Teaching & Learning
The PYP focuses on the development of the whole child as an inquirer and life-long learner, both in the classroom and in the wider world. The Programme develops ‘internationally minded, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.’ (IBO Mission Statement). The PYP also involves the traditions of learning languages, humanities, mathematics, sciences and the arts. In order to promote this development, there is an emphasis on recognising and developing the attributes of the IB Learner Profile.
Further information about the Primary Years Programme can be found using the following link:
Learning Japanese language and culture at Murrumbeena Primary School
Language learning fosters students’ ability to think and reflect about how language works, and to develop an understanding toward others. At Murrumbeena Primary School, students from Grade Prep to Six enjoy one session of Language Other Than English (L.O.T.E.)-Japanese per week. Students have fun learning Japanese language and culture through classroom routines, learning activities involving information and communication technology, craft and language practice. Unique Japanese cultural experiences such as taiko drumming, traditional dance, and musical storytelling are also a highlight through an annual Japanese cultural day. Students also have the opportunity to learn about Japanese through their units of inquiry, as part of the International Baccalaureate Primary Years’ Programme (PYP) provided at Murrumbeena Primary School. Grade Six students are able to be part of the Global Citizenship team and help to promote multiculturalism and organise events. Through these opportunities, students develop their Japanese language skills, foster their ability to think and reflect about the workings of language, and learn to appreciate other cultures and their own. Combined with the PYP, the L.O.T.E.-Japanese program contributes to an internationally minded program at Murrumbeena Primary School.
Personal Social Physical Education (PSPE)
Physical Education (P.E) is one 50 minute session per week for Prep through to grade six. Grade 5 and 6 students participate in Sport for 100 minutes every week. Intensive swimming program is run separate to the Physical Education program.
The P.S. Program
- Emphasis is on Fundamental movement skills – such as running, throwing, catching, kicking, jumping, leaping, dodging, striking and bouncing in prep through to grade 3.
- Learning through fun, exploration and challenge.
- Understanding what resilience is and how to apply it in Physical Education.
- Exploration of the body through gymnastics and dance units.
- Students compete in “Run Around Australia” where students are expected to be able to run for a full five minutes by pacing themselves.
- Athletics unit focuses on how to apply fundamental movement skills to events.
- Introduction to team sports and the rules of those sports- sports included are invasion games, ball sports, target games, striking games and court games. At the end of grade 3- through to grade 6. Through games sense.
- Units will include team sports, individual pursuits (including fitness) and adventure units.
- Students will do two Sport Education units in grades 5 and 6. The purpose of these units is for students to take on the official roles in a game- umpiring, score keeping, timing, coach, records officer and commentator.
Inter-school sport (grades 4—6)
Swimming – Students will trial for the swim team the prior year (grades 3-6 are invited to trial)
Cross country – Trials are done in class and selected students will be invited to trial for the Bentleigh District Cross Country Carnival.
Athletics – Students in grade 4-6 have a School House Athletics carnival, which is held at Duncan McKinnon athletics track. On this day it is determined what students will compete for the school at the Bentleigh District Athletics Carnival.
In grades 5 and 6 students will do sport every Thursday. This includes Inter-School Sport in which children take part in activities such as basketball, flag tag, softball, volleyball and cricket in the summer and football, soccer, sof-crosse, netball and rounders in the winter. There are also optional Inter-School Sporting activities that students can try out for: Swimming, Cross-Country, Athletics, Rugby League and T20 Cricket.
We welcome and encourage families to play games and rehearse skills learnt during PE lessons or sport sessions.
For further sport information: www.bentleighdistrictschools.sportingpulse.net
Murrumbeena Primary School has dedicated Information and Communication Technology (ICT) and Digital Technologies Programs. Whilst ICT is integrated within daily teaching practice, there is a specialist teacher, which provides instruction for coding, robotics, media, movie making and practical processing and presenting skills. Students have access to iPads, Interactive Screens, laptops and desktop computers, which enhance learning experiences. Students from Prep – 6 are taught content as recommended within the ICT and Digital Technologies Curriculums, as well as recommendations within the ICT in the PYP document. Students in grade 6 have the opportunity to participate in the Murrumbeena Radio Program, which gives students the chance to broadcast their own live radio show, in the 88.3 Southern FM studios in Brighton.
