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Our learning framework

Nundah State School is implementing the Australian Curriculum as it is developed. This includes: English, Maths, Science, Humanities and Social Sciences, Health, Design Technology and The Arts (Music, Dance, Drama, Media and Visual Arts). 

We have specialist teachers providing curriculum in the following areas as detailed on our Co-curricular webpages:  

  • The arts – music, dance and drama
  • Physical activity – swimming / athletics
  • Languages Other than English – Japanese.

Classroom teachers are responsible for the delivery of all other learning areas.  


Reporting to parents: 

  • Year level overviews are provided to parents at the beginning of each year at Parent Information Evenings, outlining learning units and assessments.
  • We use the Australian Standards as available from the Australian Curriculum website to report on student achievement and to monitor student learning goals and gains.
  • Students are provided a written report card each semester, usually in the last week of the term.
  • Parent-teacher discussion evenings are scheduled at the end of term one, with bookings available online.
  • Teachers are always happy to meet and discuss your child’s progress. Please make an appointment with your teacher, with an indication of topic/s you need to discuss.  

Pedagogical Framework 


At Nundah State School we are implementing Powerful Learning as our overarching, evidence-based framework to inform our teaching, learning, assessment, routines and learning spaces. 

Teaching and learning process 

Reading and writing

Nundah employs two signature pedagogies for the teaching of literacy: Reading to Learn (R2L) and Learning to Read (L2R).

This whole school implementation has resulted in significant student learning gains and we continue to refine our planning and delivery through further training, coaching and analysis of student data. 

Maths investigations


To ensure explicit teaching of the skills and processes of working mathematically, we employ a maths investigation model where students learn maths concepts for a purpose, and are given the opportunity to immediately apply these concepts in a problem-solving situation.  

ICT devices and eLearning


Nundah State School has worked hard to install wireless across the school and to purchase extensive numbers of portable devices for lower school students. Staff and students make good use of digital technologies and eLearning tools as an essential part of preparing them for future learning.  

Year 4-6 iPad Program


Year 4 students begin the iPad Program and continue through to Year 6.

The benefits of 1-to-1 programs have been recognised internationally. Some of the benefits include:

• increased independent learning habits,

• self-initiated learning in students; and

• learning opportunities that reach beyond the classroom.

Students who have their own mobile learning devices have been found to take greater pride and ownership over the knowledge they create, with a flow-on to more flexible forms of schooling.  1-to-1 programs can extend formal learning communities to include parents, siblings and other people important in students' lives. Also, the programs may lead to initiating global communication and collaboration and develop creative expression. (Smart Classrooms DETE 2014)

Our program builds on the foundation of personalised learning and prepare Nundah students to participate in the connected digital world.

Please find the iPad Program Handbook (PDF, 1278KB), Responsible Use Policy (PDF, 314KB), iPad App List (PDF, 959KB), Memorandum of Understanding iPad Program (PDF 315KB), Third Party Website Consent Form (PDF, 118KB) and CyberSafety Guide (PDF, 1267KB) – they contain handy tips and hints.

Developing personal and social competencies


In the Australian Curriculum, students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively. Students learn a range of skills including recognising and regulating emotions, developing empathy for others and understanding relationships, establishing and building positive relationships, making responsible decisions, working effectively in teams, handling challenging situations constructively and developing leadership skills.

Students with well-developed social and emotional skills find it easier to manage themselves, relate to others, develop resilience and a sense of self-worth, resolve conflict, engage in teamwork and feel positive about themselves and the world around them. The development of personal and social capability is a foundation for learning and for citizenship.

This is a major area of focus for all curriculum at Nundah State School and the learning continuum below frames our program. These are included in our end of semester reporting.

The personal and social capability learning continuum is organised into four interrelated elements of:

  • • Self-awareness
    • recognise emotions
    • recognise personal qualities and achievements
    • understand themselves as learners
    • develop reflective practice.
  • Self-management
    • express emotions appropriately
    • develop self-discipline and set goals
    • work independently and show initiative
    • become confident, resilient and adaptable.
  • Social awareness
    • appreciate diverse perspectives
    • contribute to civil society
    • understand relationships.
  • Social management 
    • communicate effectively
    • work collaboratively
    • make decisions 
    • negotiate and resolve conflict
    • develop leadership skills.