The student creates, presents and appreciates artistic works
This Essential Learning Achievement focuses on developing students' capacity to create, present and appreciate a range of art forms, including dance, drama, music, visual arts and media ( Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 72 ).
Health and PE
The student takes action to promote health
This Essential Learning Achievement is about developing students' capacity to make decisions and act in ways that promote their health and that of others. Health is a multi-dimensional concept used to describe a person's physical, emotional, mental, cognitive, social and spiritual well-being (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 120).
The student is physically skilled and active
This Essential Learning Achievement focuses on the important role physical activity plays in the lives of all students by providing opportunities for personal growth, enjoyment and challenge. It promotes the value of physical activity in maintaining a healthy lifestyle and in a manner that refl ects awareness that everyone has the right to participate in an active lifestyle (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 130).
The student manages self and relationships
This Essential Learning Achievement is about understanding and valuing one's personal identity and development and the need for positive relationships. Students who understand and value themselves as individuals feel connected to places and, as members of groups, have the capacity to form and cope with changes in relationships, exercise control over their own lives and show resilience through life's challenges (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 136).
The student uses Information and Communication Technologies effectively
This Essential Learning Achievement focuses on students learning how to use a range of Information and Communication Technologies (ICT) to support their thinking, learning and communication. ICT broadly encompass digital communications systems, including computers, associated peripheral devices and software, which are commonly linked together in etworks. They are an important feature of life and work in contemporary society and are continually evolving (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 62).
The student communicates with intercultural understanding
This Essential Learning Achievement is about developing students' capacities to communicate effectively with people from different cultural and linguistic backgrounds. Communicating effectively in a multicultural environment, such as Australia's or in another cultural context, calls for intercultural understand (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 2007, p 186).
The student understands about Australia and Australians
This Essential Learning Achievement is about developing students' capacity to find out about and understand the places, people and events that make up Australia and the interrelationships among them. It recognises Indigenous peoples and their cultures as the first Australians and as critical to understanding Australia and Australians (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 1997, p. 202).
The student understands and values what it means to be a citizen within a democracy
This Essential Learning Achievement is about developing students' understanding of Australia's democratic society and commitment to participating in it as informed citizens. It focuses on three main aspects: features of Australia's representative democracy; principles that underpin democratic society; and active citizenship (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 1997, p. 210).
The student understands world events and issues
This Essential Learning Achievement is about developing students' capacity to identify and evaluate past, present and future political, cultural, social and environmental events and issues that shape the world. It involves examining the geographical, historical and cultural contexts in which such events and issues occur (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 1997, p. 220).
The student makes informed choices about money and finance
This Essential Learning Achievement is about consumer and financial literacy—the application of knowledge, understandings, skills and values in consumer and financial contexts and the related decisions that impact on self, others, the community and the environment. In particular, the Essential Learning Achievement is focused on developing the capacity of students to take personal responsibility for making informed consumer choices and for managing their own finances (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 1997, p. 228).
The student designs, makes and appraises using technology
This Essential Learning Achievement is about designing, making and appraising practical solutions that respond to identified opportunities, problems, needs or enterprising ideas. Using technology involves selecting and applying practical skills, techniques, tools and materials to create design solutions. It is based on the design process in which students are given design challenges and encouraged to think creatively about a range of practical solutions. Understanding both the design process and the use of a variety of available technologies helps people evaluate, manage, shape and modify their environment to improve quality of life (Every chance to learn: Curriculum framework for ACT schools, ACTDET, 1997, p. 152).
Play for young children is not recreation activity, it is not leisure time activity nor escape activity. Play is thinking time for young children. It is language time. Problem solving time. It is memory time, planning time, investigating time. It is organisation- of- ideas time, when the young child uses his mind and body and his social skills and all of his powers in response to the stimuli he has met.
James L. Hymes, Jr.
Preschool at Harrison School follows a play based philosophy implementing evidence based practice. Play is the way in which young children make sense of their world. The individual needs of our children can be accommodated in a flexible, play-based environment. A preschool session can include opportunities for individual, small and large group play, whole group learning and discussion, and a wide range of informal exploratory and investigative experiences. Activities are provided that reflect the interests, needs and abilities of our students. Children have opportunities to develop their self-confidence and to receive positive feedback for their achievements.
In the Preschool, we use many strategies to encourage learning through play. Strategies such as individual exploration promote thinking and questioning. Playing alongside peers and following the actions modelled by teachers extends a child's play sequence and their ideas on how to use the objects in their school environment. Pictures, such as Boardmaker prompts and the PlayScript program can be used to support communication giving all students the opportunity to improve their language, their interactions with others and establish meaningful relationships with their peers. Essentially, stories, art, construction, music, cultural activities, student interactions & pretend play are used to engage our students with the Harrison School Curriculum.