Murrumbeena is an eSmart accredited school and has a strict Acceptable Use Policy, which all students have to agree to and sign before accessing any technology at school. Cyber safety and anti-bullying teaching is part of our regular teaching program.
Performing Arts / Music
Experts say that when we play music, both sides of the brain light up simultaneously, creating neural pathways for learning. Music education touches on all learning domains, including the psychomotor domain (the development of skills), the cognitive domain (the acquisition of knowledge), and, in particular and significant ways, the affective domain (the learner’s willingness to receive, internalise, and share what is learned), including music appreciation and sensitivity.
At Murrumbeena P.S. the aim of the Music Program is:
- To develop in students an enjoyment and appreciation of music which will continue throughout their lives.
- To develop their knowledge about the elements of music ie rhythm, beat, pitch, dynamics, structure, harmony, tempo, form, function, etc
- To develop in students a sense of achievement by providing opportunities for creativity and expression through music, dance and instrument playing.
- To provide awareness of different styles/genres of music and the associated historical/ cultural background of the music and to encourage their appreciation of them.
Performance is an important aspect of the music program. It provides students with a sense of purpose as they rehearse and present their work to an audience. This is an enjoyable and exciting time as they prepare for special occasions such as the Murrumbeena School concert at the Palais Theatre (for all age levels) combining elements of drama, dance, movement and singing.
Students may also join the Murrumbeena School Choir (grades 4 to 6) that performs at community and school event enabling students to extend their singing abilities and be introduced to a variety of musical styles.
Language learning is an integral part of all areas of the school curriculum and as such is a vital factor in all learning experiences.
We aim to provide success in language for all children by offering a strategic and comprehensive program. We endeavour to make authentic connections to the program of inquiry wherever this supports the child’s understanding. Students are exposed to a balanced program covering the literacy components of Speaking and Listening, Reading, Writing, Spelling, Grammar and Punctuation.
Every teacher will carefully differentiate the learning for students in their class. Reading Recovery provides a second opportunity for children in Year 1 who, despite quality programs, are not developing effective reading and writing processes. An individualised program is designed in response to the particular needs of the child. Each child in the program has a daily thirty minute Reading Recovery session with the specially trained teacher in addition to regular reading and writing activities in class. The program builds on strengths, encouraging success and independence. It enables the child to become an independent reader within a short space of time.
Emphasis is on the children developing at their own level by building on previous experiences and knowledge. They are exposed to a wide range of literature, and engaged in some form of written and spoken language daily. Parental involvement is vital to the success of literacy.
Our mathematics program provides opportunities for all students to become confident, mathematical problem solvers and to learn to communicate and reason mathematically.
We aim to provide mathematical learning for all students by setting attainable objectives for each child. By implementing a sequentially developed program based on previously acquired concepts and skills where authentic links can be made to the Program of Inquiry and real life situations. This will further support the child’s understanding.
The general structure of the mathematics program is divided into three main dimensions:
Number and Algebra
Number and algebra are developed together. Students apply number sense and strategies for counting, representing numbers and computation. They recognise patterns, understand connections between operations, describe number relationships and formulate generalisations. Number and algebra skills are used to conduct investigations, solve problems and communicate reasoning.
Measurement and Geometry
The practical relationship between measurement and geometry is emphasised. Students study size, shape, relative position and movement of two-dimensional and three-dimensional objects in space. They measure quantities using appropriate metric units, and build understanding of measures such as length, perimeter, area, volume, capacity and mass.
Statistics and Probability
Students recognise and analyse data and draw inferences. They represent, summarise and interpret data. They assess likelihood and assign probabilities.
Stephanie Alexander Kitchen Garden
The goal of the Stephanie Alexander Kitchen Garden (SAKG) is to introduce the children to the pleasures of preparing, cooking and eating a variety of foods they have grown and harvested themselves.
