Our Pre-primary educators' use the Early Years Learning Framework, the Australian Curriculum and their own professional knowledge to develop high quality early childhood programs that are aligned with whole school plans and initiatives and tailored to community contexts. These programs take advantage of relevant research evidence and are refined and enhanced through reflection, analysis of data and ongoing professional learning.

Children in Pre-primary continue to build foundations of effective communication (including Information Technologies), literacy and numeracy and are introduced to key ideas and concepts of other learning areas. Building effective learning and life skills require cognitive skill and strategies, social and emotional competence, cultural competence, physical and personal development and creativity.

Western Australian Curriculum and Assessment Outline

The learning areas (and subjects) of the Western Australian curriculum are:

  • English
  • Mathematics
  • Science
  • Humanities and Social Sciences (including Civics and Citizenship, Economics and Business, Geography, History, Work Studies)
  • Languages
  • The Arts (including Dance, Drama, Media Arts, Music, Visual Arts)
  • Health and Physical Education
  • Technologies (including Design and Technology, Digital Technologies).

 

English Achievement Standard

Receptive modes (listening, reading and viewing)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.

They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words.

Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.

Mathematics Achievement Standard

By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location.
Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information.

History Achievement Standard

By the end of the Foundation year, students identify similarities and differences between families. They recognise how important family events are commemorated.
Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts.

Science Achievement Standard

By the end of the Foundation year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things.
Students share observations of familiar objects and events.