Schools plan curriculum in accordance with the Western Australian Curriculum and Assessment Outline (the Outline), accessible via the Authority website at www.scsa.wa.edu.au.

Curriculum planning accounts for the needs of all students. This includes the enrolment of students with disability in regular classes, education support classes and education support schools.

In planning the delivery of the Pre-primary to Year 10 Western Australian curriculum, schools ensure they meet the requirements outlined in Section 2.3:

• Table 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and available options
• Table 2: Implementation timeline requirements.

Schools use discretion in regard to the use of the Notional Time Allocation Guidelines: Pre-primary to Year 10 provided in the Outline at https://k10outline.scsa.wa.edu.au/home/policy/policy-standards/curriculum-planning.

2.1. Modified curriculum

Some students require a differentiated curriculum to cater for their individual learning needs.

If there is a legitimate reason for a student to follow a modified curriculum (for example, gifted and talented students, students with disability and additional learning needs, students for whom English is an additional language/dialect), schools:

• negotiate any variation to the Western Australian curriculum with the student and their parents/guardians/carers, and
• document the decisions made (for example, a documented individual education plan and documented learning plan).

Schools use discretion in regard to the use of Stages A, B, C and D Western Australian curriculum content (Abilities Based Learning and Education, Western Australia [ABLEWA]) available at https://k10outline.scsa.wa.edu.au/home/resources/ablewa, detailed in the Outline, for planning for teaching students with disability and additional learning needs.

Schools use discretion in regard to the use of the EAL/D Progress Map, available at https://k10outline.scsa.wa.edu.au/home/teaching/english-as-an-additional-language-or-dialect/english-as-an-additional-language-or-dialect, when planning for teaching and monitoring the progress of students for whom English is an additional language/dialect.

2.2. Recognition of an alternative curriculum

2.3. Curriculum requirements and available options

Table 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and available options

Key

R = required

O = optional

* Civics and Citizenship is introduced in Year 3 and continues to the end of Year 10.

† Economics and Business is introduced in Year 5 and continues to the end of Year 10.

‡ Schools should provide for the study ofLanguages from Pre-primary to Year 2.

§ In Years 9 and 10, the study of Languages, Technologies, and The Arts is optional.

∥ Acquiring, managing and analysing data is introduced in Year 7 and continues to the end of Year 10.

Languages

• All students will study at least one language from Year 3 to the end of Year 8. Where possible, schools should provide for the study of Languages from Pre-primary to the end of Year 10.
• As a minimum, schools must offer at least one of the following subjects: Chinese, French, German, Hindi, Indonesian, Italian, Japanese, Korean, Punjabi, Tamil or Western Australian Aboriginal Languages: Noongar.
• Students for whom English is not their first language may substitute the study of a language other than English for English as a Second Language and/or further studies in English.
• Auslan is an acceptable alternative to the study of a language other than English.

Schools may offer a different language from those for which syllabuses are provided in the Western Australian Curriculum and Assessment Outline. Teachers will need to exercise their professional judgement in the adaptation of the Australian Curriculum, Assessment and Reporting Authority’s (ACARA’s) curriculum or alternative syllabuses approved through the Authority’s alternative recognition process.

Technologies

• This learning area consists of two subjects: Design and Technologies and Digital Technologies.
• All students will study both Technologies subjects from Pre-primary to the end of Year 8.
• Design and Technologies consist of four contexts: Engineering principles and systems; Food and fibre production; Food specialisations; and Materials and technologies specialisations. It is desirable that schools provide students with the opportunity to engage with all four contexts across Pre-primary to Year 10.

The Arts

• This learning area consists of five subjects, three performance arts subjects: Dance, Drama and Music, and two visual arts subjects: Media Arts and Visual Arts.
• All students will study at least two of the five Arts subjects (including at least one performance arts subject and one visual arts subject) from Pre-primary to the end of Year 8.
• It is desirable that schools provide students with the opportunity to engage with all five subjects across Pre-primary to Year 10.