2021 at KCPS

Year level email addresses:

Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6

Online Learning

Firstly and most importantly, when you start to think about helping your child to learn from home, please remember that you are not expected to be a teacher and have all the answers.  Some days will not go to plan and that is ok! The most important thing you can do is to continue to provide routine, support and encouragement to your child.

Each morning, as a parent you will receive a Compass alert that will outline your child’s learning for that day. This has been set up to ensure you are aware of what learning tasks will be sent to your child for that day so you can support them if needed.
In accordance with the newly developed DET online learning guidelines teachers will be posting literacy and numeracy learning experiences each day as well as a physical activity challenge and additional curriculum work depending on the year level of the students.
KCPS teachers have developed a variety of different tasks including read aloud books, videos, writing stimulus, brain teasers, numeracy problems…the list goes on- they have done a magnificent job!
The teachers will include clear and precise instructions for each task so that it is clear for both you and your child what the expectation is.
I have encouraged teachers to ensure they maintain visual/audio connection with their students throughout this time, so they will also post videos of themselves reading or explaining tasks so that children still have the opportunity to see and hear their teacher’s voice.  Most teachers will be working from home during the time and they will be available online to support students during normal school hours.
Classroom teachers will be calling their students to speak to them directly in the first week of term. Please understand that although teachers will have to call you to get in contact with your child, the purpose of this call is for the teachers to touch-base and connect with the students.

Online learning will take place on three platforms at KCPS- Compass, SeeSaw and Google classroom depending on what year level students are in.
This is very new territory for us as a school and we are expecting that there will be hiccups along the way. To support you in clarifying questions, trouble-shooting any technical issues and providing general support, we have set up area online support email addresses that will go directly to the Assistant Principals. This is so they can support you with any issues that may arise (I have included these email addresses below)
I am also aware that whilst we have planned as much as we can, until we actually start ‘learning online’ there may be things that come up that we haven’t predicted and we may have to adjust and make changes as we go.  Both myself and my leadership team will communicate these with you as needed and I do ask for your understanding and patience as we get this model off the ground.

I have created a ‘Learning online @ KCPS’ infographic that is attached, that I hope will make this information clear and easy for you to understand- this encompasses your role as a parent, the role of the students, the role of the teacher, resources and most importantly where to go for support.

Questions and thoughts you may have as we move to online learning at KCPS…

What are the online platforms?

  • Compass– Parents Only
  • SeeSaw-Prep- Grade 6
  • Google Classroom-Grade 4 – Grade 6

How do I access Seesaw?
Follow the instructions that were sent home last term and using the QR code download the SeeSaw Classes app to enable your child to see tasks that are posted and upload their work.
Detailed guides to support you with using Seesaw has been sent out to all families.
To those that have indicated in the recent survey they so not have their QR code- we have arranged for it to be emailed to you.

Where should my child work?
Every home is different. Where possible, learning should take place in a space your family shares. For example, a lounge room or dining room. These spaces are preferable over a bedroom, where your child can feel isolated and supervision can be more challenging. Talk with your child about where might be appropriate for them to work from.
It should be a place:

  • that can be quiet at times
  • if possible has a table/desk and chair
  • where you or another adult is present.

How do I set up routines and expectations?
It is important to develop a routine to support your child as they learn from home. This is important for them and for family members, to provide an environment that encourages learning.
Start and end each day with a check in to help your child:

  • clarify and fully understand the instructions they get from their teachers
  • help them organise themselves and set priorities for their learning at home.

Encourage regular exercise breaks. Your child’s teachers will provide some suggested activities.
Encourage healthy eating habits and make sure they drink enough water.
Try to keep normal bedtime routines for all children, especially for younger children.

What is the role of the classroom teacher?

  • Teachers will be posting a welcome message to parents on Compass each morning.
  • P-2 teachers will post a literacy, numeracy and physical activity or play experience each day via Seesaw.
  • Grade 3-6 teachers will post a literacy, numeracy and physical activity for students as well as an additional curriculum task of up to 90 minutes each day.
  • Teachers will acknowledge all work that is submitted by students.
  • Teachers will respond with written or recorded verbal feedback to at least one post per student each day.
  • Teachers will continue to maintain communication and connection with students.

What is the role of the specialists teachers?

  • On the day that your child has their specialist class their specialist teacher will post a task for them to complete
  • Specialist teachers will acknowledge all work that has been submitted and provide some feedback where possible

What is my role as a parent or carer?

