Tambelin School follows the Board of Studies Syllabus which sets out learning requirements for each stage of Primary School.
Early Stage 1 : Kindergarten
Stage 1: Years 1& 2
Stage 2: Years 3 & 4
Stage 3: Years 5 & 6
The Board’s syllabuses state what must be taught in these six key learning areas
English – Mathemathics – Science and Technology – Human Society and Its Environment – Creative Arts -“ Personal development, Health and Physical Education.
Specific Programs Taught at Tambelin
Brain Gym: the whole school is encouraged to sip water and participate in a series of movements to switch on the brain. These movements include crossing over the mid line of the body and moving opposite arms to legs (like marching).
Fundamentals movement skills are a number of skills like dodging, throwing catching and skipping that all children need to participate in team sports.
Spelling Mastery: The whole school is divided into 6 spelling mastery groups three times a week for 20minutes teacher/parent instructed lessons. In just 15-20 minutes a day, Spelling Mastery can help teach your student the strategies they need to become successful, life-long spellers. Using a combined approach of phonemic, morphemic and whole-word strategies, Spelling Mastery helps students to understand the relationship between sounds, word parts and spelling patterns. Students are taught in small steps, using sufficient practice, so that they comprehend how spelling works and can become proficient writers.
Visualising & Verbalising: Gives children tools and strategies for comprehension and writing . description. It helps children to make ‘movies’ in their head when they read.
Sport: Competent strong swimmers – Bronze medallion
Human Society and Its Environment Term 1, 2013 Unit: Where we live, celebrating a 150 years of Goulburn.
Multilit – Individual reading Program
MultiLit’s approach to improving the literacy skills of students. The approach the program takes is is non-categorical, which means that we do not focus on the causes underlying or reasons why a child may have failed to make progress in reading. These labels have not been found to be useful in determining how a child can best be helped to learn.
Our approach is to find out what skills students do have and which areas are cause for concern and to fill in their knowledge with direct, systematic and intensive teaching and/or tutoring of these skills.
The methods used by MultiLit are based on over 30 years of research undertaken by members of the MultiLit Research Unit
MultiLit was coined as an acronym for ‘Making Up Lost Time In Literacy’ in 1995 to refer to the ongoing program of research and development into more effective instruction for low-progress readers conducted by Professor Kevin Wheldall and his colleagues at Macquarie University Special Education Centre. The MultiLit Research Unit has been established to provide a focus for systematic scientific inquiry into how best to meet the instructional needs of students who are struggling to acquire basic reading and related skills, for whatever reason.