Curriculum Handbook



Kororoit Creek Primary School is a fully authorized IB World School, Primary Years Programme (PYP).   The School uses the PYP framework in conjunction with AUSVels to deliver a curriculum, which is aimed at developing internationally minded people who, recognizing 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 understanding 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 pints of view, and are willing to grown 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 PYP, the 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 are committed to our belief about how children learn encapsulated most clearly in the 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 3 year old Kindergarten- 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

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)

Parent Information Session Presentations

Prep      –   Prep Information Presentation
Year 1   –   Year 1 Information Presentation
Year 2   –   Year 2 Information Presentation
Year 3   –   Year 3 Information Presentation
Year 4   –   Year 4 Information Presentation
Year 5   –   Year 5 Information Presentation
Year 6   –   Year 6 Information Presentation

Unit of Inquiry Newsletters


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 IBO Primary Years Programme of Inquiry provides an authentic context for students to develop and use language. Alongside the IBO Primary Years Programme our Literacy program is underpinned by AusVELS, 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.

Reading and Viewing

This 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.


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 work towards developing their spelling skills through understanding how to use particular strategies for spelling words, including spelling rules, knowledge of morphemic word families, syntax, semantics, spelling generalisations and letter combinations. Students become familiar with the ‘Writing Process’ that involves them in planning, drafting, editing, revising and publishing their writing pieces.

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.


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 student’s prior learning to create and develop new understandings
  • Encourage and promote an understanding of the Inquiry Process empowering students through concept-based learning.
  • 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 Reading Support Program for students in Grades 1, 2, 3, 4 and 5
  • 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 society.


Kororoit Creek Primary School sees the study of Mathematics as a way of thinking, and that the transdisciplinary nature and language of mathematics as 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,’ 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 Australian Curriculum through AusVELS.

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 contextualized 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 Australian 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.

Source: DEECD,

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 on student continuums. Staff at our school work diligently to differentiate 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.


Kororoit Creek Primary School eSmart Policy and 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

1 : 1 Booklet 2017

KCPS Acceptable Use Agreement


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 covers five key musical understandings: Voice, Instrument, Composition, Musical Literacy and Listening & Appreciation. These musical understandings are aligned to the AusVELS Curriculum and the PYP. 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:

  • Junior choir
  • Senior choir
  • Radio club
  • Victorian State School Spectacular
  • Music: Count Us In


  • Development of singing voice using Kodaly pedagogy
  • Use of a variety of percussion instruments to explore rhythm and beat
  • Begin musical literacy through stick notation
  • Exploring call and response songs and developing vocal control through Solfa singing
  • Within instrumental music students focus on developing a repertoire of songs to play on recorder
  • Students compose their own music in a broad variety of styles
  • Continue to develop musical literacy through stick notation and reading the treble clef
  • Students respond to music through visual representation and non-conventional notation
  • Within voice students will be exposed to polyphony and harmony through focusing on round singing and overlapping call and response songs
  • Recorder skills will be further developed by fine tuning playing techniques and playing songs with an increased note range
  • Students compose their own music in a broad variety of styles to various stimuli and continue to develop musical literacy through exploring treble stave notation and complex rhythmic patterns
  • Students are introduced to structures to critically analyse music and respond to what they hear
  • Students explore singing songs within different scales from around the world
  • In Ukulele lessons, students develop the ability to play multiple chords, allowing them to play a broad range of songs
  • Students investigate composition and improvisation using Japanese pentatonic scales while developing the ability to notate these scales within musical literacy
  • Students acquire an appreciation for all types of music through exploring the emotional connections that can be invoked through listening to music
  • In Voice there is a focus on developing performance skills and singing in a variety of ensembles
  • Students will be refining Ukulele techniques through learning complex strumming patterns and fingerpicking
  • Students will investigate music in a wide range of genres and compose using a variety of techniques to create their own musical pieces
  • Students continue to develop musical literacy through notating chords and key signatures
  • Students are exposed to polyphony and harmony through singing in rounds and two-part singing
  • Develop the ability to play multiple chords, which will allow them to play a broad range of songs
  • Improvise and compose to a variety of stimuli and continue to develop musical literacy through the notation of chords and key signatures
  • Students begin using musical elements to analyse music
  • Students develop two-part singing and examine contrasting singing styles
  • Continue to develop guitar playing techniques such as finger picking and complex strumming patterns
  • Explore different ways music has been composed, and respond to a range of stimuli
  • Develop aural skills and investigate complex musical theory concepts
  • Students analyse music using all of the musical elements

Visual Arts

This year the Visual Arts Programme will emphasise developing skills to enable students to communicate through their creations. We focus on the AusVELS curriculum with the dimensions of Creating and Making Artworks and Exploring and Responding to various stimuli. The goal of the programme is to give students authentic opportunities to develop in areas such as:

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


The programme runs from Kindergarten through to Grade Six, with increasing opportunities to take part in extra-curricula Visual Arts activities. In 2015, these include:

  • Junior Art Club
  • Senior Art Club
  • Recess and lunch time collaborative art making
  • Art show

We promote an exciting and engaging curriculum, underpinned by AusVELS 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.

This year every student will be involved in our Kororoit Creek Primary School Art Show. Each student will have one of his or her artworks from the 2015 programme on display.

