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Ons Leer

Keysborough Gardens Laerskool

By Keysborough Gardens Primêre Skool staan ons studente in die middel van die ontwerp van al ons onderrig- en leergeleenthede. Ons streef daarna dat alle studente as leerders presteer en groei, en om hul eie kursus vir lewenslange leer te genereer. Ons wil hê ons studente sal bemagtig word om eienaarskap van hul leer te neem, om doelgerigte bydraes tot hul leeromgewings te maak en om kwessies wat in die wêreld rondom hulle ontstaan, aan te pak.

Ons skool erken die sentrale rol van onderwysers. Daar word van hulle verwag om innemende en uitdagende leerprogramme te ontwikkel en die optimale toestande vir studenteleer te skep, insluitend die ondersteuning van ouers as eerste opvoeders en vennote in onderwys. 

Hulle modelleer lewenslange leer terwyl hulle refleksie en diep denkvlakke in hul praktyk inbou en hulself en hul studente uitdaag om nuwe kennis saam te bou en toe te pas.

Why We Teach

HOEKOM
ONS LEER

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At Keysborough Gardens Primary School we aim to develop life long learners who care for themselves, others and the community around them and actively contribute to a more sustainable and peaceful world.

Our vision is to ensure that every child is equipped with the knowledge, skills and capabilities  necessary to thrive in a rapidly changing and globally connected world.

Kort nadat Keysborough Gardens Primêre Skool sy deure in Januarie 2020 geopen het, het die PYP-raamwerk en pedagogiese benadering tot die onderrig-en-leerprogram 'n integrale deel van beplanning en onderrig geword. Met leiers en verskeie personeel wat baie ervare is met die PYP, is 'n aansoek om 'n kandidaatskool** vir die Internasionale Baccalaureaat (IB) Primêre Jaarprogram (PYP) kort na die opening begin - maar vertraag weens Covid-19-verwante redes. Hierdie proses is in 2021 hervat, met die skool wat in Junie 2021 amptelik as 'n IB PYP-kandidaatskool aanvaar is.

IB World Schools deel 'n gemeenskaplike filosofie - 'n verbintenis om die onderrig en leer van 'n diverse en inklusiewe gemeenskap van studente te verbeter deur uitdagende, hoë kwaliteit programme van internasionale onderwys te lewer wat 'n kragtige visie deel.**

Wat is die IB Primêre Jaarprogram?

Die PYP fokus op die ontwikkeling van die hele kind as 'n navraer, beide in die klaskamer en in die wêreld daarbuite. Dit is 'n raamwerk wat gelei word deur ses transdissiplinêre temas van wêreldwye betekenis, verken deur gebruik te maak van die kennis en vaardighede afkomstig van 6 vakgebiede (wiskunde, taal, kunste, sosiale studies, wetenskap en persoonlike, sosiale en liggaamlike opvoeding) sowel as transdissiplinêre vaardighede, met 'n kragtige klem op ondersoek.

Die PYP is buigsaam genoeg om aan die vereistes van die Victoriaanse Kurrikulum te voldoen .  

 

Die IB Primêre Jaarprogram:

  • spreek studente se akademiese, sosiale en emosionele welstand aan

  • moedig studente aan om onafhanklikheid te ontwikkel en verantwoordelikheid vir hul eie leer te neem

  • ondersteun studente se pogings om begrip van die wêreld te kry en om gemaklik daarin te funksioneer

  • help studente om persoonlike waardes te vestig as 'n grondslag waarop internasionale ingesteldheid sal ontwikkel en floreer.

 

Die mees betekenisvolle en kenmerkende kenmerke van die IB Primêre Jaarprogram is die ses transdissiplinêre temas. Hierdie temas bied aan IB World Schools die geleentheid om plaaslike en globale kwessies in die kurrikulum te inkorporeer en studente doeltreffend toe te laat om buite die grense van leer binne vakgebiede te "stap".