We achieve this goal by providing a garden for the children to be involved in the growing of food, a well equipped kitchen and an eating area for the children and staff to share a meal.
An integral part of the SAKG program is the support of our volunteers. We require 5 volunteers per session for the successfull delivery of the SAKG program.
The role of the volunteer is to supervise a group of approximately 5 children and assist them in their garden or kitchen task while enabling them to do the work.
If you would like to volunteer for kitchen or garden classes, the help is always greatly appreciated. Please contact the appropriate specialist.
If you are interested in volunteering in the garden, please add your name to roster below:
If you would like to volunteer your culinary skills in the kitchen, please follow this link:
The school encourages a positive wellbeing program where children learn strategies to deal with conflict in a supportive classroom climate. Emphasis is on building the self-esteem and resilience of each individual and developing sound social skills. The classroom teacher has a major role in the pastoral care of each student. In addition, the school has student wellbeing coordinators at each area of the school to offer further support to students and parents.
Parents are encouraged to work in partnership with the school in the wellbeing program. Agreed classroom expectations and consequences (Class Essential Agreements) are distributed to parents each year, and a consistent whole school approach involving parents, staff and outside services, if necessary, ensures the pastoral care is of high importance. Programs such as Peer Support, Peer Mediation and Buddies provide leadership and support between students.
Restorative Practices help build capacity to enable students to self regulate behaviour and to maintain and restore relationships.
Circle Time brings together teacher and student in an environment of co-operation. It is a time set aside when children and their teacher sit in a circle and take part in discussions, games and activities designed to increase self awareness, awareness of others,
self esteem, co-operation, trust and listening skills. The activity helps everyone to understand what is important to them and their friends. Children become more able to express their feelings and it encourages greater tolerance between girls and boys. As
children learn more about themselves and each other a warm and supportive group atmosphere is built, along with improved relationships.
The core attributes of the PYP Learner Profile (thinkers, inquirers, communicators, risk takers, open-minded, caring, principled, reflective, knowledgeable and balanced) are reinforced at school assemblies, in classrooms and in the playground. ‘Values bear’ awards are presented at assemblies to classes displaying specific attributes.
Through our Primary Years Program (PYP) we foster the attitudes of: Appreciation, Commitment, Confidence, Cooperation, Creativity, Curiosity, Empathy, Enthusiasm, Independence, Integrity, Respect and Tolerance.
Our school values and the PYP attitudes apply directly to expected behaviours in the classroom, playground and society in general. Our class Essential Agreements reflect these values and attitudes and we ask our students to ‘live by’ these.
The school addresses bullying as part of the Student Engagement and Wellbeing Policy. Children are taught about the different forms of bullying, and what to do if bullying behaviour is identified. The school encourages open communication with teachers as to concerns relating to any form of bullying or inappropriate behaviour. As an eSmart school, cyber bullying is incorporated in the curriculum.
All concerns are acted upon and parents informed.
The Student Wellbeing Coordinator meets with teachers and students on a regular basis to specifically identify and respond to acts of bullying and inappropriate behaviour.
The school places a strong emphasis on the importance of supporting students in developing healthy self esteem, feeling safe and connected at school, and developing strong relationships with others. Leadership opportunities develop responsibility
and respect for others. A range of programs and activities are in place for students to develop and practise their leadership skills. These include:
- School Captains and Vice Captains
- House Captains and Vice Captains
- Environmental Captains
- Art Captains
- Music Captains
- Information Resources Captains
- LOTE/Japanese Captains
- Peer Support
- Peer Mediation
- Junior Action Group
- Class Captains
- VIP class programs
- Class meetings/circles
- Young Leaders program
Extra Curricular Activities
Murrumbeena Primary School provides a wide range of extracurricular opportunities in addition to our comprehensive standard curriculum. Examples include many sporting opportunities such as the Weetbix Tryathlon, Rugby League, Kelly Sports, Gymnastics and Aerobics. There are also opportunities for children to participate in activities such as Choir, Singing Groups, Junior Dance, Tournament of Minds and Chess Club.