Subjects and programs


Prep Curriculum

The Prep Curriculum is based on the Australian Curriculum for English, Mathematics, Science, History and Geography and teachers continue to use the Early Years Curriculum Guidelines for the learning areas where the Australian Curriculum in not yet available. 

The Early Years Curriculum Guidelines (EYCG) provides teachers with a framework for interacting with children, and planning, assessing and reflecting on an effective Preparatory Year curriculum.

The guidelines are based on active learning for children through real-life situations, investigation and play.  The active learning areas include Health and Physical learning, Thinking, Investigating, and Imagining and Responding. The guidelines incorporate descriptions of four early learning and development phases to help teachers to monitor children's progress and preparedness for Year 1.



The Australian Curriculum: English Foundation to Year 10 is organised into three interrelated strands that support students' growing understanding and use of Standard Australian English (English). Together the three strands focus on developing students’ knowledge, understanding and skills in listening, reading, viewing, speaking and writing. The three strands are:
  • Language: knowing about the English language.
  • Literature: understanding, appreciating, responding to, analysing and creating literature.
  • Literacy: expanding the repertoire of English usage.


The Australian Curriculum: Mathematics is organised around the interaction of three content strands and four proficiency strands.
The content strands are Number and Algebra, Measurement and Geometry, and Statistics and Probability. They describe what is to be taught and learnt.
The proficiency strands are Understanding, Fluency, Problem Solving, and Reasoning. They describe how content is explored or developed, that is, the thinking and doing of mathematics. They provide the language to build in the developmental aspects of the learning of mathematics and have been incorporated into the content descriptions of the three content strands described above. This approach has been adopted to ensure students’ proficiency in mathematical skills develops throughout the curriculum and becomes increasingly sophisticated over the years of schooling


The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.  (Science understanding has four sub strands – Biological science, chemical science, Physical science and Earth and Space sciences.)
Together, the three strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.


The Australian Curriculum: History is organised into two interrelated strands: Historical Knowledge and Understanding and Historical Skills.
Historical Knowledge and Understanding: This strand includes personal, family, local, state or territory, national, regional and world history. There is an emphasis on Australian history in its world history context at Foundation to Year 10. The strand includes a study of societies, events, movements and developments that have shaped world history from the time of the earliest human communities to the present day. This strand explores key concepts for developing historical understanding, such as: evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability. These concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.
Historical Skills: This strand promotes skills used in the process of historical inquiry: chronology, terms and concepts; historical questions and research; the analysis and use of sources; perspectives and interpretations; explanation and communication. Within this strand there is an increasing emphasis on historical interpretation and the use of evidence.


The Australian Curriculum: Geography is organised in two related strands: Geographical Knowledge and Understanding, and Geographical Inquiry and Skills.
Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned.


Education Queensland’s Essential Learnings and Standards: Technology focuses on design elements and has two strands: Technology as a Human Endeavour and Information, Materials and Systems.
Students use their imagination and creativity to make sense of the designed world as they investigate products used in everyday situations and identify how these meet needs and wants. They develop an understanding of characteristics of a range of resources (information, materials and/or systems). They gain an awareness of local Australian resources and how these have contributed to technology processes and products, in the past and present. They see the place of technology in people’s work and community lives.
Students work technologically, individually and collaboratively to develop creative responses to design situations. They explore the use of technology practice. They suggest and communicate design ideas based on their own experiences and investigations. They manipulate and process resources and consider what has worked well and what could be improved. They reflect on their learning and consider the uses and impacts of technology in familiar everyday situations.

The Arts

Education Queensland’s Essential Learnings and Standards: The Arts focuses on five strands – Music, Visual Arts, Dance, Drama and Media.

Students use their creativity, imagination and senses to express their ideas, experiences and feelings through Dance, Drama, Music, Media and Visual Art. They begin to develop their aesthetic understandings of arts elements and languages. They create their own arts works, and present and respond to their own and others’ arts works, considering particular audiences and particular purposes. They see the place of the arts in people’s work and community lives.
Students develop their arts practice through active engagement, both individually and collaboratively, with arts elements, techniques, skills and processes, working creatively and imaginatively to relate the arts to their own experiences. They develop their interpretations of arts works and reflect on the creative process that has occurred, within one or across many arts disciplines.

Languages Other Than English (LOTE) – Japanese (Years 4, 5 and 6)

Education Queensland’s Essential Learnings and Standards: Languages focuses on two strands – Comprehending and composing the targeted language (Japanese) and Intercultural Competence and Language Awareness.
Students use their existing understandings of the target language and cultures to further explore societal views and norms, and how these are enacted in the functions, conventions and patterns of each language. They develop their repertoire of process skills and strategies to acquire and manipulate the verbal, non-verbal and written features of the target language. They recognise the importance in contemporary society of learning additional languages and using intercultural skills. Students learning Asian, European and other languages expand their understanding and appreciation of the diversity expressed in languages and the influence of language on culture.
Students  explore a range of text types in the target language, noticing how communication needs and contextual challenges are responded to for different purposes and audiences, and they communicate in a range of controlled contexts on known topics, collaborating with peers. They reflect on their learning and language choices in relation to purpose, context and audience.


Music is an important part of the school community at Bracken Ridge and is offered to all students from Prep to Year 6. Music within the school aims to develop creativity and potential in each student and provide an opportunity for self-expression. Learning in the music program is activity based and students are encouraged to discover the enjoyment and understanding of music.
The school's extra-curricular activities provide an opportunity to develop specific skills and give performance experience. Being a part of the music program:
  • teaches students to work as a team
  • builds individual confidence
  • gives students a sense of purpose and achievement
  • is great fun!
Bracken Ridge students have a classroom music lesson once a week with the music specialist. These weekly lessons are part of an eight year program that feeds into secondary school. Music is one strand of the Arts Syllabus and as such, is part of one of the key learning areas from Years 1 to 10. During the 30 minute lessons, children are taught the basic skills of music - beat, rhythm, pitch, singing, movement, listening, musical literacy, creating and playing. Great emphasis is placed on the "enjoyment" aspect.

Health and Physical Education

In the Australian Curriculum: Health and Physical Education (F–10), the two strands, Personal, social and community health and Movement and physical activity, are interrelated and inform and support each other. Both strands of the Health and Physical Education curriculum must be taught in each year from Prep to Year 6.

Health and Physical Education lessons will provide students with the opportunity to participate in physical activity on a weekly basis.

Prep–Year 2

When students transition into school, they bring with them a wide range of health and movement experiences. Students’ sense of self is evolving and they are beginning to develop the capacity to understand and self-regulate their emotions in ways that account for their own feelings and those of others. They develop skills to initiate social interactions and begin to explore how their body is growing and changing as they get older. Through the development of fundamental movement skills, physical play, manipulation of equipment, and spatial awareness, children begin to develop movement competence. They also become sufficiently skilled and confident to complete everyday tasks, explore their physical surroundings and participate in movement activities.

Year 3–Year 6

As students move through primary school, the focus broadens to include the knowledge, understanding and skills required to support and enhance their own health, safety and wellbeing and that of their family and friends. Students are progressively more connected to their world and their peers. Personal and social skills take on an increasing importance and students become more aware of gender expectations and stereotypes. They look to family, peers, the media, the Internet and the community for role models. Students in Year 3 to Year 6 further develop and refine their fundamental movement skills, learn about the common features of games, and expand their understanding of movement concepts and strategies to engage more confidently in a broad range of physical activities. 
Last reviewed 25 February 2020
Last updated 25 February 2020