Curriculum

The curriculum at Nicholson Primary is based on the Victorian Essential Learning (VELS).

A summary of the VELS structure can be obtained by clicking here.

Physical, Personal and Social Learning

This strand covers:

  • Health and Physical Education
  • Interpersonal Development
  • Personal Learning
  • Civics & Citizenship

Discipline Based Learning

This strand covers:

  • The Arts
  • English
  • Humanities (Economics, history, geography)
  • Languages Other Than English (LOTE)
  • Maths
  • Science

Interdisciplinary Learning

This strand covers:

  • Communication
  • Design, Creativity and Technology
  • Information & Communication Technology (ICT)
  • Thinking

Bike education is taken for all children in grades 4 -6 and competitions against other schools in the area are an annual event.

Reading Recovery is taken for any children who need it in grade one.

A major drama production is given to the community every two years.

Inter-school athletics, cross country and basketball is included in the program every year.

Extensive transition programs happens at both the kindergarten to primary level and the grade 6 to year 7 level.

Assessment

Parents are encouraged to keep in close contact with the class teacher, especially during the first weeks of Term 1. A discussion is held with parents of grade Prep and Grade 6 children at the end of Term 1 to make sure all children have settled well into the school environment, or are progressing well in their final year of primary school.

All students and their parents are requested to attend a conference session where a written evaluation will be given at the end of June and a formal written report will be given in December. Teachers will inform parents of any concerns and special achievements that happen throughout the year.

Integration

The school is committed to the belief that students shall not be excluded on the grounds of race, religion or disability. Nicholson’s integration policy acknowledges that the local school setting is the most appropriate environment for many students with disabilities. The policy acknowledges that parents of students with disabilities and teachers should both be actively involved in the student’s placement and planning of the school’s program for the student concerned.