teamwork, sportsmanship and school pride, while encouraging students to strive for personal bests in a competitive but supportive environment.

Through a strong focus on academic challenge, wellbeing, leadership and real-world learning experiences, students are well prepared for the next stage of their learning journey in secondary school. They leave Deepdene Primary School as confident, capable and resilient learners, ready to embrace new challenges.

We recognise what an important role schools play in the lives of young people. At Deepdene Primary School, we want every student to not only feel safe at school, but excited to attend each day and supported to become the best version of themselves. Our teachers are committed to knowing every student as an individual, valuing their unique interests, talents and ideas. Through our wellbeing and learning programs, we aim to create an environment where every child feels a strong sense of belonging and is supported to thrive.

We understand that wellbeing and learning are deeply interconnected. Students who feel safe, supported and valued are more engaged, confident and ready to learn. For this reason, wellbeing is a key priority across our school. Our approach is guided by a Multi-Tiered System of Support (MTSS), ensuring that all students receive high-quality, proactive support, with additional targeted and individualised supports available when needed.

Tier 1: Whole School Support

Our Tier 1 supports are embedded across all classrooms and are designed to promote positive wellbeing for every student.

All students begin the school year by participating in a team building dance program. Each year level learns multiple dances throughout the week before presenting their favourite one to the wider school community at the end of the week. This program allows students to get to know their new classmates in a unique and fun way whilst also building confidence.

DPS students participate in weekly wellbeing lessons through The Resilience Project (TRP). These lessons explicitly teach the principles of Gratitude, Empathy and Mindfulness, supporting students to build emotional literacy, develop positive relationships, and strengthen resilience and coping strategies.

TRP lessons are complemented by the Resilience, Rights and Respectful Relationships (RRRR) program, which provides a structured curriculum for teaching respectful relationships and consent education. Through this program, students develop strategies to promote inclusion and respect.

Students also engage in learning through The Cyber Safety Project, which focuses on empowering students to be safe, responsible and respectful digital citizens. Topics include online safety, managing digital footprints, respectful online communication, and recognising and responding to unsafe situations.

In Years 5 and 6, students participate in the Bodyworks program, supporting their understanding of personal development, health and puberty education in a safe and age-appropriate way.

Deepdene Primary School is part of the Mental Health in Primary Schools (MHiPS) initiative, with a dedicated Mental Health and Wellbeing Leader who works alongside staff to strengthen whole-school wellbeing practices.

We explicitly teach and reinforce our school values (respect, inclusivity, integrity, compassion, honesty and responsibility) and through our Code of Conduct, aim to provide a consistent and supportive learning environment across the school.

We are proud of our diverse community, with students representing 17 different cultural backgrounds. We actively celebrate and recognise this diversity through whole-school events and learning opportunities, including celebrations and regular presentations at assemblies to mark significant occasions such as Chinese New Year, Ramadan, Passover, Easter and Anzac Day.

Tier 2 & Tier 3: Targeted and Individualised Support

In addition to our whole-school approach, we provide a range of targeted and individualised supports to meet the varying needs of our students.

Our weekly Breakfast Club promotes healthy eating habits, provides a positive start to the day and offers leadership opportunities for older students. A range of lunchtime clubs run throughout the year, such as LEGO Club, board games club and gardening club, providing inclusive opportunities for students to connect, build skills and access calm and supportive spaces when needed.

At times, we also run small group social skills programs for students who may benefit from additional support in areas such as friendship skills, emotional regulation, communication and confidence. These targeted groups provide structured opportunities to practise skills in a supportive and guided environment.

Student voice is highly valued through our active Student Representative Council (SRC), with representatives from Years 3–6 working alongside staff to share ideas, contribute to school initiatives, and represent their peers.

We foster connection and belonging through initiatives such as our Friendship Tree, where students can seek out others to play with, and our Buddy Program, which builds strong relationships between our Prep and Year 5 students through regular shared activities.

Leadership opportunities are a key feature of student life at Deepdene. Our Year 6 students take on a variety of leadership roles. These include School Captains, Sports Captains, SRC Captains, and specialist roles such as Library, Art, STEM, French and Music Captains as well as Sound Technicians. Students nominate themselves and present speeches to peers and staff, promoting confidence and student agency.

