Rosamond Special School

Programs

Art

The Art program at Rosamond School is taught to all year levels and is constantly evolving and adapting to best support the needs and interests of the students. Students at Rosamond School are encouraged to create two and three-dimensional artworks and to use a variety of materials and tools including painting/drawing media (charcoal, paint, washes, pencils, textas, etc); sculpture and modeling media (plasticine, clay, wire, plaster, tiles etc); textiles techniques such as threading, sewing and weaving; and basic information and communications graphics software.

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Health

The Health program at Rosamond School is taught to all year levels and covers a broad range of topics relevant to the student's age and abilities. In the Early Years section of the school, the focus is on practising and extending the students' knowledge of personal hygiene routines that need to be carried out each day. The students participate in 'hands on learning' sessions and practise their self-care routines such as hand washing and teeth cleaning in the classroom.

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Library

The Hotel for Books

Our school Library is so loved by our students that they have named it "The Hotel for Books". It is a space that is designed around instilling a love of quality literature, providing time to get to know authors and characters, and also creating a space for researching and relaxing. Students regularly visit the library for sessions held by the Library specialist, as well as for leisure during recess and lunchtimes, where a game of chess or Uno is enjoyed by students alongside those reading and drawing.

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SEEDS Kitchen Garden

FROM LITTLE THINGS BIG THINGS GROW

 

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Physical Education

Rosamond School offers a comprehensive Physical Education program. We support students to build the knowledge, skills and behaviours to assist them to develop and maintain their physical, mental, social and emotional health. Students are provided with a range of oppportunies, programs and experiences to develop their motor skills and movement competence, physical fitness, sport education, team skills and an understanding of fair play and respect.

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Music

The Music program at Rosamond Special School has been generously sponsored by both the The Newman Family Foundation and The Besen Family Foundation via Musica Viva's Equal Music program. The program provides for music teacher and artist-in-residence Karen Kyriakou to be employed one day a week at the school, accommodates professional development for teachers and allows two Musica Viva In Schools ensembles to perform at the school for students. The funding also provides a budget for the purchase of new instruments.

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Additional Programs

Our structures, programs, priorities and organisation are focussed on best practice in education today.

Every student at Rosamond has an Individual Educational Program.  This document evolves from the collaboration of parents and teachers and drives our teaching and student learning.  Assessment against the goals we set is continuous and ongoing and is documented in twice yearly reports.

Mutual trust, vision and a profound belief in what we do enables us to create and implement innovative programs, establishing us firmly as educational leaders in our field.

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Literacy

Early Years:

A student’s oral language competency is the starting point for teaching reading and writing.  Students are immersed in speaking and listening activities to consolidate and expand understanding of the social and learning contexts and purposes for which English is used - telling a personal story, responding to and asking simple questions, retelling stories, listening to stories, giving and following simple instructions, participating in social interactions. Students are beginning to be made aware of sounds in spoken language, including individual sounds within words.  During writing development activities, students will be encouraged to make marks on a page that represent print in relation to topics of personal interest in. Students able to form letters correctly will be presented with opportunities to attempt to spell words by writing one or more of the letters in words and matching letters with their common sounds.  When reading, students will be exposed to a range of simple texts, both of the teacher’s and their individual choice. They will participate in activities that will support reading development in the areas of comprehension, vocabulary, fluency and letters-sound relationships.  Students will actively contribute to book selection for their classroom library.

Middle Years:

A student’s oral language competency is the starting point for teaching reading and writing.  Students contribute to speaking and listening tasks in English to consolidate and expand their understanding of the social and learning contexts and the purposes for which English is used - contributing to classroom discussions, logically sequencing a small number of ideas in a personal story or retell, asking and appropriately responding to questions, listening to stories, giving and following instructions.  Students are continuing to develop an increased awareness of the sounds in spoken language including individual sounds within words.    During writing activities, students will be encouraged to write personal recounts and simple and sequenced texts about familiar topics in print and digital settings.  They will be given many opportunities to practise correct use of capital letters, full stops and question marks, the formation of upper and lower case letters, spelling of frequently used vocabulary and strategies to attempt to spell unfamiliar words using frequently occurring letter patterns and letter-sound relationships.  Students will complete activities that further develop individual reading behaviours in the areas of comprehension, vocabulary, fluency and letter-sound relationships.  They will become more able to appropriately self-select ‘just-right’ books and be active contributors to and users of their classroom library.

