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Curriculum...

Curriculum Policies

You can find the following curriculum related policies in the "Policies" folder under the "Downloads" section of this website:

Teaching and Learning Policy
Behaviour Management Plan (including Anti-Bullying)
Learning at Home Policy

 

Philosophy of Learning

At St Therese‚Äôs, we believe that our Catholic faith and our belief in God is at the heart of all we do, say, teach and learn. By developing positive, collaborative and meaningful relationships with each other, we commit to inspiring all members of our community to be the people God made them to be. Parents, teachers and  students have a co-responsibility for being actively involved in all learning and the development and wellbeing of the whole person.

Our learning is based on an inquiry approach, where students develop a thirst for life-long learning. We aim to provide learning environments that enable students to actively engage with our Educational Values, fulfilling curriculum expectations and where possible, embedding personal interests.

At St. Therese's we believe that everybody has the potential to learn.  We use data and evidence to inform our teaching and use meaningful feedback to monitor and plan for student progress, enabling all children to reach their full potential.

 

 
Learning & Teaching Curriculum

St Therese's Primary School implements the Victorian Curriculum as the basis for planning and the reporting of student progress.  The curriculum is the common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.

 
Curriculum in a Catholic school is illuminated by Catholic faith with the formation of, and reverence for the learner at its centre. Learning experiences are designed to help learners develop their knowledge, skills and understandings in all learning areas. It is within this context that all learners are entitled to access a quality curriculum where they have a feeling of connectedness and belonging, of being known and valued, and listened to.

Catholic schools have Religious Education Frameworks at the core of their curriculum.  The 'Source of Life'  curriculum is implemented in our school and provides students with the opportunity to develop knowledge, pray and experience Catholic Traditions in a welcoming faith community. 


We pride ourselves on personalising and differentiating the learning for all students at St. Therese's.  Through ongoing research, we adopt best practices to ensure Learning and Teaching is always current and engaging for all students.
 
 
Assessment and Reporting

As mandated by the Victorian Curriculum, written reports on student achievement against the standards are completed at the end of each semester, with face to face student, parent and teacher conversations conducted in Term 1 and Term 3 of the school year.
 
Ongoing formal and informal student assessment is conducted throughout the year.
 
Our school curriculum celebrates diversity, caters for individual needs and encourages learning from each other.  
 

Educational Values

Creativity

The best learning experiences allow children to thrive and strive. Creativity should be valued and students are encouraged to use their strengths, skills and passions to achieve success. We believe that students should be allowed to express their own originality and construct their knowledge in different ways.

Reflection

Within the process of learning, it is important to celebrate our successes and identify our challenges. By constantly reflecting on goals and work experiences, students are able to make positive learning choices to change and direct their future learning.

Resilience

Students need to be 'risk takers' and have confidence to take on the challenges of life. Resilient learners are able to persist with problems and tolerate the uncertainty of 'not knowing'. Students are encouraged to bounce back and persevere when things do not go their way.

Diversity

By understanding and appreciating the learning styles of others, we can become better learners. Students bring a wide variety of strengths and talents to a classroom and these contribute to each student's identity. Everyone needs to feel comfortable when expressing their opinions and ideas.

Engagement

Active engagment in learning is an important goal for our students. Learning needs to have a meaning and a purpose, enabling students to make knowledge on their own. Being engaged in learning encourages students to become self motivated and responsible for their future.

Problem Solving

We encourage children to use their initiative and be resourceful in the classroom. When students seek new information and apply it to meaningful and real - life learning experiences, they begin to work with higher levels of thinking. This challenges our imagination and encourages us to explore and question.

Collaboration

The partnership between staff, students and the community is vital. There is a co-responsibility for learning and we all need to work together to achieve the best for all. Co-operative learning is one of the best ways to teach students new knowledge.


Indigenous Perspectives

Friends Igniting Reconciliation through Education
FIRE Carrier (Friends Igniting Reconciliation through Education)

Fire is at the Heart of Aboriginal Culture

The gathering of people in a circle around the fire is for the calling of people together for cooking, eating and warmth at night. It is used for smoking the people and the land when gathered for important ceremonies. It is around the fire that stories are told and the law was taught. Fire is at the heart of Aboriginal culture. In the Aboriginal community fire represents the spiritual connection for the individual to Mother Earth and the Ancestors. And so it is fire that represents the learning, teaching and your schools journey towards Reconciliation.

