Teaching & Learning


The curriculum offered by all systemic schools in the Diocese of Broken Bay is based on Board of Studies syllabuses.

These syllabuses clearly identify the Outcomes which provide detail of what students will be expected to know, understand and do at the end of a specific stage of learning.

Teachers respond to syllabuses by designing teaching programs that take account of resources, expertise, school priorities and most importantly, student learning needs. On-going assessment for learning enables teachers to make professional judgments about student achievement and to adjust the teaching program to support each student’s learning. Regular and specific feedback is provided for both students and parents to further support effective learning.

Beliefs About Learning

  • Respectful relationships are fundamental to facilitating learning and personal growth.
  • A safe and supportive environment promotes engagement and wellbeing.
  • Learning is developmental, building upon prior knowledge and experience.
  • Learning is relevant when it has a clear purpose and engages the learner in making personal meaning.
  • Content, pedagogy and assessment must align for authentic learning outcomes to be achieved.

There are seven Key Learning Areas:

  • Religious Education
  • English
  • Mathematics
  • History and Geography
  • Science and Technology
  • Personal Development, Health and Physical Education
  • Creative Arts

Early Stage 1: KindergartenThe primary curriculum is organised into Stages:

Stage 1: Year 1 and Year 2
Stage 2: Year 3 and Year 4
Stage 3: Year 5 and Year 6

Most students will be working towards the outcomes for their Stage. Some students will be working towards outcomes that are above or below their Stage.



We educate and provide experiences of following Jesus in the Catholic tradition. In doing so, we support the Catholic family and the Lakes Parish in the evangelising mission of the Church. The teaching of Religious Education is multi-faceted. It includes formal classroom lessons, participation in prayers and liturgies, support for the Parish Sacramental program and outreach to the community.

St Rose aims to educate and form young people in Catholic discipleship: offering them experiences of following Jesus as members of the Catholic community.

St Rose follows the K-12 Religious Education Curriculum established by the Broken Bay Diocese. There are 5 strands of the syllabus:

  • God, Revelation and Human Destiny
  • Jesus, Human and Divine
  • Church and Discipleship
  • Prayer and Sacraments
  • Sacred Scripture

Every grade teaches Religious Education from the Diocesan Syllabus for a total of two and a half hours per week. There are many enriching religious experiences and celebrations throughout the year including Masses, liturgies and fundraising for social justice causes that further deepen the faith formation of each child.

Prayer and Liturgy

We provide opportunities for the children to express their relationship with God by developing knowledge and understanding of Catholic prayer, sacraments and liturgy. Students participate in daily prayer (both traditional and informal), in class and school liturgies and attend Mass and Reconciliation.

Our school supports the parish-family program by teaching curriculum modules on the sacraments as well as class liturgies and prayer.


English is the Key Learning Area (KLA) where students develop competence in creating, responding and applying literacy for a range of purposes.  Students experience English across all Key Learning Areas and within a range of contexts. Our aim is to encourage a positive attitude towards English, to build students’ ability in using language effectively and to enable critical reflections on how language works.

The new English K-10 syllabus includes agreed Australian Curriculum content. The modes and skills of the English syllabus include:

  • Speaking and Listening
  • Reading and viewing
  • Writing and Representing , and Responding and Composing

Spelling, grammar, punctuation and vocabulary are investigated through the emphasis on experiences with rich literature, which includes author studies. Students are encouraged to think imaginatively and creatively, confidently express themselves, and reflect on their learning.


Mathematics is one of seven Key Learning Areas (KLA) in the curriculum. The St Rose program aims to develop confident, creative users of mathematics, able to investigate, represent and interpret situations.  There is a focus on developing understanding, fluency, communication, logical reasoning, analytical thought and problem solving skills. Students are encouraged to appreciate mathematics as an essential and relevant part of life.

The new Mathematics K-10 syllabus includes agreed Australian Curriculum content. The strands of the Mathematics syllabus are:

  • Working Mathematically- The carefully planned learning experiences follow the inquiry process allowing students to explore and connect concepts, choose and apply problem solving strategies, reason and communicate findings and evaluate,
  • Number and Algebra- The sub-strands involve manipulation of whole numbers, operations, fractions and decimals and identification of patterns and generating solutions to algebraic problems,
  • Measurement and Geometry – The content covers making connections with length, volume and capacity, area, mass, time, three –dimensional space, position and two –dimensional space and angles,
  • Statistics and Probability- The learning is based on exploration of chance elements and analysis of data

In addition the school participates in the EMU project (Extending Mathematical Understanding) which aims to enhance mathematical understanding and develop conceptual knowledge through rich mathematical experiences.


Science and Technology is one of seven Key Learning Areas (KLA) in the curriculum. St Rose introduced the new Science and Technology syllabus K-10 in 2015. The school’s program aims to develop students’ competence, confidence and responsibility in their interactions with Science and Technology leading to:

an enriched view of themselves, society, the environment and the future;
an enthusiasm for further learning in Science and Technology to gain a deeper understanding and appreciation for the natural and made environments;
an ability to apply skills, knowledge, understanding and  processes when working scientifically and technologically to solve problems and produce innovative solutions.

Students are encouraged to appreciate science as an essential and relevant part of their lives, both now and in the future. The new Science and Technology K-10 syllabus includes agreed Australian Curriculum content. The strands of the syllabus are:

  • Working Scientifically
  • Working Technologically
  • Physical World
  • Earth and Science
  • Living World
  • Material World
  • Built Environments
  • Information
  • Products

Through Science and Technology a student’s sense of wonder and curiosity about the natural and made world is fostered through actively engaging and seeking solutions to problems. It gives them knowledge and skills in scientific investigation and inquiry, and designing and applying technologies. Children pose questions, test ideas, and develop, evaluate and communicate findings based on evidence. They develop an understanding of the relationships between science and technology and the significance of their contribution to society.


History is a disciplined process of inquiry that helps to explain how people, events and forces from the past have shaped our current world. Students gain a deeper understanding into the background of their own story and their journey. Students become aware that history is all around and contains many stories and multiple perspectives. It provides insights into the experiences and struggles of different cultural groups. Historical inquiry provides the context for St Rose students to explore significant concepts such as respect, power, identity, service, cause and effect, change and continuity, significance, empathy and contestability. An investigation of an historical issue stimulates students’ wonder about how the world works. They engage in research and develop problem-solving and critical thinking skills. Historical information may be drawn from artefacts as well as written, visual and oral sources of evidence and they learn to critically analyse and interpret these sources of evidence. Through constructing reasoned explanations and informed arguments based on this evidence, they make connections and communicate their key insights with others. History studies support students to participate as engaged, knowledgeable and responsible citizens.

Through Historical inquiry students investigate the following content:

  • Personal and Family Histories
  • Present and Past Family Life
  • The Past in the Present
  • First Contacts
  • Community and Remembrance
  • The Australian Colonies
  • Australia as a Nation


Through Geography, students study places and the relationships between people and their environments to build a deeper understanding of the world. The quality of the interaction between people and environments is critical for the future of the planet. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for the world and propose actions designed to shape a just and sustainable future.Through applying inquiry skills students wonder about and engage with concepts such as sustainability, community, relationships, change, place, space and interconnection.  They formulate and investigate geographical questions, acquire, processes, analyse and interpret information through drawing on a range of tools, such as interpreting maps, undertaking field work, analysing graphs and statistics, applying spatial technologies and examining visual representations.  They make reasoned connections through evaluating and communicating their findings. Students reflect on their new insights and purposely respond to what they have learned.  The learning undertaken by students supports them in their role to become active, responsible and informed citizens.

St Rose adopts a model of inquiry to investigate concepts through the context of the content of the NSW syllabuses. Through Geographical inquiry students investigate the following contexts:

  • People Live in Places
  • Features of Places
  • People and Places
  • The Earth’s Environment
  • Places are Similar and Different
  • Factors That Shape Places
  • A Diverse and Connected World


The subject matter of K-6 Creative Arts is organised into four interrelated content strands:

  • Visual Arts
  • Music
  • Drama
  • Dance

Creative Arts is planned to enable students to gain understanding and expertise in the visual arts, music, drama and dance. It also supports students’ appreciation of the meaning and values that each of the art forms offers personally, culturally, spiritually and as forms of communication. By teaching Creative Arts we aim to integrate faith, culture and lived experience through the celebration of liturgical dance, music, art and drama. Students develop confidence and develop an appreciation of performance and creativity.


The aim of teaching PDHPE K-6 is to develop in each student the knowledge, skills and attitudes needed to understand value and lead healthy, active and fulfilling lives. It will form the basis for students to adopt a responsible and productive role in society.

The subject matter of K-6 PDHPE is organised into eight interrelated content strands. They include: Active Lifestyle; Dance; Games and Sports; Growth and Development; Gymnastics; Interpersonal Relationships ;Personal Health Choices and Safe Living.

There are five essential skills that students should develop across the stages of learning. They are communicating; Decision Making; Interacting; Moving; Problem Solving and Values and Attitudes.

Learning in PDHPE addresses:

  • physical, social, cognitive and emotional growth and development patterns
  • the development and maintenance of positive interpersonal relationships,
  • the factors influencing personal health choices,
  • living and learning in a safe, secure environment,
  • the adoption of an active lifestyle,
  • fundamental movement patterns and coordinated actions of the body, and
  • skills that enable action for better health and movement outcomes.

The students will develop:

  • an appreciation of and a commitment to healthy and socially just ways of living,
  • skills in making, communicating and acting upon health decisions,
  • skills in moving with competence and confidence,
  • skills in forming and maintaining positive relationships,
  • knowledge and understanding about ways to enhance personal and community health and well-being, and
  • knowledge and understanding about the composition, performance and appraisal of movement