  • Check Compass each day and read the daily welcome from the teacher
  • Talk through student responsibilities
  • Where necessary read the instructions from the teacher
  • Provide routine for your child/children
  • Where possible set up ‘at home’ learning space for your child
  • Students may need support/monitoring to respond to learning tasks and upload these to either Seesaw or Google classroom
  • Communicate via the appropriate area support email address with any questions or concerns you may have
  • Support and encourage your child- try to avoid at home learning becoming a stressful and negative experience. There may be days that it is a challenge and it’s ok for you to stop and do something else with your child, however if you find this is happening regularly please contact us so we can support you.

What are my child’s responsibilities when learning from home?
 (this can be modified for younger students)

  • Do their best to complete all set task based on instructions from teachers
  • Ask their teacher or parent when they are unsure of a task
  • Complete tasks in timely manner consistent with teacher expectations
  • Respond to teacher feedback when necessary
  • Be responsible when online and using devices
  • Communicate openly with their teacher and/or parents about how they are feeling
  • Continue to embody the Learner Profile attributes
  • Continue to abide by their homeroom Essential Agreement

How long should my child be working for throughout the day?
For students in Prep-Grade 2

  • Literacy experiences should take a total of about 45-60 minutes
  • Numeracy activities of about 30-45 minutes
  • additional learning areas, play-based learning and physical activity of about 30-45 minutes.

For students in Grades 3 to 6

  • Literacy: 45-60 minutes
  • Numeracy: 30-45 minutes
  • Physical activities: 30 minutes
  • Additional curriculum areas: 90 minutes

What are the resources my child will need?

  • Most tasks have been designed under the assumption that students will have limited or no access to resources such as printing
  • Teachers have tried very hard to ensure that the work students are asked to do is appropriate for them to do independently with minimal resources
  • Students may be required to use pen/pencils/paper or an online device to complete their tasks
  • Some tasks may require students to use household items or to go outside.

Does my child have to be online for normal school hours? 
The simple answer to that is NO! It is not feasible to ask students to be on their device and learning at home like they would at school.
Teachers will be asking that students complete the tasks that have been set each day at the time of day that is manageable for each family.
Teachers will be working their normal working hours and will be able to provide feedback and support for students throughout the day.

What if I want my child to do more throughout the day?
As a Victorian Government School KCPS is following the DET guidelines in regards to setting tasks for students to complete while learning from home.
Please remember no child will ‘fall behind’ because of the COVID-19 pandemic- all of the children are in the same boat!
Your child will still have access to Mathletics, Reading Eggs and should be reading regularly.
Audio books are great as well. Ask your child to write a journal entry each day including their thoughts, feelings and experiences around being in isolation and the COVID-19 pandemic- they could be creating history !
There are lots of ideas, podcasts and videos online to support you to provide more learning opportunities for your child, however I would encourage you to make sure they are still getting time to relax and switch off. Also never forget the learning and power of creative play for children of all ages.

The Department of Education and Training’s Learning from Home website also provides information and resources for parents and carers:

Mental health and wellbeing check in
Just as we set aside time for physical exercise, it is important to make time each day to check in on your child’s mental health and wellbeing.
It may take your child some time to adjust to their new routine for learning and key changes such as not seeing their friends and teachers in person. Every child will react differently to new circumstances – feelings of sadness, frustration, anxiousness and even anger are entirely normal.
You can help your child by:

  • providing an opportunity to talk about how they feel and listening to what they say
  • identifying some specific actions they can take by themselves or with you to address any concerns they might have
  • asking how they are finding learning remotely, and if there is anything they’d like your help with.

If you have any other concerns about the health and wellbeing of your child, please contact us directly so we can provide you with resources that can help.

PYP – Primary Years Program


Kororoit Creek Primary School is a fully authorized IB World School, Primary Years Programme (PYP). The School uses the PYP framework in conjunction with the Victorian Curriculum to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB Learners strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understandings across a broad and balanced range of disciplines. Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of views and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

In the context of the Primary Years Program, our school is considered to be a community of learners working through the essential elements – knowledge, concepts, skills, attitudes and action to experience authentic learning and make an impact on the world.

