Curriculum

Galilee Catholic School offers a curriculum that is child centred with a strong emphasis on literacy and numeracy skills. We aim to develop in children the skills of independent and cooperative learning and critical thinking.

We are committed to the implementation of innovative and contemporary teaching practices that endeavour to meet the needs of students through the differentiation and integration of the curriculum.

eLe@rning is integrated across all the Key Learning Areas (KLAs) with students having daily access to laptops, SmartBoards and digital cameras. 

We are registered by the NSW Board of Studies and meet the requirements of the NSW Education Reform Act (1990). The designated curriculum includes English, Mathematics, Human Society and Its Environment, Science & Technology, Creative & Practical Arts and Personal Development, Health and Physical Education.    Religious Education is also taught as an additional KLA.

The school offers specialist sport programs which includes after school sport sessions.   Our Specialist teachers facilitate programs in Special Needs, Reading Recovery,  Gifted and Talented and Mandarin.

Key Learning Areas 

The Board of Studies NSW sets the learning requirements for each stage of primary school. The four stages are:

EARLY STAGE 1 (Kindergarten)            STAGE 1 (Years 1 & 2)

STAGE 3 (Year 3 & 4)                             STAGE 3 (Years 5 & 6)

The Board’s syllabus state what must be taught in these six key learning areas:

  • English
  • Mathematics
  • Science and Technology
  • History
  • Geography
  • Creative Arts
  • Personal Development, Health and Physical Education (PDHPE).

English

The NSW Board of Studies provides the English K–6 Syllabus upon which the students’ learning in English is based.

Learning in English is supported by ten hours each week spent on the three strands of Speaking and Listening, Reading and Writing. The outcomes in this syllabus describe the knowledge, skills, understandings and strategies that students demonstrate when learning to talk, listen, read and write. They also specify the knowledge and understandings students develop when learning about talking, listening, reading and writing. English also has a wider role as a means of achieving success in all of the Key Learning Areas.

We believe that English is the most critical academic key learning area in the primary school. We have an ongoing commitment to quality literacy teaching and learning which will assist the students in becoming competent in using language in a range of situations.

Mathematics

The NSW Board of Studies provides the Mathematics Syllabus K–6 upon which the students’ learning in Maths is based.

The Mathematics K – 6 Syllabus is organised into six strands – one process strand, Working Mathematically, and the three content strands: Number and Algebra, Measurement and Geometry, Statistics and Probability. Working Mathematically encompasses processes that are embedded into the other  strands through the content. Students in mathematics learn to analyse and solve problems in all of these areas. Mathematics involves the study of patterns and relationships and provides a means of communication.

Students are involved in daily one hour numeracy sessions that encompass elements from each of the strands.

History and Geography

The HSIE K–6 Syllabus (1998) has been replaced by the History K–10 and Geography K–10 syllabuses and are implemented in K–6 schools.

In 2016, all K–6 schools continued to teach the Cultures, Environments and Social Systems and Structures strands in the current HSIE K–6 Syllabus and teach the new History syllabus in place of the Change and Continuity strand.

In 2017, all K–6 schools implemented the new Geography Syllabus.

This Key Learning Area addresses the interactions of people with one another. Students also have the opportunity to study the social, cultural and physical environments people experience as they attempt to meet their own individual needs.

Science and Technology

Science and Technology provides opportunities for students to learn about natural and man made environments. These studies involve students in investigating, designing and constructing, and in using technology. Through the use of Science and Technology students are exposed to a range of experiences where they may explore, examine, test and construct meaning about the world.

Creative and Practical Arts

The Creative Arts Key Learning Area includes the art forms of dance, drama, visual arts and music. Learning in these art forms provides opportunities for students to develop their abilities to create their own works, to appraise those works, and to appraise the works of others.

Personal Development, Health and Physical Education

The Personal Development, Health and Physical Education Key Learning Area helps students develop self esteem, social responsibility, personal fitness and the ability to make informed decisions about health and lifestyle choices. The PDHPE curriculum is organised into interrelated strands: Active Lifestyle, Dance, Games and Sports, Growth and Development, Gymnastics, Interpersonal Relationships, Personal Heath Choices and Safe Living.

Students participate in two hours of physical activity each week. The school is involved in the Tri Skills program where they are taught skills in Gymnastics, Athletics, Swimming and Ball Skills. The students also engage in physical activities with their class teacher each week where they further develop their skills.

Additionally, Galilee has a sporting program where students can engage in extra-curricular sports and sporting events. See Sport for more information.

Religious Education 

Religious Education, as part of the Church's mission of evangelisation, shares in the task of spreading the Good News of Jesus Christ. The Primary Religious Education curriculum aims to assist students to make sense of life in the light of God's revelation.

