Core Curriculum Structures
Sacred Heart has strong processes for curriculum implementation that are supported by three School-wide core structures. These structures underpin our practice and are overseen by a dedicated team of Deputy Principals.
|PLC||Professional Learning Community|
|RTI||Response to Intervention|
|PBS||Positive Behaviour Support|
Each of these approaches are research and evidence based and they enable the school to prioritise curriculum planning, monitor student progress, apply appropriate intervention strategies, improve teacher capacity and develop transparent procedures. It is difficult in this short space to provide detailed explanations of each of the core structures, so please feel free to seek more information online or speak to our Executive Leadership Team if you would like to know more.
A PLC is a group of educators committed to working collectively in an ongoing process of collective inquiry and action research to achieve better results for the students they serve.
The Three Big Ideas:
- Focus on Learning
- Build a Collaborative Culture
- Focus on Results
The Four Guiding Questions:
- What do we want the students to learn?
- How will we know they’ve learnt it?
- What will we do if they don’t learn it?
- What we will do if they already know it?
The Six Essential Characteristics
- Shared Mission, Vision, Values and Goals
- Collaborative teams focused on learning
- Collective inquiry
- Action orientation and experimentation
- Commitment to continuous improvement
- Results orientation
In 2017 Sacred Heart became an accredited PLC Model School. This is a proud achievement and recognises the ongoing efforts of our teaching teams.
Response to Intervention is a systematic approach for achieving higher levels of academic and behavioural success for all students. The fundamental principles of RtI are:
All students can succeed
Effective schools enable a culture of learning
Effective teachers are critical to student learning success
Teaching and learning is inclusive
Inclusive schools actively engage with the wider community
Fairness is not sameness
Effective teaching practices are research based
Earliest possible intervention
Collaborative problem solving
RtI is based on a three tier system. The three tiers are fluid and students move in and out of levels as required.
Tier 1: The general education setting.
Students receive research-based instruction and progress monitoring is used to identify students at risk of having difficulties. Students not responding to Tier 1 instruction move into Tier 2.
Tier 2: Students receive research based tutoring in a small group setting. Progress is monitored and students who are not responding to Tier 2 instruction move into Tier 3.
Tier 3: Individualised research-based interventions are applied and explicit monitoring continues.
Positive Behaviour Support is an approach to discipline and behaviour management which emphasises whole-school systems of support that include proactive strategies for defining, teaching and supporting appropriate student behaviours to create positive school environments.
In the past, school-wide discipline measures have focused on reacting to misbehaviour. PBS requires the school to introduce, model and reinforce positive social behaviours. Research has shown that teaching consistent behavioural expectations and rewarding children for following them is a more positive and effective approach than waiting for misbehaviour to occur and then responding. At Sacred Heart, a PBS school, appropriate behaviour is the norm and all students know the school rule:
At Sacred Heart we are Respectful, Responsible and Safe.