We believe children learn best from a constructivist approach. It is acknowledged that learners have beliefs about how the world works based on their experiences and prior knowledge. These beliefs, models or constructs are revisited and revised in the light of new experiences and further learning. The students strive to make meaning about their lives and the world around them by constructing, testing and confirming or revising their personal models of how the world works. Students are given the opportunity to explore fifty units of inquiry from 4-year-old Kindergarten to Year 6, covering a variety of disciplines and a multitude of world issues. This is achieved through a process of inquiry which in its broadest sense, is the process initiated by the students or the teacher that moves the students from their current level of understanding to a new and deeper level of understanding. This can mean:

  • Exploring, wondering and questioning
  • Experimenting and playing with possibilities
  • Making connections between previous learning and current learning
  • Making predictions and acting purposefully to see what happens
  • Collecting data and reporting findings
  • Clarifying existing ideas and reappraising perceptions of events
  • Deepening understanding through the application of a concept
  • Making and testing theories
  • Researching and seeking information
  • Taking and defending a position
  • Solving problems in a variety of ways

Our students learn within an inquiry cycle that begins by connecting children’s experiences first. Our inquiry cycle invites uncertainty and reaches beyond gathering information about a topic or idea. We move our children to go beyond gathering information to seeking an explanation and asking why this big idea is important. This tension and natural inquisitiveness helps to develop a broad and conceptual understanding which is nurtured by guided, collaborative and independent inquiry.

We encourage responsible action initiated by the students as a result of their learning. This action may extend the students’ learning, or it may have a wider social impact beyond the school. Both inquiry and action will look different within each age range and from one age range to the next. (adapted from Making the PYP Happen, 2009)

Science (STEAM)

Kororoit Creek Primary School is devoted to the application and teaching of the science curriculum. Our science program at the school is supported by our STEAM room which is accessible to all students from Prep to Year 6. We use the acronym STEAM to ensure we are focusing on Science, Technology, Engineering, Arts and Mathematics. Where possible we ensure that students understand that these areas of science are all interrelated and work together.

The STEAM program runs alongside our program of inquiry. Each year level at the school will have the opportunity to work around STEAM based concepts through the lens of our units of inquiry. Some of these experiences may include using different solutions to create reactions, working with beakers and test tubes, understanding how to conduct scientific research and understanding how to hypothesize and then test a hypothesis.

Our STEAM program also offers students the opportunity to manage and plan investigations through Design and Technologies. This area of the curriculum allows students to plan and manage different projects from conception to realization. Through the Design and Technologies curriculum students apply designs, system thinking, investigate, generate and refine ideas. They refine these ideas to plan and manage the production of designs and evaluate their outcomes.

Running alongside our STEAM based units we have a number of opportunities for students to engage in science throughout the school. This includes our week long Science week investigations where students engage in science for the whole week based around a central theme. We also have STEAM night which is a fantastic opportunity for parents and students to visit the school on a specific night of the year and engage in a number of learning experiences around STEAM.



Literacy at Kororoit Creek Primary School

The development of Language helps to create confident communicators, imaginative thinkers and informed citizens. At Kororoit Creek Primary School we place a strong emphasis on developing literacy skills through meaningful contexts. The school develops a program of inquiry in line with the requirements of the International Baccalaureate’s Primary Years Program to provide an authentic context for students to develop and use language. Alongside the IB Primary Years Programme our Literacy program is underpinned by the Victorian Curriculum, which provides a comprehensive set of prescribed content and common achievement standards across Victoria, and is used to plan for student learning, assess student progress and report to parents.

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning programs balance and integrate all three strands. Together the three strands focus on developing students’ knowledge, understanding and skills in Reading and Viewing, Speaking and Listening and Writing.

Kororoit Creek Primary School has robust structures in place to ensure that student learning needs drive the Literacy curriculum and learning. Teachers systematically and consistently collect and analyse data in light of student performance and intentionally plan learning experiences in response to student needs in order to ensure growth and progress.

With explicit and needs based coaching and ongoing professional learning, teachers keep up to date with researched best practice to ensure high levels of teacher capacity and student learning.

Reading and Viewing

Read and Viewing involves students using skills and strategies to access and interpret spoken, written, visual and multimodal texts. It provides opportunities for students to navigate, read and view texts using applied topic knowledge, vocabulary, word and visual knowledge. Students are exposed to a variety of texts including traditional oral texts, picture books, various types of print and digital stories, poetry, non-fiction, film, multimodal texts and dramatic performances. Students work towards developing their skills in acquiring and applying an expanding vocabulary to read increasingly complex texts with fluency and comprehension.

Some of the ways in which we actively engage our children in reading are through:

  • robust classroom libraries filled with engaging texts catered to student interests and needs
  • an independent reading program that encourages reading for enjoyment, builds reading stamina and ensures students can self-monitor their own reading
  • multiple exposures to quality texts to stimulate learning
  • unlimited access to the school library
  • teaching readers, not just reading


This element involves expressive language and engages students in composing different types of texts for a range of purposes. These texts include spoken, written, visual and multimodal texts and students explore, communicate and analyse information, ideas and issues that are relevant to their own learning journey. Students create a range of texts using a variety of structures such as imaginative, informative and persuasive texts. Throughout the Writing curriculum students build on their knowledge of grammar and how language is constructed. Students also develop their spelling skills through rich inquiries into the English language and by making generalisations using the knowledge gained. These generalisations are made using visual strategies, knowledge of morphemic word families, syntax and semantics as well as morpho-phonemic language traits (morphology, phonology, orthography, etymology) and letter combinations (blends, diagraphs, trigraphs).

