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CurriculumIn Victoria, the curriculum is set out in AusVELS, the Victorian Essential Learning Standards that incorporate the Australian Curriculum.

The curriculum defines what it is that all students have the opportunity to learn as a result of their schooling. A high-quality curriculum is not a collection of disconnected items of knowledge but rather a set of progressions that define increasingly complex knowledge, skills and concepts grouped and defined by learning areas and general capabilities. These general capabilities enable students to develop particular values, dispositions and self-efficacy to become 'successful learners, confident and creative individuals and active and informed citizens'.

It enables teachers to identify the point of learning progression of each individual student and to plan for the appropriate next steps in learning. Engaging in this learning process is the responsibility of students. This approach enables schools to focus at the Foundation (Years F−2) stage on five learning domains: English, Mathematics, The Arts, Health and Physical Education and Personal and Social Capability.

Schools then broaden their focus and ensure that in each two-year band of school at the Breadth (Years 3−8) stage student learning includes each of the learning domains, with a focus on English, Mathematics, Science, Health and Physical Education and Languages every year.

Subject-based disciplines
In AusVELS subjects are referred to as learning area domains. This is to enable the inclusion of the content defined by the general capabilities within a common curriculum structure. Students learn the knowledge, skills and behaviours in the Arts, English, Humanities, Mathematics, Science and other Languages. Each of the disciplines, for example, Mathematics, Science, The Arts and History, provides and is defined by a unique way of seeing, understanding and engaging with the world.

General capabilities
The general capabilities are a set knowledge and skills students need for education of the whole person. Students learn about themselves and their place in society. They learn how to stay healthy and active. Students develop skills in building social relationships and working with others. They take responsibility for their learning, and learn about their rights and responsibilities as global citizens.

Students explore different ways of thinking, solving problems and communicating. They learn to use a range of technologies to plan, analyse, evaluate and present their work. Students learn about creativity, design principles and processes. The rise of digital technologies has generated a higher level of demand for the capacities to access, analyse and synthesise information, that is, to transform information into knowledge. This in turn means the definition of the knowledge and skills essential to develop these capacities has become more not less important.

Cross-curriculum Priorities
The AusVELS curriculum design makes clear links with the Australian Curriculum cross-curriculum priorities (Aboriginal and Torres Strait Islander histories and cultures; Asia and Australia's engagement with Asia; and Sustainability). The knowledge and skills that students should be expected to develop about Aboriginal and Torres Strait Islanders histories and cultures has a particular and enduring importance.

The identification of Aboriginal and Torres Strait Islander histories and cultures, provides a design for thematic learning that enables students to make connections about what they learn in separate learning areas of the curriculum and to construct a clear understanding of this important part of Australian history and culture. This was the blueprint for the Australian Curriculum, which has since been developed using the following design structure.

Learning Areas General capabilities Cross-curriculum priorities
Health and Physical Education
Humanities and
Social Sciences
(History, Geography, Civics and Citizenship, Economics and Business)
The Arts (Performing and Visual)
Technologies (Design and Technologies;
Digital Technologies)
Critical and creative thinking
Personal and social capability
Intercultural understanding
Ethical Understanding
Aboriginal and Torres Strait Islander histories and Cultures.
Asia and Australia's engagement with Asia Sustainability.

Each of the AusVELS domains is structured by eleven levels associated broadly with the years of schooling, from Foundation (Prep) to Level 10.

Year Level Aus VELS Level
Prep Foundation
1 Level 1
2 Level 2
3 Level 3
4 Level 4
5 Level 5
6 Level 6
7 Level 7
8 Level 8
9 Level 9
10 Level 10

Additional Programs
St Anthony's offers students opportunities to develop their knowledge and skills through a number of specialist programs. Students Prep-6 participate in weekly learning experiences with our Performing Arts and Visual Arts programs, as well as our Physical Education program. Students in Years P-6 also participate weekly in the school's Japanese LOTE (Languages Other Than English) Program. An Enrichment Program for students in Years 3-6 is also provided. Student learning is further enhanced throughout the year by participation in off-site learning experiences through excursions and participating at school in incursions.

All students are encouraged to join the school's before-school Reading and Maths clubs. Students also have the opportunity to join School Choir/Drama Club. There is also an opportunity for parents to participate in workshops based on literacy and numeracy practices within the school. A YouTube channel is another forum for parents and students to access school-based activities. Where appropriate, students needing additional support for their learning can participate in the school's New Arrivals Program, Recent Arrivals Program, Reading Recovery and Maths Intervention Programs or Teacher Aides also provide support for individual learning needs.

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