Key Learning Areas

Key Learning Areas and their Strands

Learning outcomes specific to each learning area (LA) are divided into strands. Some of the strands outlined in this report may contain terms that you may not be familiar with. The terms used are taken directly from the syllabus documents, and the following has been provided to help explain some of these strands. Throughout the year, children are given many opportunities to demonstrate what they know and can do with what they know, in terms of identified learning outcomes for each of the learning areas. Only LA’s that need further explanation of their strands have been included. If you require further explanation please feel free to approach the teachers or Principal.

Religious Education

Sacred Texts: Old Testament; New Testament; Christian Spiritual Wisdom and Writings

Beliefs: Trinity: God, Jesus the Christ, Spirit; Human Existence; World Religions

Church:  Liturgy and Sacraments; People of God; Church History

Christian Life:  Moral Formation; Mission and Justice; Prayer and Spirituality


The Australian Curriculum: Mathematics is organised around the interaction of three content strands, which describe what is taught, and four proficiency strands, which describe how the content is explored or developed, that is, the thinking and doing of mathematics.

Health & PE

Enhancing Personal Development: Personal and interpersonal skill; positive relationships; growth and development knowledge.

Developing Concepts & Skills for Physical Activity: Games; sport; physical activity; strategic awareness.

Promoting Health of Individuals & Communities: Health and safety; health products and services; interaction between people and their social, cultural and physical environment.


Technology Practise: Ideas; investigations and evaluations for designing and developing products.

Information: Organisation and communication of data.

Materials: The resources used to create products.

Systems: Combinations of components that work together to achieve a specific purpose or goal.


The Australian Curriculum: History is organised into two interrelated strands: Historical Knowledge and Understanding and Historical Skills.

Historical Knowledge and Understanding: personal, family, local, state, national, regional and world history; emphasis on Australian history; study of societies.  This strand explores key concepts for developing historical understanding, such as: evidence, continuity and change, cause and effect, significance, perspectives, empathy and contestability.

Historical Skills:  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 with an increasing emphasis on historical interpretation and the use of evidence.

The Arts

Dance: Choreographing, performing and appreciating.

Drama: Forming, presenting and responding.

Media: Constructing media, producing meaning and responding to meanings.

Music: Aurally and visually identifying and responding to, singing and playing, reading and writing music.

Visual Arts: Making, displaying and appraising images and objects.


The Australian Curriculum: Science has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.

Science Understanding

The Science Understanding strand comprises four sub-strands.

Biological sciences: cells as the basic unit of life; living things; life cycles; body systems; how features aid survival, how their characteristics are inherited from one generation to the next.  

Chemical sciences:  properties; composition; physical changes such as changes of state and dissolving; chemical reactions and the production of new substances; atoms; molecules.

Earth and space sciences:  The Earth; changes as a result of Earth’s rotation and orbit around the sun; solar system and universe;  use of resources.

Physical sciences:  nature of forces and motion, and matter and energy;  object’s motion (direction, speed and acceleration) is influenced by forces such as friction, magnetism, gravity and electrostatic forces;  energy transfer is associated with phenomena involving motion, heat, sound, light and electricity.

Science as a Human Endeavour

The content in the Science as a Human Endeavour strand is described in two-year bands across two sub-strands.

Nature and development of science: appreciation of the unique nature of science and scientific knowledge; how current knowledge has developed over time through the actions of many people.

Use and influence of science: how science knowledge and applications affect peoples’ lives, including their work; science is influenced by society and can be used to inform decisions and actions.

Science Inquiry Skills

The content in the Science Inquiry Skills strand is described in two-year bands across five sub-strands of Science Inquiry Skills.

Questioning and predicting: Identifying and constructing questions, proposing hypotheses and suggesting possible outcomes.

Planning and conducting: Making decisions regarding how to investigate or solve a problem and carrying out an investigation, including the collection of data.

Processing and analysing data and information: Representing data in meaningful and useful ways; identifying trends, patterns and relationships in data, and using this evidence to justify conclusions.

Evaluating: Considering the quality of available evidence and the merit or significance of a claim, proposition or conclusion with reference to that evidence.

Communicating: Conveying information or ideas to others through appropriate representations, text types and modes.

Natural & Processed Materials: The properties and structure of materials are interrelated. Patterns of interactions between materials can be identified and used to predict and control further interactions. The uses of materials are determined by their properties, some of which can be changed.

Languages other than English

LOTE at St Joseph’s Primary School is studied formally in Years 5 and 6 with the focus on Italian. The children are given access to a deeper understanding of another culture through the development of some ability to communicate with the people who use that language.