The Victorian Curriculum is the guiding framework for all teaching and learning at St Mary’s. The Victorian Curriculum F–10 sets out what every student should learn during their first eleven years of schooling. The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.
The Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards. The Victorian Curriculum F–10 includes eight learning areas and four capabilities. The learning areas of the Arts, Humanities and Technologies include distinct disciplines. The capabilities represent sets of knowledge and skills that are developed and applied across the curriculum.
Where applicable, The EAL Developmental Curriculum and ABLES (Abilities Based Learning and Education Support) Curriculum assessment and reporting tool are utilised as a resource to document student learning progression.
Religious Education is a valued component of our curriculum. Teaching and learning in this area is informed by the Guidelines from the Diocese of Sale – To Live in Christ Jesus.
Students have the opportunity to engage in Prayer Sessions, attend Mass and participate in the Sacramental Program that is parish based, family centred and school supported.
The Arts includes Dance, Drama, Media Arts, Music and Visual Arts.
The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines.
The English curriculum aims to ensure that students:
- learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken and written texts across a growing range of contexts with accuracy, fluency and purpose;
- appreciate, enjoy and use the English language in all its variations and develop a sense of its richness and power to evoke feelings, convey information, form ideas, facilitate interaction with others, entertain, persuade and argue;
- understand how Standard Australian English works in its spoken and written forms and in combination with non-linguistic forms of communication to create meaning; and
- develop interest and skills in inquiring into the aesthetic aspects of texts, and develop an informed appreciation of literature.
The Mathematics curriculum aims to ensure that students:
- develop useful mathematical and numeracy skills for everyday life, work and as active and critical citizens in a technological world;
- see connections and apply mathematical concepts, skills and processes to pose and solve problems in mathematics and in other disciplines and contexts;
- acquire specialist knowledge and skills in mathematics that provide for further study in the discipline; and
- appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.
The Science curriculum aims to ensure that students develop:
- an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live;
- an understanding of the vision that science provides of the nature of living things, of the Earth and its place in the cosmos, and of the physical and chemical processes that explain the behaviour of all material things;
- an understanding of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods, including questioning, planning and conducting experiments and investigations based on ethical principles, collecting and analysing data, evaluating results, and drawing critical, evidence-based conclusions;
- an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims;
- an ability to solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions;
- an understanding of historical and cultural contributions to science as well as contemporary science issues and activities and an understanding of the diversity of careers related to science; and
- a solid foundation of knowledge of the biological, chemical, physical, Earth and space sciences, including being able to select and integrate the scientific knowledge and methods needed to explain and predict phenomena, to apply that understanding to new situations and events, and to appreciate the dynamic nature of science knowledge.
- The Humanities includes Civics and Citizenship, Economics and Business, Geography and History.
- The Humanities provide a framework for students to examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.
- In Civics and Citizenship and Economics and Business, students explore the systems that shape society, with a specific focus on legal and economic systems. Students learn about Australia’s role in global systems, and are encouraged to appreciate democratic principles and to contribute as active, informed and responsible citizens.
- In History and Geography, students explore the processes that have shaped and which continue to shape different societies and cultures, to appreciate the common humanity shared across time and distance, and to evaluate the ways in which humans have faced and continue to face different challenges.
Health and Physical Education
Health and Physical Education aims to develop the knowledge, understanding and skills to enable students to:
- access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan;
- develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing and to build and manage respectful relationships;
- acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in a variety of physical activity contexts and settings;
- engage in and enjoy regular movement-based learning experiences and understand and appreciate their significance to personal, social, cultural, environmental and health practices and outcomes; and
- analyse how varied and changing personal and contextual factors shape understanding of, and opportunities for, health and physical activity locally, regionally and globally.
- Students participate in Physical Education lessons each week. Students have the opportunity to participate in Athletics Days, District Sports and Inter-school sports.
LOTE – Japanese
The Languages curriculum aims to develop the knowledge, understanding and skills to ensure that students:
- communicate in the language they are learning;
- understand the relationship between language, culture and learning;
- develop intercultural capabilities; and
- understand themselves as communicators.
Design and Technologies
Design and Technologies aims to develop the knowledge, understanding and skills to ensure that students:
- become critical users of technologies, and designers and producers of designed solutions;
- can investigate, generate and critique designed solutions for sustainable futures;
- use design and systems thinking to generate innovative and ethical design ideas, and communicate these to a range of audiences;
- create designed solutions suitable for a range of contexts by creatively selecting and safely manipulating a range of materials, systems, components, tools and equipment;
- learn how to transfer the knowledge and skills from design and technologies to new situations; and
- understand the roles and responsibilities of people in design and technologies occupations, and how they contribute to society.
Digital Technologies curriculum aims to ensure that students can:
- design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs;
- use computational thinking and the key concepts of abstraction; data collection, representation and interpretation; specification, algorithms and development to create digital solutions;
- apply systems thinking to monitor, analyse, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments;
- confidently use digital systems to efficiently and effectively automate the transformation of data into information and to creatively communicate ideas in a range of settings; and
- apply protocols and legal practices that support safe, ethical and respectful communications and collaboration with known and unknown audiences.