Primary at Faith Christian School is for students in Prep to Year 6. Our Unit Workbooks are created fully in-house by an experienced team of curriculum writers, who are also qualified and experienced teachers.
Faith follows the curriculum guidelines set out by ACARA and the Queensland Department of Education in the following Key Learning Areas:
While we adhere to the compulsory government guidelines in the Australian curriculum, our unit workbooks are unique in that they are presented through a Christian Worldview.
For primary students, learning is primarily paper-based. Unit workbooks are distributed to families at the beginning of each Term, with the expectation that a parent or guardian will be present to facilitate their students’ learning and upload completed work for teacher assessment. Online lessons and tutorials are available to support learning each week.
In the initial stages of formal learning, students are still learning about the world around them and how they fit into it. Their fascination with discovery makes this an ideal time to engage them through exploring, investigating and learning how things work together to create meaning.
Through hands-on, authentic learning experiences, Prep students work through a Systematic Synthetic Phonics program to learn the first 35 phonemes of the English language. They then use this knowledge to segment and blend high frequency words, read predictable texts and begin to write short texts.
In Maths, students make connections between names, numerals and quantities to 10 and count numbers in sequences. They continue patterns and compare the lengths of objects. Students use hands-on materials to model authentic problems and sort objects, as well as solve unfamiliar problems with familiar counting sequences.
The Prep Science curriculum sparks curiosity and an appreciation of God’s nature and amazing creation, through hands-on investigations and experiments that engage the senses. Students learn to discover patterns, make predictions and observe changes in the world around them, as they observe everyday objects, materials and living things.
The Prep HASS curriculum focuses on developing students’ understanding of their personal worlds, including their personal and family histories and the places they and their families live in and belong to within God’s created universe.
Students focus on the two strands of Movement and Physical Activity, and Personal, Social and Community Health. They develop Fundamental Movement Skills through participation in play based activities, Athletics and ball games. Students also explore healthy lifestyles, growth and change, safe choices and developing and maintaining positive friendships.
Students complete a semester of both Digital Technologies and Design and Technologies over the year. They are exposed to various contexts including engineering, food and fibre, and even types of materials. They experience designing and producing products, services and environments.
Through the subjects of Music, Visual Arts, Drama, Dance and Media Arts, students are empowered to grow in their God-given creativity. After all, God is the original artist, the Creator! Faith rotates primary Arts subjects throughout the year.
Outside of our curriculum, Prep students can participate in Regional Workshops, after-school clubs, sports sessions and more.
During these early years, students are beginning to learn more about themselves as learners. The focus is on providing opportunities to explore their world through the use of hands-on activities, allowing them to use their senses and guiding students through their learning development.
Through authentic learning experiences, students continue to work through a Systematic Synthetic Phonics program to learn the remaining phonemes of the English language. They use this knowledge to read a variety of texts for enjoyment as well as levelled readers. Throughout the year, students will write a short narrative, persuasive and informative texts.
Students will count numbers in sequences forwards and backwards, locate numbers on a number line, connect number calculations with counting sequences, partition and combine numbers and identify and describe the relationship between addition and subtraction and between multiplication and division. Through authentic learning activities, students will make models and use number sentences that represent problem situations, and matching transformations with their original shape.
Students discover the process of cause and effect, by engaging in Science investigations, making observations and linking this to their daily experiences. They begin to ask questions and observe changes that occur around them, considering the patterns of growth in living things, describing patterns and making predictions. Students discover ways of organising their observations as they explore the properties of everyday objects and God’s amazing creation.
Students study the recent past, the present and the near future within the context of the student’s own world and with an understanding of the Biblical Worldview. Students are given opportunities to explore how changes occur over time in relation to themselves, their own families, and the places they and others belong to.
Students focus on the two strands of Movement and Physical Activity, and Personal, Social and Community Health. They will further develop Fundamental Movement Skills through participation in skipping, Athletics and ball games. Students will also explore healthy choices around exercise, diet and sleep; physical and social changes; staying safe in different situations and promoting respectful relationships in the community and at home.
Students will complete a semester of both Digital Technologies and Design and Technologies over the year. They will be exposed to various contexts including engineering, food and fibre, and even types of materials etc, where they will experience designing and producing products, services and environments.
Engagement with the world which was created for our students to live in is encouraged with an increasing level of divergent thinking as they investigate possibilities whilst still operating within the security of the guidance provided. Social interaction is beginning to be of greater focus and is recognised in the learning models presented.
Students will explore how meaning is communicated through the relationships between language, text, purpose and context for a target audience. Throughout the year they will use their prior knowledge to read a variety of texts for enjoyment as well as levelled readers.
Students discover that the place value system can be extended to fractions and decimals, develop their fluency in solving problems involving all 4 operations, describe outcomes, interpret maps and map positions. Through authentic learning opportunities they investigate data, 2D shapes and 3D objects, time and duration, compare angles, continue number patterns, and find unknown quantities in number sentences.
