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The Australian Curriculum sets out what each Australian student should be taught in relation to learning areas, general capabilities and cross-curriculum priorities.  The key elements of the curriculum are the content descriptions and achievement standards and how these are organised in the individual learning areas.

The content descriptions specify what teachers are expected to teach. Achievement standards describe what students are typically able to understand and to do as they progress through their schooling.

Bucasia State School will implement the Australian Curriculum for English, Mathematics and Science in Prep to Year 7 from 2012; and History in 2013.

Key Learning Areas

At Bucasia State School we have developed School Based Curriculum Programs for the other Key Learning Areas such as:  HPE, The Arts, Technology, SOSE and LOTE.

The 'Oceans of Success' approach

What are the successes we are teaching?

A curriculum for life

  • Qualities of a life long learner
  • A knoledgeable person with deep understanidng
  • Complex thinker
  • Creative person
  • Active investigator
  • Effective communicator
  • Participant in an interdependent world
  • Reflective and self directed learning

To maintain our focus on these successes teachers have carefully selected and sequenced the Essential learning’s that are in the approved School Curriculum Plan.

This approach enables us to focus on relevant learnings that will support our children as they grow and become responsible for the society in which they live.
We are aligning our learning to the following curriculum organisers:

Curriculum organisers

​Health and lifestyle ​Communication and technologies ​Cultures and communities ​Investigating and understanding our world
I am an informed, healthy citizen​ ​I am an informed, creative citizen ​I am an informed, democratic citizen ​I am and informed, Eco-citizen
​Health and Personal Development ​Construct and convey meanings using different media ​Rights, roles and responsibilities ​Interconnectedness of natural and physical worlds
​Ethical codes of behaviour ​Design and technology proceses ​Active and reflective citizenship ​Stewardship of the environment
​Personal identity: resilience, self esteem ​Change, futures, innovation ​Informed by history cultural identity

The values framework identifies five key areas for building the citizenship skills of our students:

1. Positive identity and relationships
2. Thinking, reasoning and communicating
3. Creativity
4. Citizenship and democratic processes
5. Sustainability.

The healthy citizen

  • Understands that personal identity and relationships are important elements of a person’s growth and development and can demonstrate appropriate skills and strategies to enhance relationships, participate in groups and maintain a sense of resilience, optimism and high self-esteem.
  • Understands that the social, physical and economic environments can protect and harm the physical, emotional and mental health of individuals, families and communities, and can take actions to promote the health, wellbeing and safety of themselves and others.
  • Understands that active participation in the physical activity contributes to a sense of wellbeing, community and social connectedness and can critically evaluate the social and cultural influences that shape behaviours, routines and perceptions of the body.

The informed citizen

  • Understands that thinking consists of a range of cognitive and metacognitive operations and can use the strategies of critical, creative and caring thinking to question, analyse, synthesise and evaluate information, solve problems, make informed decisions and reflect on one’s own thinking and the thinking of others.
  • Understands that reasoning is the ability to make inferences and draw logical conclusions and can justify one’s own beliefs and actions, consider alternative suggestions, uncover assumptions, identify faulty reasoning and make reasoned judgements.
  • Understands that communicating involves knowing how our perceptions of the world are shaped through oral language, text, sound and symbols and can construct meaning and convey information and understandings to others in a range of ways and in a variety of settings.

The democratic citizen

  • Understands Australia’s political and legal systems, their relationship to international systems, and the processes and history that underpin them and can take action on social, political, environmental and/or economic issues to improve local, national, regional and/or global outcomes.
  • Understands the efforts of individuals and groups to achieve political rights and equality over time in Australia’s diverse society and can make decisions that respond to the concerns, aspirations and interests of all, and contribute to social cohesion.
  • Understands the roles, rights and responsibilities of citizens and the civic and democratic values of active democratic citizenship and can debate and enact the values that are important to the common good.

The creative citizen

  • Understands that creativity is an imaginative and inventive act to produce something new of personal, social and/or cultural value, and can create functional, aesthetic, and/or expressive outcomes for self or others using a range of media with technical control.
  • Understands that innovation is a generative process of identifying problems, building on the ideas and influences of others and producing original solutions, and can recognise patterns and make connections, explore ideas, seize opportunities, challenge conventions and take and manage risk.
  • Understands that critical self-reflection, making judgments and acknowledging feedback are an integral part of the creative process and can take action to refine and modify one’s own ideas and, as creator and consumer, can evaluate and reflect on products and outcomes.

The eco-citizen

  • Understands the interconnectedness of the natural and physical world and can critically evaluate decisions that affect the balance of earth’s systems.
  • Understands the complex relationships between people and environments and can make informed choices about the sustainable use of resources.
  • Understands stewardship for the natural environment and can collaboratively take action to protect the earth for present and future generations.

    Oher programs tht may be included in the students' learning are:
  • Bike Education - PCYC
  • Rock, Pop, Mime
  • Wakakirri
  • Student Leadership Program
  • Instrumental Music
  • Sport and recreation electives
  • Adopt a Cop
  • Choir
  • Curricum Days of Excleence
  • Literacy and Numeracy Celebration
  • Cultural day
  • 'The Strut' - Mackay Festival of the Arts
  • National - Maths, English, Science, Spelling and writing competitions
  • Education Week
  • Eistedford