content-left-bg.png
content-right-bg.png

Curriculum

WebPartZone1_1
PublishingPageContent

The Australian Curriculum sets out what each Australian student should be taught in relation to learning areas, general capabilities and cross-curriculum priorities. 

Key curriculum elements

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
  • 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: 

  • Health and Physical Education (HPE)
  • The Arts
  • Technology
  • Studies of Society and Environment (SOSE)
  • Language other than English (LOTE).

The 'Oceans of Success' approach

What are the successes we are teaching?

A curriculum for life

  • qualities of a life long learner
  • a knowledgeable person with deep understanding
  • 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.

Curriculum organisers

We align our learning to the following curriculum organisers:

Health and lifestyleCommunication and technologiesCultures and communitiesInvestigating and understanding our world
I am an informed, healthy citizenI am an informed, creative citizenI am an informed, democratic citizenI am and informed, Eco-citizen
Health and Personal DevelopmentConstruct and convey meanings using different mediaRights, roles and responsibilitiesInterconnectedness of natural and physical worlds
Ethical codes of behaviourDesign and technology processesActive and reflective citizenshipStewardship of the environment
Personal identity: resilience, self esteemChange, futures, innovationInformed 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.

Other programs that may be included in the students' learning are:

  • bike education - PCY
  • rock, pop, mime
  • Wakakirri
  • Student Leadership Program
  •  instrumental music
  • sport and recreation electives
  • Adopt a Cop
  • choir
  • Curriculum Days of Excellence
  • Literacy and Numeracy Celebration
  • Cultural day
  • 'The Strut'- Mackay Festival of the Arts
  • National - maths, English, science, spelling and writing competitions
  • Education Week
  • eisteddfod.
WebPartZone1_2
WebPartZone2_1
WebPartZone2_2
WebPartZone2_3
WebPartZone3_1
WebPartZone3_2
WebPartZone3_3
WebPartZone3_4
WebPartZone4_1
WebPartZone5_1
WebPartZone5_2
WebPartZone6_1
WebPartZone6_2
WebPartZone7_1
WebPartZone7_2
WebPartZone8_1
WebPartZone8_2
WebPartZone9_1
Last reviewed 24 June 2019
Last updated 24 June 2019