Curriculum
English
English is the key learning area where students develop knowledge, skills and understandings about English language and literature. As well as being a key learning area in its own right, English also has a wider role as a means of learning in all key learning areas.
The English K-6 Syllabus is based on an approach to language that describes the ways that people use language. People use language for three main purposes:
- To interact with others;
- To create and interpret texts; and
- To develop understandings about the world and ourselves.
This approach to language enables teachers and students to explore and analyse how language works in different contexts.
In the syllabus, the word "text" is used broadly as any communication, written or spoken or viewed, involving language. It will include picture books, novels, newspapers, letters, conversations, speeches, performances of plays, feature films, television programs, computer graphics, CD-ROMS and advertisements.
Competence in English will enable students to learn about themselves, their
own and other cultures, to communicate their thoughts and feelings, to participate
in society, to make informed decisions about personal and social issues, to
analyse information and viewpoints, and to use their imagination.
The aim of the English K-6 Syllabus is to encourage positive attitudes towards learning English, to develop students’ ability in using language effectively and to enable critical reflection on how language works.
Mathematics
The Mathematics K-6 syllabus builds upon the considerable learning of children before entering school and provides a foundation for future studies in secondary school. Learning in Mathematics will be influenced by childrens’ experiences at school and in the wider community.
Mathematics aims to develop students’ Mathematical thinking, understanding, competence and confidence in the application of mathematics, their creativity, enjoyment and appreciation of the subject and their engagement in lifelong learning.
Mathematics is organised into one process strand, Working Mathematically, and five content strands Number, Patterns and Algebra, Data, Measurement and Space and Geometry.
Science and Technology
Science is concerned with finding out about the world in a systematic way. Findings are accepted if they can be verified. Science is not just a body of knowledge but is also a process of investigation. Science seeks to be objective; nonetheless, as a human endeavour, it is affected by human values.
Science education assists students to understand themselves and the environment
and provides opportunities for them to develop independent rational thought
and responsible action. It emphasises first-hand experiences, investigating,
designing, problem-solving and clarifying understandings.
Technology is concerned with the purposeful and creative use of resources in an effort to meet perceived needs or goals. It extends beyond the tools and technical inventions of a society and involves the application of human skills, knowledge, techniques and processes to expressive and practical problem-solving situations in all aspects of human life.
Technology education embraces computer and communication technology. This syllabus recognises the need to provide students with experiences which assist them to:
- Understand computers by using them;
- Understand the nature of communication technology and to become competent mass media users.
In so doing students will appreciate that these technologies influence almost every facet of all our lives and are some of the most significant causes of change for people in the latter half of the twentieth century.
Creative and Practical Arts
The syllabus provides opportunities for students to learn to work within each of the art forms of Visual Arts, Music, Drama and Dance, and to learn about them. The relationship between what students are learning to do and what they are learning about in the creative arts is central to the development of their knowledge, skills, understanding, and values.
Many children will love the learning experiences offered in Visual Arts, Music, Drama and Dance and will enjoy using their own creative abilities in the works they make, perform and compose. They will develop practical understanding of ways in which each of the art forms requires its own thinking and planning. Each of the art forms encourages children to reflect on the activities in which they participate.
Music
In Music, students develop knowledge, skills and understanding
in performing music of different styles and from different times and cultures
(by singing,
playing and moving) and in organising sound into musical
compositions using musical concepts (for example pitch, duration, dynamics).
They also develop
their knowledge, skills and understanding in listening to
and discussing their own music and that of others.
Drama
In Drama, students develop knowledge, skills and understanding in making drama collaboratively by taking on roles and creating imagined situations shaped by the elements of drama, and in performing drama by actively engaging in drama forms (for example mime, puppetry, storytelling). They also develop their knowledge, skills and understanding in appreciating their own dramatic works and those of others.
Dance
In Dance, students develop knowledge, skills and understanding in compositing their own dances using the elements and contexts of dance, and in performing their own dances and the dances of others from different times and cultures. They also develop knowledge, skills and understanding in appreciating their own dances and those of others.
Human Society and Its Environment (HSIE)
Human Society and Its Environment is one of the six key learning areas in the primary curriculum. Before being expanded in 1990, it was known as Social Studies.
HSIE K-6 is the key learning areas where students learn about the people and the social and physical environments in Australia and other parts of the world.
HSIE K-6 develops particular skills in acquiring information, using an inquiry
process and in social and civic participation. HSIE K-6 also contributes to
the development of skills from other key learning areas, such as reading, writing,
graphing, designing and making, and visually representing an idea or viewpoint.
HSIE K-6 encourages students to develop positive values and attitudes about themselves, others, the world that they live in and their future.
The aim of HSIE K-6 is to develop in students’ values and attitudes, skills, and knowledge and understandings that:
- Enhance their sense of personal, community, national and global identity;
- Enable them to participate effectively in maintaining and improving the quality of their society and environment.
Personal Development, Health and Physical Education (PD/H/PE)
In PHDPE, children learn to understand, value and lead healthy, active and fulfilling lifestyles. In so doing they are better able to adopt responsible and productive roles in society. They learn about:
Active lifestyle
Students
take part in a range of regular physical activities, examine the nature
of a balanced lifestyle, explore options
for recreation and develop
the skills and attitudes necessary for an active lifestyle.
Dance
Students learn to communicate and express themselves through movement as they create, perform and appreciate a range of dance styles.
Games and sports
Students develop basic skills progressing to games and sports – specific skills in non-competitive and competitive situations that aim to foster feelings of success and enjoyment.
Growth and development
Students learn about the physical, social, cognitive and emotional changes that occur throughout their lives and the feelings, reactions and adjustments that may be associated with these changes.
Gymnastics
Students take part in activities which explore movement
and develop some preliminary gymnastics skills. This
does not involve Olympic or competitive
gymnastics disciplines.
Interpersonal relationships
Students examine the nature of relationships and the factors that help or hinder their effectiveness.
Personal health choices
Students learn ways of making responsible decisions about health issues such as nutrition, hygiene and drug use and how to put their decisions into practice.
Safe living
Students learn to act in ways that will keep themselves and others safe. The PDHPE syllabus also emphasises the development of skills in:
Communicating
Students learn to express needs, wants, feelings, ideas
and opinions; listen attentively and respond appropriately; and to
use
negotiation, conflict resolution,
and refusal and assertiveness skills effectively.
Decision making
Students learn to make informed decisions; select and adopt safe practices; distinguish between fact and opinion; accept responsibility for decisions and consequences; use information gained to inform future decision making; and make collective decisions for the common good.
Interacting
Students learn to work cooperatively in groups; generate and abide by rules for common benefit; develop and maintain friendships; offer assistance and encouragement to others; and accept support and assistance.
Moving
Students develop mastery of skills such as throwing, catching, kicking, jumping and running; and create and perform sequences of movement with variation in movement quality.
Problem solving
Students learn to gather relevant information by observing, questioning and researching; generate alternative ways of resolving problems; select the most appropriate solution and identify people who can assist; carry out the plan and reflect on the results.