The overarching goal for learning in Brisbane Catholic Education schools is to empower learners of all ages to shape and enrich our changing world, by living the Gospel of Jesus Christ. All phases of schooling are informed through Brisbane Catholic Education's Learning & Teaching Framework (see below); Religion Curriculum; Queensland Curriculum & Assessment Authority publications; the Australian Curriculum and government regulatory compliance requirements.
The Religion Curriculum P-12 and materials are the source for all planning of Religious Education in Brisbane Catholic Education Schools. The Australian Curriculum will be the source of all curriculum planning, assessment and reporting for all Learning Areas covered by the Australian Curriculum. The Alice Springs Education Declaration identifies the important role education plays in building a democratic, equitable and just society.
As Catholic educators we have a tradition and vision built on our values and beliefs. These values and beliefs are foundational to our action and engagement in learning and teaching with our students, parents and colleagues.
Through Brisbane Catholic Education's vision as a faith-filled learning community creating a better future. We believe:
1. There are three core assertions that underpin the way in which learning and teaching are planned, organised and enacted in our schools:
2. Schools intentionally develop their curriculum on the foundations of a Catholic theology and philosophy of curriculum. These are described as:
Learning and teaching in the St. Joseph's community, embraces the spirit of The Good Samaritan Sisters as expressed through the vision and mission statement, and engages the aspirations of the residential community in which the school is situated.
St. Joseph's Catholic Primary School is committed to planning and providing a high quality, 21st century Catholic education; an education focused on the development of the human person created whole in the image and likeness of God, bringing faith, life and culture into our school life. Our dedicated and professional staff deliver personalised and authentic learning opportunities for all students. St. Joseph's staff want every child to achieve a high standard of learning and be given the opportunity to celebrate their success and talents. Teachers at St. Joseph's plan collaboratively with the Primary Learning Leader, Learning Support Teacher and BCE Curriculum Consultants using the Learning and Teaching Cycle and Model of Pedagogy to create unique, meaningful and challenging learning for our learners.
St. Joseph's curriculum outlines how it provides “the entitlement of each student to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community." (Shape of the Australian Curriculum, v3.0) Teachers will plan, teach, assess and report using the Australian Curriculum for: -
Specialist lessons in Chinese and Library are planned from the Australian Curriculum. Furthermore, St. Joseph's is providing professional development for teachers to continue to build teacher capacity in effective and precision pedagogy to ensure all students are learning and achieving.
The school's curriculum is responsive to the needs and aspirations of the students and community and provides viable pathways and transitions for all students. Whole school curriculum planning identifies and articulates:
Beliefs and values of our Learning and Teaching Framework and how these are enacted within our school curriculum.
The school's curriculum outlines whole school approaches to align learning and teaching across the curriculum; these approaches are developed, communicated, professionally supported and reviewed. Whole school curriculum planning identifies and articulates:
The school's curriculum outlines whole school planning for all students that is informed by student data and monitors student achievement and development to ensure high expectations for all students. Whole school curriculum planning identifies and articulates:
Teachers need to advocate for the various types of play by providing opportunities for families and colleagues to dialogue and make connections between their priorities, understandings and values and the explicit learning that occurs when play is skilfully and deliberately scaffolded.
Contexts for Learning in the Early Years
The child at this stage of development is undergoing a period of transition. They seek greater independence as they try to 'branch out' yet require structure and modelling and set expectations to achieve this over time. Through this transition the movement from concrete to abstract thinking and change in friendship concepts and relationships marks a formative time.
Children are curious, enthusiastic, easily
motivated and distracted, want to please, are reward driven and excited about
learning new things and learning how “I" learn;
Children discover and define friendship groups more amid a less tactful
disposition, but some thrive on individual responsibility.
Students in Prep to Year 6 are currently grouped in Class Groupings as follows: