Accessible Page Links


Page Tools

Secondary Navigation

Main page Content

Curriculum

Beerwah State School maximises the learning of all students by recognising and celebrating diversity, and engaging all students in intellectually challenging learning experiences. It provides students with clear guidelines on what they are learning and how they will be assessed.

The curriculum involves a range of teaching strategies to meet different learning needs and explicit teaching to scaffold students’ learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship. This is specified in:

  • P-12 Curriculum framework

  • Early Years Curriculum Guidelines - Queensland Curriculum, Assessment and reporting framework (Years 1-9)

  • Queensland Studies Authority (QSA) Senior syllabuses

  • Australian Qualifications framework.

Principles for P–12 teaching and learning

Quality curriculum maximises each student's educational potential

All teaching and learning should be founded in the belief that, with good teaching, the right support and sufficient time, every student can develop knowledge, skills and understanding to achieve at higher levels. Teachers need to believe in their students as learners, have high expectations, and see themselves as responsible for improving the learning achievement of their students.

Learning experiences connect with existing knowledge and skills

Teachers determine the required learning for students by identifying what they already know and are able to do and how this relates to the intended curriculum knowledge and skills. Teachers provide multiple opportunities for students to learn what is worthwhile and enduring, using a range of teaching strategies designed to promote the learning of each student over time and in different contexts.

Learning experiences are equitable and inclusive

Quality teaching engages all students in learning experiences. This involves valuing and responding to the diverse experiences and knowledge that students bring with them to the classroom from their homes and communities. Every child is an individual with unique capabilities which must be maximised. Lowering expectations is not appropriate.

Teaching, learning and assessment are aligned

Quality teaching and learning experiences ensure that what is taught closely reflects the intended learning and that what is assessed reflects what is taught.

Learning experiences promote depth of understanding and are connected, purposeful and challenging

Learning experiences should connect with what students already know and extend that knowledge through intellectually challenging work. Activities should be purposeful and relevant, and stimulate inquiry, action, refl ection, and enjoyment. Language plays a critical role in enabling students to reflect on their actions and knowledge. Students should be taught to use language and meta-cognition as tools to ensure their own learning is deep and enduring rather than superficial and temporary.