Students become familiar with the ‘Writing Process’ that involves them in planning, drafting, editing, revising and publishing their writing pieces.

Some of the strategies that we use to develop our children as authors include:

  • tracking students’ progress on school based tracking sheets
  • exposing children to high quality literature
  • making the explicit connection between reading and writing
  • using a Thinker’s Journal as a tool for developing writing
  • analysing quality texts to explore the author’s craft
  • teaching writers, not just writing

Speaking and Listening

Students are involved in using interactive skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume. Students engage in conversations and discussions, showing interest, building attentive listening skills and contributing ideas, information and questions.

We develop our students in terms of listening and speaking through:

  • providing multiple opportunities to experience language
  • modelling language and vocabulary accurately to our children
  • providing opportunities for students to communicate with real and varying audiences (sometimes as the speaker, and others as the listener)

At Kororoit Creek Primary School our Literacy Program aims to:

  • Provide a comprehensive literacy program that encompasses all modes of English (Reading and Viewing, Writing and Speaking and Listening).
  • Provide a transdisciplinary program designed to foster the development of the whole child.
  • Challenge and extend all students to develop their literacy skills and reach their own potential
  • Provide a personal learning journey for every student. Through the implementation of our Developmental Literacy Continuum, students are able to set and reflect on individual learning goals within a differentiated curriculum.
  • Provide meaningful and authentic contexts for language development and experience
  • Provide each student with a range of appropriate experiences to enhance their literacy skills in all components of English learning.
  • Promote confidence and develop every child’s proficiency in language learning
  • Build on students’ prior learning to create and develop new understandings
  • Provide a wide range of authentic and relevant resources and books including classroom libraries and whole school library resources.
  • Expose all students to a range of multimedia texts and opportunities.
  • Promote thinking, collaboration, reflection and co-operation through all learning opportunities.
  • Support our students to become confident authors, readers and publishers in the 21st Century

Our Literacy Program provides extra support through:

  • Providing a Levelled Literacy Intervention Program for students in Grades 1, 2, 3, 4, 5 & 6
  • Implementing Individual Learning Plans where necessary to support students to reach their full potential
  • Encouraging parents to be actively involved in their child’s education through providing help and assistance in classrooms

Students at Kororoit Creek Primary School have opportunities to work individually and in groups, ensuring that the needs of each learner are met and that they are making continual progress as measured through ongoing assessment and tracking using student continuums. Staff at our school work diligently to differentiate the literacy curriculum to ensure that all students are developing their knowledge and understandings in Reading and Viewing, Writing and Speaking and Listening and we look to encourage the 21st Century Learning Skills that our students will require in an increasingly global and digital society.



Kororoit Creek Primary School sees the study of Mathematics as a way of thinking, and that the transdisciplinary nature and language of mathematics is more than simply a series of equations and facts to be memorised. As such, we see mathematics as a powerful and effective tool that can be personalised to engage our students in describing and analysing the world around us, and encourage our students to think of themselves as ‘mathematicians’ and problem solvers, in the same way that literacy supports our students to become authors, readers and publishers.

Mastering basic skills, developing an understanding of key mathematical concepts and using them practically in our day-to-day life at school and home is an essential process. At Kororoit Creek Primary School, we aim to embed a transdisciplinary approach to curriculum underpinned by the International Baccalaureate’s Primary Years Programme within the framework of the Victorian Curriculum.

Staff and students use inquiry as a vehicle to apply their knowledge of mathematics in a fluent and logical fashion to construct meaning based on their previous experiences and understanding. Students then transfer their knowledge and understanding through the symbolic notation. Following this, students are encouraged to build upon this through the application of increasingly abstract levels of meaning that is contextualised in relevant, realistic contexts.

Figure 1 – How children learn mathematics Source: Primary Years Programme – Mathematics Scope and Sequence (2009)

Within our local context, mathematics in the Victorian Curriculum falls within three content strands that describe what is to be taught and learnt:

Number and Algebra

Number and Algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognise patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning.

Measurement and Geometry

Measurement and Geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density.

Statistics and Probability

Statistics and Probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data.


