JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
General Guidelines:
As for all Australian schools, JCS preprimary classes are required to meet the requirements
of the Australian Curriculum. The material contained in the AC provides sufficient
structure and content to determine our PP curriculum.
At the same time, we note that the PP curriculum incorporates strong linkages with the
Early Years Learning Framework, and in practice the curriculum structure of our PP should
address the EYLF outcomes as well.
The following statements are intended to provide direction to current and future teaching
staff, to ensure that current best practice, consistency and coherence are maintained
across our schools. These statements are attached as appendices:
 Early Childhood Practices that Promote Children’s Learning. This statement
focuses especially on the important role of learning through play, and the need to
provide a learning environment that promotes intentional learning through play.
(Appendix A, page 3, below)
 Literacy in Preprimary. The focus is on preparing children for formal literacy
learning, and readiness for reading and writing. It incorporates a screening
process to ensure that the development of pre-literacy and early literacy skills is
supported in all children, and to help determine starting points for instruction of
all children. (Appendix B, page 4, below)
 Numeracy in Preprimary. This statement highlights the connection between
literacy and numeracy and the primacy for activity-based learning. (Appendix C,
page 5, below)
 A Framework for Integrated Learning. Integrated learning that is strongly literacybased and draws on content areas (science, S&E, health) is the preferred approach
for PP learning. A list of agreed integrated themes and topics is included.
(Appendix D, page 6, below)
Specific Learning Areas:
 English: The current curriculum documentation for Language and Literacy in place
in JVCS Primary Schools meets AC requirements at the Foundation level, and
provides sufficient structure and direction.

Mathematics: The current core Mathematics resources in use in our schools
meets AC requirements at the Foundation level. The use of a common core Maths
resource across the schools may be desirable, but is not essential.

Science: Most of our PP classes work with Primary Connections, which is aligned
with the AC. This resource, while not prescribed, provides strong and explicit
connections with language and literacy, has a focus on hands-on investigations,
and leaves scope for learning in Science that is consistent with the values and
belief statements of the John Calvin Schools.

History: The work done within the schools on the AC History curriculum gives
sufficient scope, and lends itself well to integrated learning (see above).
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
Geography: Currently, AC Geography is still in draft form. Its scope and structure
makes sense, and lends itself well to integrated learning. The Draft Content
Statements and Achievement Standards should be used as appropriate in planning
for teaching and learning.

The Arts: Currently, AC Arts is still in draft form. It is recommended that its
Content Statements and Achievement Standards be used as appropriate in
planning for teaching and learning

LOTE: at PP level any exposure to LOTE will be largely incidental. Once Draft AC
Languages is released, its Content Statements and Achievement Standards should
inform planning fro teaching and learning, as appropriate.

Health & Phys Ed: Continue with the present FMS programme and the current JCS
Health S&S until release of AC HPE. Any in-servicing in FMS will be decided on at
school level.

