Curriculum for primary education
Registered non-government primary schools will have:
- an educational program based on, and taught in accordance with, the outcomes of NESA syllabuses for the six key learning areas (KLAs) of primary education
- English
- Mathematics
- Science and Technology
- Human Society and Its Environment
- Creative Arts
- Personal Development, Health and Physical Education
- courses of study in each of the six KLAs for each child during each Year
- courses of study that are appropriate for the children concerned having regard to their level of achievement and needs
- courses of study in accordance with the any relevant guidelines developed by NESA and approved by the Minister.
Evidence of compliance
A registered non-government primary school must maintain documentation for each calendar year of the current registration period that includes:
- timetables for each Year/class showing the allocation of time and teachers for each KLA
- an overview of the school's educational program indicating
- the scope and sequence of learning/units of work in relation to outcomes of the NESA syllabuses for each KLA for each Year
- resources and equipment available for each KLA
- an assessment plan indicating how students' performance in each KLA is assessed, monitored and recorded
- an overview of the process for reporting student achievement
- evidence relating to the standard of teaching that includes:
- consistency between the various elements of the school’s curriculum including NESA syllabus outcomes, scope and sequence, teaching programs, assessment records and samples of student work
- records of teacher reflection/evaluation of the effectiveness of teaching and learning activities
- records of the progressive achievement of students over time
- records of the school’s analysis of student achievement data to inform teaching and learning
- records of teaching strategies to meet the needs of students across a variety of student backgrounds and learning profiles, including Aboriginal and Torres Strait Islander students
- evidence relating to student engagement in learning, that includes records of
- students’ learning progress over time
- teaching strategies and programs designed and implemented to meet the learning needs of students across a variety of student backgrounds and learning profiles, including Aboriginal and Torres Strait Islander students.
For each calendar year, the school must maintain for each Year/class, until the end of that calendar year:
- teaching programs for each unit of work that correspond to those identified in the scope and sequence of learning/units of work
- samples of student work that relate to the teaching program for that year.