Jindalee State School

From Wikipedia, the free encyclopedia
Jump to: navigation, search
Jindalee State School
Brisbane, QLD
Coordinates 27°31′50″S 152°56′06″E / 27.53056°S 152.93500°E / -27.53056; 152.93500Coordinates: 27°31′50″S 152°56′06″E / 27.53056°S 152.93500°E / -27.53056; 152.93500
Type Queensland State Schools
Motto Onward in Honour
Established 1966
Principal Meaghan Rodgers
Grades P-6
Campus Jindalee
Colour(s) Blue, Gold

Jindalee State School (JSS) is a co-educational primary school in the western Brisbane suburb of Jindalee. It caters for students from Prep to Grade 6, and is a feeder school to Centenary State High School. The current enrolment number of children is around 920, compared with a peak of 981 in 1981.


The first school in the Centenary area was the Seventeen Mile Rocks Provisional School, which opened in 1870. After the opening of the Centenary suburbs to residential development, Jindalee State School was opened on Burrendah Road in 1966, with an original enrolment of 64. Since then the school has grown far larger, with the opening of more "blocks" over the years, culminating with the opening of the school hall in 1998 and the renovation of a new block in front of the school hall, called H8 and H7 in 2006 and the Kirinari block behind the Hall in 2011.

House System[edit]

House Colour
Elliot Green
Gould Blue
Cuthbert Yellow
Hogan Red

Laptop Curriculum[edit]

During 2009, Jindalee State School was the first school in the Centenary suburbs to have laptop classes where most of the work is done on a laptop yet the Laptop program was discontinued in 2015 due to the new "BYOD (Bring Your Own Device)" classes.


Our specialist music teachers work with all children each week. The program focuses on the development of musical skills and knowledge, and an appreciation of music through singing, listening, playing, moving and creating.

A team of instrumental music teachers provides small group lessons each week for Brass, Woodwind, Strings and Percussion instruments for students involved in the Instrumental Music Program. The strings program commences in Year 3. Lessons in all other instruments commence in Year 4. Inclusion in the program is by selection process in which factors considered include: musical aptitude, commitment of the program, physical and behavioural suitability.

Students are also selected to perform in Junior and Senior Bands, Junior and Senior Strings, marimba band and a number of choirs. The program provides tremendous opportunities for our students and is highly acclaimed in both our local and wider community.


Jindalee State School has a comprehensive sports and skills program. The specialist physical education teacher conducts each class every week.

The school has two tennis courts, two multipurpose courts for tennis, basketball and netball. Volleyball and basketball are played in the school hall. The school also boasts one of the best sporting ovals in the district.

Swimming lessons are provided to all year levels in either term one or term four. Lessons are held at the Jindalee Swimming Pool. Children are transported to and from the pool by bus. There is a fee charged for transport and pool hire. Lessons are conducted by school staff.

Inter – School Sport[edit]

Year 5 and 6 children participate in a wide variety of inter-school sports. These may include:

Netball, Softball, Soccer, Australian Rules, Swimming, Basketball, Touch, Cross-Country Running and Athletics.

Our school has a number of staff who assist in coaching and sports offered at particular times may depend on student interest and program options. Selection processes operate for interschool sports participation.

Teams travel to various venues to take part in matches. In most sports, the school provides equipment and any specialised uniforms that are required. Team members are required to adhere to the School’s Code of Behaviour and school dress code at all times. Students participating in the Interschool Sports program pay a levy to help defray costs of this program.



In English, students learn to speak, listen to, read, view, write and design texts to make meaning with purpose, effect and confidence in a wide range of contexts. They learn how language use varies according to context, purpose, audience, and content, and they develop their abilities to use this knowledge. Students develop their ability to use language to talk about and to reflect on and critique its use.

Intercultural Investigations (IcIs)[edit]

Intercultural Investigations (IcIs) is an alternative to KLA LOTE. IcIs aims to lead students into an exploration of the interrelationship of language and culture. The language-culture nexus is central to IcIs, the emphasis being on the use of language (both English and LOTE) for inquiry into culture. IcIs aims to move beyond fostering awareness and understanding. It seeks to help students become interculturally competent players as well as sensitive observers. IcIs is an alternative to, or an antecedent to, KLA LOTE.


