At Bouldercombe State School, we implement the Australian Curriculum across all learning areas, contextualising where possible to our local community context.
P-12 Curriculum, Assessment and Reporting Framework
The P–12 curriculum, assessment and reporting framework (P–12 Framework) specifies the curriculum, assessment and reporting requirements for all Queensland state schools' principals and staff delivering the curriculum from Prep to Year 12.
Queensland state schools are implementing the Australian Curriculum Version 9 using a staged approach by the end of 2027. During this period, 2 versions of the P–12 Framework will be available depending on the curriculum version implemented.
The P–12 Framework includes a series of supporting attachments that elaborate on how schools enact the requirements to deliver a world-class education and improve the progress and academic achievement of every student in Prep to Year 12.
The P–12 Framework is part of the commitment to providing a world-class education for all students. It is based on the assumption that every student can learn and that responding to the diverse learning needs of all students is central to teaching.
Bouldercombe State School Water Safety Program
DoE Commitment: All children from Prep - Year 6 at BSS are provided the opportunity to engage in appropriate water safety and swimming education programs using the DET Prep to Year 10 Water safety and swimming education program (WSSEP; the program) in Term 4 each year.
Respectful Relationships Education Program
The Respectful relationships education program is an initiative of the Queensland Government. It is a primary prevention program focussed on influencing behaviour change to prevent undesirable social consequences.
Its purpose is to foster a culture that emphasises:
- developing and maintaining respectful relationships
- respecting self
- gender equality.
By implementing the Respectful relationships education program, schools will give students opportunities for social and emotional learning (in self-awareness, self-management, social awareness, relationships, ethics, values, social norms, stereotypes, human rights, risk and responsible decision-making). A growing body of evidence shows that social and emotional learning of this nature leads to:
- improved social and emotional skills, self-concept, bonding to school and classroom behaviour
- less disruptive classroom behaviour, aggression, bullying and delinquent acts
- reduced emotional distress such as depression, stress or social withdrawal.
- Studies also show that students perform better academically.