Students at Kororoit Creek Primary School work individually and in groups, ensuring that the needs of each learner are met. A targeted intervention program provides additional opportunities for students to further develop or extend their mathematical knowledge and skill development. Staff at our school work diligently to ensure students are making continual progress, measured through ongoing assessment and tracking on continuums. Teaching and learning is differentiated across the mathematics curriculum to ensure that our students are developing their proficiency in the key areas of mathematical understanding, fluency, problem solving and reasoning; and look to encourage the 21st Century Learning skills that our students will require in an increasingly global society.


Accredited eSmart School

eSmart is a framework for schools to implement a whole-school culture and behaviour change relevant to the smart, safe and responsible use of digital technologies. The eSmart program offers whole school and community support to ensure everyone can embrace the benefits of technology and reduce exposure to cyberspace risks such as cyber bullying, identity theft, online predators and inappropriate images and content.

The program is funded by the Victorian Government, and is an initiative of The Alannah and Madeline Foundation, a national charity committed to protecting children from violence. Registration as an eSmart School provides us with assurance that we are accessing evidence-informed practice, policies and activities.

Kororoit Creek Primary School became an official eSmart school in 2015 after implementing many initiatives, programs, policies and practices. Since we first registered with the program, we have embedded cybersafe practices into our curriculum, created an eSmart Committee, held cyber safety student days and cyber safety parent sessions. We are striving to create a safe and welcoming cyber environment for all of the Kororoit Creek Primary School community.

We encourage everyone in the school community to continue to uphold and promote eSmart behaviours, at school and at home by becoming familiar with the use of technologies and the policies and practices within our school. For more information, please visit the eSmart website.

KCPS eSmart Policy & Acceptable Use Agreement

The eSmart policy and Acceptable Use Agreement relates to the use of Information and Communication Technology (ICT) at Kororoit Creek Primary School. The policy is available in the ‘Parent’ category of the website.

1:1 iPad Program

Kororoit Creek Primary School has worked hard to establish a 1:1 iPad Program for all Year 4, Year 5 and Year 6 students. The program is funded by the school, making it within reach for all families. The program aims to;

  • Connect to all units of study including French and Specialist
  • Be used at home and school within digital classroom spaces
  • Help ‘homework’ to become collaborative and timely
  • Encourage students appreciating that iPads can be used for multiple purposes
  • Promote parent participation and learning
  • Maintaining personal and professional learning for staff across the school
  • Developing appropriate self regulation of devices by students


The main goal of the music program is to provide students with the skills and understandings to communicate in ways that go beyond their oral language abilities. The music program is in line with the Victorian Curriculum and the PYP Framework. Each year students participate in three units of inquiry as well as a yearlong instrumental instruction. Students are expected to practise regularly on their instruments at home with resources made available via the music blog We focus on developing balanced and globally aware musicians by researching, creating and making musical pieces, and exploring and responding to various stimuli.

The music program offers extra curricular activities and events for students to take part in such as:

  • Recorder Ensemble
  • Graduation band
  • Victorian State School Spectacular
  • Music: Count Us In
  • Annual Christmas Concert
  • Junior singing club
  • Senior singing club
  • Guitar and Ukulele club

Students explore different reasons for music within different cultures, including how music connects to their lives.

They explore different ways to imaginatively respond to music such a movement and drawing what they hear.

Students also analyse effective performances and develop performance routines and skills in preparation for major performances during Term 4.

Prep instrument focuses on developing students musical literacy skills on tuned and un-tuned percussion instruments. Students learn to read, write and play rhythms and melodies.

Rehearse, perform and analyse songs from a variety of cultures with a focus on developing an understanding of the musical elements.

Students will explore imagination, how they respond to music and create their own piece of music to a stimulus.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students begin developing their ability to read, write and play songs using a set range of notes written in standard notation using their recorder. Students develop their ensemble skills by playing songs as a whole class.

Students are expected to practice their recorder three times a week for 5 minutes each time. Resources are available at

Using their imaginations, students explore and respond to music using images to represent music that they hear.

Students explore the music of different cultures comparing and contrasting how they use musical elements to express themselves.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students continue to develop their ability to read, write and play songs using a wide range of notes written in standard notation using their recorder. Students develop their ensemble skills by playing songs as a whole class, duets and solos.

Students are expected to practice their recorder three times a week for five minutes each time. Resources are available at

Through collaborative work student respond to an artwork, following the creative process to compose a piece of music using an innovative form of notation.

Students explore music from different genres. They work collaboratively to compose a piece of music within a selected genre.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students begin to develop to read and play chords and songs on the ukulele. Students develop their ensembles skills by playing in small groups and as a whole class.