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

Development of basic fine motor skills in mediums including;

  • Drawing using pencils and textas
  • Painting
  • Collage
  • Clay sculpture
  • Three-dimensional art
  • Mixed media
Development of basic fine motor skills in mediums including:

  • Painting
  • Drawing
  • Three-dimensional art
  • Sustainable art
  • Mixed media
  • Clay sculpture
  • Collaging
Development of fine motor skills focusing on using a variety of mediums such as:

  • Painting
  • Printmaking
  • Three-dimensional art
  • Sculpture
  • Collaging
  • Drawing
  • Textiles
  • Mixed media
Development of fine motor skills focusing on using a variety of mediums such as:

  • Watercolour painting
  • Drawing
  • Three-dimensional artworks (paper mache)
  • Sculpting (clay)
  • Pastels
  • Sustainable art
  • Mixed media
  • Acrylic painting
Development of fine motor skills focusing on using a variety of mediums such as:

  • Painting
  • Drawing (pencil and charcoal)
  • Three-dimensional artworks
  • Sculpting (clay)
  • Wearable art
  • Textiles
  • Mixed media
  • Printmaking
Development of fine motor skills focusing on using a variety of mediums such as:

  • Drawing
  • Sustainable art
  • Sculpture (clay)
  • Painting
  • Textiles
  • Three-dimensional sustainable art
  • Collaging/ design
  • Mixed media
Development of fine motor skills focusing on using a variety of mediums such as:

  • Painting
  • Drawing (pencil and charcoal)
  • Three-dimensional artworks
  • Sculpting (clay)
  • Printmaking
  • Exhibition Design
  • Textiles
  • Mixed media
  • Installation art
  • Street art

Physical Education

The Physical Education programme is filled with innovative ways to get students active, and engaged in their physical health and wellbeing. The Physical Education programme runs from Kindergarten through to Grade 6, with increasing opportunities to take part in extra-curricula sporting and physical activities. In 2015, these include:

  • Jump Rope for Heart
  • Bike Education
  • Human Powered Vehicles (HPV)
  • Training sessions before, during and after school for District, Divisional, Regionals and State Interschool Sports for Years Five and Six (School Sport Victoria)
  • Swimming Carnivals
  • Lunch time sports and clubs including skipping, dodge ball and soccer
  • Training for swimming, athletics, basketball, lacrosse, netball and rounders

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

We promote a rigorous and engaging curriculum, underpinned by AusVELS and the PYP, which ensures students understand the key concepts, skills and knowledge to be healthy active citizens. Many of our units make direct links to classroom inquiries, ensuring a contextualized opportunity for trans-disciplinary learning.

Every year level is involved in our ‘Huff and Puff’ programme to develop fitness, improve health and well-being and promote active living. Within each year level, there is a progression of skill development from Kindergarten to Grade 6, focusing on the following:

Development of basic primary motor skills (such as running, throwing, jumping and balancing) in a play based context.  Students develop concepts of sharing space, taking turns and working as a team.

Exploration of movement through games, dance and gymnastics including safety and space.  Students explore gross motor skills within ball games and activities using a range of equipment. Hand eye coordination is a major focus with and without equipment in small group activities.

Development of movement in game situations, dance and gymnastics.  Students continue to develop hand eye coordination with or without equipment and extend their skills through target games.

Extension of hand eye coordination in target games, exploring sports such as tennis, athletics and cricket.  Gymnastics and dance encourage students to express themselves through movement.

Introduction of competitive sports, focusing on those contested in Interschool Sports, Sport Trials and District Competitions.  Focus on developing the ability to self assess and set goals for improvement. At this level students begin to develop an in-depth understanding of health and wellbeing through sport.

Developing skills in a variety of competitive and individual sports including technique, game strategies, tactics and umpiring. They continue to inquire into nutrition with a minor focus on muscle groups.

Developing deeper understandings of rules of games, including the opportunity to umpire and score. Students begin to identify and read game situations and how to change the outcome by changing game tactic, movement and position.  Students develop in-depth understandings of nutrition in sports and wellbeing.  They consider types of foods and their benefit to the body, muscles in the body and how different muscle groups are used in particular activities/movements.

Every student at Kororoit Creek Primary School is learning French through stories and music, in a highly engaging programme called Histoires en Actions! In 2015, students from Prep to Grade Two will work on La Poule Maboule (Chicken Little). Grade Three to Grade Six students will study French through an adaptation of Les Trois Petits Cochons (The Three Little Pigs).

In this programme, specifically designed stories that are written in the form of plays become the focus for a range of motivating language learning experiences that help students develop confidence and competence in French as they progress through each story unit. This approach allows language development to be supported and nurtured within the familiar, predictable context of a story that is the focus for the unit’s work. Music is integrated with the story, and in each unit of this program, students will learn to perform a play and a dance to accompany that play. The vocabulary has been carefully selected as essential for students during the initial stages of their language learning.


Another component of this program is the Gesture Approach, a technique that uses hand signs to help students learn and remember this important vocabulary found in the plays, songs and other activities. There is an equal, strong emphasis on the development of all four language skills (reading, writing, listening and speaking) through a program that meets the needs of all language learners and their learning styles. Activities are varied, so that students have the opportunity to work individually, in partners, in small groups, and as a whole class.

In order to progress in French this year, student learning will be differentiated through:

  • active participation in class, in French only;
  • in-depth study of the play;
  • cooperative work within a small group while practising the play;
  • cooperative work with others in the class while answering questions, both orally and in written form;
  • gesture associations;
  • participation in songs, dances, and games;
  • completion of differentiated written work;
  • teacher support.