Religious Instruction: To continue as per current practice
 Bible Stories: Three stories per week
 Term 1: Creation to Jacob; Easter Stories
 Term 2: Joseph to Judges
 Term 3: Samuel to end of Old Testament
 Term 4: Christ on earth.
 Church Studies: one lesson per week, to be structured around Come Join
Us in Worship by Inge De Visser
 Memorization of Psalms and Hymns: current list to be reviewed once the
schools decide on the introduction of the revised Book of Praise.
2. Planning Documentation:
The planning format for Preprimary will be linked to the standard planning format agreed
to at each school. It will require additional elements, specifically in relation to integrated
learning and into the arrangement of the learning environment.
The attached planning proforma (See Appendix F, page 8, below) has been adopted, to be
reviewed at the end of the 2013 school year.
A planning overview is attached, which provides for teaching and learning in the
integrated units to be linked to the core documentation of the school (values statement
and OLO’s), as well as the EYLF, and allows for tracking the contents covered and
outcomes addressed in the course of the year.
3. Reporting:
The attached reporting format is to be used when reporting on student progress to
parents. It is to be adapted to align it with the current report format of each school.
(See Appendix E, Page 9, below)
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JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX A:
Early Childhood Practices that Promote Children’s Learning
The first years of a child’s life impacts on their whole life experience and this is especially
true for education. Pre-Primary is the first year of formal full-time schooling and it is vital
that all children feel safe, supported and develop positive attitudes and dispositions
toward current and future learning. The Early Years Learning Framework (for settings
catering from birth to age 5 – which include current Kindergartens) puts young children,
their interests and their learning at the heart of the ‘curriculum’. In it are identified 8
essential pedagogical practices that promote learning in young children. These have been
developed through research and are considered current best practice for learning in the
Early Years of Schooling (including PP). We believe that these approaches are consistent
with the Biblical view of the created-ness of our children. Decisions relating to staffing and
resources must reflect best practice for the optimal development and learning of these
children.
EYLF Practices
Holistic approaches
Learning environments
Responsiveness to children
Cultural competence
Learning through play
Continuity of learning & transitions
Intentional teaching
assessment for learning
Learning through play
Pre-Primary teachers should make themselves familiar with the EYLF as the Australian
Curriculum builds on the EYLF (1). Play features prominently as a way for children to
engage with the curriculum and to develop a positive pre-disposition for learning. Apart
from the obvious social benefits of play, play is also known to extend children’s learning
and working within the Zone of Proximal Development (2), allows children to experiment
with new materials and to consolidate learning in meaningful ways.
Play is a very broad concept. Looking at ways of playing, it is important that we consider
all the different types of play and how these can be a catalyst for learning. Play can be
voluntary, but it can also be set up in such a way that teachers teach intentionally in
playful ways and the learning is more directed. Setting up the environment and time
management are key to developing higher levels of play and it becomes the teacher’s role
to plan for play and to use play as a means of assessment for future learning. Teachers are
very involved with the learning that occurs during play and make mental or written notes
regarding the children’s questions, skills and frustrations.
Some Types of Play
exploratory
role play
physical play
creative play
social play/communication
functional play
investigative
rule based play
play based learning
constructive play
co-operative play
reflective play
References and further reading:
1. Connor, Jenni, (2011) Foundations for Learning: Relationships between the Early Years Learning Framework and the
Australian Curriculum An ECA-ACARA Paper
2. Bodrova, E. and D.Leong (2007) Tools of the Mind (p. 132-133)
Duncan, R (2011) Early Years Learning Framework: In Action
Curtis, Deb and Margie Carter (2003)Designs for Living and Learning: Transforming Early Childhood Environments
Curtis, Deb and Margie Carter (2011) Reflecting Children’s Lives
Briggs, Mary and Alice Hansen (2012) Play-based Learning in the Primary School
www.earlychildhoodaustralia.org.au\nqsplp\ (newsletters on current issues and practices in early childhood
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JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX B:
LITERACY IN PREPRIMARY
In Preprimary a large component of the curriculum is preparing children for formal literacy
learning and readiness for reading and writing. The teacher should build from the
knowledge learnt through the Early Years Learning Framework and plan from the
Australian Curriculum- Foundation Level.
The early childhood educator should provide a literacy rich environment to encourage the
love of reading and writing. The teacher is encouraged to read to and engage their
students in books and literature every day.
In the first few weeks of the school year the teacher will need to undertake a formal
screening assessment to determine the strengths and weaknesses of the students. The
assessment should target phonological awareness, concepts of print and reading
readiness. (A standardized formal on-entry assessment for all schools is still being
developed by AISWA – currently schools decide on their own assessments).
The teacher needs to consider the following aspects of literacy in their yearly plan:
 Phonological awareness
o Rhyming
o Syllables
o Word recognition
o Initial sounds/Final Sounds
o Alphabet symbol sounds
o Blending
o Segmenting
o Sight Words
 Concepts of Print
 Writing
o role play writing through to phonetically correct writing
o Letter formation (handwriting)
 Engagement in various forms of literacy including multimodal texts, digital media
and ICT
 Oral language
o Show and Tell
o Poetry/Nursery Rhymes
o Narrative retell/Bible retell
o Drama
o Social interactive language
o Development of age appropriate and content specific vocabulary
Literacy learning is taught through all subject areas through exposure and intentional
teaching. The teacher needs to be aware of how to bring literacy learning to the fore in
the other learning areas.
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JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX C:
NUMERACY IN PREPRIMARY
Numeracy learning in the Pre-Primary year proceeds in a continuum from concrete to
pictorial to symbolic. At this age, children learn best through manipulating concrete
materials and interacting with their environment. This environment ought to be carefully
planned to encourage the development of mathematical concepts.
The following are key features of a strong Pre-Primary mathematics curriculum:
1. A learning environment that supports exploration: a range of settings that caters
for independent work, shared exploration and small-group or large-group teacher
contact.
2. Play and conversation: hands on-interactive learning using a broad range of
everyday manipulatives and purpose-created resources, is combined with
questioning and discussion to observe, reason and solve problems.
3. Language: developing a strong understanding of basic mathematical vocabulary
and to develop concepts through modelling and explanation.
4. Everyday context: Mathematics learning supports a growing understanding of the
everyday world, and is embedded in everyday imaginative play settings.
5. The place of mathematics in the PP curriculum: Mathematics learning takes place
on a daily basis and is also integrated into the overall learning programme.
Spending about an hour a day on maths focused learning is expected.
6. Assessment for learning is ongoing: it focuses on providing feedback on student
development, and informing future action by teacher and students. It is primarily
based on observation of student learning behaviours, and questions/conversations
with students about their understandings based on what they are doing and
producing. At times more formal pencil/paper tests may be necessary.
7. Australian Curriculum: The AC Maths Foundation Level Content Statements and
Achievement Standards will form the basis for learning expectations in the
preprimary year.
Resources:
While core resources are valuable, they are not intended to be followed in a page-by-page
manner; rather, their use will depend on the professional judgement and choices of the
teacher about the needs of their students. Core Mathematics resources are likely to
include one or more of the following:
 Stepping Stones (connections to many computer based activities)
 Signpost Mathematics (Pearson)
 Exploration Mathematics (Addison-Wesley)
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JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX D:
FRAMEWORK FOR INTEGRATED LEARNING
Definition
 The bringing together of different learning areas into one main unifying theme
with a clear focus on literacy learning. These themes may be short or long term.

