Churchlands Primary School

Curriculum Teaching and Learning

Principles of the Curriculum Framework

The Curriculum Framework for Western Australian schools is underpinned by seven key principles. These principles guide schools in whole-school planning and curriculum development.

An encompassing view of curriculum

Curriculum is dynamic and encompasses the learning environment, teaching methods, the resources provided for learning, the systems of assessment, the school ethos and the interactions between students and staff.

An explicit acknowledgment of core values
People’s values influence their behaviour and give meaning and purpose to their lives. These shared values, which can be summarised as follows:
• a commitment to the pursuit of knowledge and achievement of potential,
• self acceptance and respect of self, resulting in attitudes and actions which develop each person’s unique potential - physical, emotional, aesthetic, spiritual, intellectual, moral and social;
• respect and concern for others and their rights, resulting in sensitivity to and concern for the well-being of others, respect for others and a search for constructive ways of managing conflict;
• social and civic responsibility, resulting in a commitment to exploring and promoting the common good;
• environmental responsibility, resulting in a respect and concern for the natural and cultural environments and a commitment to regenerative and sustainable resource use.

Inclusivity means providing all groups of students, irrespective of educational setting, with access to a wide and empowering range of knowledge, skills and values. It means recognising and accommodating the different starting points, learning rates and previous experiences of individual students or groups of students.

The curriculum must be adaptable to the particular needs of different schools and communities. It must also be responsive to social and technological change and meet students’ needs arising from that change process.

Integration, breadth and balance
Effective education enables students to make connections between ideas, people and things, and to relate local, national and global events and phenomena.

A developmental approach
Students develop and learn at different rates and in different ways, constructing new knowledge and understandings in ways which link their learning to their previous experiences.

Collaboration and partnerships
Education is the shared responsibility of students, teachers, parents, tertiary educators and the community.




General Outcome: In mathematics, students learn to use ideas about number, space, measurement and chance, and mathematical ways of representing patterns and relationships, to describe, interpret and reason about their social and physical world. Mathematics plays a key role in the development of students’ numeracy and assists learning across the curriculum.

Key Targets
1. Develop whole school Numeracy plan with a focus on developing a strong understanding of number system and competency in basic number facts.
2. Explicit teaching and learning to support identified NAPLAN areas of need.



General Outcome: In the English learning area, students learn about the English language: how it works and how to use it effectively. They develop an understanding of the ways in which language operates as a social process and how to use language in a variety of forms and situations. They learn to speak, listen, view, read and write effectively.

Key Targets
1 Develop whole school Literacy Plan.
2 Explicit teaching and learning to support identified NAPLAN areas of need.
3 Early Years Intervention Planning.



General Outcome: In the Science learning area students learn to investigate, understand and communicate about physical, biological and technological world and value the processes that support life on our planet. Science helps students to become critical thinkers by encouraging them to use evidence to evaluate the use of science in society and the application of science in daily life.

Key Targets
Integrated whole school Science curriculum.
Whole school Common Assessment Tasks: Energy and Change and Life and Living


SOCIETY and Environment

General Outcome: The Society and Environment learning area develops students’ understanding of how individuals and groups live together and interact with their environment. Students develop a respect for cultural heritage and a commitment to social justice, the democratic process and ecological sustainability.

Key Targets
1. Expand whole school approach to the teaching and learning of Environmental Awareness.
Integrated whole school Society and Environment: Time, Continuity & Change and Natural Social Systems.


Health and Physical Education

General Outcome: Health and Physical Education provides students with an understanding of health issues and the skills needed for confident participation in sport and recreational activities. This enables students to make responsible decisions about health and physical activity and to promote their own and others’ health and well-being.

Key Targets
1. participation in 2 hours of physical activity
Consolidate students learning in making responsible choices for health and well-being.


The Arts

General Outcome: In the Arts learning area students develop creative skills, critical appreciation and knowledge of artistic techniques and technologies in Dance, Drama, Media, Music, Visual Arts and combinations of art forms. The Arts develop students’ sense of personal and cultural identity and equips them for lifelong involvement in the appreciation of the arts.

Key Targets
1. Integrated Curriculum to support learning in Visual Arts, Drama, Dance, and Media.
Integrated curriculum to support learning in Music.


Technology and Enterprise

General Outcome: In the Technology and Enterprise learning area, students apply knowledge, skills experience and resources to the development of technological solutions that are designed to meet the changing needs of individuals, societies and environments. Students become innovative, adaptable and reflective as they select and use appropriate materials, information, systems and processes to create solutions that consider the short and long term impact on societies and environments.

Key Targets
1. Students will use ICT to support student learning
Promote and use real life experiences to support students learning in: Information and Systems


Language - Japanese

General Outcome: In the languages Other Than English (LOTE) learning area, students learn to communicate effectively in languages other than English. They gain an understanding of other societies, the ability to interact with people and cultures other than their own and practical skills which they can use in future social, cultural and vocational areas. Through LOTE, students are also able to further develop their skills and understandings in English and in literacy in general.



Mathletics is a student online resource designed to improve mathematical skills. Students are required to purchase a licence which then allows the student 24 hour access, 7 days per week. Website -



Lexile reading is similar to Mathletics. It grades the child’s comprehension level, allocates a Lexile score, recommends books with an appropriate Lexile level and then provides online assessments to measure the child’s understanding of the book read.. Website -



Reading Eggs is an online Reading program which caters for students from pre-primary and Year 1. Parents are required to purchase a licence to use Reading Eggs. Website -



Each year the school is required to produce an Annual Report which outlines its achievements in the previous year. This Report also provides information for parents about the school’s finances and relative student performance in a number of key areas such as NAPLAN, attendance, staffing and Student Suspensions. Please see the home page for the up to date Annual Report.