 In defining our vision and values for our school community it is essential we look to the future and the world and workplace our students will be entering as adults. Huntingdale’s vision is future oriented providing:  Authentic language competency in a second language (Japanese) and deep intercultural understandings  Thinking skills to access, synthesise and transfer information in a 21st Century Knowledge Economy  High level personal and interpersonal skills to facilitate strong High level social connectedness and personal wellbeing  Excellent literacy and numeracy skills Monica Scully Principal Monica Scully Principal

Our School Motto Aim High underpins the quality of our teaching and learning reflecting  High Expectations  High Achievement  High Engagement

 Our school is situated in the south eastern suburbs of Melbourne within close proximity to public transport networks and Monash University.  We currently have 240 students enrolled at the school grouped in ten classes. We have experienced significant growth in the Junior School over the past two years.  As well as serving our local community, a number of families travel from a range of suburbs across Melbourne to provide their children with the opportunity to experience authentic bilingual education.  Families with a Japanese heritage background have been steadily increasing.

 All students are taught for 7.5 hours a week in and through the Japanese language.  A daily two hour English literacy block and a daily one hour numeracy block  A weekly two and a half hour Japanese literacy block  A weekly two hours integrated studies, one hour PE, ICT(senior grades only) Music and Art program taught in Japanese.  Highly effective school wide assessment processes to identify and monitor the progress of every student A Comprehensive Whole School Approach

 Highly differentiated English and Japanese Literacy programs  Same goals, but a different approach in the Japanese and English programs in order to avoid repetition of the curriculum  Infusion of thinking skills and technology tools to provide further challenge and stimulate learning  Provision of individual literacy intervention support through our Bridges program and targeted Year One Reading Recovery Program.  A weekly Japanese Reading Program.

 Weekly team meetings to plan strategies to continually challenge and support each and every student  Fortnightly Bilingual meetings to share the progress of both the English and Japanese Literacy programs in order to effectively achieve goals.

Meeting Times

 A daily two hour English literacy block and a daily one hour numeracy block  A weekly two and a half hour Japanese literacy block English Literacy Block Reading / Writing JP Literacy Block Reading / Writing / Speaking / Listenig

 Early years literacy and numeracy is a whole school priority  Meet the needs of individual learners  Encourage students to be independent leaners  Teaching aides will be provided to all JP classes in the literacy block  All students have a weekly one on one reading time with parent helpers as part of the Reading Program.

  All students from Prep to Grade 4s participate weekly based program.

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Reading Program Workshop with Caulfield & Gruyere PS MLTAV Action Research Projects TAIKO Math EMR LOTE Meeting MLTAV Assessment & Reporting Project LOTE CSF Early Literacy Model Literacy Coaching Whole School Curriculum LOTE CSF II VELS TPL Scope & Sequences TPL Curriculum Development JILLC SOSE Science Integrated Studies

 Students’ levels of ability have become much wider compared to 10 years ago. How do we cater our curriculum to meet all the differing levels?  Creating our own resources & updating existing resources.  Synchronising the JP curriculum with the English Curriculum – The English literacy curriculum focus on mainly Reading and Writing. The JP curriculum focuses on these two areas, in addition to the speaking and listening skills.  Teaching in the TL is more time consuming then teaching in English  More difficult to engage students in JP lessons, as their comprehension of the language is limited.  Time table –a 2 hour literacy block once a week is not sufficient for students to achieve fluency in the target language  NAPLAN creates high competition amongst schools in the areas of English literacy and numeracy. How can we justify our program in this environment?  The Heritage Japanese Course will be introduced under the National Curriculum by One third of our students may be classified as Heritage, two thirds may be classified as LOTE and a small percentage may be classified as First Language Background Speakers.  Students’ levels of ability have become much wider compared to 10 years ago. How do we cater our curriculum to meet all the differing levels?  Creating our own resources & updating existing resources.  Synchronising the JP curriculum with the English Curriculum – The English literacy curriculum focus on mainly Reading and Writing. The JP curriculum focuses on these two areas, in addition to the speaking and listening skills.  Teaching in the TL is more time consuming then teaching in English  More difficult to engage students in JP lessons, as their comprehension of the language is limited.  Time table –a 2 hour literacy block once a week is not sufficient for students to achieve fluency in the target language  NAPLAN creates high competition amongst schools in the areas of English literacy and numeracy. How can we justify our program in this environment?  The Heritage Japanese Course will be introduced under the National Curriculum by One third of our students may be classified as Heritage, two thirds may be classified as LOTE and a small percentage may be classified as First Language Background Speakers.