 

Wie is ons 

Ondersoek na die aard van die self; oortuigings en waardes; persoon, fisiese, geestelike, sosiale en geestelike gesondheid; menslike verhoudings insluitend families, vriende, gemeenskappe en kulture; regte en verantwoordelikhede; wat dit beteken om mens te wees

Waar ons in plek en tyd is

Ondersoek na oriëntasie in plek en tyd; persoonlike geskiedenisse; huise en reise; die ontdekkings, verkennings en migrasies van die mensdom; die verhouding tussen en die onderlinge verbondenheid van individue en beskawings, vanuit plaaslike en globale perspektiewe

 

Hoe ons onsself uitdruk 

Ondersoek na die maniere waarop ons idees, gevoelens, natuur, kultuur, oortuigings en waardes ontdek en uitdruk; die maniere waarop ons ons kreatiwiteit besin, uitbrei en geniet; ons waardering vir die estetiese

 

Hoe die wêreld werk

Ondersoek na die natuurlike wêreld en sy wette, die interaksie tussen die natuurlike wêreld (fisies en biologies) en menslike samelewings; hoe mense hul begrip van wetenskaplike beginsels gebruik; die impak van wetenskaplike en tegnologiese vooruitgang op die samelewing en op die omgewing.

 

Hoe ons onsself organiseer

Ondersoek na die onderlinge verbondenheid van mensgemaakte sisteme en gemeenskappe; die struktuur en funksie van organisasies; maatskaplike besluitneming; ekonomiese aktiwiteite en die impak daarvan op die mensdom en die omgewing

 

Deel die planeet

Ondersoek na die regte en verantwoordelikhede in die stryd om beperkte hulpbronne met ander mense en lewende dinge te deel; gemeenskappe en die verhouding met en tussen hulle; toegang tot gelyke geleenthede; vrede en konflikoplossing. 

Hierdie transdissiplinêre temas help onderwysers om 'n program van navrae te ontwikkel - ondersoeke na belangrike idees wat deur die skool geïdentifiseer word en wat 'n hoë vlak van betrokkenheid van die studente vereis.  

Aangesien hierdie idees verband hou met die wêreld buite die skool, sien studente hul relevansie en verbind hulle op 'n boeiende en uitdagende manier daarmee. Studente wat op hierdie manier leer, begin besin oor hul rolle en verantwoordelikhede as leerders en raak aktief betrokke by hul opvoeding.

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WAT
ONS LEER

What We Teach
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Our students learn in a supportive and personalised school environment with access to a full and outstanding range of programs across all areas of the Victorian Curriculum. 

As an International Baccalaureate school, we use the PYP (Primary Years Programme) as a framework to guide and plan our teaching and learning. There is a strong focus on English, Mathematics and Science as well as developing higher order thinking skills, technology skills and creativity.  

Our students benefit from a full range of specialist programs including Visual Arts, Performing Arts, STEM, Physical Education and Chinese Mandarin. A range of extra-curricular activities are provided including school band, choirs, excursions, incursions and a wide range of lunchtime clubs.

IB PYP and Inquiry

(International Baccalaureate Primary Years Programme)

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In 2024 Keysborough Gardens Primary School proudly became an authorised International Baccalaureate (IB) World school, offering the Primary Years Programme.  IB schools share a common philosophy - a commitment to high quality, challenging international education.

 

Each year level inquires into each of the following six Transdiciplinary Themes:

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These Transdisciplinary Themes help teachers develop a program of inquiries - investigations into important ideas, identified by the school and requiring high level of involvement on the part of the students. 

These ideas relate to the world beyond the school and are an opportunity to incorporate local and global issues into the curriculum. As a result, students see the relevance of ideas and connect with them in an engaging and challenging way.

Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved in their education.

Other PYP language you will hear around our school is:

 

Specified Concepts

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 big ideas used to give direction to the learning in a unit

Learner Profile

Approaches to Learning

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a list of attributes we endeavour to foster in our students

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skills that students develop and apply across all learning areas

The PYP is flexible enough to accommodate the requirements of the Victorian Curriculum. 

Click through the images below to see what each level is learning over the year:

 

Preps

Year 1

Year 2

Year 3/4

Year 5/6

For further information about the IB and its programmes, visit www.ibo.org 

The IB mission

The Curriculum

English

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Systematic Synthetic Phonics is an evidence-based, structured approach to teach children to read. This method of reading helps children learn the relationships between sounds (phonemes) of spoken language and the letter symbols (graphemes) of the written language. Students have numerous opportunities to use their language skills to pursue personal interests in Social Sciences, Visual and Performing Arts, Literature, Technology, The Sciences, Mathematics and Additional Languages. Technology such as interactive whiteboards, iPads and computers complement and enhance our language programmes.

Mathematics

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Mathematics is undertaken on a daily basis with focused sessions for the development of skills and knowledge in Number, Algebra, Measurement, Space, Statistics and Probability. The proficiency strands are developed through the hands-on application of mathematics skills and understandings using real life problem solving contexts with students collaborating in mixed ability groups.

