St Theresa's Primary School, Albion – Prep to Grade 6

At St Theresa's we are committed to the development of the whole person and recognise the uniqueness of each child. We teach the Victorian Curriculum through a knowledge-rich, evidence-based approach, so that every child builds the knowledge, skills and character to flourish in the 21st century.

Our goals for every child

Our goal is to provide an environment which will:

• build each child's self-esteem
• foster quality relationships
• ensure opportunities for each child to achieve success
• actively promote excellence

Our curriculum at a glance

• What we teach: the Victorian Curriculum F–10 Version 2.0, together with Religious Education in the Catholic tradition.
• How we teach: explicit instruction based on the Science of Learning, supported by the Melbourne Archdiocese Catholic Schools (MACS) Vision for Instruction.
• How we plan: coherent, well-sequenced, knowledge-rich units of work that build on what students already know, year after year.
• How we support: every student receives the right help at the right time through our Response to Intervention approach.
• How we know it is working: regular checks for understanding and assessment data guide our planning each week and each term.

The Victorian Curriculum F–10 Version 2.0

The Victorian Curriculum F–10 sets out what every student should learn during their first 11 years of schooling. Version 2.0 presents learning as a continuum, expressed through clear achievement standards and detailed content descriptions. This allows teachers to plan, teach, assess and report on the learning of every student, and to ensure that knowledge and skills build sequentially from Prep to Grade 6 and beyond. Victorian Catholic schools use this curriculum, and it is the foundation for all of our planning, assessment and reporting.

The curriculum includes a strong focus on the foundational skills of literacy and numeracy, alongside personal and social skills, thinking skills and the use of digital technologies. It gives students the skills they need for work and life: literacy, numeracy, scientific knowledge and skills, resilience, respectful relationships, and the capacity for critical and creative thinking and expression.

Learning areas taught from Prep to Grade 6

• The Arts (Dance, Drama, Media Arts, Music, Visual Arts)
• English
• Health and Physical Education
• Humanities (Civics and Citizenship, Economics and Business, Geography, History)
• Languages (Italian)
• Mathematics
• Science
• Technologies (Design and Technologies, Digital Technologies)

Capabilities developed across all learning areas

• Critical and Creative Thinking
• Personal and Social Capability
• Intercultural Capability
• Ethical Capability

These capabilities are taught and practised in and through the learning areas, not separately, so students apply them in real contexts.

How we teach: our Instructional Model

Our teaching practices are based on the Science of Learning, which is research about how children learn best. Our instructional model is underpinned by the MACS Vision for Instruction, Response to Intervention, Cognitive Load Theory and Rosenshine's Principles of Instruction. Every classroom follows the same consistent, evidence-based approach, so students know what to expect as they move through the school.

Explicit instruction

Explicit instruction means teaching new content in a clear, structured way, in small steps, with clear explanations and demonstrations of what students are expected to learn. Students then practise and receive feedback until the skill is mastered. In our classrooms you will see:

• clear learning intentions and success criteria, so students know what they are learning and what success looks like
• straightforward explanations, modelling and worked examples
• a brisk pace that keeps students focused and engaged
• frequent checks for understanding, including mini whiteboards so the teacher can see every student's thinking
• immediate feedback to correct mistakes and reinforce learning

Gradual release: I do, We do, You do

Lessons move deliberately from teacher-led to student-led learning.

• I do: the teacher explains and models the skill or concept step by step.
• We do: teacher and students practise together, with support and feedback.
• You do: students apply what they have learned independently, showing their understanding.

This ensures students reach independent practice only after the foundational knowledge is firmly in place. Our lessons also begin with a short daily review of previously taught content and finish with a reflection on the learning.

Learning that sticks

Because our working memory is limited, we teach new information in manageable chunks and make learning intentions clear (Cognitive Load Theory). We also build in routines that help knowledge move into long-term memory:

• Retrieval practice: recalling information strengthens memory. Students use low-stakes quizzes, exit tickets, brain dumps and think-pair-share.
• Spaced practice: learning returns over time through a spiral curriculum, morning warm-ups and regular reviews.
• Formative assessment: ongoing feedback that is specific, actionable and focused on the task, with clear next steps for growth.

Response to Intervention: the right support at the right time

Every student receives high-quality classroom instruction (Tier 1). Students who need more receive targeted small-group support (Tier 2), and those who need it receive intensive, individualised support (Tier 3). Progress is monitored regularly, and support is adjusted as students grow. This applies to students who need extra help and to students who are ready for greater challenge.

Knowledge-Rich Units of Work

In our curriculum, knowledge-rich units of work have replaced our previous inquiry approach. Our aim is the same: students who are curious, thoughtful and love learning. What has changed is how we get there, based on what research tells us about how children learn.

Why we changed

Research shows that most students need to be taught explicitly in order to learn the important knowledge of school, such as reading, writing and mathematics. It also shows that knowledge builds on knowledge. The Vision for Instruction describes knowledge as being like mental Velcro: new knowledge sticks to what a child already knows. Students who have a broad base of knowledge across many topics find that new learning makes sense more easily, and that understanding deepens from one year to the next. Curiosity and deep thinking grow from knowing things, so we teach the knowledge first and then give students many opportunities to use it.

What is a knowledge-rich unit?

A knowledge-rich unit is a carefully planned unit of work, drawn from the Victorian Curriculum, in which teachers deliberately select and sequence the knowledge and vocabulary students will learn. Each unit builds on previous learning and prepares students for what comes next.

How our units work

• Planned from the Victorian Curriculum. Each term focuses on a curriculum area from Humanities, Science or Health, with a central idea for Junior (Prep–2), Middle (Grades 3–4) and Senior (Grades 5–6) students. Across the years we rotate through the disciplines so that students cover the whole curriculum without unnecessary repetition.
• Knowledge is taught explicitly. Teachers explain and model key ideas, using clear examples, texts, images and discussion, in small steps.
• Vocabulary matters. Students learn the precise words of each subject and use them in talking and writing.
• Students think hard about the content. Teachers use questioning, discussion and structured tasks to direct student thinking to the most important ideas.
• Ideas are revisited. Retrieval practice and review return to earlier content so it is remembered and connected.
• Students apply their learning. Students show what they know through writing, talking, creating and, where it suits, projects and real-world connections to our school and wider community.
• Teachers check and respond. Regular checks for understanding tell us what students have learnt, so teachers can reteach, support or extend.

 ‘A knowledge-rich curriculum, which structures learning and teaching so that all students can access shared knowledge at the same stage of their learning, provides an important step towards achieving Australia’s educational goals. As students acquire broad and deep subject knowledge, they are increasingly able to perform complex tasks and apply skills in context, like critical and creative thinking and problem-solving. Supported by effective teaching, a knowledge-rich curriculum sets students up with the knowledge and skills they need to succeed in life.’(AERO- A knowledge-rich approach to curriculum design.  pg 21)

What this means for your child

Your child will build a rich store of knowledge about the world, in history, geography, science, health and more. They will be able to talk about what they are learning with confidence and use subject words accurately. They will also link ideas across subjects, including to the reading and writing they do in English.

How you can help at home

• Ask your child to explain, in their own words, what they learnt this week, and to teach you one new word.
• Talk about the unit topic, visit a library, museum or park, and read books on the topic together.
• Ask "how do you know?" and "why do you think that?" to encourage reasoning.
• Read together regularly and discuss stories, characters and ideas.

English

Our literacy program builds skills that empower students to be effective speakers, listeners, readers and writers, and inspires a love of reading and writing. Students have a minimum of ten hours of English each week. Our approach is based on the Science of Reading and the Victorian Teaching and Learning Model 2.0, with explicit and systematic teaching of the knowledge and skills students need to read, spell and write.

Our reading program is built on six areas: oral language, phonemic awareness, phonics, fluency, vocabulary and comprehension.

• Prep to Grade 2: systematic synthetic phonics using UFLI, so students learn how letters and sounds connect, with reading and spelling taught together. Teachers use daily review, shared read-alouds of quality texts, explicit vocabulary teaching and guided fluency practice.
• Spelling and vocabulary: Word Origins teaches how words work, including their meaning parts and history, from Prep to Grade 6.
• Grades 3 to 6: quality literature and novel studies, explicit teaching of comprehension strategies, grammar and spelling, and structured writing across a range of purposes.
• Writing: explicitly taught from letter formation and sentences through to extended texts, with modelling, regular feedback and writing linked to what students are learning in their units of work.
• Knowledge supports comprehension: a knowledge-rich curriculum gives students the background knowledge they need to understand what they read.

We screen all students on arrival and monitor progress regularly, so that students who need extra practice receive small-group support early.

Mathematics

Mathematics at St Theresa's is purposeful, engaging, challenging and supportive for all students. We aim to develop efficient mathematical thinkers who can apply their knowledge confidently to real-life situations, with understanding and accuracy.

We follow the OCHRE scope and sequence, which gives teachers high-quality, well-sequenced lessons. A typical maths session includes:

• Daily review: retrieval of previously taught concepts and mathematical vocabulary
• Fluency practice: short sprints to build speed and accuracy with number facts
• Developing number sense – understanding quantities and numbers, and how to represent them with objects and numerals
• Teaching mathematics concepts – understanding the ‘why’ and ‘how’ of mathematics in combination with procedures and rules
• Using concrete materials – using physical resources and visual representations to show concepts and procedures 
• Using problem-solving strategies – organising work based on the structure of a problem • using explicit instruction – providing opportunities for students to explain their work and thinking in oral and written forms • 
• Applying precise mathematics language – using correct terminology when discussing steps for solving problems.
• Review of learning: reflecting on the learning intention and checking for understanding

Students have around five hours of numeracy each week. Intervention and enrichment are based on student data.

Religious Education

We embrace the teachings and values of St Theresa, who did small things well. Our school motto reminds us that we too can make a difference in our world by doing the small things well.

Celebrating Mass is an integral part of living our faith. We gather as a whole school several times each term and celebrate Feast Days, including the Feast of the Sacred Heart and St Theresa's Feast Day. Year levels also attend Mass on Fridays, linking classroom learning with the message of Jesus Christ. Our Religious Education Leaders, teachers, parish and school community work together to prepare children for the sacraments: Reconciliation and First Eucharist in Grade 3, and Confirmation in Grade 6. Our social justice actions support causes in our community and help us care for others as Christ did.

Specialist and intervention programs

St Theresa's offers specialist and intervention lessons in Physical Education, Italian, Performing and Visual Arts, number intervention, a Prep–1 support teacher (Good Start), English as an Additional Language and Reading Recovery.

• Physical Education: a developmental, skills-based program with weekly lessons, interschool sport for senior grades, athletics and cross-country events, a school Sports Day and a two-week intensive swimming program.
• Outdoor Education: a progressive program from after-school dinners in Prep and Grade 1, to a longer stay in Grade 2, and camps in Grades 3 to 6 that alternate between beach and country settings.
• The Arts: an annual Art Show, a School Production every second year, Christmas Carols and Italian Days.

Our behaviour curriculum

We teach outstanding behaviour through clear expectations, routines and opportunities for all staff and students to rehearse, model and refine behaviours. Students learn how and why we behave as we do and practise it often, so that great behaviour becomes natural. The curriculum is for students from Prep to Grade 6 and is adapted for students with additional needs, because we want every child to succeed. Our whole-school cue to listen is "Do small things" and students respond "Well" with two thumbs up.

We also keep learning environments calm and purposeful. Classroom displays are chosen to support learning, and students help create them, rather than simply decorate.

How we know our students are learning

Our planning is informed by assessment data. Teachers analyse results together at the end of each term to plan the term ahead, and meet weekly to review formative assessment so that students receive learning at their point of need. Tools include checks for understanding, exit tickets, feedback and observation, together with screening and progress monitoring such as PAT Maths, Essential Assessment, Acadience and UFLI checks.

Our aspiration is that every student becomes an assessment-capable learner, who knows where they are, where they are going and what to do next. These students know their learning target, can describe how they are going against the success criteria, reflect on their learning and choose strategies to improve. This is informed by Professor John Hattie's work on Visible Learning.

Learn more

• Melbourne Archdiocese Catholic Schools: Vision for Instruction position statement and Parents Guide (www.macs.vic.edu.au)
• Victorian Curriculum F–10 Version 2.0 (f10.vcaa.vic.edu.au)
• Parent resources recommended in the Vision for Instruction Parents Guide include MultiLit's Five from Five resources and Daniel Willingham's book Raising Kids Who Read.

If you have questions about our curriculum, please contact the school office or speak with your child's teacher.