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Religious Education underpins all of the arrangements we make for children’s learning at Holy Redeemers and so is an integral inclusion in our total curriculum. |
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The Religious Education curriculum has been designed by the Archdiocese of Melbourne for use in all Catholic schools in Melbourne. The program has an accompanying text ‘To Know, Worship and Love’ suitable for the developmental level of the students in each class. The program is taught in partnership with parish and families by highly qualified teachers committed to the ethos of Catholic education. The school supports students and their families in preparing for the Sacraments of Reconciliation, Eucharist and Confirmation through an ongoing program commencing in Prep. |
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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 Christ Our Holy Redeemer. |
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The Victorian 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: Years Prep to 4 - Laying the Foundations 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. Years 5 to 8 - Building Breadth and Depth 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. 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 |
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Three Interwoven Purposes of Schooling. 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 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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