EAL

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English as an Additional Language (EAL) KGPS has a high number of students from an EAL background and explicit modelling of literacy and language skills are implemented. Students that are of an EAL background are assessed against the English as an Additional Language continuum which ensures that every student is catered for and their needs managed.

The Capabilities

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The Victorian Curriculum F-10 includes four capabilities, which are a set of discrete knowledge and skills that can and should be taught explicitly in and through the learning areas. The capabilities are: -Critical and Creative Thinking -Ethical Capability -Intercultural Capability -Personal and Social Capability At KGPS we want our students to develop critical thinking skills where they understand thinking processes, and have the ability to manage and apply these in a variety of familiar and unfamiliar situations.

Science

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The Science curriculum provides students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes. Science at KGPS is taught through inquiry into the PYP Transdisciplinary themes and explicitly where required.

Wellbeing

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The social, emotional and physical wellbeing of our students is vitally important. Students who are happy, healthy and resilient are better able to deal positively with life's challenges. Building and enhancing the students social and emotional wellbeing is an important aspect of our daily school activities. Our school values are explicitly taught through our 'Keysie Kids are Global Kids' positive behaviour framework.

Koorie Cultural Inclusion

We acknowledge and pay respect to Elders and all Victorian Aboriginal communities. We honour and respect Traditional Custodians, past and present, and value the rich culture and history of the First Peoples of this land. We aspire for success for every Koorie child in education, achieving their developmental potential and their ambitions for life. Throughout our school community, we celebrate the rich and thriving culture, knowledge and experience of our First Nations peoples to ensure that Koorie children and learners of all ages feel strong in their identity and achieve their learning aspirations.

Specialist Programs

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Performing Arts

Performing Arts

 

Students are encouraged to be risk takers by expressing their creative ideas through dance, music and drama.  Activities include whole class ensemble activities, working in small groups or with a partner. There is a strong emphasis on performing to an audience and providing feedback to the performers from peers.

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Physical Education

Physical Education

From Foundation - Year 2, our program's focus is on building fundamental movement skills required to be competent in a range of physical activities. The competencies of throwing, agility, jumping, catching, hitting, balance and coordination are promoted through fun-based games and practices that build engagement and participation.

As well as continued skill development, in Years 3-6 lessons become more sport-specific with students learning game rules, tactics and strategies. A great weight is also placed on teamwork and leadership. Students demonstrate their sportsmanship at regular school sporting events and inter-school sport in Year 6.

Visual Art

STEAM

 

Our Visual Art program program is designed to spark creativity, provide opportunities for self-expression and foster open-mindedness as students study works by various significant artists. Students from Foundation to Year 6 explore many different art techniques using a wide range of mediums.

 

Student artwork is viewed and celebrated at Student-Led Conferences and our annual art show. At their graduation ceremony, each Year 6 graduating class reveals their 'legacy project' - a collaborative art installation that represents the mark they leave on our school.

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Mandarin

Mandarin

 

Students are supported to be knowledgeable communicators through learning Mandarin Chinese. They learn to socialise, inform, create, translate, and inform in Chinese. Students explore Chinese vocabulary and sentence structures relevant to daily life, such as greetings and foods, through listening, speaking and writing in the language.


Students are supported to develop their intercultural capability. They investigate the influence of culture in shaping identity, heritage, values and beliefs. Encouraged to be open to new experiences and perspectives, students develop respect for diversity and difference.

 

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STEM

STEM

 

In our STEM program, students from Foundation to Year 6 engage with an interdisciplinary curriculum that blends Science, Technology, Engineering and Mathematics. 

Through hands-on experiments, design projects and digital creation, students learn to solve real-world problems with ingenuity and critical thinking. Through collaboration and reflective learning, our program empowers students with the 21st Century skills necessary to excel and innovate in the STEM field.

How We Teach

HOE
ONS
ONDERRIG

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Keysborough Gardens Primêre Skool het 'n samewerkende benadering tot beplanning en onderrig.  

Terwyl klaskameronderwysers verantwoordelik gehou word vir die studente in hul graad, het alle onderwysers 'n gedeelde verantwoordelikheid vir die studente op hul vlak. Onderwysers by Keysborough Gardens Primêre Skool werk in buigsame onderrigruimtes, wat 'n reeks spanonderrigbenaderings ondersteun.  

