COURSES

Junior School

At Ravenswood, our focus on the individual ensures that every student is educated to her full potential at every stage of her learning journey.

The International Baccalaureate (IB) Programme develops young students as caring, active participants in a lifelong journey of learning. Through its inquiry led, trans-disciplinary framework, the IB Primary Years Programme challenges students to think for themselves and take responsibility for their learning as they explore local and global issues and opportunities in real-life contexts.

The Junior School curriculum integrates the six Key Learning Areas (KLA):

• English
• Mathematics
• Science and Technology
• Human Society and its Environment (HSIE)
• Personal Development, Health and Physical Education (PDHPE)
• Creative Arts

The Junior School Academic Model involves the core subjects of Literacy (English), Numeracy (Mathematics), Science and Technology, and History and Geography (HSIE). These are differentiated and integrated to cater for the needs of each student by modifying the pace, level and content of teaching, learning and assessment activities.

Specialist teachers provide expertise in:

• Music
• Visual Arts
• PDHPE
• Information and Communications Technology
• Speech - K–2
• Languages - French - K–6 and Chinese (Mandarin) - Years 5–6
• Religious Education
• Dance
• English as an Additional Language or Dialect (EALD).

 

English (literacy)

English is taught with a focus on reading comprehension, writing, spelling, speaking and listening, grammar and punctuation. Reading fluency, phonics and comprehension form a vital part of the English program.

Literature study enables students to develop their analytical and deductive thinking skills. Communicating verbally and in written form is encouraged and complemented with technology. Our goal is for our students to communicate effectively, use expressive language, and become expert communicators and seekers of knowledge.

English as an Additional Language or Dialect (EALD) students are supported in the learning and development of language. Proficiency in English enables students to take their place as confident communicators, critical and imaginative thinkers and active participants in Australian society.

 

Technology

Our technology program builds capacity of the 6Cs of contemporary learning: creativity, character, citizenship, communication, critical thinking and collaboration.

Skill development is achieved through independent and group tasks, working with new technologies (robotics, virtual reality, augmented reality), thinking skills and student agency.

Technology is integrated into all learning environments through wireless network access, interactive SMART Boards, desktop and laptop computers and iPads. Students in K–2 utilise iPads as part of their learning, whilst students in Years 3–4 enjoy access to dedicated laptops. A school-owned 1:1 Device program is operated in Years 5–6.

 

Mathematics (numeracy)

Mathematics provides students with the knowledge and skills to problem solve, reason, make informed decisions and interpret data. Students work in groups and independently, use an inquiry process in mathematics classes, use hands-on equipment and digital technology. Individualised tasks are designed to ensure deep understanding of concepts, and daily practice and challenging learning ensures our students are strong mathematicians.

Students have the opportunity to develop increasingly sophisticated and refined mathematical understanding, fluency, analytical thought and problem-solving skills.

 

Science

Through exploration, hands-on Science, Science Labs (in Years 5–6) and the CSIRO STEM professional-in-residence program, students are challenged to seek solutions to problems, develop methodology and look at the processes of science, whilst thinking and working scientifically. They learn about the biological, chemical, geological, physical and technological world.

 

History and Geography - Human Society and its Environment (HSIE)

HSIE is the study of how humans interact with the world, how society operates and how it is changing.

History and Geography is implemented as a disciplined process of inquiry from Kindergarten and investigates the actions, motives and lifestyles of people over time, expanding to national and world history contexts through learning the six Units of Inquiry, using the International Baccalaureate Primary Years Programme Framework..

Students learn about the physical, man-made and natural world. They develop the skills to prepare them to actively and responsibly participate as informed citizens in the world.

 

Personal Development, Health and Physical Education (PDHPE)

PDHPE is one of the six Key Learning Areas and is directly concerned with supporting the development of the student as a whole person. They develop the knowledge, understanding, skills and attitudes to lead an active and healthy life. Junior School lessons are taught by specialised PDHPE teachers.

 

Creative Arts

The Creative Arts provide the students with opportunities to develop skills, creative expertise, learning mindset and critical capabilities for the future world of work.

Music lessons and programs are designed to develop a range of skills in playing, listening and music appreciation. Programs include Year Group choirs and instrumental ensembles.

Dance provides the opportunity to explore creativity through movement. Students are taught basic movement through various dance styles and experience compositional elements and performance techniques. Composing their own dance routines allows for creative expression.

Drama encourages students to be creative and imaginative in a supportive environment and to build confidence through exploring various acting techniques.

Visual Arts provides opportunities for students to be exposed to a range of design-and-make tasks, which focuses on creativity, technical skill development and critical investigation.

Music, Dance, Drama and Visual Arts are also offered as co-curricular activities.

 

Languages

Learning languages opens minds to difference where diversity is seen as a regular part of society. The study of languages and cultures is valued as a unique and integral part of the curriculum.

French is studied from K–4, with Years 5–6 selecting either French or Chinese (Mandarin). The Languages program is designed as an immersion into language and culture, through language vocabulary classes, embedding words into other curriculum areas, the celebration of French and Chinese festivals, language days and theatrical performances.

 

 

Middle Years

In Years 7–9, the Middle Years of Secondary School, students gain independence, resilience and develop their own sense of self-worth. Students are challenged and nurtured to ensure that each individual recognises her unique abilities, reaches her potential and grows into a confident and capable young woman.

Young people seek separation, independence and a sense of self at this stage of their lives. They are encouraged to get involved in all aspects of the school, to take responsibility for their own learning, and to work both collaboratively and independently to develop a lifelong love of learning. Environments such as the Middle Years Learning Studio help facilitate the design of experiences that encourage both cooperative and self-regulated learning, with the flexibility to accommodate a range of interests and learning styles.