The Years 1 to 10 The Arts key learning area encompasses those artistic pursuits that express and communicate what it is to be human through Dance, Drama, Media, Music and Visual Arts. Through these יִve distinct and separate disciplines, we develop, share and pass on understandings of ourselves, our histories, our cultures and our worlds to future generations. The arts, separately and collectively, can balance and enrich student experience by fostering unique and signiיִcant skills and understandings. These are transferable to other areas of learning.

Health and Physical Education[edit]

The Years 1–10 Health and Physical Education key learning area reflects the dynamic and multi-dimensional nature of health and recognises the significance of physical activity in the lives of individuals and groups in contemporary Australian society.

The key learning area provides a foundation for developing active and informed members of society, capable of managing the interactions between themselves and their social, cultural and physical environments in the pursuit of good health.


Mathematics is a unique and powerful way of viewing the world to investigate patterns, order, generality and uncertainty. Mathematics assists individuals to make meaning of their world. The use of mathematics empowers individuals to distil the essence of life experiences into universally true abstractions and, at the same time, to apply these abstract ideas to interpret new situations in the real world.

Mathematical concepts and the processes of mathematical analysis and justiיִcation provide a unique and coherent framework for explaining a myriad of physical and social phenomena.

The concise language of mathematics, verbal and symbolic, enables communication of shared mathematical understandings within and among communities. An understanding of mathematical knowledge, procedures and strategies empowers individuals to be active participants in an interdependent world.

Mathematics has evolved within and across cultures, developing in response to cultural needs and ways of viewing and interpreting a range of life situations and providing a sense of order in the world. The diversity of thinking, reasoning and working mathematically in response to life situations has characterised, and will continue to characterise, the evolution of mathematics.


The key learning area outcomes highlight the uniqueness of the Science key learning area and its particular contribution to lifelong learning. During the compulsory years of schooling in the Science key learning area, students: understand and appreciate the evolutionary nature of scientific knowledge; understand the nature of science as a human endeavour, its history, its relationship with other human endeavours and its contribution to society; understand that scientific knowledge has been organised by the scientific community into disciplines based on recognisable patterns in the phenomena studied; apply scientific knowledge to explain and predict events and to reconstruct their understandings of the physical and biological worlds; use the practices and dispositions of scientific investigation, reflection and analysis to refine knowledge and pose new questions; develop dispositions such as intellectual honesty and commitment to scientific reasoning; use scientific language to communicate effectively; use decision-making processes that include ethical considerations of the impact of science on people and the environment; use the practices and dispositions of ‘working scientifically’ in all the disciplines of the scientific enterprise.


The Years 1 to 10 Studies of Society and Environment key learning area centres in human fascination with the way people interact with each other and with environments. Studies of Society and Environment involves investigations of controversial and challenging issues and promotes critical thinking in the development of optimistic future visions. This key learning area encourages young people to be active participants in their world. Students bring to Studies of Society and Environment their understandings about what it means to be young at this time. They appreciate and apply different perspectives to deepen their understandings. Students develop abilities to refletc. on the values of democratic process, social justice, economic and ecological sustainability and peace to make decisions about issues related to societies and environments.

A range of interrelated concepts associated with particular key values and processes underpins the Studies of Society and Environment key learning area. These are drawn from disciplines including history, geography, economics, politics, sociology, anthropology, law, psychology and ethics; and studies, such as Aboriginal, Torres Strait Islander, Asian, Australian, civics and citizenship, enterprise, environmental, futures, gender, global, media, rural, peace, and others.


Technology arises from a desire to extend individual and collective human capabilities. People everywhere have always used their ingenuity to create new or improved technology that meets their needs and wants and enhances their physical, emotional and social wellbeing.

There is a relationship between people’s values and beliefs and the technology they create and use. Their values and beliefs influence, and are influenced by, technology and its impacts on individuals, societies and environments.

The term ‘technology’ has come to describe such things as:

the creative processes used to develop products the products created through these processes the ‘know-how’ related to these processes and products the tools and equipment used.