Core Curriculum
SCHOOL VALUES
Attitudes and values are key to schools and help students and the school community navigate towards well-being and the future we want. They refer to the principles and beliefs that influence choices, judgements, behaviours and actions between each other. At Westminster Education Support Centre our whole school community has participated in establishing our values which are:
Respect
Providing our students with the opportunity to feel good about themselves, knowing they are unique, loveable, capable, and valuable. Developing students understanding of other people, being respectful of the environment and keeping safe.
Relationships
Providing our students with opportunity to understand and respect other people’s differences and similarities to build positive relationships and an inclusive environment. Developing students to share similar values of honesty, loyalty, trust, and equality thereby fostering a sense of belonging within the school community.
Resilience
Providing our students with the skills to bounce back from adversity and the skills for coping with the ups and downs of life as well as the opportunity to be engaged and experience success. In developing a student’s resilience, a number of things need to be considered including their previous experiences, their sense of self, the coping strategies they have developed over time and their mindset.
LITERACY
(Curently under review) Communication is the integral component for every child and Westminster Education Support Centre places an emphasis on developing communication competency for students with complex communication needs. Our school uses Augmentative and Alternative Communication (AAC) and Aided Language Stimulation (ALS) to ensure students are meaningfully and actively participating, contributing and engaging in both receptive and expressive language exchanges. AAC is used across all learning areas and a focus on communication is embedded in all learning.
Literacy is explicitly implemented into every lesson throughout the day based on Diana Rigg’s Promoting Literacy Development’s (PLD) innovative, evidence-based approach. This approach focuses on the areas of literacy, oral language and movement and motor.
MATHEMATICS
All students undertake numeracy activities daily, learning skills consistent with their individual learning abilities. Activities include explicit lesson instruction as well as concept learning throughout all activities. Students develop understanding by accessing environmental print and using numbers in everyday situations with an emphasis on promoting functional skills for life such as exploring the concepts of time, measurement and money.
INDEPENDENT WORK SYSTEM
In our early childhood classrooms, independent work trays are a key component of our learning strategy, designed to foster self-directed exploration and enhance developmental skills. Each tray contains carefully selected, age-appropriate activities that encourage young students to work independently, build fine motor skills, and develop organizational abilities.
These trays provide a structured yet flexible approach to learning, allowing children to engage with tasks at their own pace while promoting focus and a sense of accomplishment. Clear instructions and organized materials ensure that students can easily navigate their activities, supporting their growth in a supportive and stimulating environment. By integrating independent work trays into our daily routine, we empower students to take charge of their learning, encouraging curiosity and self-reliance from an early age.
SOCIAL AND EMOTIONAL DEVELOPMENT
Social Skill development is taught as an explicit subject as well as embedded across all learning. Students are provided with ongoing opportunities to build upon their current skills through social story, role play and guided support during mock and real interactions. Opportunities to foster positive relationships with adults and peers is ongoing. Integration with students in the mainstream Primary School is scheduled throughout the week and less formal opportunities are maximised during school break times.
Our studetn wellbeing officer runs Social Skills Second Step Program for the students to learn self regulation and social- emotional skills.
The Second Step program is a comprehensive social-emotional learning (SEL) curriculum designed to empower students with essential life skills. Tailored for various age groups, from early childhood through middle school, Second Step focuses on key areas such as empathy, emotional regulation, problem-solving, and effective communication. Through engaging activities, interactive materials, and role-playing scenarios, students learn to manage their emotions, build positive relationships, and navigate social challenges.
STEAM (Science, Technology Engineering Arts and Mathematics)
Our school is excited to offer a dynamic STEAM (Science, Technology, Engineering, Arts, and Mathematics) program designed to inspire and engage students with diverse learning needs. This innovative program integrates hands-on projects, interactive technologies, and creative expression, providing an inclusive learning experience that caters to various abilities and learning styles.
Through adaptable STEAM activities, students explore real-world applications, develop critical thinking skills, and engage in problem-solving tasks. The program emphasizes multisensory learning, allowing students to interact with concepts through visual, auditory, and tactile experiences. Collaborative projects foster teamwork and social skills, while individualized instruction ensures that each student can participate and thrive.
By incorporating arts into STEAM, we support creative expression and make learning more engaging and enjoyable. Our STEAM program not only enhances students' academic skills but also builds confidence and curiosity, preparing them for future successes in a variety of fields.
As with much of our content, Science, HASS and Technologies is embedded across much of our daily learning. Formal lessons follow the topic content and year level syllabus of the WA Curriculum.
Auslan
Auslan is taught weekly for our Year 3 -6 students and embedded cross-curricular for all students. This compliments and enhances communication competency for our students with complex communication needs.
Through dedicated AUSLAN classes and integrated learning opportunities, students gain proficiency in sign language, ensure that communication barriers are minimized, fostering effective communication and enhancing their ability to connect with peers and educators.
PHYSICAL EDUCATION AND HEALTH
Our daily fitness program provides the opportunity for our students to engage in a variety of different sports. Our lessons focus on sportsmanship, sharing and helping others to have a go whilst developing physical skills associated with all aspects of fitness. All students are actively encouraged to participate and lessons are framed in a fun, engaging way.
Students engage in formal physical education lessons with mainstream peers where appropriate.
Protective Behaviours - Protective Behaviours is a personal safety program which aims to promote resilience in children using a range of developmentally appropriate strategies. The aim is to encourage our students to become more assertive and resilient to risks or problems they may encounter in their lives.
Whole class and individualised programmes are taught to the students including raising their awareness of their own feelings relating to safety and how to build safety networks. The promotion of personal safety and resilience is generalised at every opportunity.
Bike Program
Westminster ESC runs a whole school bike riding program to promote a healthy lifestyle, develop road safety skills and use active travel as a viable form of transport. We have a range of tricycles, bicycles, balance bikes and modified bikes to allow all students to participate at their own level.
We begin with learning the essential bike control skills of braking, balancing and riding, along with putting a helmet on correctly and giving our bikes a basic safety check. We practice these skills while riding around the school grounds. The skills learnt also allow the students to ride around in traffic free environments such as the park and around the block at the weekend with family. With the use of balance bikes, we see many students migrating to 2 wheeler bikes and no longer needing training wheels.
Once students have grasped these essential skills along with improved motor skills, muscle development, coordination and confidence we focus on riding and situational awareness, providing students with the skills and competences to enable them to start riding on footpaths and shared pathways in low traffic environments.
Community partnerships have been formed, with Westminster ESC being part of the Department of Transport’s ‘Your Move’ program and participating in programs run by ‘People on Bicycles’ organisation and Cycling Australia.