 

Engels- en wiskundevaardighede en -begrippe word, waar moontlik, aan ons ondersoekeenhede gekoppel  wat kinders en onderwysers in staat stel om verbindings tussen en oor almal heen te maak  leerareas.  

 

Studente word georganiseer in vier leergemeenskappe gebaseer op jaarvlakke wat ooreenstem met die Victoriaanse Kurrikulum-bande van skoolopleiding: Voorbereiding; 1 & 2; 3 & 4; 5 en 6.

Onderwysers werk in samewerkende, 'professionele leergemeenskap'-spanne om 'n gedifferensieerde onderrig- en leerprogram te beplan en te implementeer wat voorsiening maak vir die individuele leerbehoeftes van alle studente wat op verskeie punte langs die leerkontinuum werk.  

Ons onderrig- en leerprogram is gestruktureer met 'n sterk klem op die ontwikkeling van hoogs geletterde, gesyferde en nuuskierige studente.  

Engels

Ons glo dat taal in konteks onderrig moet word en 'n wye reeks areas aanspreek, soos lees, skryf, kyk, aanbieding aan 'n gehoor, nieverbale kommunikasie en praat en luister. Studente het talle geleenthede om hul taalvaardighede te gebruik om persoonlike belangstellings in Sosiale Wetenskappe, Visuele en Uitvoerende Kunste, Letterkunde, Tegnologie, Die Wetenskappe, Wiskunde en Addisionele Tale na te streef. Tegnologie soos interaktiewe witborde, iPads en rekenaars komplementeer en verbeter taalprogramme.

 

Wiskunde word daagliks onderneem met gefokusde sessies vir die ontwikkeling van vaardighede en kennis in Getal en Algebra, Meting en Meetkunde en Statistiek en Waarskynlikheid, wat met studente in soortgelyke behoeftegroepe geïmplementeer word. 

Die vaardigheidstringe word ontwikkel deur die praktiese toepassing van wiskundevaardighede en -begrippe deur werklike probleemoplossingskontekste te gebruik met studente wat in gemengde vermoëgroepe saamwerk.

Met die klem op probleemoplossing en ondersoekgebaseerde leer by Keysborough Gardens PS, is die ontwikkeling van 'n denkkultuur belangrik in elke klaskamer. Ons doen dit deur 'n aantal denkinstrumente te modelleer. Voorbeelde hiervan sluit in: KWL (Wat weet jy? Wat wil jy weet? Wat het jy geleer?), dinkskrum, om studente te druk om bewyse van hul denke te verskaf en om te redeneer deur hulle te vra 'Hoekom?' 'Wat laat jou dit sê?', klaskamerargumente of -debatte, leerjoernale, vraagtegnieke of -patrone  word herhaaldelik gebruik.

Leerverbeteringsprogram

Die Leerverbeteringsprogram komplementeer die klaskamerprogram. Die program teiken groepe studente met soortgelyke akademiese behoeftes. Die studente word geïdentifiseer deur 'n verskeidenheid versamelde data, insluitend NAPLAN en onderwyseroordeel. 

Hierdie studente kan diegene wees wat onder, op of bo verwagte vlakke werk.

Die lengte van die program kan deur studente se vordering bepaal word, maar die program duur gewoonlik tussen 4 en 10 weke. Sessie duur ongeveer 30 minute, 1-3 keer per week, met die doel om klaskamerleerdoelwitte te versterk, te hersien of uit te brei.  

In die loop van 'n akademiese jaar werk die program oor alle vlakke en gerig op soveel KGPS-studente as moontlik.  

 

Individuele behoeftes

Onderwysers voorsien in elke kind se individuele behoeftes in die klaskamer deur noukeurige gebruik van differensiasie. Die onderwysers by KGPS is hoogs bekwaam om te voorsien in alle studente se leerbehoeftes, insluitend diegene wat 6, 12 of meer maande bo of onder die verwagte vlak van prestasie werk. 

Individuele leerplanne word geskryf vir almal wat 12 maande laer werk, 18 maande bo verwagte vlak van prestasie.  Studente is betrokke by doelwitstelling en besinning oor die suksesse.

