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Home › Curriculum |
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Religious Education underpins
all of the arrangements we make for children’s learning at
St. Simon's and so is an integral inclusion in our total curriculum. |
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The "Curriculum Standards
Frameworks", and “Essential Learning Standards” are
the guiding documents for all Victorian schools. They allow us
to develop an integrated approach to curriculum planning and implementation.
These frameworks allow for, and encourage, the variety of assessment
and reporting procedures currently in use at St. Simon’s. |
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We have many very effective
educational programs due to the commitment of a team of professionals
who possess the knowledge, skills and attitudes necessary to meet
the variety of needs of the children. |
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Stages of Learning |
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Essential Learning Standards
include six standard levels. The relationship between the levels
and years of schooling is: |
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Level 1 - Preparatory |
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Level 2 - Years 1 & 2 |
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Level 3 - Years 3 & 4 |
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Level 4 - Years 5 & 6 |
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While it is recognized that student learning
is a continuum, different students develop at different rates, they
progress broadly through three stages of learning from: |
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Years Prep to 4 - Laying the Foundations |
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In these years the curriculum focuses on
the developing the fundamental knowledge, skills and behaviour in
literacy and numeracy and other areas including physical and social
capacities, which underpin all future learning. |
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Years 5 to 8 - Building Breadth and Depth |
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In these years students progress beyond
the foundations and their literacy and numeracy becomes more developed.
An expanded curriculum program provides a basis for in depth learning
within all domains in the strand. |
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Assessment against the different standards
for different levels enables teachers, schools and parents to form
a clear picture of student progress throughout the stages of learning. |
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| Victorian
Essential Learning Standards |
| Three Interwoven Purposes
of Schooling |
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Students will leave school with the capacity
to : |
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Manage themselves as individuals
and in relation to others |
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Understand the world in which they
live |
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Act effectively in that world |
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Three core, interrelated strands: |
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Physical, Personal and
Social Learning |
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Discipline-based Learning |
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Interdisciplinary Learning |
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Physical Social and Personal Learning |
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A curriculum designed to equip students
for the challenging word of the 21st century needs to ensure that
students develop as people who take increasing responsibility for
their own physical well being, learning relationships with others
and their role in the local, national and global community. |
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Health and Physical Education |
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Personal Learning |
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Interpersonal Development |
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Civics and Citizenship |
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Discipline-Based Learning |
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The domains within the Discipline-based
Learning strand form a body of knowledge with associated ways of
seeing the world and distinct methods of exploring, imagining and
constructing the world. |
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The Arts |
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English and Languages Other Than English |
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Humanities (Economics, Geography,
History) |
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Mathematics |
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Science |
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Interdisciplinary Learning |
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The Interdisciplinary
Learning Strands identifies a range of knowledge, skills and behaviours
which cross disciplinary boundaries and are essential to ensuring
students are prepared as active learners and problem solvers for
success at school and beyond. This strand focuses on ways of thinking,
communicating, conceiving and realizing ideas and information.
It assist students to develop the capacity to design, create and
evaluate processes as a way of developing creativity and innovation. |
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Communication |
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Design, Creativity and Technology |
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Information Communications Technology
(ICT) |
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Thinking |
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