Curriculum: The ‘What’

We use the Victorian Curriculum 2.0 and the MACS Vision for instruction to guide and develop our local school based curriculum.

Curriculum Areas include:

English – Reading and Viewing

In English, we use evidence-based instruction in phonics and phonological awareness (identifying sounds in words, syllables and rhyme) to teach children early reading skills. We use a systematic synthetic phonics program alongside Little Learners Love Literacy decodable books to put children’s emerging English skills into practice and develop the skills needed to read with success.

We use a range of texts to foster a love of reading and a broad understanding of themes and topics. Shared reading is the space in which children engage with high quality literature; develop their vocabulary and language knowledge and are supported in their comprehension skills.

Writing

Writing is a form of self expression; it enables us to create meaning and make our thoughts, feelings and ideas visible to others. In line with MACS Vision for Writing, we explicitly create supportive writing environments, develop essential writing skills and build knowledge for writing in a range of different genres and text types

Speaking and Listening

Speaking and Listening is foundational to achievement in reading and writing. We explicitly teach children speaking and listening skills by giving children lots of opportunities to talk with each other and with us, both informally and formally.

English as an Additional Language

Mother of God is a culturally and linguistically diverse school where some students come to school with one or more home languages that are not English. We provide support for students who require the development of foundational and functional language and literacy skills

Mathematics

Our Mathematics program provides students with essential mathematical knowledge, skills and concepts in number, algebra, measurement, space, statistics and probability. Through engaging learning experiences aligned with the Victorian Curriculum 2.0, students develop understanding, fluency, reasoning and problem-solving skills, while building confidence as mathematical learners.

Teaching and learning in Mathematics is grounded in explicit, evidence-based instruction and differentiated to support the diverse learning needs of all students. Students are encouraged to explain and justify their thinking, use mathematical language confidently and apply their learning to authentic real-world contexts. Teachers use assessment data to inform targeted teaching, intervention and extension opportunities.

Our Number Fluency Program is implemented daily for 15 minutes to develop fluency and automaticity with subitising, place value, part-part-whole relationships, additive strategies and multiplicative thinking. Students engage in regular mathematical practice, discussion and hands-on learning experiences using concrete materials, visual representations and abstract concepts to strengthen number sense and develop efficient and flexible problem-solving strategies.

Inquiry learning

‘Learning happens through thorough investigation which in itself is driven by powerful questions often framed by authentic contexts and real life problems and purposes. In an inquiry classroom, students move through processes that help them think beyond facts and come to understand deeper concepts.’ (Murdoch, K. The Power of Inquiry, 2014)

Inquiry is undertaken across the school in developmentally appropriate ways. In our Junior Learning Community, Inquiry is called ‘Discovery’ and uses best practice approaches to engaging children’s natural curiosity about themselves and their world through a play based approach.

In Middle and Senior Learning Communities the children further develop their ability to investigate, research and inquire into areas of interest and concern in increasingly more sophisticated ways.

The following learning areas are taught through an Inquiry approach to learning over a two year period.