Ondersteuning word op die volgende maniere gebied aan studente wat onder die verwagte vlak werk:

  • Gereelde ouer/kind onderwyser vergaderings

  • Gewysigde program/huiswerk indien nodig

  • Een tot een bystand in die klaskamer

  • Ondersteuning en advies van die Leerverbeteringsprogram-onderwyser

  • Gedifferensieerde leergroepe gerig op spesifieke leerdoelwitte

 

Ons spesialisprogram bied gefokusde onderrig in die volgende leerareas en vermoëns:

Leerareas

  • (Gesondheid &) Liggaamlike Opvoeding

  • Uitvoerende kunste

  • Visuele kunste

  • Tale - Chinees

  • (STEM) - soos die skool uitbrei

 

Die gebruik van Inligting- en Kommunikasietegnologieë (IKT) is oor die hele kurrikulum geïntegreer.

Welstand

Keysborough Gardens Primêre Skool sluit studentewelstand in in alle leerervarings deur 'n opvoedkundige omgewing en kurrikulum te skep wat inklusief en betekenisvol vir alle studente is. Die persoonlike en sosiale kwessies van studente word in hul daaglikse leerervarings geïnkorporeer en 'n buigsame, relevante, inklusiewe en toepaslike kurrikulum word in reaksie daarop verskaf.  

'n Weeklikse welstand 'bewustheid'-sessie is by die hele skoolrooster ingesluit sodat die skoolwaardes en gedragsverwagtinge eksplisiet aangeleer kan word, en sosiale en emosionele welstand tesame met die ontwikkeling van positiewe verhoudings bevorder kan word.  

Die leermateriaal vir veerkragtigheid, regte en Respekvolle Verhoudings word gebruik om te verseker dat studente die nodige sosiale, emosionele en positiewe verhoudingsvaardighede ontwikkel wat hulle bemagtig en veilig hou. Hierdie sessies bied ook geleentheid vir kruisouderdom- en maatsprogramme om positiewe verhoudings te kweek en 'n gevoel van gemeenskap te bou, wat bydra tot die welstand en betrokkenheid van individue en dié van die skool as geheel.

*Slegs skole wat deur die Internasionale Baccalaureaat gemagtig is, kan enige van sy vier akademiese programme aanbied: die Primêre Jaarprogram (PYP), die Middeljareprogram (MYP), die Diplomaprogram of die Loopbaanverwante Program (CP). Kandidaatstatus gee geen waarborg dat magtiging verleen sal word nie.

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Individual Needs

At Keysborough Primary School, teachers are highly skilled in catering to each child’s individual learning needs through careful differentiation and responsive teaching. This ensures all students receive the appropriate support and challenges to help them thrive.
 
Individual Education Plans (IEPs) are developed for students with specific learning needs, setting measurable and timely goals. These plans are created with input from both students and parents/carers to ensure a collaborative approach to the child’s progress.
 
Other student support approaches  include:

  • Regular parent/teacher/student meetings

  • Modified programs and homework, as needed

  • One-on-one assistance in the classroom

  • Guidance from the Learning Enhancement Program teacher and/or allied health providers

  • Differentiated learning groups focused on targeted learning goals

  • Adjustments to the learning environment, tasks, or resources to ensure an inclusive approach
     

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Student Voice

At Keysborough Gardens Primary School, we believe in empowering students through voice, agency and leadership.

 

Across the school, students contribute to  the curriculum through an effective and authentic process of planning, feedback and deep reflection.

 

This enables students to make decisions about what and how they learn and actively contribute to the planning of their own learning, promoting meaningful student involvement.

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Learning Enhancement

Program

The Learning Enhancement Program complements the classroom program. It targets groups of students with similar academic needs. Students are identified through a variety of collected data, including NAPLAN and teacher judgement. 

These students may be working below, at or above expected levels. The length of the program can be determined by student progress, however the program generally runs for between 4 and 10 weeks. 

Sessions run for approximately 30 minutes, 1-3 times a week, with the aim to reinforce, revise or extend on classroom learning goals. Over the course of an academic year, the program works across all levels, targeting as many KGPS students as possible.

How We Measure Sucess
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HOE
ONS
MEET
SUKSES

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Data-analise en studenteleerwins vorm die basis van ons Professionele Leerspanvergaderings en -gesprekke.

Bewyse van studentegroei, vordering en prestasie word hersien en gebruik om effektiewe onderrigpraktyke te evalueer en die voortgesette leerbehoeftes te bepaal  

Gebaseer op hierdie bewyse en bewyse wat hulle self versamel het, hersien en reflekteer ons studente hul individuele doelwitte en stel nuwes wat hul fokus vir die volgende leersiklus in daardie area dryf.  

 

RAPPORTERING PRESTASIE

Aan studente: Terugvoer word gegee oor huidige leer en areas vir toekomstige leer op 'n tydige deurlopende wyse vir alle areas van leer en ontwikkeling.  Studente word die geleentheid gebied om oor hul individuele doelwitte te besin, bewyse te versamel om prestasie te bepaal en nuwes te stel om toekomstige leer te dryf.

 

Aan personeel: Beide informele en formele data word gebruik om beplanning en onderrig op 'n kort- en langertermynbasis in te lig. Tendensdata verskaf ook relevante inligting oor die skool se voortdurende verbeteringsreis. Studente is ook betrokke by die verskaffing van terugvoer aan onderwysers.

Aan ouers: Elke semesterouers word voorsien van 'n skriftelike opsommende verslag wat onderwysers se oordeel teen die Victoriaanse Kurrikulumstandaarde insluit in die leerareas en vermoëns wat deel was van die onderrig- en leerprogram vir daardie semester.  

Onderwysers verskaf ook inligting oor die student se betrokkenheid en welstand sodat ouers ten volle ingelig is met betrekking tot die leer en ontwikkeling van die hele kind.  

 

Studentegeleide konferensies verskil van die onderwysergerigte oueronderwyseronderhoude, deurdat die student die een in die sentrum is, aktief betrokke by die leer- en die verslagdoeningsproses.  

 

Studente-geleide konferensies neem die vorm aan van 'n gesprek hoofsaaklik tussen die student en hul ouers met die betrokke onderwyser soms tydens die konferensie.  

 

Die voordele van hierdie konferensies sluit in:

  • Studente neem verantwoordelikheid vir hul eie leer deur hul leerdoelwitte en hul vordering te verduidelik

  • Die ontwikkeling van die tuis-skool-vennootskap deur ouers, studente en onderwysers wat saam studente se sukses vier

  • Die ontwikkeling van lewenswerklike vaardighede en persoonlike eienskappe deur kommunikasie, selfevaluering en refleksie, organisasie en selfvertroue.

REPORTING ACHIEVEMENT

TO STUDENTS

Feedback is given regularly by their teachers.  Students are provided the opportunity to reflect on their individual goals, gather evidence to ascertain achievement and set new ones to drive future learning.

TO STAFF

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Both informal and formal data is used to inform planning and teaching on both a short and longer-term basis.  Students are also involved in providing feedback to teachers.

Written reports 

Each semester parents/carers are provided with a written summary report that includes teacher judgements against the Victorian Curriculum Standards in the learning areas and capabilities that have been part of the teaching and learning program for that semester. 

Teachers also provide information about the student’s engagement and wellbeing so parents are fully informed in relation to the learning and development of the whole child. 

TO FAMILIES

Student Led Conferences differ from the teacher-directed parent teacher interviews, in that the student is the one at the centre, actively involved in the learning and the reporting process. They take the form of a conversation primarily between the student and their parents with the teacher involved at times during the conference. 

 

The benefits of these conferences include:

  • Students take responsibility for their own learning by explaining their learning goals and their progress

  • The development of the home-school partnership; parents, students and teachers celebrating student’s success together

  • The development of real-life skills such as communication, self-evaluation, reflection, organisation and self-confidence

Extra Curricular

Ekstra 
Kurrikulum

Studentewelstand

Om Studentebetrokkenheid en -welstand by KGPS te ondersteun, bied ons 'n wye reeks middageteklubs en aktiwiteite.  

 

Dit sluit in:

  • Lego Club: Ontwerp, Bou, Skep, Eksperimenteer.  Vir studente Voorbereiding- Ses

  • Kunsklub:  Probeer origami, teken, skilder, collage.  Enigiets wat jou innerlike kunstenaar na vore bring.

  • Dansklub: 'n Prettige middagete-aktiwiteit om 'n paar wonderlike bewegings te leer en koördinasie te verbeter.

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Enrichment clubs
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Die
Kuns

Koor: Die skoolkoor bestaan uit studente in Jaar 3 tot 6. Hulle oefen entoesiasties 'n groot verskeidenheid musiekstyle in 'n uitgebreide repertorium. Die koor oefen etenstyd en tree weekliks in die skoolbyeenkoms op asook by die skoolfunksies soos by die Welkomspiekniek. Repertorium sluit liedjies van musiekblyspele, jazz en pop in.

