Curriculum Delivery at St Joseph's College

​​The curriculum is the totality of the college experience.  As such, curriculum is dynamic and adaptable to the specific needs of different schools and communities.  In particular, it is responsive to social and technological change and meets student needs that arise from such change.  Furthermore, the curriculum gives due regard to the integrity of the various learning areas, and is responsive to the needs of learners at the various stages of development, along with the needs of the wider community.  In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school. 

​​Learning and Teaching in the college community will embrace the college's vision and mission and engage the aspirations of the community in which the college is situated. 

Shared learning arrangements will provide opportunities for students to be engaged in a variety of curriculum offerings, particularly in the beginning years of the college when numbers of students may be small. As the college grows in size and staffing enhancements are made, the need for these external provisions may decrease. Creative ways of providing subject offerings sought after will be explored across all phases of learning as the college continues to grow.  

At the heart of the curriculum will always be the notion of the college being first and foremost a contemporary Catholic college where Religious Education and the Religious Life of the College are at the heart of the college's mission. The provision of opportunities for the development of social and emotional wellbeing of students will also underpin all learning and pastoral care programs. A rich and engaging co-curricular program will be developed as the college grows, taking into account the talents and recreational pursuits engaged in and required by the particular student population. 

The college organisation will be around the following phases of learning: 

  • Prep- Year 2 
  • Years 3-6 
  •  Years 7-8 
  • Years 9-10 
  • Years 11-12 

​The following outlines a curriculum profile that will be developed accordingly with the needs and growth of the college.

​​Years P-2; 3-6 Phases of Learning 

As a community of contemporary learners, learners will be supported through the provision of technologies and pedagogical practices that engage, challenge and empower students with the knowledge, skills and attributes they need in a complex, rapidly changing world.  

The fundamentals of our early years pedagogical approach is as follows:

  • Short cycle unit planning by teaching staff designed to create focused and responsive lessons catered to student needs and growth
  • Curriculum based on and developed from quality literature and rich texts designed to engage and grow student learning in context with maximum opportunity to develop comprehension skills, phonological awareness and letter recognition
  • Units and lessons planned to ensure specific and targeted learning that aligns with performance benchmarks and is identified in terms on Learning Intentions for children and Success Criteria so students, and in turn parents know what skills, abilities, knowledge or attitudes indicate that learning is embedding in a child's development.
  • Numeracy and Literacy embedded across all subjects in the curriculum
  • Integrated use of technology and technology systems to assist student learning​
  • The encouragement of direct and specific feedback cycles to students, and their parents, to assist children in identifying strategies to encourage knowledge growth and skill acquisition
  • Specialist learning opportunities and teachers for Music, LOTE (Chinese), Visual Art, Digital and Design Technology and Health & Physical Education​

Years 7-8 Phase of Learning 

Pedagogy and practices, focusing on the student as learner and person, which support student achievement and development are based on understandings of young adolescent learners through the following guiding principles: 

  1. young adolescent learners succeed in environments that enable them to develop their own sense of identity and belonging through positive relationships with adults and other students. Through transition they experience the 'newness' and increased sophistication they have anticipated about secondary schooling. 
  2. young adolescent learners succeed in environments where teachers understand and want to work with them. Teachers work collaboratively to create curriculum programs and pedagogy that engage their learners and build on shared expertise in subject knowledge, literacy and numeracy and pedagogy. 
  3. young adolescent learners succeed in environments where improving achievement guides teacher practices that are collaborative, data informed, creative and engage students in deep learning. 

​These years are an important period of learning, in which knowledge of fundamental disciplines is developed; yet this is also a time when students are at the greatest risk of disengagement from learning. Student motivation and engagement in these years is critical, and can be influenced by tailoring approaches to teaching, with learning activities and learning environments that specifically consider the needs of middle years' students.  

Focusing on student engagement and converting this into learning can have a significant impact on student outcomes. Effective transitions between primary and secondary colleges, and understanding the characteristics of adolescent learners, are important aspects of ensuring student engagement.  

​Teachers will understand and flexibly integrate the use of evidence-based pedagogy to maximise progress for all learners. Students in Year 7 and 8 will study a wide range of subjects across nine learning areas, with a smaller core of teachers. The Australian Curriculum across these years of schooling provides core or common learning opportunities, while also providing opportunities for students to deepen their learning through a 'purposefully connected curriculum' across Science, Technology, Engineering, Arts and Mathematics (S.T.E.A.M.).  

Years 9-10 Phase of Learning 

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 traineeships and apprenticeships and to sustain student engagement and improve achievement. Students will also be introduced to vocational learning where students begin to explore the world of work. 

Curriculum Structure and Organisation 

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. 

Students in Year 10 will participate in the Student Education Training (SET) plan process that will guide them into the Senior years. 

Years 11-12 Phase of Learning 

Students in this phase of learning 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.   ​

Across these years, the opportunity will be provided to students to be able to obtain a nationally recognised qualification. The college will offer a range of subjects to allow students entrance to a variety of university courses as well as local employment areas. Senior students will deepen their knowledge around vocational learning through programs provided by the college. 

Provisions of learning in the Year 11-12 phase of learning will seek to provide multiple pathways for students with particular relevance to the preferred work and study destinations of students in the district. To allow for as much variety as possible in subject offerings, there will be a need to establish partnerships with other school communities, vocational providers and tertiary providers in the nearby centres. 

Elective subjects offered in Year 11-12 may also focus on the opportunity to engage in a partnership with other local services, such as a Health Academy that partners with local health services providing a vocational pathway that leads to real employment opportunities. The notion of community partnerships and cross-campus arrangements will be a key component of curriculum planning, particularly in this phase of learning. Dependent upon a student's pathways they will choose a combination of subjects. Offerings will include Authority, Authority Registered, Vocational and College-Based subjects. All students must study Religious Education.  

​All students will be provided with the opportunity to receive a Queensland Certificate of Education (QCE).  Students must study subjects in accordance with the guidelines set out by the Queensland Studies Authority to receive this qualification.  The college may provide options for online learning.