The Fire Carrier

A student is elected annually in the same manner as other school representatives to become the FIRE Carrier. If your school has a social justice group or reconciliation committee, they can collectively become FIRE Carriers. It's important to note that the FIRE Carrier is not limited to Aboriginal students.

An Aboriginal person from the Aboriginal Catholic Ministry should be invited to the assembly to perform a fire ceremony as part of the school celebration. This will include inviting the nominated student to gather around the fire and asking that student for a commitment to become the FIRE Carrier, after which the student is presented with the symbolic Flame.

The following year, this ceremony will be repeated with the previous FIRE Carrier invited to pass the Flame to the newly elected FIRE Carrier. The name of previous FIRE Carriers will be engraved in the Flame which will be gifted to the school as a symbol of their commitment and partnership with Opening the Doors Foundation.
The FIRE Carrier will represent students on the schools Reconciliation Planning Committee. Reconciliation responsibilities should be undertaken by the schools Reconciliation Planning committee and not only sit with the elected student.

Carrying the FIRE with ACM and OTDF

The Aboriginal Catholic Ministry (ACM) aims to be perceived as an Aboriginal Community recognised for the commitment to Aboriginal and Torres Strait peoples having their rightful place in the Church and the wider community. Inspired by the Gospel we are committed to the dignity of each person to open hospitality, to truth telling about dispossession and to be a place of connection. We work for reconciliation, in partnership with those who believe that there can be an alternative to the present order. Led by the Creator Spirit we are a community of Memory and Hope committed to Truth and Reconciliation.

ACM and OTDF Commitment to your school:

  • We will give assistance with drafting your Schools Reconciliation Plan
  • We will continue to share our cultural wisdom and knowledge of the local Aboriginal community
  • We will provide ongoing information to the FIRE Carrier
  • We will promote your school as a Reconciliation Partner
  • We will promote your school within the local Aboriginal community
  • We will share our resources including Dreaming in the City and A River Dreaming art exhibits

As a school that commits to being a FIRE Carrier you recognise that national issues exist locally and in doing so you give an ongoing commitment to the Opening the Doors Foundation in the school:

  • to educate the school community about the local Aboriginal story
  • to promote the Foundation throughout the school community
  • to volunteer for the Foundation's annual gathering
  • to fundraise for the Foundation
  • to continue to use the fire stories within school ceremonies

St Therese's Primary School Fire Carriers Ceremony.

We at St. Therese's Primary School have taken part in the Fire Carriers (Friends Igniting Reconciliation through Education) Project. This project aims to "keep the Reconcilliation flame alight within schools", by allowing participating schools to educate the wider community about Aboriginal Rights.

Our school begun its stident Fire Carrier program in 2011 is growing in its roles and responsibilities. As Fire Carriers, their duties involve:

~ Implementing Reconciliation-related activities amongst staff and students.
~ Writing paryers for Aboriginal people.
~ Encouraging the use of Aboriginal liturgy.
~ Acknowledging the traditional Custodians of the land we live on.
~ Celebrating significant dates in our Shared History with the Indigenous.

We at St Therese's Primary School extend our dedication to recognising and appreciating Aboriginal rights, history, customs and culture.
We gathered together as one family for our Fire Carriers ceremony:

We recoginise our responsibility through National Recognition and Reconciliation week.

We recoginise our responsibility to promote indigenious perspectives through literature.

Excursions and Camps

Where school camps and excursions are conducted, they shall be undertaken as an integral part of the educational program of St Therese's School and shall reflect authentic Catholic principles and values.

"School camps and excursions" are defined as activities generally conducted away from the school grounds for educational and/or religious purposes. In some circumstances, a camp or "incursion" could take place on the school grounds.
Aims of Excursions and Camps:

  • To extend children's learning through the provision of real or first hand experiences.
  • To increase knowledge, understanding and appreciation of the local area and other areas, that are different in nature to our own.
  • To develop skills in observation, recording and reporting.
  • To assist in the development of confidence, independence and sense of responsibility towards the safety of others and self.
  • To provide an avenue for parent/carer and community participation.

Children from the Middle Years up participate in overnight excursions. Students in Grade 2 participate in a school based sleep over to introduce them to this experience. Other junior children usually participate in one major excursion each year.

 

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