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Curriculum

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Overview

Kimberley Park State School prides itself on its futures orientation to student learning. The curriculum model that operates in classrooms is inquiry based and links across the eight key learning areas of English, Mathematics, Science, The Study of Society and the Environment, Technology, The Arts, Health & Physical Education and Languages Other Than English. Together with an ‘integrative approach to learning’, these models encourage the search for learning through problem solving – the focus on inquiry. They recognise that knowledge, skills and understanding are important and that competence involves the ability to perform in a context and the capacity to transfer knowledge and skills to new tasks and situations. We believe that this approach is necessary so that our students become producers and contributors to their communities and develop into lifelong learners.

The teaching of thinking is one of the means by which this school seeks to help students develop into lifelong learners. Both analytical and creative thinking skills are taught from years 1 to 7 in accordance with the principle of “quality thinking about quality content”. Students are encouraged to develop deep understanding using complex thinking, to be active investigators and effective communicators, to be reflective about their learning and develop into self- directed learners so that they may be an active participant in an interdependent world.

The goal for student’s learning is to develop concepts, skills and attitudes to ensure that their learning is used as a basis for change. Children’s self-esteem is enhanced as they see their learning impacting on and creating a difference to their world.

The acquisition of these skills applies across the curriculum. Kimberley Park State School’s Curriculum Program has been written as a Trans Disciplinary program. Strong subject specific links are necessary to fully investigate issues, which form the basis of our framework. A purpose built unit format has been developed to allow for greater integration of disciplines.

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Last reviewed 25 November 2019
Last updated 25 November 2019