Learning and Teaching Policy


Our vision for learning is strongly aligned to the vision in the Archdiocese of Melbourne strategy Learning Centred Schools: Teaching and Learning Framework and CEOM Directions 2011 – 2015.

The vision for Catholic education in the Archdiocese of Melbourne is to ensure that students who attend Catholic schools:

  1. Faith and Life integration: integrate their faith and life through the development of the whole person (spiritually, intellectually, morally, physically, socially and emotionally) 
  2. Excellence and Equity: are encouraged to strive for excellence by making the best possible use of all their talents and abilities
  3. Lifelong learning: acquire the knowledge, skills and attitudes necessary for successful transition to further education, training or employment and the strong foundations needed for lifelong learning
  4. Active citizenship: are prepared for their present and future lives as independent persons, citizens, parents, workers, learners and members of the Catholic Church and empowered to contribute to the common good of society
  5. The learner is at the centre of our educative purpose. The Victorian Essential Learning Standards (VELS) and supporting programs forms the content of our teaching and describes what we believe is powerful to learn. The Principles of Learning and Teaching and Boys Education are how we strive to promote powerful learning and the Assessment and Reporting Advice is used to determine how we know what has been learnt.


We believe that children learn best under the following conditions:

  1. When they want to know something
  2. When they feel safe
  3. When they feel confident because they have experienced success
  4. When they are skilled to engage in the task
  5. When the task is interesting, makes sense and has a purpose
  6. When they are challenged
  7. When they can observe others and learn by modelling them
  8. When they can build on prior knowledge and experiences
  9. When they have room to move, to try new ideas, to make mistakes and to reflect on their learning
  10. When they are active and involved, making discoveries, solving problems, explaining to others what they are doing
  11. When they engage in direct hands on experiential learning
  12. When given opportunities to practice a new skill
  13. When they can learn at their own rate and in their own preferred learning style
  14. When their parents and teachers expect and support them to succeed


We believe that contemporary learning and teaching practice:

  1. Embodies the traditions and values of the mission of the Catholic school and is centred on relationships within the learning community
  2. Is underpinned by the expectation that all students will succeed and ensures the best progress of all learners
  3. Reflects what is valued and important by specifying the essential knowledge, skills and behaviours in a core curriculum accessible to all students
  4. Extends students to higher levels of knowledge, understanding and functioning
  5. Enables students to develop deep understandings about the world and how it works and to operate effectively in that world
  6. Builds capacity for lifelong learning
  7. Engages students in multiple perspectives, valuing and responding to diversity and difference
  8. Recognises and values the rich and diverse experiences, perspectives and interests of the learner
  9. Ensures a personalised response to the learning needs of each student
  10. Focuses on creating flexible learning opportunities in which learning is differentiated in response to different learning styles and is co-constructed
  11. Engages learners in creating new knowledge and understanding by thinking and working creatively, exploring and experimenting, planning and reflecting, and communicating and collaborating
  12. Builds relationships within and beyond the classroom to create learning opportunities in diverse environments
  13. Involves the appropriate and ethical use of contemporary technologies and resources that enable and transform learning


We believe that effective teachers:

  1. Ensure the distinctive mission of the Catholic school is evident in their practice
  2. Have high expectations of students and a belief that all students can learn
  3. Adopt a proven repertoire of teaching strategies to support personalised learning and generate high quality student learning outcomes
  4. Contextualise learning and make connections across areas of learning
  5. Know their students well and build strong relationships with students, parents, guardians, carers and the wider community
  6. Use current and emerging technologies to build student engagement and help students develop their overall knowledge and skills
  7. Have high expectations, expect students to put effort into their learning and are committed to every student’s success regardless of their background
  8. Know their students well and set clear and appropriate learning goals
  9. Maximise each student’s engaged learning time by making each and every lesson count and emphasising that teaching and learning is the purpose of the lesson
  10. Develop quality relationships with students by establishing a safe, supportive, challenging and optimistic learning environment where all students are accepted, respected and valued at all times
  11. Structure and pace teaching and classes to match the personal learning needs of all students to assist them to move from where they are now to higher levels of competence
  12. Adopt a repertoire of techniques appropriate to the material to be learned and the level and learning styles of the students to make learning challenging, enjoyable, vivid and real, including the use of contemporary tools that have been demonstrated to engage students in more effective learning in and outside of school
  13. Monitor students’ learning constantly to determine strategies for further improvement and growth and provide feedback which recognises what the student has achieved
  14. Support students to take increased responsibility for the management of their own learning and monitor learning themselves
  15. Strive to improve their professional subject knowledge, pedagogical knowledge and pedagogical content knowledge, and collaborate with colleagues to support professional learning in and beyond the school