At Tea Tree Gully Primary School we use the Australian Curriculum as required by DECD. In 2015 we are implementing the teaching of all areas of the Australian Curriculum as outlined at www.australiancurriculum.edu.au.

We continue to familiarise ourselves with new areas of the Australian Curriculum as they are written and endorsed. This means that we teach 8 Learning Areas including:

You can find out more about each of these learning areas by clicking on the above buttons or by going directly to the Australian Curriculum website.


English and literacy skills are taught throughout the school. All classes are currently focussing on the skills involved in comprehension, including reading comprehension and comprehension across all curriculum areas.

We also offer support for students struggling with literacy through our School Support Officers and Individual Learning Plans for students.

The Australian Curriculum: English is organised into three interrelated strands that support students' growing understanding and use of English. Together the three strands focus on developing students' knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:

  • Language: knowing about the English language
  • Literature: understanding, appreciating, responding to, analysing and creating literature
  • Literacy: expanding the repertoire of English usage.

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Mathematics and numeracy skills are taught throughout our school. All teachers are working with the program “Back to Front Maths” which focuses on problem solving and deep understanding of mathematical concepts. All classes are involved in using on-line mathematics programs and games as they interact with students around the world and work on tasks set for their individual achievement level.

The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands. The content strands are:

  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability

These content strands describe what is taught and learnt.The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics. They provide the language to build in the developmental aspects of the learning of mathematics. This approach has been adopted to ensure students' proficiency in mathematical skills develops throughout the curriculum and becomes increasingly sophisticated over the years of schooling.

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We have a new science / technology room with a range of equipment including a microscope attached to a large screen. 

Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. The knowledge it produces has proved to be a reliable basis for action in our personal, social and economic lives. Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world through exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science aims to understand a large number of observations in terms of a much smaller number of broad principles. Science knowledge is contestable and is revised, refined and extended as new evidence arises.

The Australian Curriculum: Science has three interrelated strands:

  • Science Understanding
  • Science as a Human Endeavour
  • Science Inquiry Skills

Together, the three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.

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Health and Physical Education teaches students how to enhance their own and others health, safety, wellbeing and physical activity participation in varied and changing contexts. The Health and Physical Education learning area has strong foundations in scientific fields such as physiology, nutrition, biomechanics and psychology which inform what we understand about healthy, safe and active choices. The Australian Curriculum: Health and Physical Education is informed by these sciences and offers students an experiential curriculum that is contemporary, relevant, challenging, enjoyable and physically active.

The curriculum is organised into two content strands: Personal, social and community health and Movement and physical activity. The Personal, social and community health strand contains content descriptions which are organised under three sub-strands - Being healthy, safe and active, Communicating and interacting for health and wellbeing and Contributing to healthy and active communities. The Movement and physical activity strand also contains content descriptions which are organised under three sub-strands - Moving our body, Understanding movement and Learning through movement.

Fitness and Physical Education activities are participated in regularly by all students with their class teacher. Many opportunities are available to experience a range of sports. Students in Years 4-7 can participate in SAPSASA sports with District Carnivals and competitions. 

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In the Australian Curriculum "Humanities and Social Sciences" includes History (for years R-10), Geography (for years R-8), Civics and Citizenship (for years 3-8) and Economics and Business (for years 5-8). These curricula are progressively being introduced into classrooms during 2014, 2015 and 2016.

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The Australian Curriculum: History is organised into two interrelated strands: Historical Knowledge and Understanding and Historical Skills. Inquiry questions are used at each year level to provide a framework for developing students' historical knowledge, understanding and skills.

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The Australian Curriculum: Geography is organised into two interrelated strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. Each yearlevel includes key inquiry questions that provide a framework for developing students' geographical knowledge and understanding, and inquiry and skills.

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Technologies enrich and impact on the lives of people and societies globally. Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies and who can independently and collaboratively develop solutions to complex challenges and contribute to sustainable patterns of living. Technologies can play an important role in transforming, restoring and sustaining societies and natural, managed, and constructed environments.

The Australian Curriculum: Technologies describes two distinct but related subjects:

Design and Technologies, in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities.

Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions.

The Australian Curriculum: Technologies will ensure that all students benefit from learning about and working with traditional, contemporary and emerging technologies that shape the world in which we live. This learning area encourages students to apply their knowledge and practical skills and processes when using technologies and other resources to create innovative solutions, independently and collaboratively, that meet current and future needs.

Technologies are taught throughout the school using a range of equipment and tools. The Discovery Centre incorporates a science / technology room, a computer room and a resource centre with a smart board.

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In the Australian Curriculum, the Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. The curriculum examines past, current and emerging arts practices in each art form across a range of cultures and places.

The Australian Curriculum: The Arts Foundation to Year 10 comprises five subjects:

  • Dance
  • Drama
  • Media Arts
  • Music
  • Visual Arts

Each subject focuses on its own practices, terminology and unique ways of looking at the world.

In Dance, students use the body to communicate and express meaning through purposeful movement. Dance practice integrates choreography, performance, and appreciation of and responses to dance and dance making.

In Drama, students explore and depict real and fictional worlds through use of body language, gesture and space to make meaning as performers and audience. They create, rehearse, perform and respond to drama.

In Media Arts, students use communications technologies to creatively explore, make and interpret stories about people, ideas and the world around them. They engage their senses, imagination and intellect through media artworks that respond to diverse cultural, social and organisational influences on communications practices today.

In Music, students listen to, compose and perform music from a diverse range of styles, traditions and contexts. They create, shape and share sounds in time and space and critically analyse music. Music practice is aurally based and focuses on acquiring and using knowledge, understanding and skills about music and musicians.

In Visual Arts, students experience and explore the concepts of artists, artworks, world and audience. Students learn in, through and about visual arts practices, including the fields of art, craft and design. Students develop practical skills and critical thinking which inform their work as artists and audience.The Arts are taught to all classes within the school and include dance, drama, media, music and visual arts.

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Children from Reception to Year 7 have 1 ½ hours of Japanese per week. We regularly interact with Japanese secondary students on exchange programs to Banksia Park International Secondary School. 

The Australian Curriculum: Languages is designed to enable all students to engage in learning a language in addition to English. The design of the Australian Curriculum: Languages recognises the features that languages share as well as the distinctiveness of specific languages.

Japanese is the language used by the Japanese for education, business and media communication. Some dialect variations are used in spoken interactions in different regions of the country.

Japanese is a phonetic language. Pronunciation is predictable, and new words can be pronounced easily upon mastery of hiragana characters.

Japanese uses three scripts for writing: hiragana, the basic phonetic script representing the sounds of Japanese; katakana, the companion phonetic script that is largely used for loan words; and kanji, Chinese characters that represent meaning rather than sound (ideographs). The three scripts are used interdependently. Hiragana is typically the first script learnt, with katakana and kanji first introduced in context then taught systematically, contributing to script knowledge and competence. The many loan words from other languages expressed through katakana reflect the impact of globalisation, technology and popular culture on Japanese language and culture.

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