As students journey into adolescence, they have an increased need to explore the world around them and feel that they are a vital part of the school community. The main emphasis in the Middle Years, is on developing a sense of connectedness and belonging, a primary concern for students as they transition across the years. Young adolescents are on the cusp of developing skills for lifelong learning, social responsibility, positive habits of thought and action and self-efficacy. Ravenswood’s Wellbeing structures and Programs are tailored to meet the needs of students during this significant period.

Our aim in the Middle Years is to develop learners who are curious, self-directed, collaborative, resilient and critical thinkers, in a 21st Century learning environment. Students in the early years of adolescence have different educational, social, and emotional needs to those younger or older than themselves. Students in the Middle Years require their own distinctive phase of teaching and learning.

At Ravenswood, effective teaching practices for Middle Years students are well defined and are vital to improving student learning outcomes and promoting sustained engagement in learning. With an overall aim to ensure students develop the necessary disciplinary knowledge to construct meaning and develop skills, a relentless focus on ways to maximise learning opportunities ensures that students are equipped and inspired to explore and solve complex problems.

In the Middle Years, students are encouraged to take greater responsibility for their own learning and to be involved in decisions that affect their learning. Strong teacher/student relationships help to meet the needs of each student and produce thriving learning environments.

Year Coordinators, supported by the Assistant Year Coordinators, oversee each Year Group and track, monitor and support students. They confer regularly with the Director Student Wellbeing, Director Student Analytics, Coordinator Academic Studies, Coordinator Teaching Quality, teachers and parents about student learning. Regular dialogue and feedback between staff and students is also actively encouraged, to promote independent and proactive learning. Year Coordinators also provide academic care through the incorporation of academic study skills in specialised Middle Years Programs.

Students are also supported by Mentors, who have the responsibility of a small number of students and meet with them on a cycle of nine out of ten days, to monitor their academic progress and wellbeing.

All students are entitled to a rigorous and successful learning experience. For students with an identified area of need, for example students who are not engaged in the learning process and who tend not to take ownership for their learning, an Academic Care protocol is put in place, which aims to ensure an increased amount of academic care. Ravenswood’s Learning Enrichment teachers also provide individualised programs for students requiring support or extension.

 

Senior Years

In Years 10–12, the senior years of the Secondary School, students are encouraged to contribute to school life in every way and take on more leadership roles. Students lead Assemblies and Chapel Services, organise community activities, plan and implement The Duke of Edinburgh’s Award expeditions, captain co-curricular activities, mentor younger students, debate, perform and get involved. They are the leaders in the school community and role models for students in the younger years.

Senior Years students are encouraged to focus on their individual strengths and talents. Students’ learning encompasses academic excellence, spiritual development, the fostering of social and physical skills, and personal development. For Year 11 & 12 Students can choose between two academic pathways, High School Certificate (HSC) or International Baccalaureate (IB) Diploma Program

 

High School Certificate

The Higher School Certificate (HSC) is the highly regarded matriculation credential of the NSW Board of Studies, Teaching and Educational Standards (BOSTES). Ravenswood offers a wide range of HSC subjects, suitable to individual interests and learning needs.

The Preliminary HSC course consists of at least 12 units of study including:

• at least 6 units of Board Developed Courses
• at least 2 units of a Board Developed Course in English
• at least 3 courses of 2 unit value or greater
• at least 4 subjects
• no more than 6 units of Science courses.

In the HSC course, the program of study consists of at least 11 units. In both the Preliminary and HSC courses, English is the only compulsory subject.

Regardless of the choice of credential, all students are supported and challenged to fulfil their individual potential and to become learners that:

• are reflective and analytical
• are creative and imaginative
• manage their own learning
• are ethical and responsible with the intellectual property of others
• approach unfamiliar situations with forethought, in a logical and reasoned manner
• are principled and articulate in presenting, defending and evaluating their beliefs.

Ravenswood has a history of achieving outstanding results in both the HSC and IB Diploma final examinations.  To review the latest results, please CLICK HERE.

 

International Baccalaureate (IB) Diploma Program

The International Baccalaureate (IB) Diploma Program is a two-year rigorous course, which is recognised internationally as university matriculation, providing access to tertiary education worldwide. Ravenswood has been authorised to offer the program by the International Baccalaureate Organisation, since 2005.

The holistic approach of the IB Diploma appeals to many students, along with the opportunity to take subjects not on offer in the HSC, for example Psychology, Global Politics and Sports, Exercise and Health Science. The program is assessed both internally and externally, culminating in examinations taken at the end of the second year.

The IB Diploma provides a liberal educational experience across six subjects, allowing for focus to occur in the Higher Level subjects and breadth to occur in the Standard Level subjects. Students are required to take one subject from each of the six subject groups below, three of these must be taken at Higher Level and three at Standard Level:

• Studies in Language and Literature
• Language Acquisition
• Individuals and Societies
• Sciences
• Mathematics
• The Arts

In addition, students must undertake the three mandatory areas of study below:

1. Theory of Knowledge
   An interdisciplinary study with emphasis on the development of critical thinking skills that develops a coherent approach to learning, to unify the academic disciplines.
    
2. Creativity, Activity, Service
   Education of the whole person is addressed here. Creativity encourages students to engage in the arts and creative thinking. Activity seeks to develop a healthy lifestyle through physical activity. Service to the community offers a vehicle for a new learning with academic value.
    
3. Extended Essay
   Students engage in independent research and write a 4000 word essay, reflecting an area of special interest to them, relating to one of the subjects they are studying. This process develops the skills expected at university.