Australian Curriculum

As a Catholic community, the college beliefs about learning and teaching align with the Brisbane Catholic Education Framework and will advocate for all to live the gospel of Jesus Christ as:  

  • Successful 
  • Creative and confident 
  • Active and informed learners empowered to shape and enrich our world. 

All phases of schooling are informed through Brisbane Catholic Education's Learning and Teaching Framework, Religion Curriculum P-12 and Strategic Plan 2017-2020. 


The Melbourne Declaration of Educational Goals for Young Australians identifies the important role education plays in building a democratic, equitable and just society. The document promotes two goals: 

  • ​promote equity and excellence for all 
  • provide opportunities for all young Australians to become successful learners, confident and creative individuals, active and informed citizens. 

The Religion Curriculum P-12 is the source for all planning, learning and teaching of Religion in Brisbane Catholic Education schools. 


The Australian Curriculum is the source of all curriculum planning, assessment and reporting in Years P-10.   In Years 11-12 learning areas, syllabuses used are those designed by QCAA. 

The Australian Curriculum is organised around phases of learning using ages as a determinant: 

  • 5-8 yrs. Prep-Year 2 
  • 8-12 yrs.Years 3-6 
  • 12-14 yrs.Years 7-8 
  • 1​4-16 yrs.Years 9-10  
  • 16-18 yrs.Years 11-12 


Phases of Learning 

​The Australian Curriculum and the Archdiocesan Religion Curriculum P-12 have been written to take account of the growth and development of young people across the years of schooling. As well as, the diverse needs of the student population in Australian schools, and the knowledge, skills and understandings that all young Australians are entitled to learn in terms of learning areas, general capabilities and cross-curriculum priorities with attention to the teaching of literacy and numeracy across the curriculum. 

​In the phase of schooling (Years P-2) 

Students have a natural curiosity about their world and their desire to make sense of it provides a platform to construct and review their learning through interactions with others, experimentation, scaffolding, explicit teaching, practice and play in the classroom and beyond. All students in these early years will have the opportunity to develop their sensory, cognitive and affective appreciation of the world around them through exploratory and creative learning. 

​In the phase of schooling (Years 3-8)

Students are moving from concrete to abstract thinking. Students increasingly look for and value learning they perceive as relevant, consistent with personal goals, and/or leading to important outcomes. Students often begin to question established conventions, practices and values. Their interests extend well beyond their own communities and they develop concerns about wider issues. All students in this phase will have the opportunity for a broad education drawing from each of the eight learning areas outlined in the Melbourne Declaration. The Australian Curriculum across these years of schooling provides core or common learning opportunities, while also providing opportunities for students to deepen their learning. 

In the phase of schooling (Years 9-10)

Students have a clearer sense of their strengths, interests and goals. They begin to see themselves as active players in community life and are often concerned about major social and environmental issues and the ethical implications of human activity and knowledge. All students in this phase will have the opportunity to build on and deepen prior learning, to broaden learning, including through vocationally oriented pathways and national trade cadetships, and to sustain student engagement and improve achievement. The Australian curriculum across these years of schooling provides learning opportunities in English, mathematics, science, history, and health and physical education to all students and will provide learning opportunities for other learning areas according to student needs and interests.

In the phase of schooling (Years 11-12)

M​any young people have already been in part-time employment or will take up part-time jobs while undertaking their senior secondary schooling. Students make informed choices about pathways through school and beyond. These choices are informed by previous success and enjoyment, future options for training, learning or employment, and the setting in which the learning is to occur.