The Primary Arts Department at Darul Ulum College of Victoria recognises the need to engage, inspire and enrich all students while encouraging them to reach their full artistic potential. The Arts department provides opportunities for students to learn how to create, design, represent, communicate and share their ideas, emotions, observations and experiences. Our aim is for students to develop a positive disposition towards learning and creating. This is done through many interactive experiences including incursions and student interest-based learning activities. Students also have exposure to many different forms of cultural art, including Islamic Art, they also explore the contributions of Our First Nations People.
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies.
The English curriculum is built around the three interrelated strands of language, literature, and literacy. Teaching and learning programs should balance and integrate all three strands. Together, the three strands focus on developing students’ knowledge, understanding, and skills in listening, reading, viewing, speaking, writing, and creating. Learning in English builds on concepts, skills, and processes developed in earlier years, and teachers will develop and strengthen these as needed.
By the end of Foundation Year, students will be able to identify important events in their own lives and recognise why some places are special. They will also be able to describe the features of familiar places and understand how places can be represented on maps and models. In addition, students will respond to questions about their own past, sequence familiar events, observe the features of places, and represent them on pictorial maps and models. They will also reflect on their learning to suggest ways they can care for a familiar place, relate stories about their past, and share and compare observations about familiar places.
The Foundation curriculum aims to develop students' understanding of their personal worlds, including their personal and family histories and the places they live in and belong to. Students will explore why places are special to them and others, examine representations of place and sources from family members and different cultures, and study places of similar size that are familiar or curious. Learning about their own heritage and place contributes to students' sense of identity and belonging, beginning with the idea of active citizenship.
By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences.
In Foundation year, students make connections between number names, numerals, and quantities up to 10. They compare objects using mass, length, and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe the location.
By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share and reflect on observations and ask and respond to questions about familiar objects and events.
In Foundation, students observe and describe the behaviours and properties of everyday objects, materials, and living things. They explore changes in the world around them, including changes that impact them, such as the weather, and changes they can an affect, such as making things move or change shape. They learn that seeking answers to questions they pose and making observations is a core part of science and use their senses to gather different types of information.
The Primary Technologies Department is committed to fostering a learning experience based on students’ personal skills and their interests. The learning opportunities offered to Darul Ulum College students have been diverse with individual and group based projects. Our primary focus is to provide practicable and stimulating learning projects. We strive to provide advanced and accessible learning resources for our teachers and students in order to achieve set goals and establish a learning pathway based on skills, knowledge, creativity and innovation.
The students work on a wide range of projects mandated by the Australian Curriculum. They undertake beneficial and challenging project-based work that will enable them to develop skills they can apply in their everyday lives.
Students have access to computers and iPads that are equipped with the latest software to facilitate and enhance students’ abilities in learning technologies.
The educational philosophy of the Foundation year Tarbiyah program is based on the authentic guidance from the Quran and Sunnah. The main objectives of the subject focus entirely to inculcate in the students a desire to build a relationship and knowledge of Allah swt and that of our beloved Prophet Muhammad PBUH. Upon the conclusion of this year’s level, students understand Tawhid (Monotheism) and attain conceptual clarity on the creation of angels, jinn, and man. They can explore the purpose of creation and the need for divinely appointed prophets in Islamic history to serve as guides for mankind. The study of the five pillars of Islam allows students to appreciate the all-encompassing nature of our religion not restricted to a specific nation or era but as a complete lifestyle. Through the inclusion of prophetic stories in every term, students are prepared to integrate a moralistic outlook on life. They are thus equipped to tell apart the right from wrong and apply high moral standards in various aspects of life. A core element of this program is to prepare students from an early age to become a beneficial member of the community – one that represents the spirit of Islam in character formation in accordance with Uswa ul Husna (ie. the sacred Prophetic Model).
The Foundation year Tarbiyah curriculum involves the transmission of values, knowledge, and personality development based on the guidance from the Quran and Sunnah. The topics sequenced in this year’s level are aligned with the need of building foundational knowledge regarding Tawhid, the five pillars of Islam, Islamic mannerism, Cleanliness, Prophetic stories, and their life as role models. A key element of the curriculum is the introduction of the Seerah of the Prophet Muhammad PBUH which serves as a supreme and guiding tool in all aspects of life.
Health and Physical Education
Health and Physical Education empowers students to positively influence their own and their community’s health and well-being. In today’s complex and sedentary world, it is crucial for young Australians to develop the ability to respond to new health issues and changing physical activity options. The acquisition and application of movement skills, concepts, and strategies across various physical activity contexts are integral to this education. Students become confident and competent in movement, which is a potent medium for learning personal, social, and cognitive skills. Learning in movement contexts equips students with skills, understanding, and dispositions that support lifelong physical activity participation and enhance movement performance.
Health and Physical Education is presented in 2-year band levels from Year 1 to Year 10, with Foundation presented as a single year level. Content in Health and Physical Education is organised under two interrelated strands that support each other:
- Personal, social and community health
- Movement and physical activity
Incursions and Excursions
Our school provides for the Foundation students incursion every term regarding what topic we learn about in that term. They can-do hands-on activities with extra people which keeps them excited and engaged.