Curriculum

Australian Curriculum

The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum describes the learning entitlement of students as a foundation for their future learning, growth and active participation in the Australian community. It makes clear what all young Australians should learn as they progress through schooling. It is the foundation for high-quality teaching to meet the needs of all Australian students.

The development of the Australian Curriculum is guided by the Melbourne Declaration on Educational Goals for Young Australians, adopted by the council of state and territory education ministers in December 2008. The Melbourne Declaration emphasises the importance of knowledge, understanding and skills of learning areas, general capabilities and cross-curriculum priorities as the basis for a curriculum designed to support contemporary learning.

The Australian Curriculum describes a learning entitlement for each Australian student that provides a foundation for successful, lifelong learning and participation in the Australian community. It acknowledges that the needs and interests of students will vary and that schools and teachers will plan from the curriculum in ways that respond to those needs and interests. The Australian Curriculum acknowledges the changing ways in which young people will learn and the challenges that will continue to shape their learning in the future.

The Australian Curriculum will eventually be developed for all learning areas and subjects set out in the Melbourne Declaration: initially for English, mathematics, science and history; followed by geography, languages, the arts, economics, business, civics and citizenship, health and physical education, and information and communication technology and design and technology.

NSW Australian Curriculum

Schooling in NSW is based on the mandatory NSW syllabuses for students from Kindergarten to Year 12. The syllabuses are developed and endorsed by NESA. The NSW Education Minister endorses any changes to the curriculum before they are implemented across NSW schools.

St. James Primary follows the approved syllabuses with the exception of Religious

Education, which is approved by the Bishop. Visit the New South Wales Education

Standards Authority (NESA) website for more information on the NSW syllabuses.

Subjects are called Key Learning Areas (KLAs).

They are:

Mathematics

Science and Technology

English

HSIE

Languages

Personal Development Health and Physical Education

Creative Arts

Religious Education

As a Catholic school, Religious Education is both a Key Learning Area and integral to our way of life. As a school of the 21st century, St James provides students with learning environments that encourage investigation, exploration, and creativity. Students are provided with opportunities to develop technological information and higher order thinking skills as they develop an understanding of how they learn. Through reflection and evaluation, the children are empowered to independently extend their learning.

Religious Education

The Religious Education Curriculum provides appropriate teaching and learning opportunities for each student to further develop:

  • A knowledge of God’s love made visible in the life, death and resurrection of His Son, Jesus Christ, and the young Christian’s call to respond in faith, love and service
  • A knowledge and understanding of God’s revelation in Sacred Scripture, the tradition of the Church, and the working of grace in the holiness of the Saints
  • A knowledge and understanding of the Church’s work in today’s world, in which all the baptised share in the mission of Jesus Christ to build the Father’s kingdom of justice, holiness and peace
  • A sense of wonder, joy and delight in responding to the mystery of God’s life shared with us in the Sacraments, in prayer and the other means of grace
  • An active participation in the worship of the Church, especially the Eucharistic celebration of the parish community in the Sunday Mass
  • An appreciation and love for the history and culture of the Church, both universal and local, and an active participant as a young person in the life of the Church
  • A confidence in making a personal, contemporary witness to Jesus Christ and the faith of the Church
  • The capacity to engage with, explore and find meaning in the traditions, scripture and teachings of the Catholic Church
  • A capacity to reflect on life’s experiences in the light of the faith

Contemporary Learning

A contemporary learning approach is personalised, responding to the learning needs, interests and experiences of each student. Contemporary learning is different to the way many parents of today’s students were taught. It offers teachers and students much more options than the old textbook driven approach to teaching. Contemporary learning aims to empower students with the knowledge, skills and capacities to respond creatively to the challenges of their world.

Learners thrive in environments that are safe, supportive and secure. Flexible and intentionally developed learning environments encourage innovation and inquiry and help create a sense of belonging and purpose that strengthens the learning culture. These environments are stimulating and appropriately resourced. They promote high expectations and respect diversity and difference, facilitating learning for all students. Adaptive learning environments have no conventional boundaries because, being ICT rich, they are connected to the world beyond the classroom.

In 2012 the Catholic Schools Office Lismore launched the Contemporary Learning Framework (CLF). This framework was the culmination of two years of research, consultation and refinement. The Contemporary Learning Framework (CLF) is an exciting development for all teachers and schools in the Diocese of Lismore. For the first time, we have a jointly constructed and unifying statement of beliefs about learning in our Diocese.

The Contemporary Learning Framework is a diocesan response to the challenge to clearly articulate what we value as our educative purpose, our agreed pedagogy. The CLF neatly expresses what we value and believe in learning. The statement guides challenges and supports the notion of powerful learning. It will help us shape the appropriate curriculum to serve our educative purpose for the current and future contexts.

CLF-A3-poster

St James Teaching and Learning

The relationship between curriculum and pedagogy is fundamental. The curriculum is essentially a design, or roadmap for learning, and as such focuses on the knowledge and skills that are judged important to learn. Pedagogy is the means by which that learning will be achieved.

As educators in Catholic schools, the person of Jesus Christ should be at the heart of what we teach and how we teach it. Good teaching helps students to better understand themselves and what is important to them. Good teaching inspires and engages students.

At St James Primary, we apply the principles of Visible learning to all educative practice; visible learning, “ Involves impacting on the love of learning, inviting students to stay in learning, and seeing the ways students can improve their healthy sense of being, respect for self, and respect for others, as well as enhancing achievement. (John Hattie, Visible Learning for Teachers, 2012). As learning progresses it becomes more complex. At James Primary the SOLO Taxonomy is applied to create the visible learning environment. SOLO, stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right. At first we pick up only one or few aspects of the task ( unistructural ), then several aspects but they are unrelated ( multistructural ), then we learn how to integrate them into a whole ( relational ), and finally, we are able to generalise that whole to as yet untaught applications ( extended abstract)