At St Peter's we believe that the essential focus of our school is the overall development of each child according to the needs and potential of the individual. We strive to provide a whole school curriculum that will enable each child to grow in their knowledge, skills, attitudes and values in the faith, learning and peace (relationships).
Our vision statement highlights our beliefs and practices regarding learning and teaching.
© BCE, St Peter's Catholic Primary School (2021).
A key factor in improving educational outcomes for all students is providing a learning environment that unifies our language, modelling and relationships to meet the complex needs of all our students. As a school community we aim to enhance the educational outcomes, including wellbeing, for all students through the implementation of evidence-based practice to enhance all daily classroom learning. We acknowledge the foundation for academic outcomes stems from positive relationships. We recognise the critical importance of school relationships, personal perceptions and mental and emotional states required by students to be completely engaged in their learning. Within our classrooms we want to build self-confidence, enjoyment of learning and minimise fears around taking a risk to learn.
Our vision statement is positioned within the Brisbane Catholic Education Teaching and Learning Framework
St Peter's key messages about learners and learning and teachers and teaching are informed by our Christian Catholic traditions and the Brisbane Catholic Education Learning Framework. This framework outlines the tradition and vision for learning and growth of our students built on our values and beliefs. As a Catholic Christian community, we educate all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners empowered to shape and enrich our world.
Our Vision for learning at St Peter’s aligns with the Alice Springs (Mparntwe) Education Declaration. In line with the
Alice Springs (Mparntwe) Education Declaration there are core values that underpin the way in which learning and teaching is planned, organised and enacted at St Peter’s.
- As a school we promote excellence and equity for all our students by educating the whole child, and working to develop the spiritual, physical, social, emotional, moral and cognitive potential of all children who are created in the image and likeness of God.
- As a school we support all students in becoming confident and creative individuals who are successful lifelong learners, who are active and informed members of the community.
There are core assertions that underpin the way in which learning and teaching is planned, organised and enacted at St Peter’s. These core assertions are that:
- Learning and living are inextricably linked
- Learning and teaching prepares students for global responsibilities.
- We educate learners to be successful, creative and confident, active and informed and empowered citizens to shape and enrich our world.
- We educate the whole person in community: Created in the image and likeness of God who develops spiritually, physically, socially, emotionally, morally and cognitively.
- We educate our learners explicitly within a Catholic view of the curriculum to be literate, numerate, critical and creative, ethical, socially and personally capable, interculturally capable and ICT capable
All members of our school community have a shared commitment to provide opportunity for all learners at St Peter’s to reach their full potential. Within our classrooms at St Peter's we aim to establish high expectations for each student to maximise learning progress and achievement. Our pedagogical practices aim to impact positively on students' progress and achievement by:
- Focusing on learners and their learning
- Establishing clear learning intentions and success criteria
- Activating on multiple ways of knowing, interacting and opportunities for practice
- Responding with feedback that moves learning forward
- Evaluating the effect of teaching on student achievement and success
School Curriculum Overview
St Peter’s Rochedale provides learning from BCE Religious Education and P-10 Australian Curriculum. At St Peter's we teach all subject areas of the Australian Curriculum. (Religious Education, English, Mathematics, The Arts, Science, Technologies, Health and Physical Education, Humanities and Social Sciences (HASS) and Languages (Indonesian in Grade 3- 6. Religious Education plays an important role in our curriculum. We follow the Religious Education Program for the Brisbane Archdiocese.
The Australian Curriculum at St Peter’s.
The Australian Curriculum sets out the core knowledge, understanding, skills and general capabilities important for all Australian students. The Australian Curriculum is designed to teach students what it takes to be confident and creative individuals and become active and informed citizens. They play a significant role in equipping young Australians to live and work successfully in the twenty-first century and achieving our goal as a Catholic Christian community to educate all to live the gospel of Jesus Christ as successful, creative and confident, active and informed learners empowered to shape and enrich our world.
At St Peter’s the General Capabilities are addressed through the content of the learning areas where they are developed or applied in the content descriptions and where they offer opportunities to add depth and richness to student learning via the content elaborations, thus providing teachers with ideas about how they might teach the content.
Approach to Pedagogy
St Peter’s School uses the BCE Model of Pedagogy to provide evidence-based, precision and responsive teaching that results in learning progress and achievement for each student. The model of pedagogy is used by teachers to guide planning, teaching and assessing, by:
Focusing on student progress and plan to accelerate this
Establishing clear learning and intentions and success criteria from the Australian Curriculum
Activating learning and multiple ways of knowing and doing
Responding with feedback to support the student in their next steps to achieve the success criteria
Evaluating the impact of teaching on each student’s learning progress and achievement.
Assessing
Assessment of students’ achievement is an integral part of the planning, teaching and learning cycle. At St Peter’s School, we recognise individual differences in students. The assessment of student achievement involves a variety of styles and approaches and is recorded and stored in a variety of ways.
In line with BCE’s Model of pedagogy, teachers collect evidence of:
- students’ achievement of the learning intention and success criteria based on the Australian curriculum and Religion Curriculum and its standards of achievement
- formative and summative interpretations of student learning to inform future decisions about teaching Teachers are aware of:
- Each student’s progress between their starting point and the success criteria • How close each student is to attaining the success criteria?
- What needs to occur to help students move closer to meeting the success criteria.
Reporting to Parents
We use a 5-point scale with a At Standard being the expected level for this time of year to make judgements against the Australian Curriculum Achievement Standard.
Well above the expected standard indicates that the student demonstrates a very high level of knowledge and understanding of concepts, facts and procedures, and applies them independently in a wide range of contexts.
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Above the expected standard indicates that the student demonstrates a high level of knowledge and understanding of concepts, facts and procedures, and applies them independently in most contexts.
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At the expected standard indicates that the student demonstrates a sound level of knowledge and understanding of concepts, facts and procedures, and applies them in most contexts.
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Below the expected standard indicates that the student is developing knowledge and understanding of concepts, facts and procedures, and applies them, with support, in some contexts.
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Well below the expected standard indicates that the student requires significant support to develop and apply knowledge and understanding of concepts, facts and procedures.
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Children also receive an effort rating which consists of the following rating system: CONSISTENTLY, GENERALLY, SOMETIMES and RARELY. The term consistently can be agreed upon to mean: My child always demonstrates on task behaviour. The term generally can be agreed upon to mean “the majority of the time” or “frequently”. The term sometimes can be agreed upon to mean: My child generally demonstrates these behaviours but sometimes can need a reminder to focus on/learn the skill. The term rarely can be agreed upon to mean: My child needs frequent reminders and prompts to follow this behaviour.