The Saint Ignatius’ College Junior School curriculum reflects the ideals of Jesuit education that we aspire to achieve with the children in our care. We seek to develop students who are:
- Intellectually competent
- Religiously alive
- Open to growth
- Committed to justice
It is our goal and sincere hope that students develop their God-given potential to its fullest capacity.
Students are encouraged to take responsibility for their own learning within a caring Christian environment, where they know they are valued, feel safe to extend themselves and take risks. Therefore our curriculum reflects process as well as content, the cognitive, the affective and the spiritual.
Ours is a curriculum that strives to develop within students a love of learning, a desire to achieve personal excellence, deep understanding and the knowledge, skills and dispositions necessary to take their place as responsible global citizens who have been called by God to be all they can for the wellbeing of human kind.
At Saint Ignatius’ College Junior School, our curriculum aims to take students from:
- knowing the right answers to knowing how to behave when answers are not readily apparent,
- transmitting meaning to constructing meaning, and
- external evaluation to self-reflection and self-assessment.
Being able to think critically, logically and creatively is central to a Jesuit education. As such, the teaching of thinking skills in context, is mandatory; it permeates our entire curriculum.
We want our students to be intellectually restless and inquiring individuals who seek to know, understand and construct knowledge. Teachers nurture these dispositions by exposing students to a range of thinking skills and strategies.
Key Learning Areas
The Junior School curriculum is based on the South Australian Curriculum, Standards and Accountability Framework, and the Australian Curriculum. It is centred on 10 Key Areas of Learning, which are supported and nurtured by Special Programs and Co-Curricular activities.
- Religious Education
- Languages: Chinese (Mandarin)
- The Arts: Visual Art, Music, Drama & Movement
- Health & Physical Education
- Design & Technology
Special Programs that Support and Nurture the Key Learning Areas:
- Adaptive Education Support
- Gifted and Talented – Enrichment and Extension Programs
- Literacy Support Program
- Numeracy Support Program
- The Macquarie University:
- Multi-Lit Reading Tutor Program
- Multi-Lit Extension Program
- MiniLit Early Literacy Program
- Funastics Gross Motor Program
- Learning Assistance Program (LAP)
- Higher Order Thinking Skills
- Library Skills, e.g. information and research skills
- Computers as a Learning Tool
- Student Wellbeing Programs (Buddy Classes, You Can Do It!, Friendly Schools and Families, What’s the Buzz, Optimistic Kids, Seasons for Growth)
- Class Meetings
- Student Representative Council (SRC)
- School Assemblies
Special programs are employed to challenge and foster each child’s special abilities.
The Junior School provides comprehensive adaptive education support for students with exceptional learning needs. An emphasis is placed on early intervention in order to promote student success in achieving positive outcomes, and there is a program for students with high intellectual potential.
The Learning Assistance Program assists students who need extra support in the areas of social and emotional wellbeing, and/or help with developing organisation skills.
The Junior School provides specialist teaching in a number of subject areas, each in a dedicated facility, including:
- Art (Year Three to Six)
- Science (Reception to Year Six)
- Information Communication Technologies (Reception to Year Six)
- Music (Reception to Year Six)
- Languages: Chinese (Mandarin) (Reception to Year Six)
- Library (Reception to Year Six)
- Physical Education (Reception to Year Six)
Students from Reception to Year Six are exposed to many forms of assessment aimed at providing teachers with insight into children’s development as learners. In turn, the data informs teachers about the effectiveness of their programs and methodologies.
In addition, we consider feedback to students an essential component of good teaching practice. Our teachers search for better ways to help our learners demonstrate learning with the types of products and performances that match our times. Consequently, teachers maintain up-to-date knowledge of modern and effective methods of assessment replacing and upgrading them on a regular basis, and as the need arises.
Teachers use a balanced range of strategies and tools for formative and summative assessment of student learning.
Examples of Assessment Practices include:
- ACER online testing
- Observation checklists
- Anecdotal records
- Behaviour checklists
- Common assessment tasks
- Curriculum-based criterion-referenced tests
- Standardised tests
Assessment of Students with Adaptive Education Needs
Students who display exceptional strengths or learning challenges are referred to the Adaptive Education Centre for a more comprehensive assessment of their needs.
All students participate in the Reception Screening Program at the commencement of Reception.
ESL students participate in the ESL Moderation Assessment tasks to determine their level of acquisition of the English language and to determine whether or not they are eligible for ESL funding.
National Assessment Program in Literacy and Numeracy
Students in Years Three and Five participate in the National Assessment Program – Literacy and Numeracy (NAPLAN) testing. Data are analysed by teachers and used to inform teaching practices.
At Saint Ignatius’ College Junior School we believe reporting should not signal the end of learning but instead should indicate an important stage on a developmental continuum.
We also believe reporting should foster partnerships between parents and teachers to support a student’s learning and their progress in the areas of intellectual, physical, social, religious and personal development.
As part of our efforts to ensure you are well informed about the activities, experiences and achievements of your child, we provide a range of aspects to our Assessment and Reporting process. These include:
- Acquaintance evenings at the start of the year
- Parent-teacher interviews for all parents and guardians at the end of Term One
- Written reports at the end of each semester
- Parent-teacher interviews on request by the parents or teacher at the end of Term Three, and
- a selection of students’ work is sent home at the end of Term One and Term Three.