Students are expected to practice their ukulele three times a week for 10 minutes each time. Resources are available at

Students explore and analyse music from different cultures using formal arts language of the musical elements.

Students explore the music used within film with a focus on foley sounds and soundtracks. They use this knowledge to create their own film score to a stimulus.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students continue to develop to read, write and play chords and tablature and standard notation and songs on the ukulele. Students develop their performance skills by playing in small groups, as a whole class and individually.

Students are expected to practice their ukulele four times a week for five minutes each time. Resources are available at

Through the exploration of different notational methods, students follow the creative process to create their own piece of music.

Students explore music from different genres using Dr. C SMITH to support their use of formal arts language of the musical elements.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students begin to develop to read and play chords and songs on the guitar. Students develop their ensembles skills by playing in small groups and as a whole class.

Students are expected to practice four times a week for 10 minutes each time. Resources are available at

If students don’t have access to a guitar, they are encouraged to use their ukulele to support their skill development.

Students explore different innovative compositional and notational methods with a focus on defining the different between music and sound.

Students will able to create their own piece of music.

Through exploring and analysing how different genres use the musical elements, students work towards creating a perception of themselves.

Analysing effective performances will lead to performance routines and skill development in preparation for major performances during Term Four.

Students continue to develop to read, write and play chords and tablature and standard notation and songs on the guitar. Students develop their performance skills by playing in small groups, as a whole class and individually.

Students are expected to practice four times a week for 10 minutes each time. Resources are available at

If students don’t have access to a guitar, they are encouraged to use their ukulele to support their skill development.

Visual Arts


This year the Visual Arts Programme will emphasise developing skills that can be transferred across all art learning experiences. Every second year we host a whole school art show where every student in the school has an opportunity to display a piece of art.

Throughout the art program there is a focus on the Victorian Curriculum with the dimensions of Explore and Express ideas, Visual Arts Practices, Present and Perform and Respond and Interpret to various stimuli. The goal of the programme is to give students authentic opportunities to develop confidence in areas such as:

  • Problem solving
  • Creativity
  • Expressing themselves
  • Visual communication
  • An appreciation and understanding of the arts
  • A commitment to projects
  • Technical skills and processes
  • An understanding of the Elements and Principles of art

The programme runs from Grade Prep through to Grade Six, with increasing opportunities to take part in extracurricular Visual Arts activities. These include:

  • Lunch time Art Clubs
  • Recess and lunch time collaborative art making
  • Every second year Art show

We promote an exciting and engaging curriculum, underpinned by Victorian Curriculum and the PYP framework, which ensures students understand the key concepts, skills and knowledge in the Visual Arts programme. Throughout the year our units will make direct links to classroom inquiries, ensuring a contextualized opportunity for trans-disciplinary learning.

Within each year level, there is a progression of skill development from Foundation through to Grade Six, focusing on the following:

  • Prep
  • Grade 1
  • Grade 2
  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6

Development of fine motor skills focusing on using a variety of mediums such as:

Development of basic fine motor skills focusing on: 

  • Painting
  • Drawing
  • Sculpting/ structure
  • Collage
  • Mixed media

Development of basic fine motor skills focusing on:

  • Painting
  • Drawing
  • Three-dimensional art (structure)
  • Mixed media including an understanding in sustainable art
  • Collage

Development of fine motor skills focusing on:

  • Painting
  • Three-dimensional art
  • Sculpture
  • Collage
  • Drawing
  • Mixed media

Development of fine motor skills focusing on:

  • Watercolour painting
  • Acrylic painting
  • Paint manipulation
  • Drawing
  • Three-dimensional art (structure)
  • Collage
  • Mixed media

Development of fine motor skills focusing on:

  • Painting techniques
  • Paint manipulation
  • Drawing
  • Three-dimensional artworks/ Sculpting
  • Mixed media

Development of fine motor skills focusing on:

  • Drawing skills/ techniques
  • Sculpture/ structure
  • Paint manipulation
  • Painting techniques
  • Digital art
  • Three-dimensional sustainable art
  • Collage/ design
  • Mixed media

Development of fine motor skills focusing on:

  • Painting techniques
  • Paint manipulation
  • Digital art
  • Drawing techniques
  • Three-dimensional artworks
  • Exhibition Design
  • Collage/ design
  • Synthesizing and Mixed media

Physical Education

The Physical Education programme is filled with innovative ways to promote and encourage students to be active, and engaged in their physical health and wellbeing. The Physical Education programme runs from Prep through to Grade 6, with an increasing variety of student opportunities to take part in extra-curricular sporting and physical activities. Some of these include:

  • Jump Rope for Heart
  • Bike Education
  • Training sessions before, during and after school for District, Divisional, Regional and State Sports for Year Six Students. (School Sport Victoria)
  • Swimming, Athletic and X-Country Carnivals
  • Lunch time sports and clubs including a variety of active activities

The PE programme also includes weekly swimming classes for Prep-Year 6. We have an on-site Aquatic Centre where each child takes part in ability-based classes taught by trained educators from King Swim.

