Curriculum, Pedagogy, Assessment & Reporting

 

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St John Paul II stated that Catholic schools are at once places of evangelisation, of complete formation, of inculturation, of apprenticeship in a lively dialogue between young people of different religions and social backgrounds.

The Catholic School on the Threshold of the Third Millenium

Teaching and Learning is informed and guided by the following Catholic Church and Australian Government visionary statements:

Catholic Church
5 Hallmarks of a Catholic school

The foundation of enacting the mission of Catholic schools is based on 5 Hallmarks. These Hallmarks guide Catholic schools in the implementation of curriculum, pedagogy, assessment and reporting. The following is a summary including aspects important for each Hallmark:

Inspired by a supernatural vision

  • essentially a religious place
  • good citizens of the world
  • love God and their neighbour
  • work towards the betterment of society
  • citizens of the world to come

Founded on Christian anthropology

  • “the Catholic school sets out to be a school for the human person and of human persons”
  • respect for the dignity and rights of each individual as a child of God
  • committed to the total development – mind and body, spirit and character
  • centrality of Jesus Christ in its life

Animated by communion and community

  • teamwork
  • cooperation between educators and Bishops
  • interaction of students with teachers
  • physical environment

Imbued with a Catholic worldview in its curriculum

  • love for wisdom and passion for Truth
  • faith, culture and life

Sustained by Gospel witness

  • Catholic teaching
  • transparent witness of life

Holy See’s Teaching on Catholic Schools –Archbishop J. Michael Miller. 2006

Australian Government
Melbourne Declaration on Educational Goals

The Melbourne Declaration on Educational Goals for Young Australians (2008) provides a vision for educators.

  • Goal 1: Australian schooling promotes equity and excellence
  • Goal 2: All young Australians become:
    • successful learners
    • confident and creative individuals
    • active and informed citizens

Schools within the Archdiocese of Canberra and Goulburn incorporate the 5 Hallmarks of Catholic schools with the goals of the Melbourne Declaration to determine how curriculum, pedagogy, assessment and reporting are enacted.

Teaching and Learning
Curriculum, Pedagogy, Assessment and Reporting

In line with the Australian Curriculum and the NSW Syllabus for the Australian Curriculum, Catholic Education aims to produce students who engage imaginatively and critically and communicate confidently. It aims to produce students who are informed, thoughtful members of society.

Students are encouraged to be self-motivated, confident learners through inquiry and participate actively in challenging and engaging experiences (ACARA, 2010). Learning is authentic, relevant, rigorous, and meaningful ensuring different stages and rates of development are accommodated. Students express their growing understandings through a variety of means including multiple technologies. The classroom environment supports students’ interactions, collaborations, thinking, behaviour, and feelings.

School principals work with staff to ensure that every student is engaged, challenged and learning successfully. The principal demonstrates a strong conviction that quality teaching is the key to improved student learning.

Teachers provide rich experiences that provoke students’ thinking, creativity and curiosity. They intentionally monitor and adjust the quality, frequency and range of classroom interactions with the balance of talk time being biased in students’ favour. Teachers make informed instructional decisions based on assessment data (formative, summative and diagnostic). They use the curriculum to identify levels of learning to select appropriate and relevant content. They know the curriculum well. Content is accessed across year levels and is adjusted to address individual and/or group needs.

The school community is built on genuine relationships and mutual trust. Parents/carers are recognised as advocates for their children’s learning success and are supported to engage in their children’s learning. Parents/ carers along with the wider community are valued partners in education.

Pedagogical Principles

  1. Everyone can learn
  2. A deep understanding of curriculum provides content and context for learning
  3. Assessment informs teaching and learning
  4. Positive relationships are at the heart of effective teaching
  5. Holding high expectations of all learners is a commitment to justice
  6. Positive educational environments empower learning
  7. Learning is inspired and celebrated in community