Catholic Education in 21st Century Authentic Contexts
St Mary’s Curriculum Statement ...
At St Mary’s Catholic School our expectations are high. The ‘St Mary’s Learner Profile’ encapsulates the skills, knowledge and competencies we aim to foster during a student’s time at our school. The ‘St Mary’s Our Priorities’ reflect the expectation of what is to be visible in all learning environments.
At St Mary’s it is our goal to deliver an integrated, concept-based curriculum which is rich, diverse and relevant to the needs of our students and community. We believe that a concept based curriculum enables students to transfer their understandings across learning areas and contexts, and make connections to their own experiences and the wider world, both now and in the future. Having a conceptual understanding provides students with a framework through which to develop their own way of structuring their understandings. Learning will be enhanced through opportunities to explore and revisit concepts in-depth, through many perspectives and in a number of contexts.
Twelve main concepts underpin our Integrated Learning at St Mary’s, taught over a cycle of three years:
Identity Survival Social Justice Creativity and Innovation
Community Conflict & Co-operation Systems Customs and Rituals
Relationships Exploration Service Invention & Design
Two conditions are essential for a purposefully connected curriculum. First, a clear conceptual link/s is needed among the curricular area content descriptions connected in planning for teaching and learning. Second, the integrity of the curricular areas must be maintained: the key purpose of the curricular area must not be ‘watered down’ or lost as teaching and learning draws on more than one curricular area. To ensure this, schools need to gather assessment data that indicates what students know and can do in specific curricular areas.
Will give priority to teaching and learning in Religious Education, English, Mathematics and Statistics as vehicles for accessing the rest of the curriculum
Will be integrated where there are natural and meaningful links
Will be based on the needs of the current group of students
Will be conceptually based for Social Sciences, Science, Technology, the Arts & PE/Health where appropriate
Will be based in sound pedagogy and the principles of assessment & learning
Will be underpinned by and consistent with the Principles of the NZC
Will encourages students to model and explore Values
Will supports students by providing opportunities through which the Key Competencies can be developed
Will provide students with effectively taught programmes across the eight Learning Areas
The belief that all our students have the ability to succeed and excel in all areas of their learning is shared by all staff at St Mary’s Catholic School. Every student brings his/her own uniqueness, strengths, and interests to our school.
We acknowledge and celebrate the pivotal role of family and aim to strengthen collaborative teaching and learning approaches between parents, children and teachers, whilst embracing cultural diversity. A tight partnership between students, staff and whanau is paramount in nurturing our students to becoming confident, connected, actively involved, lifelong learners living in relationship with Christ. Our students are what connects our communities together - whanaungatanga - the rights and responsibilities of all of us to be involved in the learning of our students means our doors are always open. Maori and Pacific children and their families will be embraced and invited to contribute fully in the learning experiences of their children. All cultural groups within the school community will be acknowledged and celebrated, recognising cultural identities.
Our Twin Pillars - Catholic Special Character and Student Achievement.
We will provide an education where all students are supported to reach their potential, equipped with the skills and attitudes to be capable, contributing members of society, with a personal relationship with Jesus Christ. Any goals that do not center on our two pillars are peripheral to our priorities.
Connections to local / global area through authentic curriculum integration.
Wherever possible connections will be made to our local area, followed by the global world.
Authentic Learning positions children at the centre of the learning and is related to their needs and interests. Children are involved in researching, designing, planning,creating and critically evaluating, solutions to real- life problems. Authentic Learning experiences are those which enable learners to be engaged with their learning, learning solutions are meaningful to the life of the child and connected to real-life events. Children are able to make links between prior experiences,current and future learning. The teacher’s role is one of the facilitation and guidance.
Does your child want to learn to play music?
For more information or to register
your child for lessons,
Tuesdays ~ Drums
Wednesdays ~ Keyboard
Thursdays ~ Guitar/Ukulele