For students requiring additional support, our Wellbeing Room provides a safe and supported space for students to regulate and reset with the guidance of Education Support staff. Some students may also access classroom-based supports, such as Brain Break Boxes, allowing them to remain engaged in their learning environment in a structured and supportive way.

At Deepdene Primary School, we are committed to inclusive education. We strive to support all students, regardless of their individual needs, within a mainstream setting, ensuring every child is known, supported and empowered to succeed.

Respectful Relationships

Respectful Relationships is a Department of Education and Training initiative and is part of our whole school approach to wellbeing at Deepdene Primary School.

Respectful Relationships education is a core component of the Victorian Curriculum from Foundation to Year 12 in all Government schools. The Royal Commission into Family Violence identified the critical role that schools and early childhood education have in creating a culture of respect to change the story of family violence for future generations.

Everyone in our community deserves to be respected, valued and treated equally. We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are embedded in our education settings. This evidenced based approach leads to positive impacts on student’s academic outcomes, their mental health, classroom behaviour, and relationships between teachers and students.

In the primary years, Respectful Relationships is taught as part of the Health and Physical Education and Personal and Social Capability areas of the Victorian Curriculum. The curriculum supports schools to promote and model respect, positive attitudes and behaviours. It teaches our students how to build healthy relationships, resilience and confidence. These age-appropriate resources align to the Victorian Curriculum and include lesson plans and activities that help students learn and practise social skills and apply them in a positive way to learning, life and relationships.

As part of our Wellbeing program we have recently introduced a ‘Wellbeing Journal’ throughout the school. These Journals have a variety of daily or weekly activities where students begin to track their emotions and learn skills to identify their own feelings and emotions. They contain a collection of weekly student driven activities to build their mindfulness, character strengths, elements of wellbeing and growth mindsets. The Journals focus on students self-assessing, setting self-expectations and being grateful for the positives they experience.

At Deepdene Primary School, we recognise that developing strong digital literacy skills is an essential part of preparing students for the modern world. Information and Communication Technology (ICT) is successfully integrated into learning programs across all year levels, supporting students to develop the skills they need to confidently and responsibly navigate an increasingly digital world. Students use ICT for research, creating and collaborating, engaging with online learning programs and supporting assessment and skill development. Through these experiences, students at Deepdene develop the confidence and capability to transition successfully into the digital demands of high school.

Our classrooms are well-equipped to support this learning, with Smart Screens in every room and access to desktop computers in each classroom. Across the school, students have access to 60 notebook computers shared between Years 3–6, as well as a class set of mini-notebook devices (tablets) for Foundation–Year 2 students. Students also participate in a weekly Computer Lab session, where they access a dedicated space with 28 touchscreen computers. These sessions provide opportunities to engage with a broad range of educational software and learning tools, while also explicitly teaching fundamental computer skills that will support students in their future education and beyond.

At the same time, we are mindful that excessive screen time is an increasing concern for many families. We believe that technology should enhance learning, not replace the rich, hands-on and social experiences that are critical in primary education. For this reason, we take a balanced approach to technology use in the classroom.

Students regularly engage with concrete materials, discussion-based learning, collaborative tasks and hands-on projects. This philosophy is reflected in our decision not to implement a 1:1 device program. By maintaining this balance, we ensure students continue to develop essential skills such as handwriting, teamwork and the ability to plan and produce work independently, alongside their digital capabilities.

Health & Physical Education

Throughout the Physical Education program students will learn, develop and improve their knowledge and skills through play, games, challenges and modified sports. During Physical Education lessons there are several main focuses that include skill acquisition, participation for all, and the development of a healthy attitude towards being active and an enjoyment for Physical Education.

Students in Foundation to Level 2 mostly focus on acquiring, developing and improving their general motor skills. They do this through games, activities and challenges that allow them to explore and experiment using their bodies for various types of movements and actions. They play with different pieces of sports equipment to develop and improve their ability to throw, catch, kick and strike successfully.