We promote an engaging curriculum that is underpinned by the Victorian Curriculum and the PYP, which ensures students understand and reflect the key concepts, skills and knowledge to be healthy, respectful and active citizens. Many of our units make direct links to classroom inquiries, ensuring a contextualised opportunity for trans-disciplinary learning.

Within each year level, there is a progression of skill development from Prep to Grade 6, which focuses on the following;


Exploration of locomotor movement through games, dance and gymnastics including safety and space. Students explore movement sequences within minor games and activities using a range of equipment. Fundamental motor skills are introduced to prepare students with the understanding and ability to perform a fundamental movement sequence in a variety of activities. Through the exploration of the fundamental motor skills, hand eye coordination is a major focus with and without equipment in individual, small and large group activities.

Grade 1

Development of locomotor movement in game situations, dance and gymnastics. Students continue to develop hand eye coordination with and without equipment to further their skills through a variety of target games. Students continue to develop their fundamental motor skills to further prepare their ability to participate in larger team games.

Grade 2

Further participation in active and minor games for continued development of hand eye coordination in fundamental motor skills and sequences. Introduction of a variety of athletic events to prepare students with the knowledge and technique to participate in school athletic carnivals in later years.

Grade 3

Students implement their movement sequences in a variety of activities and competitive sports including net games, striking and fielding games, skipping and numerous athletic events. With the guidance of teachers, students develop their ability to self-assess and set goals for continued improvement and progression.

Grade 4

Developing skills, strategies, techniques and tactics in a variety of individual and team sports such as invasion games and athletic events. Gymnastics, dance, adventure challenges and fitness encourage students to express themselves through movement and to develop an understanding and appreciation of health and wellbeing through sport

Grades 5

Developing deeper understandings of skills, strategies and techniques of invasion and striking and fielding games including the opportunity to umpire and score. Students begin to identify game situations to reflect and respond effectively as a team to prepare for the transition towards interschool sports. Students develop a continued progression of technique and ability in all athletic events through the encouragement of reflective tasks.

Grade 6

Further opportunity to develop deeper understandings of skills, strategies and techniques of invasion and net games including the opportunity to umpire and score. Students continue to identify game situations to reflect and respond effectively as a team for improved performance. Students continue to progress their technique and ability in athletic events, as well as expressing themselves through dance and fitness.


Students at Kororoit Creek Primary School participate in French each week, learning the fundamentals of French with a focus on tactile experiences, action related talk and play, as well as technological integration. The French program is in line with the Victorian Curriculum and the PYP Framework, Students are also offered the opportunity to extend their French speaking skills through clubs such as French reading club, and French games club. We aim to give students an understanding of the principles of French language including a diverse vocabulary, grammar, authentic speaking practice in stories and games.


Students are working on learning the fundamental principles of language, as well as building an understanding of the importance of diverse cultures and languages. They have been working on skills such as learning numbers to ten, how to introduce themselves and express how they are feeling, primary and secondary colours, as well as positional words and prepositions.

Grade 1
  • Students are beginning to interact with one another in French through stories and music, for example learning “Alouette” and “les trois petits cochons” (The Three Little Pigs)
  • Students learn about the principles of French grammar, including the gender of nouns, and how this relates to the use of adjectives.
Grade 2
  • Students are broadening their understanding of French cultures around the globe by researching climates and the clothing worn by people in different countries
  • They interact with one another by playing well known games such as Uno and Go Fish in French
  • They practice their pronunciation through French performances such as “Le chenille qui fait des trous”
Grade 3
  • Students explore their personal world by talking to their class about their families, other spoken languages and backgrounds and increase their cultural knowledge by comparing and relating to the lifestyles of others in their class
  • Students are practicing their French composition skills by writing in a true context such as learning how to write a recipe French. They also continue to focus on building their vocabulary knowledge. Students model sentences, as well as creating their own content.
Grade 4
  • Students build on the skills learned in year three by expanding their knowledge of the celebrations and routines of the families and how our concept of family can change from one person to another, and how, despite all these differences there are many commonalities.
  • Students have the opportunity to communicate with students in India and Canada to tell them about their lives and families to increase their compositional abilities and cultural understanding.
  • Students further their compositional skills through experience such as designing their own board games, and will have an added opportunity to interact in French by playing them with their classmates.
Grade 5
  • Students are applying their French knowledge in real world situations through experiences such as creating their own French travel phrase book that could be used on a holiday, as well as researching different kinds of activities and sights they would want to see in a specific French speaking country.
  • In concurrence with their Unit of inquiry relating to migration, students create their own personal profiles that includes information about themselves, their families, and the different journeys their relatives have taken before they arrived here.
Grade 6
  • Students are developing a broader understanding of the influence of French culture by exploring topics in the area of art, cuisine, music and sport.
  • Students are tasked with creating a conversation between themselves and a classmate about their thoughts in relation to the above topics and present them to the class
  • They are also exploring some more complex concepts within French grammar such as how to conjugate a variety of verbs and apply them to sentences in the present tense.

