Curriculum

At Warwick Christian College the Australian Curriculum forms the basis of all subject offerings for Prep to Year 10 and the Queensland Curriculum Assessment Authority for Years 11 to 12.  We understand that the curriculum we teach includes both formal curriculum (content of lessons) and the informal curriculum (the entire learning environment: how we teach, what we model, how we treat each other etc.) The Bible (the Word of God) serves as the ultimate criterion for our curriculum. We believe the curriculum that we undertake should be relevant and authentic. It should connect to the everyday while containing eternal truths. It should draw on the life experiences of the children to lead them to the higher order concepts they need to develop. It should be inclusive through acknowledging and valuing uniqueness and differences in gender, cultural background, family circumstance and disability. We believe the curriculum should be transforming. We plan our work within the broader National and State Curriculum documents.

The College desires all students engage in a balanced program during their pre-compulsory, compulsory and post compulsory years in line with State and Federal requirements.

The formal curriculum is permeated with the skills and processes that develop literacy, numeracy, life-skills, and critical thinking. The curriculum at the College promotes to students a Christian Worldview (including social-justice in the light of the Gospel) and a need and desire to be life-long learners.

As per the nationally agreed schooling outcomes, we aim to help students develop fully their God-given talents and capacities. In particular, when students leave the College they should:

  • Have the capacity for, and skills in, analysis and problem solving and the ability to communicate ideas and information, to plan and organise activities and to collaborate with others.
  • Have qualities of self-confidence, optimism, high self-esteem, and a commitment to personal excellence as a basis for their potential life roles as family, community and workforce members.
  • Have the capacity to exercise judgement and responsibility in matters of morality, ethics and social justice, and the capacity to make sense of their world, to think about how things got to be the way they are, to make rational and informed decisions about their own lives and to accept responsibility for their own actions.
  • Be active and informed citizens with an understanding and appreciation of Australia’s system of government and civic life.
  • Have employment- related skills and an understanding of the work environment, career options and pathways as a foundation for, and positive attitudes towards, vocational education and training, further education, employment and life-long learning.
  • Be confident, creative and productive users of new technologies, particularly information and communication technologies, and understand the impact of those technologies on society.
  • Have an understanding of, and concern for, stewardship of the natural environment, and the knowledge and skills to contribute to ecologically sustainable development.
  • Have the knowledge, skills and attitudes necessary to establish and maintain a healthy lifestyle, and for the creative and satisfying use of leisure time.

In terms of curriculum, students should have:

Attained high standards of knowledge, skills and understanding through a comprehensive and balanced curriculum in the compulsory years of schooling encompassing the agreed eight key learning areas and the interrelationships between them:

  • The Arts
  • English
  • Health and Physical Education
  • Languages other than English
  • Mathematics
  • Science
  • Studies of Society and Environment
  • Technology

Attained the skills of numeracy and English literacy; such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level.

To achieve these outcomes we use a range of teaching methods, including those that promote worthwhile thinking strategies (Bloom’s Taxonomy, DeBono, and Multiple Intelligences). We organise the curriculum using both integrated and discrete subject methods. At times we structure lessons so that children are in needs-based groups and at other times children of all abilities share in rich learning experiences together.

Archives

Categories

  • No categories