It is our task as Christian educators to help our students access the Word of God in the Scriptures, the Church's living Tradition, and in their own lives and experience. In so doing, we prepare our students to celebrate and respond to God's Word in their living.

Sacraments

  • Reconciliation: Year 2 students
  • Holy Communion: Year 3 students
  • Confirmation: Years 5 & 6 students (every odd year)

Special Needs 

Here at Galilee we are fortunate to have a qualified special needs teacher who works with the students and class teachers to formulate individual programs for our students who require specialised help.

The Catholic Education Office Sydney, is committed to assisting and supporting students with special needs through the provision of resources, specialised teaching staff and parental support groups.

A student may be deemed as having 'special educational needs' if, in endeavouring to offer the student equitable access to educational opportunities, modifications need to be made to curricula, assessment procedures, or modes of course delivery, or, if the provision of special equipment or suitably trained staff is required. It is recognised that the provision of appropriate educational opportunities for all students, but especially for those students with special needs, involves a partnership between school staff and parents/caregivers.

Reading Recovery

Reading Recovery is an early intervention, preventative program which provides intensive, individual help for children having difficulty in reading and writing after their first year of schooling.

Children are taken from where they are at and assisted by trained teachers to make rapid progress, so that they can rejoin the average levels within their classroom program.

In Sydney Catholic schools, the Reading Recovery program has been operating since 1991, and has trained over 150 teachers and is currently operating in 104 schools.

Galilee is fortunate to have a qualified Reading Recovery teacher on staff who works with selected students from year 1 on supplementing their regular class instruction with a 30-minute daily lesson individually designed to meet his or her literacy needs.

In each lesson our trained Reading Recovery teacher works with the student in reading and writing tasks that aim to develop the effective strategies that are used by independent readers and writers.

The length of the Reading Recovery program varies for each student. Instruction continues until the student can read at, or above, average classroom levels and is assessed as being able to maintain the degree of independence required. This usually takes between 12 and 20 weeks.

Gifted and Talented

Teachers can expect to encounter a gifted child every couple of years, as one in forty-four children are gifted according to research from the Gifted Education Research, Resource and Information Centre (GERRIC).

The three fundamentals that characterise gifted students are the capacity to learn at a faster rate; to readily find, solve and act on problems; and to manipulate abstract ideas and make connections. 

The most common form of provision for the gifted student at the primary school level is the development of an Individual Education Plan (IEP). Students who show giftedness or high levels of ability will work at a pace that suits them on content suited to their level of capability and will also engage in creative problem-solving, projects and games. 

There is an extensive and varied identification process undertaken at Galilee to identify qualifying students.  These include tests such as The Ravens, Slosson and AGAT as well as parent/teacher/student nominations.

What characterises a gifted student?

  • Learns rapidly and easily
  • Makes judgement about right and wrong and has a strong sense of justice
  • Reads above Year level
  • Uses a superior and large vocabulary
  • Retains knowledge without much repetition and has a quick mastery in recalling information
  • Is easily bored with routine tasks
  • Displays great intellectual curiosity and inquisitiveness in a wide variety of interests
  • Asks penetrating, searching questions
  • Has a long attention span and likes long-term projects
  • Shows imagination, originality, creativity and produces original products or ideas
  • Grasps and prefers complex or unconventional ideas
  • Likes working independently, shows initiative
  • Has an alert and subtle sense of humour.
  • Is self-assertive with strong feelings and opinions
  • High level of personal responsibility and commitment
  • Comprehends new ideas very quickly
  • Is single-minded; does not accept the status quo
  • Interested in problem solving
  • Has a high energy level and decreased need for sleep
  • Demonstrates flexibility in thinking.

If a child exhibits a majority of these traits, it is likely that he or she is gifted. Parents may wish to have the child assessed by an experienced examiner.

From: Gagne, F (2002)Transforming Gifts into Talents: The DMGT as a developmental theory In Colengalo, N & Davis, G (Eds) Handbook of Gifted Education(pp 60- 74 ),Boston: Allyn & Bacon

Sport

In addition to the KLA of Personal Development, Health and Physical Education, students are also offered and encouraged to participate in extra-curricular sporting events.

  • Annual Swimming and Athletics carnivals
    • With access to school, regional and Archdiocesan representation
  • Free After School sports program
  • Tri-Skills
    • A specialist primary school PE program used for gymnastics, athletics, swimming and ball skills
  • Rugby League
    • Interschool sports program for senior students
  • Netball
    • Years 2-6 weekend competition (run by parents)
  • Cross Country
Tri Skills

Company website with information for parents