In addition to classroom learning, students in Grade 4, 5 and 6 have access to the dedicated learning application “Education Perfect” which can be accessed on their iPads at home or at school to increase their understanding of French grammar rules and support the development of their vocabulary.

Sustainability Project


The Kororoit Creek Primary School Green Team is a team of dedicated students who are working together to reduce our environmental footprint by implementing sustainable practices within our school. Our current initiatives include:


Co-mingle Recycling @ KCPS

Recycling is one of the easiest things you can do to help the environment! Co-mingle recycling is the separation of waste into two categories, general waste and recyclables. Having co-mingle bins in our classroom allow us to decrease the amount of waste we produce as a school, and learn about items that can be recycled and reused. Co-mingle recycling allows us to divert waste from landfill sites and conserve valuable resources and energy.


Nude Food Day

NUDE FOOD day is a chance for our students to realise what they can do for their health and the health of the planet. An event like this can give us all at KCPS a taste of the benefits, ease and fun involved in packing a healthy, wrapper free lunch. We are so excited to see the impact that NUDE FOOD lunches will have on building healthy bodies a healthy school environment at Kororoit Creek Primary School! If you want to learn more about NUDE FOOD day, you could ask one of our friendly Green Team Captains, or visit for lots of fun learning tools and ideas!


Gardening Club and Produce Stalls

Our KCPS garden is filled with lots of seasonal vegetables and herbs. Our fabulous KCPS kids tend to our garden during the weekly gardening club where they plant, water and harvest vegetables. Our Produce Stalls allow the Green Team Captains an opportunity to sell the garden produce, as well as develop planning, organization and money handling knowledge and skills. We love seeing the smiling faces of our families and friends as they head home with a handful of fresh, organic produce.


Vermicomposting (Worm Farming)

Vermicomposting is the process of using worms to break down food scraps and converts waste into fertilizer for the garden. KCPS kids produce a lot of organic waste that can be recycled appropriately to reduce our environmental footprint. Each cohort is responsible for the maintenance of the worm farm for a period of weeks throughout the year. Did you know? Worm waste is called RUM and can be collected to fertilize gardens and help plants to grow!


National Tree Planting Day

National Tree Day is an opportunity for us to give back to our environment by planting trees to generate habitats for native wildlife, improve air quality and conserve water. The Green Team Captains learn about and educate our school community about the importance of trees in our environment and how we can care for our ecosystem. Did you know? National Tree Day is the largest community tree planting event in Australia!

Phases of Learning at KCPS


As the school has continued to grow the structure of the school and leadership team has need to grow and change with the school to ensure that each area receives guidance, support and resourcing tailored to their needs. The structure of the leadership team has ensured that the positive culture we are so proud of continues to grow and flourish.

There are three areas in the school that have been named to represent different phases of learning and development. The Explorers (Prep and 1), the Adventurers (Years 2 and 3) and the Pathfinders (Years 4, 5 and 6).


Prep and Grade 1
Explorers in Prep and Year 1 will be delving into academic pursuits, learning about their thinking preferences and styles, reflecting and responding to instruction and joining in routines to strengthen their communication and metacognitive skills.

Cycling through their learning journey as Pathfinders to Explorers and beyond will take students on to the next phase of their journey as Adventurers.


Grades 2 and 3
Adventurers will be supported to apply the knowledge and skills they have gained as Explorers by transferring prior learning independently. They will focus on using metacognitive processes to analyse how and why they have achieved particular results and how to improve them


Grades 4/5/6
Pathfinders are the common link that makes the learning journey a continuous one rather than a disjointed or segregated one. The students in years 4, 5 and 6 begin their pathway into the middle and secondary phases of their education.