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Curriculum

At Sacred Heart we refer closely to the Victorian Curriculum in order to provide students with a comprehensive and cumulative curriculum, from Prep-6. The school curriculum takes into account the needs of the local community and of students as individuals.

Religious Education has a significant and prioritised place in the curriculum as it reflects our unique character and focus as a Catholic school. The primary source for developing our Religious Education Program is the Catholic Education Office Ballarat resource “Awakenings”.

Information Technology, Literacy and Numeracy skills are recognised and valued as integral to all Learning Areas. These skills are taught and reinforced throughout the curriculum.

These are the Learning Areas and their Time Allocations (per week) per year level. These Learning Areas and Time Allocations have been set with reference to Federal, State and Local mandates and recommendations.

It is vital to note that the school timetable is flexible and these weekly allocations are averaged across the year.

Learning Area
Prep
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Religious Education (inc.Assembly)
2.5
2.5
2.5
2.5
2.5
2.5
2.5
English (including Spelling Programs)
10
10
9
7
7
6
6
Personal and Social Learning (also called Social and Emotional Learning/SEL. Including Health & PE- Personal, Social & Community Health, Cyber Safety & Positive Behaviour Support)
1
1
1
1
1
1
1
Maths
5
5
5
5
5
5
5
Health and Physical Education
2
2
2
2
2
2.5
2.5
Visual and Media Arts
1
.5
1
1
1
1
1
Languages (Italian)
1
1
1
1
1
1
Digital Technologies
1
1
1
2
2
1
1
Science
1
1
1
1
1
1
1
Integrated Studies (incorporating Humanities and Design and Technology)
.5
.5
.5
1.5
1.5
3
3
Total Weekly Hours (average)
25
25
25
25
25
25
25
In order to deliver a well-rounded educational experience for SHPS students we identify a particular Learning Area emphasis at each year level to help focus decisions around excursions, incursions, projects, special events etc. These areas are selected according to the needs of our students and community, and curriculum priorities.
Prep
Personal and Social Learning
Year 1 & 2
The Arts
Year 3 & 4
Digital & Design Technologies
Year 5 & 6
Sport

All teachers, from P-6 are expected to maintain and demonstrate a commitment to the following pedagogical (teaching) practices:
Pedagogical Approach
Definition
Evidenced by
Visible Learning (Hattie, et.al)
When teachers see learning through the eyes of students and help them become their own teachers.
Learning Intentions/I Can Statements Success Criteria/Proficiency Scales Timely Feedback
Formative Assessment (Wiliam, et.al)
Formal and informal assessment procedures conducted during the learning process in order to modify teaching and learning activities to improve student attainment.
Use of strategies such as (but not limited to): Individual whiteboards No-Hands-Up/Stick-Picks Think/Pair/Share Graphic Organisers Traffic Light Cups Assessment Seating Plans Visible Thinking Routines Journalling Exit Slips Teachers responding to on-the-spot assessment to modify their instruction.
Direct Instruction – where applicable
Explicit teaching of a skill-set using lectures and/or demonstrations of the material to students.
Fidelity to the requirements of evidence-based programs (e.g.Spelling Mastery)
Integrated Learning
Combining curriculum from two or more Learning Areas, allowing students to see how ideas are connected.
Units of work being designed and delivered that address ‘big ideas’ and outcomes from the Humanities and Design and Technology Learning Areas as well as the various Capabilities.
Backward by Design Planning (Wiggins, McTighe, et.al)
Designing educational curriculum by setting goals before choosing instructional methods and forms of assessment.
Teachers planning all learning sequences in this order:
1. Identifying the desired outcome
2. Determining how to assess achievement of the desired outcome
3. Planning relevant learning opportunities
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