Parent Information


Curriculum Overview

The curriculum at St Mary’s is designed to help children to learn to their optimum capacity and enjoyment and is based on the most up to date knowledge and understanding of how learning takes place.

Ensuring optimum progress in English and Mathematics is at the heart of our mission at St Mary’s. We believe attention to these key learning areas is essential. The children participate in daily English lessons (which encompass reading and writing) and Mathematics lessons applying skills, knowledge and understandings from these key curriculum areas across all aspects of the curriculum.

During these important years, teachers strive to produce active, engaged and motivated learners. In addition to studying the core subjects of Mathematics and English, students become immersed in integrated studies through Science, History and Geography and they are increasingly able to work using a variety of resources and technology.

Another curriculum area the children encounter weekly is Indonesian. Currently children in K-3 at St Mary’s learn Indonesian and this subject is part of the fabric of our school culture.

We believe in the importance of building a solid foundation in Science during the primary school years. At St Mary’s the children actively and regularly participate in the process of scientific investigation by observing, classifying, exploring, predicting, testing, modifying and applying understanding to reach conclusions and interpret data. Students develop skills in scientific investigation of physical phenomena, living things and earth and its surroundings.

The children participate in PE (with a specialist teacher) and Sport each week.

Children at St Mary’s enjoy the creative and performing arts through class-based Art, Music and Drama classes and also have opportunities to participate in a broad range of artistic endeavours as part of the co-curricular programme.

By offering a broad range of learning experiences, St Mary’s strives to provide an enriched learning environment that enhances the total development of each student, cognitively, emotionally, socially, physically and spiritually.


As a Catholic School we value all members of the community. Teachers at St Mary’s endeavor to address ‘across curriculum perspectives’ where pertinent within their daily teaching programme.


At St. Mary’s we believe that our Catholic Ethos should permeate all that we do.

Therefore teachers:

  • Reflect Gospel values through all facets of the classroom.
  • Use the curriculum to explore the Gospel message.
  • Encourage the children to respect the work of others.
  • Provide different opportunities for individual students to express their thoughts, feelings and spirituality.
  • Emphasise a reverence of life in all of its forms.


At St. Mary’s we believe that through all aspects of the curriulum all students can gain an appreciation, respect and sensitivity for Indigenous Australians.

Therefore teachers:

  • Should recognize the nature of the learner and the needs of the learner group.
  • Provide opportunities to gain an appreciation and respect for the uniqueness of culture within Indigenous groups.
  • When incorporating Aboriginal and Torres Strait Islander perspectives in units of work, should ensure that such perspectives are accurate and do not stereotype.

The Primary Connections Indigenous perspective framework is based on national research findings and collaboration with Aboriginal and Torres Strait Islander groups, cultural consultants, Indigenous education and linguistic experts and other stakeholders. The framework acknowledges peoples’ differing worldviews and the diversity of perspectives that are the reality of Australian classrooms. It aims to accelerate science and literacy learning outcomes for Indigenous students and increase non-Indigenous students’ and teachers’ awareness and understanding of Indigenous perspectives.


At St. Mary’s we believe that the students need to learn all that is necessary to be active and informed citizens in their own society and country.

Therefore teachers:

  • Need to provide an environment where the students are able to value their own background and experiences.
  • Explore natural and cultural influences on the development of investigating, designing and making processes and the use of technology.


At St. Mary’s we believe that the curriculum provides avenues for students to appreciate, understand and learn more about the environment.

Therefore teachers:

  • Foster enjoyment, understanding and appreciation of the fragility, diversity and beauty of life on earth.
  • Programmes developed from Primary Connections enable students to engage in the processes of the 5 E’s inquiry learning and design and making with the intention to preserve our environment.
  • By investigating different environments, encourage students to learn about the impact of human activity on environments and how environments affect human behaviour.


At St. Mary’s Gender Education is about excellence in the schooling for all individual students.

Therefore teachers should:

  • Establish a cooperative learning environment that allows all students to experience success
  • Provide opportunities for active participation encouraging student’s expression of individual thoughts, feelings and opinions.
  • Recognise, value and address the differing interests and experiences of all students.
  • Research and acknowledge the gender roles of both males and females throughout history, noting significant role models from both genders.
  • Ensure that the needs, interests and experiences of all students are catered for when


At St. Mary’s we believe that ICT plays an important role in the acquisition of information.

Therefore teachers:

  • Provide opportunities for students to develop skills that enable them to acquire information.
  • Provide opportunities for students to use technology for the purpose of collecting, storing and organising data to assist in solving problems.
  • Use a variety of sources such as the interactive whiteboard, internet, e-mail, reference texts, artifacts, original sources, archives, computer technology, digital cameras, telecommunications, people and the media.
  • Develop students’ understanding of the interaction of technology in society at regional, national and global levels.


At St. Mary’s we believe that literacy plays an important part in obtaining, retaining and expressing ideas and information.

Therefore teachers:

  • Provide a variety of reading strategies to gather information for appropriate topics.
  • Enable students to explore different text types through reading, viewing, writing, listening to and talking about a range of subject matter when investigating, designing and making.
  • Engage in collaborative group work opportunities which will allow them to develop confidence and competence in using language.
  • Integrate learning subject-specific language with various design features of text types. E.g. text, tables, graphs, drawings and models.


At St. Mary’s we recognise that the fundamental aspects of culture can be explored throughout the curriculum.

Therefore teachers:

  • Enable students to develop an understanding about themselves as both individuals and members of groups. Allowing them to identify and appreciate human similarities and differences.
  • Develop the student’s acceptance that culture is transmitted by the shared understandings and practices of various groups based on language, religion and beliefs system, education, moral and ethnic codes, the arts, symbols, customs, rituals and practices.
  • Encourage in students a tolerance of all cultures and to consider their differences, particularly, when resolving moral dilemmas associated with scientific and technological issues.


At St. Mary’s the outcomes of special needs perspective emphasise the ability of students with a wide range of individual differences to participate and succeed in many aspects of learning.

Therefore teachers:

  • Will build upon the students’ experiences and skills.
  • Enhance self-esteem by enabling students to develop competencies.
  • Vary assessment procedures in recognition of individual differences.
  • Encourage independence in learning.
  • Teach elementary organisational skills and processes.
  • Are aware of the supplementary resources available for specific requirements.
  • Will address all students’ individuality catering for the multiple intelligences.
  • Recognise that students’ learn in different ways and at different rates.