Later Years:

The English program aims to develop the student’s ability to read, write, speak and listen.  Students will be presented with opportunities to further develop speaking and listening skills that focus on the protocols of formal presentation skills, and the use of evidence to support an argument/debate and to differentiate between fact and opinion.  The reading program will focus on introducing students to a range of texts including stories, poems, plays, novels, reference materials, advertising, magazines and newspapers.  They will complete reading and writing activities that focus on the generic structures of different types of texts, including multimodal and online texts. When reading, comprehension skills will be further developed with a continuing focus on higher-order skills, including critical interpretations, identification of stereotypes, figurative and symbolic language.  Students will continue to develop individual reading behaviours to read, interpret and respond to a wide range of literary, everyday and media texts.  The writing focus will encourage the development of writing skills and the ability to present individual thoughts in a written form.

eLearning

Our students regularly access Information and Communication Technologies within our classroom programs. We are well resourced with a range of equipment including Interactive Whiteboards, iPads, Laptop and Netbook computers, digital cameras and videos, digital microphones, and gaming consoles. Our ICT equipment is used to support and extend students’ learning and provide greater opportunities to develop valuable knowledge and skills, and to make learning meaningful and fun.

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Numeracy

Early Years

In the Early Years students manipulate and play with objects to develop links between their immediate environment, everyday language and mathematical activity. In Number, students experience opportunities to manipulate and group objects to develop understanding and learn to count the number of objects up to 20 and relate the number counted to the use of a numeral. They describe and place objects in order such as first, second and third. They model addition by putting groups of objects together and counting the combined set and they model subtraction by moving apart groups of objects. They create and explore number patterns using counters or other objects. They begin to recognise different amounts of money in dollars and cents. In Space, students manipulate and investigate the properties of basic two-and three-dimensional shapes. They recognise inside and outside. They participate in activities in which they create and follow simple verbal instructions to locate items in the classroom and immediate environment. In Measurement, chance and data, students learn to compare common objects using terms such as longer, heavier, fuller and hotter. They begin to recognise and identify basic time units. 

Middle Years

In Middle years in Number, students manipulate and group physical objects and drawings to develop basic understanding of the concepts of number and numerals. They experience opportunities to learn to count the number of objects up to and beyond 20 and relate the number counted to the use of a numeral. They describe and place objects in order. They model addition by putting groups of objects together and counting the combined set and they model subtraction by moving apart groups of objects. They begin representing and recognising such operations in written form. They create and explore number patterns using counters or other objects. They begin learning to recognise money amounts in dollars and cents, form different totals using dollars and cents, and carry out simple calculations such as change from small amounts. In Space, students manipulate and investigate the properties of two-and three-dimensional shapes. They draw and copy simple shapes and patterns by hand and also by using a computer. They participate in activities in which they create and follow verbal instructions to locate items in the classroom and immediate environment. In Measurement, chance and data, students learn to compare common objects using terms such as longer, heavier, fuller and hotter. They begin to make estimates and simple measurements using informal units. They recognise time units and investigate basic time patterns and cycles. They work towards learning to tell the time using analogue and digital clocks. In playing games of chance, students begin to recognise the unpredictability and uncertainty of events such as the roll of a die. They investigate situations requiring data collection and presentation in simple displays such as a pictogram of family pets.

Later Years

In Later Years, students begin to use mathematical symbols and language to describe their mathematical explorations of daily life. In Number, students learn to identify order and model the counting of numbers up to 1000. They create number patterns mentally, by hand and with the use of calculators. Students perform simple addition and subtraction using numbers up to 100. They use objects to model multiplication and equal sharing for division. Students divide objects into equal parts to develop the concept of a simple fraction as part of a whole. They learn to order money amounts in dollars and cents, form different totals using dollars and cents, and carry out simple calculations such as change from small amounts. In Space, students participate in activities which assist them to learn to construct and follow directions, informal maps, diagrams and routes to locations in the local environment. In Measurement, chance and data, students learn to use informal measurement units. They recognise time units and investigate basic time patterns and cycles. They learn to tell the time using analogue and digital clocks. Students pose and respond to questions leading to data collection. They use pictographs and bar graphs to organise and present data. They use terms such as unlikely and almost certain, more likely and less likely to describe everyday chance events.

Where is Rosamond School?

276 Ballarat Road, Braybrook 3019
PO Box 4255, West Footscray 3012
Phone (03) 9311 1511

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