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  5. Curriculum
  6. Curriculum for primary education
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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 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 selected from the Authority's syllabus 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 quality standard of teaching and student learning.that includes:
    • consistency between the various elements of the school’s curriculum including NESA syllabus outcomes, scope and sequence, teaching programs and samples of student work
    • records of teacher reflection/evaluation of the effectiveness of teaching and learning activitie
    • 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 strategies for teaching any 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 specific learning needs of students across varying student backgrounds and learning profiles, including any 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.
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