Teaching & Learning
“Tell me and I forget, show me and I remember, involve me and I understand.” Benjamin Franklin
At St. Joseph the Worker we believe that learning is a lifelong process, which is both developmental and individual. We use a personalised approach to learning which places the needs, interests and learning styles of our students at the centre. We encourage students to be reflective about their learning and support them to set goals for improvement.
We believe that students learn best when they are actively involved in their learning. We use a concept based approach to Inquiry Learning which provides students with opportunities to question, investigate, analyse, evaluate and respond at deeper levels. Conceptual learning encourages students to go beyond facts and connect knowledge to ideas of conceptual significance. It enables students to make connections with their learning across the curriculum and across their years of schooling.
A conceptual based approach to learning develops learners who are:
Our policies and programs are developed within the guidelines of theAusVELS (Australian and Victorian Essential Learning Standards) and The Australian Curriculum.
Learning, Life and Faith
At St. Joseph the Worker, we believe that our faith is at the core of our endeavour. It is formed through our life experiences, our understanding and knowledge of scripture, Church teachings and traditions, our discoveries about ourselves, others and the world. As people of faith, all we know and come to learn about should elicit an affective faith response.
Therefore Learning, Life and Faith (LLF) is a conceptual framework based on the inquiry approach to Religious Education (RE) in which other curriculum areas are incorporated to strengthen our knowledge and understanding of the world, both past and present, and our role in it as Catholic people. Through LLF the teachers plan collaboratively to link RE with History, the Sciences, Geography, Civics as well as with our specialist areas of Library, LOTE Italian and the Arts.
Prayer and Liturgy also form an important part of our school life and celebration. As part of our learning, we provide instruction and preparation for children to receive the Sacraments of Reconciliation (Year 3), Eucharist (Year 4) and Confirmation (Year 6).
At St Joseph the Worker School, we acknowledge the central role that English plays in the learning process of our students. It helps create confident communicators, imaginative thinkers and informed citizens. We also recognise that through the study of English, individuals learn to analyse, understand, communicate with and build relationships with others and with the world around them. The importance of English language development lies not only for educational purposes but also helps individuals “become ethical, thoughtful, informed and active members of society.”
The English Program aims to develop in students the ability to:
- Listen to, read, view, speak, write and create a variety of text; spoken, written and multimodal for a range of social purposes.
- Understand the purposes of language (e.g. to evoke feelings, convey information, express ideas, interact with others, entertain, persuade and report.)
- Understand how Standard Australian English works in its spoken and written forms as well as non-linguistic forms to create meaning and the ability to use this knowledge when creating their own texts.
- Identify the role that culture, social and personal differences play on textual interpretation.
- Critically analyse, evaluate and discuss oral, written and multimodal texts.
- Understand, appreciate, respond, examine and create Literature.
The English Curriculum in our school encompasses the three interrelational strands presented in AusVELS. These strands focus on developing students’ knowledge, understanding and skills across the modes of language; listening, speaking, reading, writing and viewing.
The strands are as follows:
- Language: knowing about the English Language
- Literature: understanding, appreciating, responding to, analysing and creating Literature.
- Literacy: expanding the repertoire of English usage.
At St. Joseph the Worker, we believe that an understanding of Mathematical concepts and their application to everyday life, will empower students to function confidently and independently throughout their lives.
In Mathematics, we aim to develop in students the ability to:
- Gain an increasingly sophisticated understanding of mathematical concepts and fluency with processes, pose & solve problems and reason in number and algebra; measurement and geometry; and statistics and probability.
- Recognise connections between the areas of Mathematics and other disciplines and appreciate Mathematics as an accessible and enjoyable discipline to study.
- Become confident, creative users and communicators of Mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.
- Enable students to develop the skills and necessary language to articulate their learning.
- Experience success through a variety of learning opportunities.
Mathematical learning within our school encompasses the following Australian Curriculum strands:
Numbers and Algebra
Measurement and Geometry
Statistics and Probability
Further descriptions of each strand can be found at: www.australiancurriculum.edu.au/Mathematics
Our students have an opportunity to focus on Visual Arts during even years (2014) when the children practise various techniques and experiment with different media to prepare works for an Art Show towards the end of the year.
On odd years (2015), the learning focuses on Performing Arts with their learning culminating in a School Concert. They focus on the use of voice, body movement, dance and singing during this year.
These are supported by work in class as well as in their specialist Art classes.
The children from Years Prep to 6 learn Italian as a LOTE (Language Other Than English) subject.
Each week the students have a P.E. lesson. Students’ involvement in physical activity can take many forms, ranging from individual, non-competitive activities through to competitive team games. Students progress from the development of basic motor skills to the performance of complex movement patterns that form part of team games. Every student is placed into a house colour: