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How we grow

We continue to provide Education influenced and supported by the Australian Curriculum. We ensure all areas of the curriculum are designed with a concept-based approach and ‘drenched’ in our ‘place’ of being – Reservoir. At all times our whole group learning is designed by a team of qualified Educators within the school supported by Educators who have higher qualifications within a specific field such as Curriculum, Literacy, or Numeracy Masters.

We have approaches that include constant Literacy and Numeracy Target groups. All target groups are designed and driven by ongoing data weekly.

​We pride ourselves on making learning visible. Learning intentions are displayed in ‘learner friendly’ language to help our learners know how am I going?, where am I going? and where to next. By making learning and progress visible we empower both our learners and their parents.

Our spaces are thought about intentionally and purposefully. We believe in creating a welcoming and versatile space. Curriculum and Learning spaces are connected therefore we need a variety of spaces to cater to the differences in our curriculum.

How we innovate

We learn through collaborating, making meaning, creativity, research, problem solving and negotiation. We are ensuring we are not only ticking boxes as we believe in uncovering, creating and making the impossible possible. We focus on developing learners’ capacity to thrive in tricky situations – knowing what to do when they don’t know what to do – is valued highly.

Our approach to Inquiry Learning has two different approaches:

 

Our Project:

Ensures a  cross-curricular focus Ie: Science/History/Civics, designed considering our Community events and/or world events. Shared between educators and children.

 

'My Project' Student Led Discovery:

Ensures explicitly learnt dispositions, skills, strategies, new knowledge and capabilities are applied in play and project-based learning. Children create projects that matter, and educators assist in applying an appropriate way of learning to this project to ensure the focus is on ‘process’ rather than ‘product’. In saying this, each project is expected to be ‘launched’ in a way that impacts oneself or others.

Children apply the explicit skills learnt in literacy and numeracy to their projects. This application allows children to transfer ‘information’ into questions and real-world issues, putting their STEAM, Humanities, Social-Emotional and much more into a project. This way of learning removes the ‘silo’ effect of learning and replaces it with the transformation of explicit learning into real-life situations. This focus ensures our children are equipped to solve problems for the future and innovate beyond our wildest dreams.

How we influence

We welcome all people to our schools. Each morning we begin with a getting ready-to-learn circle. At all times, we acknowledge our traditional owners. 

We enter together, sit together, and be together in a way that acknowledges each other and our stories. In our circle, we learn and practice skills such as mindfulness, meditation and ways that provide strategies for teaching and learning that enables engagement of students to ensure learning needs are met and to successfully improve all students’ self-regulation, relationships, well-being, growth and academic achievement. 

Children are provided with many opportunities to make choices, build relationships with others and express themselves through the many languages they possess. 

Children have access to both passive and active play spaces during recess and lunchtime. The outdoor spaces have been designed purposefully to ensure children can interact with their environment and one another, promoting a sense of positivity and calmness. Children have regular opportunities to select from various activities, including hall games, gigantic chess, construction, sand play, climbing, mindful colouring and many others during their breaks. 

 In ensuring nurturing relationships, each child belongs to a village with their peers and teachers. The internal school environment and curriculum provide opportunities for children to work with others, developing authentic social and academic relationships. 

We learn and influence through our vibrant and diverse multi-faith community. Our Approach identifies and builds on the existing collective strengths of communities. This approach leads to action, sustainable change, and strengthening communities to participate in building a better future. We are committed to Catholic social teachings and ensuring we learn with and from all faiths. We are committed to solidarity among all peoples, particularly with our most vulnerable people, seeing the world through their eyes. We seek solidarity, including the persevering determination to work for the common good.

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