Learning & Teaching

Learning and Teaching at Kingston Heath Primary School

At Kingston Heath Primary School we have a strong commitment to nurturing and challenging each child – as learners and as responsible and engaged citizens. Kingston Heath is a Victorian Government School, following the Victorian Curriculum, and offering an International Baccalaureate Primary Years Program (IB-PYP).

Learning programs are designed to support all learners, with their individual strengths and areas for growth planned for, catered to and reflected upon. The explicit teaching of Literacy and Numeracy is the starting point for becoming literate and numerate and is prioritised daily. Through evidence based, contemporary curriculum programs, students develop the foundational skills that set them up for future success and independence in learning. Our students have opportunities to explore both local and global issues through an inquiry lens, which encourages curiosity, wonderment, creativity, real-world problem solving and critical thinking.

Supported by a dedicated and highly professional teaching team, our school is enriched by our aspirational vision for education for today and into the future.

Specialist Classes

Students undertake weekly specialist class in the following areas:

  • Auslan (Australian Sign Language)
  • Physical Education
  • STEM (Science, Technology, Engineering, Maths)
  • Visual Art
  • Performing Arts

To learn more about Learning and Teaching at Kingston Heath, please contact the school to arrange a tour with our Principal.

Primary Years Program (PYP)

Kingston Heath PS offers the International Baccalaureate Primary Years Programme (PYP), an internationally recognised curriculum framework for primary school students. We use this framework as a vehicle to deliver the Victorian Curriculum. We are the only PYP school in this area.

The PYP focuses on learning through a concept-driven curriculum based around significant and engaging central ideas. This encourages student curiosity, wonderment and inquiry. Our students have opportunities to explore both local and global issues through an inquiry lens and following their own interests.  We develop within each student skills, values, attributes and knowledge that they take with them for life.  Our students demonstrate positive attitudes towards their learning every day:  they are creative and critical thinkers; they are confident problem-posers and problem-solvers, and they show respect and acceptance of other opinions and beliefs. 
We promote student and community voice, equity and excellence with all of our students and  we encourage our students to actively seek to make the world a better place.

IBO Mission Statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

At Kingston Heath Primary school, we deliver the PYP using the Victorian Curriculum. Where appropriate, we have linked elements of the Victorian Curriculum to different units of inquiry to make learning authentic and engaging.

At the centre of all IB programmes is the “Learner Profile”. These attributes of a learner are central to all IB programmes and, at KHPS, we have adopted these attributes as our school values. As students’ progress through school, they reflect on these attributes and develop and demonstrate their features at a more mature and complex level.

Please follow the following link for an overview of the PYP prepared by the International Baccalaureate Organisation. www.youtube.com/watch?v=FOhS6viEg4w

The IB Learner Profile attributes underpin all IB Programmes. The 10 attributes characterise successful learners are:

1. Inquirers – They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

2. Knowledgeable – They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

3. Reflective – They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

4. Communicators – They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

5. Caring – They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

6. Thinkers – They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

7. Open-minded – They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

8. Principled – They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

9. Balanced – They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

10. Courageous – They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

These attributes represent values that teachers, students and all who work at the School aim to develop in themselves.

The PYP is all about inquiry:
Inquiry is the process through which a learner moves from his or her current level of understanding to a new and deeper level.

Our students will be:

  • Exploring, wondering and questioning
  • Collecting data and reporting findings
  • Making and testing theories
  • Experimenting and playing with possibilities
  • Researching and seeking information
  • Elaborating on solutions to problems
  • Clarifying existing ideas and reappraising events
  • Deepening understanding through the application of a concept or rule
  • Making predictions and acting purposefully to see what happens

Using inquiry-based learning, the PYP is able to engage and challenge students who have many diverse perspectives, values, cultural backgrounds, and languages.

All units explore the Transdisciplinary Themes of:

  • Who We Are
  • Where We Are In Time and Place
  • How We Express Ourselves
  • How the World Works
  • How We Organise Ourselves
  • Sharing the Planet

The PYP is a transdisciplinary curriculum drawing on individual disciplines into a coherent whole, while preserving the essence of each subject.

The PYP is a transdisciplinary curriculum with the student at the centre of everything we do. The curriculum draws the individual disciplines into a coherent whole, while preserving the essence of each subject.

Our carefully planned units of inquiry include opportunities for students to develop their knowledge in a broad range of subject areas. Students also practise the approaches to learning (ATLs) which are skills used across all areas of learning. These skills fall under the categories of social, communication, thinking, research and self-management skills. The ultimate aim of the units of inquiry is for our students to be able to take action as a result of the learning. This action may extend the child’s learning, or it may have a wider social impact.
Each unit of inquiry will be driven by some of the key concepts and a guiding question 
FORM: What is it like?

FUNCTION: How does it work?

CAUSATION: Why is it like it is?

CHANGE: How is it changing?

CONNECTION: How is it connected to other things?

PERSPECTIVE: What are the points of view?

RESPONSIBILITY: What is our responsibility?


The child is always at the centre!

Victorian Curriculum

Kingston Heath Primary school is committed to the successful implementation of all aspects of the Victorian Curriculum. The curriculum includes a focus on all 8 Learning Areas (The Arts, English, Health and Physical Education, The Humanities, Languages, Mathematics, Science and Technologies) and the 4 Capabilities (Critical and Creative Thinking, Ethical, Intercultural and Personal and Social).

The Victorian Curriculum F–10 includes both knowledge and skills. This curriculum design assumes that knowledge and skills are transferrable across the curriculum and therefore are not duplicated. The skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning across the curriculum.

The design of the Victorian Curriculum F–10 is set out below:

Learning Areas

The Arts- including

  • Dance
  • Drama
  • Media Arts
  • Music
  • Visual Arts
  • Visual Communication Design


Health and Physical Education

The Humanities

  • Civics and Citizenship
  • Economics and Business
  • Geography
  • History





  • Design and Technologies
  • Digital Technologies


  • Critical and Creative Thinking
  • Ethical
  • Intercultural
  • Personal and Social