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Teaching and learning

Core curriculumreading

At Frenchville State School we have an established vision statement ‘Together We Shape Tomorrow’ and five principles of school-wide pedagogy. We develop curriculum to meet our school needs based on the Australian Curriculum and guided by the P-12 Curriculum, Assessment & Reporting Framework. 
Our Frenchville curriculum program is the sum of the learning experiences students receive from the school, both in and outside the classroom.  When teachers write and review curriculum we embed and articulate the pedagogical principles, explaining how we will help Frenchville students to be life-long learners, with the skills and attributes we value now and in the future.
The five school-wide pedagogical principles are:
• Valuing self and others
• Being active local and global citizens
• Being responsible risk takers
• Being effective communicators
• Challenging thinking and problem-solving

Our school community expects a strong commitment to literacy and numeracy as well as student access to a developed curriculum program which caters for student gifts, talents and interests and engages students both inside and outside of school hours.   Frenchville promotes solid traditional school values alongside 21st century pedagogy. 

Our traditional school motto, “Pride, Honesty Persistence” underpins what we stand for in our daily interactions, what we do and how we present ourselves in the school community. This traditional logo appears on our uniform.  The pictures depicted on the inside of the badge reflect our pride in being Australian, and our high standards in academic, sporting and cultural pursuits, achieved only through honest work and strong persistence. 
Our school community expects that all learners achieve to the highest standards possible and that our school provides a good education to the range of students who enrol with us.  The community expects that the written curriculum plan is enacted by staff, who align their teaching, assessment and reporting standards and pedagogy to the curriculum documents of the school. 

The Frenchville school community expects that the student is at the centre of all teaching and learning decisions made by Frenchville teachers and administration and that teachers develop an understanding of the learners in their class and consider what they already know and how they learn when making decisions.  The community places trust in the professionalism of teachers to:

• be familiar with the content of school and departmental curriculum documents which outline what students need to learn.
• develop and tailor pedagogy so all students can learn and be engaged in the classroom, guided by the Blue Book, our school pedagogical almanac.
• embed ICTs across the curriculum.
• differentiate for the range of learners including students with disability, gifted and talent students, and students learning English as an additional language.
• assess what students know and can do following explicit teaching episodes, moderate using standards and maintain data records which support these assessments and judgements.
• report what students have learned and how well they have learned it.

The school community expects all learners who exit Frenchville are well prepared to enter secondary school education and can achieve success commensurate to the student’s ability levels. As identified in our vision statement above, parents expect to work in conjunction with the teachers and admin team to shape the future opportunities for our students – Together We Shape Tomorrow.  The school’s commitment to working with parents is explained in our Parent and Community Engagement Framework.

Our Frenchville curriculum program is the sum of the learning experiences students receive from the school, both in and outside of the classroom. To meet systemic requirements, our Frenchville Curriculum, Assessment and Reporting Plan is based on the national curriculum.



Teaching and learning at Frenchville State School incorporates:

  • English (a minimum of seven hours instruction per week, with an expected ten hours in prep to year four)
  • mathematics (a minimum of five hours instruction per week)
  • science (a minimum of one hour instruction per week in prep to year 2, 1.75 hours in years 3 to 6)
  • Humanities and social science (a mimimum of two hours instruction per week, incorporating the subjects of history, geography, civics and citizenship and economics, technology and digital curriculum, as well as the arts and health as appropriate)


Specialist lessons taught by specialist staff in music, Japanese LOTE (year five and six only) and physical education complement this program of instruction.

Our whole school curriculum plan overview by year level shows the focus units of work and outlines the scheduled year level assessment tasks by unit.  This document is published to support consistency within and across year levels and delivers a vertically aligned curriculum.