St Mary MacKillop School teaches the Australian Curriculum. Alongside this is the Religious Education Curriculum designed by Brisbane Catholic Education with the Imprimatur of Archbishop Mark Coleridge. Both curriculums are designed to develop successful learners, confident and creative individuals and active and informed citizens. Subject areas include:
The classroom teaching of Religion is one element in a complex web of experiences that have the potential to nurture the faith life of young people. The classroom learning and teaching of Religion aims to develop the religious literacy of students to enable them to participate critically and effectively in the life of their faith communities and the wider society.
The Religion Curriculum has four interrelated strands:· Sacred Texts· Beliefs· Church and· Christian Life
These strands are taught in an integrated way that is appropriate to specific local contexts.
English is an evolving body of knowledge, understanding and skills students develop about language, literature and literacy within three interrelated strands.
The effective teaching of English empowers all students to participate in and contribute to an inclusive, democratic Australian society.
The English Curriculum has the three interrelated strands:· Language: knowing about the English language· Literature: understanding, appreciating, responding to· Literacy: analysing and creating literature expanding the repertoire of English usage
The study of Mathematics develops the numeracy capabilities that all students need in their personal, work and civic life, and provides the fundamentals on which mathematical specialities and professional applications of mathematics are built.
The curriculum focuses on developing increasingly sophisticated and refined mathematical understanding, fluency, logical reasoning, analytical thought and problem solving skills. It encourages teachers to help students develop positive dispositions through participation in engaging, challenging and creative experiences.
The Mathematics Curriculum provides students with essential mathematical skills and knowledge in:· Number and Algebra· Measurement and Geometry· Statistics and Probability
Humanities and Social Sciences (HASS)
In a world which is increasingly culturally diverse and dynamically interconnected, it is important that students come to understand their world, past and present, and develop a capacity to respond to challenges, now and in the future, in innovative, informed, personal and collective ways.
The Humanities and Social Sciences Curriculum plays an important role in harnessing students' curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and globally.
The Humanities and Social Sciences Curriculum has two interrelated strands:· Knowledge and Understanding· Inquiry and Skills
There are Four sub-strands:
Science aims to develop a “scientific view of the world" in students. It provides them with the opportunity to develop scientific literacy as well as an understanding of Science, it's contribution to our culture and society and application to our lives.
The Science curriculum emphasises inquiry based teaching and learning and employs a developmental sequence within and across the years to support students' development.
The Science Curriculum has three interrelated strands:· Science Understanding· Science as a Human Endeavour and· Science Inquiry Skills
Students value and share life experiences by representing, expressing and communicating ideas, imagination and observations about their individual and collective worlds to others in meaningful ways. Creativity, critical thinking, aesthetic knowledge and understanding about arts practices, through making and responding to artworks with increasing confidence form an important part of The Arts Curriculum.
The Arts Curriculum comprises five subjects:· Dance· Drama· Media Arts· Music· Visual ArtsAt St Mary MacKillop School, we have a specialist Music and Visual Arts teacher who works with all students from Prep to Year 6.
Learning to communicate in two or more languages is a rich, challenging experience. It enables participation in the linguistic and cultural diversity of our interconnected world.
Language is a systematic, dynamic and cognitive activity. It is a social and cultural practice.
Languages other than English (LOTE) at St Mary MacKillop School is studied formally in Years 4-6 with the focus on Japanese. We have a specialist Japanese Teacher.
Health and Physical Education (HPE)
Health and Physical Education offers experiential learning with a curriculum that is relevant, engaging, contemporary, physically active, enjoyable and developmentally appropriate. Integral to Health and Physical Education is the acquisition of movement skills, concepts and strategies that enable students to confidently and competently participate in a range of physical activities.
In Health and Physical Education, students develop the knowledge, understanding and skills to support them to be resilient, to develop a strong sense of self, to build and maintain satisfying relationships, to make health- enhancing decisions in relation to their health and physical activity participation, and to develop health literacy competencies in order to enhance their own and others' health and wellbeing.
At St Mary MacKIllop School we have a specialist Physical Education Teacher who works with all students each week.
Embedded in HPE teachings is a Catholic Perspective. Brisbane Catholic Education (BCE) holds as its basis, the belief that each person is made in the image of God and that the inherent dignity of all people should be recognised, fostered and protected. A Catholic Perspective on Relationships and Sexuality draws particular attention to the importance of loving ethically and living safely.
This learning area provides opportunities for students to apply practical skills and processes when using technologies and resources to create innovative solutions that meet current and future needs. The practical nature of the Technologies learning area engages students in critical and creative thinking, including understanding interrelationships in systems when solving complex problems.
The Technologies Curriculum describes two distinct but related subjects:· Design Technologies: in which students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities.· Digital Technologies: in which students use computational thinking and information systems to define, design and implement digital solutions.There is a clear relationship between Digital Technologies and the ICT General Capability. The Digital Technologies curriculum assists students to become confident developers of digital solutions (ACARA, 2014).