Kindergarten to Year 6
From kindergarten onwards, we maintain an emphasis on quality – our classrooms are bright, welcoming and well equipped; our teachers are professional, caring and committed.
Our integrated curriculum is organised around the concept of a ‘Focus Study,’ linking learning outcomes through an overarching theme or topic, providing meaningful and rich learning experiences.
Our class structure cultivates and expands the children’s social and learning horizons and allows us to accommodate children’s needs in a supportive environment. Children remain with their Kindergarten teacher for the first year. As they move into Years 1 and 2 they retain their class teacher for two years. In Year 3 they have a new teacher who sees the class through to the end of Year 4, and the cycle repeats itself again for Years 5 and 6.
In addition, the primary school employs specialist teachers for Music, Art, PE, Library, Language (Japanese) and Coding (Years 5 and 6). A student support teacher and School Counsellor are also available.
Rhythm, Routine & Readiness
At Korowal, we promote our own "three Rs": rhythm, routine, and readiness. The rhythm of the day begins with morning circle. Morning circle is a distinctive feature of primary education at Korowal.
Morning Circle sets the framework for establishing strong and trusting relationships within the group and between teachers and children. It sets the tone for the classroom and is an effective and lively way of teaching a variety of skills.
Each morning, the children enter the classroom and form a circle with the teachers. We share a song or poem and exchange greetings, with each class developing its own unique morning circle routines.
In Morning Circle, the children learn to;
feel secure in the class group
become an equally valued member of the group
memorise, recite and perform
develop musical skills
discuss issues relevant to the group
accept and appreciate differences
respect one another
Stage 1 - Year K/1/2
Kindergarten is a time for laying strong foundations for all the essential skills required for formal learning, for creative work, for a secure relationship with the teachers and other children, and for the future enjoyment of learning. We allow young children at Korowal the time and opportunity to be children, to be playful and joyful.
Creating a safe environment for our youngest students to experience positive, enriching learning outcomes is central to our educational vision at Korowal School.
These early school experiences are the first opportunity we have to instil a belief in the value of education and a joy for learning. They cultivate a student’s confidence in their competence, and the capacity to interact and influence the world around them.
We believe that this environment leads to learners embracing attitudes and behaviours that will permeate their entire learning life, qualities such as motivation, discipline, patience and persistence.
Your child will grow socially and emotionally, learning to develop and extend their communication skills, build their self-confidence, learn to be creative, and develop skills that assist them with reading, writing and mathematics.
Stage 2 & 3 - Year 3/4/5/6
The primary school curriculum aims to develop the students’ sense of agency in the world by strengthening their relationship with real world issues, and their ability to have an influence. Where the focus for K - 2 is on the development of confidence and competence; in primary, we encourage our students to make original, creative connections; turning ideas into actions, and to take risks based on their knowledge of themselves and the world around them.
Students in Years 3-6 develop robust foundations in all basic skills through their application to projects, problems and rich tasks. Focus Studies in Primary integrate and link subject areas for meaningful practice and learning outcomes.
Through an emphasis on the skills of listening, concentrating, manual dexterity and visual recognition, Korowal prepares children to become effective and motivated learners. Rhythms and routines, are emphasised as a means of settling children into school, learning to balance individual and group needs, establishing trusting, respectful relationships between students and teachers, and as a means of producing quality work.
Communication with Parents/Carers
Year group meetings are held at the beginning of the school year, and as necessary, later on. Year Coordinators send newsletters as needed, and more general information is communicated through the weekly School Newsletter and Skoolbag app.
A formal report on students’ progress is mailed home twice each year at the end of each semester. This is followed up by parent-teacher interviews. Should any issues arise at other times, teachers will contact parents/carers, and parents/carers are invited to contact the school if there are matters of concern.