A way to integrate and contextualize learning while teaching with clear intentions
and a specific focus as required for particular skills

Makes provision for inquiry driven, learner focused and world related learning
program that develops the underlying General Capabilities of the AC

There is a strong focus on play-based learning and activities that are promoted
through the choice of activities but especially through the environment of the
learning context – both in the classroom and outdoors (includes excursions)
What does it look like in practice?
 Themes and topics need to be relevant for the children and should reflect a
responsiveness to the children’s interests and needs (social, emotional or
academic)

Learning includes mat time, discussion and direct instruction. This includes wholeclass sessions and small group and individual sessions. There will also be many
activities and play based learning opportunities based on the theme and student
interests
Planning for learning
 Making the most of the teachable moment and developing a flexible approach to
teaching – but also observing and reflecting on what needs to be learned according
to the Australian Curriculum



When planning it is recommended that you focus on two or three main content
descriptors that you plan to develop and assess – don’t overload the program.
This means selecting a host learning area relevant to the topic and/or content.
When planning it is important to plan for the content, the resources, the
environment and TIME for reflection and sharing of children’s learning.
See suggested planning proformas
eg: Curriculum Yearly Overview- highlight the host outcome(s) for the theme and
then in a different colour you could highlight sub themes. Over the year multiple
copies of this document would give a clear overview of what curriculum has been
taught in that year
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


Suggested Integrated Themes and Topics for Pre-Primary
Plan with the curriculum in mind but also the interests of the children in your class
Make sure in planning that you specifically link the topics with the other learning areas and in
particular Mathematics and English
When planning a specific theme or topic look at the curriculum planned for the following years also
so that the main focus does not cover their content area. You could touch on some elements
specifically taught in later years as children seek further learning.
Key Learning Area
Science
Strands
Science Enquiry Skills
Suggested Theme/Topic
The senses
Biological Science
Pets / vets
Plants and their care
Staying alive
Farms
What’s it made of?
Chemical science
Physical Science
Earth and Space
History
Historical Knowledge and
Understanding
Geography
Environment
Space
Place
Health
Relationships
Safety and Environment
Health and Nutrition
Growth and Development
On the move
Transport/Toys/Animals
I can move
Weather in my world
(see Geography also)
The seasons
Me and my Family
Celebrations
Grandparents
Little Red Riding Hood
When I was young
connect to weather in Science
Making Maps
My environment
Special places
Getting along with others
Stop Think Do (social skills)
personal safety
traffic safety
water safety
emergency procedures
looking after my body
healthy foods
personal hygiene
doctors and nurses
similarities & differences
external body parts
growing and changing
the senses
Suggested excursions/incursions:
 Health: Princess Margret Hospital : familiarization Stations (incursion)
Fair haven; Armadale Hospital – you can visit there for free
Baker’s Delight / local shops
 Animals: Farmyard on wheels (incursion); Old MacDonald Farms (incursion); Cohuna Wild Life;
Kelmscott School Farm; Peel Zoo; Raptors;
 History: local museums
 Environment: Baldivis Children’s Forest;
 Science: Sci-tech (incursion relating to a topic)
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Content
statements:
AUSTRALIAN
CURRICULUM
For the Children to:
SPECIFIC LEARNING
INTENTION/FOCUS
Preprimary Planning Guidelines
Transitions:
Explicit teaching Opportunities:
Other

