demonstrate knowledge and understanding of the concepts, methods and elements
of Dance, Drama, Music and Visual Arts, including using specialized language. Students
consider their own and other artists’ works in context and from different perspectives
in order to construct meaning and inform their own future works and processes. The
responding strand is not simply about reflecting understanding. By responding to their
own artwork and that of others, students become more mindful of their own artistic
development and the role that the arts play in the world around them.
The process of creating provides students with opportunities to communicate
distinctive forms of meaning, develop their technical skills, take creative risks, solve
problems and visualize consequences. Students are encouraged to draw on their
imagination, experiences and knowledge of materials and processes as starting points
for creative exploration. They can make connections between their work and that of
other artists to inform their thinking and to provide inspiration. Both independently
and collaboratively, students participate in creative processes through which they can
communicate ideas and express feelings. The creating strand provides opportunities
for students to explore their personal interests, beliefs and values and to engage in a
personal artistic journey.
Students in Pre-Kindergarten and Kindergarten 1 have the unique opportunity to be
involved in Suzuki violin classes. Classes are run in the children’s classroom and are
taught by a qualified Suzuki instructor.
Personal, Social and Physical Education
Personal, Social and Physical Education (PSPE) is concerned with the individual’s well-
being through the promotion and development of concepts, knowledge, attitudes
and skills that contribute to this well-being. Well-being is intrinsically linked to all
aspects of a student’s experience at school and beyond. It encompasses physical,
emotional, cognitive, spiritual and social health and development, and contributes to
an understanding of self, to developing and maintaining relationships with others, and
to participation in an active healthy lifestyle.
The PSPE Program identifies three main strands considered significant for the
development of overall well-being:
• Active living
These strands are concept driven and have been designed to interact with each other,
working together to support the overall development of students as part of the units
Identity is an understanding of our own beliefs, values, attitudes, experiences and
feelings and how they shape us; the impact of cultural influences; the recognition
of strengths, limitations and challenges as well as the ability to cope successfully
with situations of change and adversity; how the learner’s concept of self and
feelings of self-worth affect his or her approach to learning and how he or she
interacts with others.
Active living is an understanding of the factors that contribute to developing and
maintaining a balanced, healthy lifestyle; the importance of regular physical activity;
the body’s response to exercise; the importance of developing basic motor skills;
understanding and developing the body’s potential for movement and expression; the
importance of nutrition; understanding the causes and possible prevention of ill health;
the promotion of safety; rights and the responsibilities we have to ourselves and others
to promote well-being; making informed choices and evaluating consequences, and
taking action for healthy living now and in the future.