Skoolorkes: Die skoolorkes bestaan uit studente in jaar 3 tot 6. Hulle repeteer 'n groot verskeidenheid musiekstyle in 'n uitgebreide repertorium. Die orkes oefen elke Dinsdag en tree weekliks in die skoolbyeenkoms op. Instrumente sluit xilofone, kitare, klawerborde, tromme en ukuleles in.  

State Schools Spectacular: Die jaarlikse Victorian State Schools Spectacular-program is 'n onskatbare geleentheid vir uitvoerende kunste vir Victoria se regering se primêre en sekondêre skoolleerlinge.

Die program wys en verenig regeringskoolgemeenskappe deur te werk aan 'n gemeenskaplike doelwit om meer studente die hoogste vlak van prestasie in die kunste te bereik, om te verseker dat kinders gelukkig, gesond en veerkragtig is, en om trots op ons skole te bou. Elke jaar kan skole aansoek doen om deel te wees van hierdie geleentheid.

Leierskap

All Year 6 students have the opportunity to develop their leadership skills through our Year 6 Leadership Program. Each student applies for a leadership role by submitting a written expression of interest and delivering a speech that highlights their leadership qualities and how they plan to contribute to the school and community.
 
Leadership roles include

  • School Captains

  • House Captains

  • Wellbeing Leaders

  • ICT Leaders

  • Environment Leaders

  • and more

 

Every Year 6 student takes on a leadership role, helping to build their self-esteem and confidence while developing essential life skills such as public speaking, collaboration, and creativity. This program is an integral part of fostering leadership and personal growth in our students as they prepare for secondary school and beyond.

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Skoolwaardes

Studenteraad - Studente vanaf Jaar drie - Ses word verkies om deel te word van ons SR-span.  Hierdie studente lewer 'n waardevolle bydrae tot ons skool deur leierskapaktiwiteite, skoolgeleenthede en gemeenskapsfondsinsameling.  

Skool- en Huiskapteins: Elke jaar word belangstellende Jaar Ses-studente genooi om aansoek te doen vir ons leierskaprolle deur 'n skriftelike uitdrukking van belangstelling en 'n kort toespraak te voltooi wat hul leierseienskappe uiteensit en hoe hulle studente en die gemeenskap kan ondersteun.

Akademies

ICAS competition

Each year, students in Year 2-6 can choose to participate in the 'International Competitions and Assessments for Schools' (ICAS) which provides an objective, international assessment. ICAS has a variety of benefits for students, parents and schools. For students, the competition challenges them in ways unlike their regular school assessments, encourages them to perform at their highest possible standard and rewarding them for their achievements.

Victorian High-Ability Program

At KGPS we participate in the Victorian High-Ability Program (VHAP). This program enables high-ability students in Years 5-8, at all Victorian State Schools, to be challenged and extended in a supportive environment.

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Sportief

Hardloopklub: Word fiks en gesond en sluit aan by ons hardloopklub.  Hierdie sessies word georganiseer as deel van ons voorbereiding vir ons skoollandloopbyeenkoms en streekbyeenkomste.

Auskick:  KGPS in samewerking met plaaslike sokkerklubs hardloop na skool en Saterdag Auskick-sessies.  

Middagete-sportopleiding: Opleiding vir 'n verskeidenheid van ons interskole-sport- en atletiekaktiwiteite vind plaas vir studente in jaar vier tot ses.

Akademies

At Keysborough Gardens Primary, we believe that camps play a vital role in the personal and social development of our students. Camps provide unique opportunities for children to develop independence, build self-esteem, strengthen relationships and work together as a team. Through a range of activities, students challenge themselves, explore new environments and create lasting memories with peers.

Year 2 Sleepover

Our camping program begins in Year 2 with an exciting sleepover at school. This one-night experience is designed to build confidence and independence by easing students into being away from home in a familiar and supportive environment. The Year 2 sleepover gives students a fun-filled evening of activities, games and a shared meal with friends and is a great first step in our broader camping program.

Year 3-6 Adventure Camps

From Year 3 to 6, our students take part in a two-night adventure camp. Each camp offers a variety of outdoor activities that encourage students to push their boundaries, whether it's hiking, team-building challenges or water-based activities. These camps help students develop resilience, problem-solving skills and strengthen the bonds between classmates. Our adventure camps are key to fostering a sense of responsibility, teamwork and a love for the outdoors.

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