As students develop and refine these motor skills over the years, they will then begin to apply and tailor these skills towards modified sport environments. Students will learn basic technical skills to allow them to execute skills during modified gameplay successfully. They will develop knowledge of fundamental tactical skills that will allow them to better understand how these games and sports are played and what strategies can be used to generate a successful outcome.

Students in Foundation to Level 2 will participate in a gymnastics program that is designed to improve student’s core strength, balance and general coordination. This program will run for half a term. During Level 5 and 6 all students will have the opportunity to participate and compete against other schools in the Kooyong District in the Inter School Sports program during the first half of the year.

Students explore many sports throughout the Physical education program that include both individual and team sports. They learn vital teamwork skills that assist them to cooperate and solve problems with other students and to communicate effectively.

Other Events: School Cross Country, School Athletics Carnival, School Swimming Carnival.

French

The purpose of French classes will be to engage the students in meaningful French communicative activities, encouraging a positive attitude towards learning languages as well as an appreciation of and a curiosity to learn about other cultures. Students will participate in speaking, listening, reading and writing using the French language. Students will be encouraged to risk takers and speak in front of others. Students will learn to greet and farewell another person. The students will engage in simple dialogue where they may express their likes and dislikes. Students will learn their colours, numbers, and basic classroom directions.

Learning Languages

• extends literacy repertoires and the capacity to communicate; strengthens understanding of the nature of language, of culture, and of the processes of communication
• develops intercultural capability, including understanding of and respect for diversity and difference, and an openness to different experiences and perspectives
• develops understanding of how culture shapes and extends learners’ understanding of themselves, their own heritage, values, beliefs, culture and identity
• strengthens intellectual, analytical and reflective capabilities, and enhances creative and critical thinking.

Visual Arts

STEM

STEM education is a teaching and learning approach where the curriculum areas of Science, Technologies (including Engineering and Digital Technologies) and Mathematics are integrated, enabling a deeper engagement in each of the disciplines. STEM education aims to bring these curriculum areas together, helping students to practise their skills of critical and creative thinking, ethical decision-making, collaboration and communication. STEM is directly related to the learning areas of: Science, Technologies and Mathematics.

The STEM program at our school is taught by a specialist STEM teacher. It covers all year levels and features a design process that examines a wide range of real world applications for students’ evolving knowledge.

Performing Arts

The Arts have the capacity to engage, inspire and enrich all students. The Performing Arts learning area comprises four subjects: Dance, Drama, Media Arts and Music. Together they provide opportunities for students to learn how to create, design and share their imagined and conceptual ideas, emotions and experiences. At Deepdene we have a vibrant Music and Performing Arts program that includes classroom music across the whole school, choir, instrumental lessons and class ensembles. Each class receives one 50-minute session weekly of instruction, in which they focus on both making and responding to music.

In the early years, the program involves games and activities relating to singing and ear training. Using the Kodály and Orff teaching methods, students are able to experience and gain knowledge of the fundamental concepts of music through aural, kinaesthetic and visual styles of learning. Students learn a repertoire of music, they use familiar songs to build their knowledge of musical concepts and terminology in a sequential and developmentally appropriate level. More information about the Kodály approach to music education can be found at http://www.kodaly.org.au.

In Levels 3 and 4, students will be introduced to the recorder and formal music notation, where they are given weekly instruction on playing, performing and recorder technique. Students will engage in playing and accompanying simple songs. They will create simple rhythmic and melodic patterns using the recorder, percussion and Orff instruments.

In Levels 5 and 6, students play instruments in classroom ensemble situations and use traditional and technological methods to notate their musical understandings. They have access to a variety of musical instruments and enjoy the opportunity to compose and create their own music, as well as learning about music from around the world and through history. Students are asked to bring the instrument they are learning to each class. Orff instruments are also used to accompany instruments the students have brought to class.

At Deepdene there are lots of opportunities for students to perform for their peers and wider school community. Students are encouraged to participate in the choral program. Festival Singers, Instrumental students and ensembles perform at ‘Deepdene on the Green’ concert, assemblies, open days, evening concerts and at various community events.

Deepdene Festival Singers Ensemble Program

Students from Level 4 to Level 6 can be involved in the Deepdene Festival Singers Ensemble which performs at various events and in the wider community.