Through engaging in cooking experiences, students observe and discover the effects of heat on solids and liquids. They discover the predictability of cycles through observing God’s creation of night and day and the systems He has given us. By Year 4, students are exploring the properties of natural and processed materials and they learn how to group and classify their observations in tables and graphs.
Students focus on the diversity of people and places in their local community and beyond, and how people participate in their communities. Students consider God’s perspective of humanity, stewardship, and civic participation.
Students focus on the two strands of Movement and Physical Activity, and Personal, Social and Community Health. They will further develop Fundamental Movement Skills through participation in skipping, Athletics, bicycle activities and ball games. Students will also explore healthy choices around eating patterns and medications; how students grow together; identities; and the importance of increasing physical activity levels and reducing screen time. They will also investigate their own and others’ heritage and cultural identity.
Students will complete a semester of both Digital Technologies and Design & Technologies over the year. They will be exposed to various contexts including engineering, food and fibre, and even types of materials etc, where they will experience designing and producing products, services and environments.
Students from Years 3-8 are offered Japanese in order to develop language skills to enable them to exchange information relating to themselves and the people around them. Students begin to use cues of content and images to assist language comprehension. Through engaging in learning about the language, culture and customs of different people groups students broaden their horizons and extend their perspectives with a deeper and richer understanding of all those who contribute to the world in which they live.
Outside of our curriculum, Primary students can participate in Regional Workshops, after-school clubs, sports sessions and more.
A higher level of autonomy is encouraged as we move into the upper primary years. The aim is to develop creative, and reflective thinkers who are able to participate collaboratively and consultatively with others. The ability to function within a community and to navigate the relationships is an important aspect of learning at this level.
Students will explore how language and texts are shaped by their purpose, the audiences for whom they are intended and the contexts in which they are created and received. Throughout the year they will use their prior knowledge to read a variety of texts for enjoyment.
Students apply their knowledge of whole numbers, fractions, decimals and percentages in a wide variety of mathematical concepts, investigate perimeter, area and volume, discover integers in the place value system and use and explain strategies used to solve problems. Through authentic investigation they create financial plans, interpret data sets, discover transformation of shapes and explain results of chance experiments.
Students are learning about the relationship of cause and effect and begin to explain the patterns they observe around them. They explore the behaviours of God’s remarkable creation and investigate the relationship of Earth within the solar system. By Year 6, students continue their exploration of systems, focusing on electric circuits. They discover Earth as a dynamic system, and appreciate God’s intricate design, observing how systems impact upon each other.
Students focus on Australia as a nation from settlement to modern day and the social, economic, political and environmental causes and effects of Australia’s development, and on the relationship between humans and their environment. Students’ geographical knowledge of Australia and the world is expanded considering the needs of all God’s people on Earth.
Students focus on the two strands of Movement and Physical Activity, and Personal, Social and Community Health. They will focus on and refine more complex fundamental movement skills through skipping, Athletics, Frisbee Golf and participating in various Indigenous games. Students will also explore ways to connect with others through physical activities, develop their knowledge of puberty and development; issues in dealing with emotions and investigate being sun smart, safe cycling and basic first aid.
Faith’s Secondary curriculum covers Years 7 to 9 and involves a hybrid of paper-based and digital-based learning through a Christian Worldview.
Whether students want to choose an ATAR pathway or gain a QCE, Faith offers multiple accredited courses for Years 10-12 that are taught through a Christian Worldview.
Students with specific learning needs and/or disability, along with their parents, are supported through high levels of consultation and collaboration and individualized learning opportunities.
Check the requirements page for a list of current essential requirements and recommended items for learning at Faith.
Summative assessments feed into the students’ grades, whereas formative assessments do not. It is important for your child to complete the formative assessment when it is due to allow time for your teacher to best support student progress before the summative assessment. Formative assessments allow teachers to ascertain how well students have grasped the knowledge and skills that are needed in order to successfully complete their summative assessments.
We will report on each of the eight KLAs (Key Learning Areas) that we have produced workbooks and assessments for, of which your child has completed. This includes adjusted content and assessments. Faith can only report on curriculum content that the school has implemented, monitored and assessed students on.
For each of the KLAs, we will report on what your child has done well in during the semester, what their learning goals will be moving forward, and an overall personalised comment from their teacher. We will also indicate on the report which co-curriculum activities your child engaged in during the semester.
P-6 Unit Workbooks that are distributed each term are intended to be written in and are for one-time use. These do not need to be returned.
All other Faith Resources (novels, science kits, musical instruments, math counters, textbooks, etc.) are borrowed items and must be returned at the end of the term, semester or school year. You can return resources in the following ways:
Students are provided with Workbooks for each subject at the start of the term. The home educator supervises their child’s learning and ensures they are staying up to date with their lessons and understanding the material. Home educators can contact their teacher if they require support. Students in Year 7 – 12 also have the opportunity to attend weekly online classes for each of their subjects.