Clay/Dough/Pliable substances

Art/Creative
Sensory


Writing/Drawing

Outdoors
Reading


Construction

Learning Centres:
 Dramatic Play
LEARNING EXPERIENCES
PLANNING PROFORMA: LEARNING INTENTIONS
REFLECTIONS/
MODIFICATIONS
JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX E:
SAMPLE PREPIMARY PLANNING PROFORMA
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JOHN CALVIN SCHOOLS OF WA
PREPRIMARY CURRICULUM DOCUMENTATION
APPENDIX G: Preprimary REPORT FORMAT (Front Cover as per individual School)
Recall of Bible Stories
Psalm
Comments:

E NG L I S H L E AR N I N G A R E A
Reading and Viewing
Reading Behaviours & Skills
Comprehension
Bank of Sight Words
Writing
Connection between letter and sound
Writing Behaviours & Skills
Handwriting
Formation of the upper and lower case letters of the alphabet
Speaking and Listening
Recount personal experiences
Listening Skills
Speaking Skills
Contributes to class discussions
Phonics
Rhyming
Knowledge of the letter sounds
Blending & Segmenting
Comments:
M AT H S L E AR NI NG A R E A
Number
Copies and continues a pattern
Can count with skill and understanding
Can connect quantities, numerals and number names to 10
Space
Can describe the position of objects
Recognises and names shapes
Measurement
Compares length, mass and volume
Knows the days of the week
Orders Events
Chance and Data
Collects and interprets data
Comments:
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Yet to Develop
Needs Further
Development
Developing
Satisfactorily
Developing
Well
Highly
Developed
Effort
RELIGIOUS STUDIES
Fine Motor
Pencil grip and control
Scissors control
Manipulation of tools and materials
Gross Motor
Fundamental Movement Skills
Coordination
Awareness of others around them
Comments:
THE ARTS
Shows imagination
Draws and paints recognisable pictures
Participates in drama activities
Can move to music
Participates in singing
Comments:
S O CI A L A ND E M O T I O N AL D E V E L O P M E NT
Cooperates in group activities
Can take turns and share
Completes tasks independently
Is self-motivated
Is confident in trying new tasks
Comments:
P ERSONAL D EVELOPMENT
Respects the teacher’s authority
Demonstrates appropriate classroom behaviours
Demonstrates appropriate playground behaviour
Takes care of personal and school property
G ENERAL C OMMENTS
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Yet to Develop
Needs Further
Development
Developing
Satisfactorily
Developing
Well
Highly
Developed
Effort
MOTOR SKILLS
ETHOS STATEMENT
The _________ John Calvin School has been established to cater for the needs of
parents who are members of the Free Reformed Churches of Australia. It makes
provision for primary education (pre-compulsory and compulsory), and helps parents
fulfil the promises they made at the baptism of their children, namely, to have them
instructed in the doctrine of the church to the utmost of their power.
By this doctrine we mean the teachings contained in the Bible, confessed by the Free
Reformed Church as being the infallible Word of God, which has been summarised in
the Three Forms of Unity (the Heidelberg Catechism, the Belgic Confession, and the
Canons of Dort).
The school aims to assist parents in providing a sound educational program of learning
and has as a general aim of education the following:
“The aim of our school is to assist parents in the ________________________________
education of their children, to develop
________________________________
their talents and potential, and to acquire the skills, knowledge and attitudes needed
for aTeacher
life of responsible stewardship and service in
God’s Kingdom”.
Class
Principal
Number of Half Days Absent:
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