The Curriculum

The Australian Curriculum forms the framework for what is a negotiated, experientially-based curriculum that is designed to foster intrinsic learning. The curriculum is characterised by an emphasis on less breadth and more depth. Interdisciplinary in approach, intellectual and social thinking features flow throughout a curriculum which promotes Socratic questioning across five essential streams: inquiry and human expression, mathematics and science, language, the humanities and community engagement.

Prep to Year 10 students study 6 core streams at Sandridge School:

  1. Human Experience
    1. visual and performing arts, mental and physical health
  2. STEM
    1. Science
    2. Technology
    3. Engineering
    4. Mathematics
  3. Language
    1. English
    2. Literature
    3. LOTE
  4. The Humanities
    1. Philosophy
    2. Civics and Economics
    3. Politics
    4. History
  5. Entrepreneurialism
    1. Innovation and application of business ideas, under the guidance of start-up entrepreneurial groups like Collective Campus
    2. Working with industry groups via FYA and NFTE
  6. Community Engagement Practicum
    1. Working on real projects with NGOs like Oaktree, AYYC and UN Youth

VCE students will select subjects from a VCAA elective studies program.

Sandridge Curriculum is characterised by:

  • fosters intrinsic learning
  • develops self-actualising and self-motivated individuals
  • emphasis on less breadth and more depth
  • champions ‘mastery’ in learning
  • inquiry based
  • promotes Socratic questioning
  • Interdisciplinary
  • fosters critical reasoning and respectful scepticism
  • is negotiated with students
    • flipped classrooms: teachers as mentors and students as drivers of their learning
  • is characterised by questing
  • focuses on the ‘how’ rather than the ‘what’ of learning
  • is experiential
  • directly connected with the wider community via working relationships with NGOs and industry

Reimagining Curriculum

Curriculum is most powerful where it is negotiated and inquiry based.

  • Rather than a prescriptive tool, it forms a framework that allows for individual interpretation and engagement at Sandridge School. The curriculum fosters intrinsic learning that is essential for students to develop into self-actualising and self-motivated individuals.
  • The Australian Curriculum sets the framework but there is an emphasis on less breadth and more depth that champions ‘mastery’ in learning.
  • Interdisciplinary in approach, cognitive and social features dominate a conceptual landscape which promotes Socratic questioning across four major streams: inquiry and artistic expression, mathematics and science, literature and humanities.

The curriculum at Sandridge School encourages students to think for themselves, learning critical reasoning but also the value of respectful scepticism.

  • Such a capacity is of prime importance in a functioning democracy, where citizens must be critical participants in the conversations that shape their society.
  • Flexible and responsive, a significant distinguisher of the Sandridge School curriculum is the role students play in creating its focus points on the basis of their own interests.
  • Characterised by questing, ‘the search’ is essential for real learning.
    • Students always need to be onto something and feeling excited about the quest of learning.
  • Education is not about the answers, but rather about the questions being asked.
    • The Sandridge School curriculum is designed to encourage students to be inquisitive and fallible.
  • The curriculum focuses on aspects of learnable capacity, not fixed ability and where students are guided to focus on the ‘how’ rather than the ‘what’ of learning.

The Sandridge School curriculum is centred around creating experiential environments, so that students can connect with the life-force of the abstract discipline …

  • such connection is transformational …
  • such connection creates erudite citizens.

‘Visible learning’ and ‘visible thinking’ sits at the core of a curriculum that is designed to promote thinking above all else.

Flipped classrooms are incorporated into the curriculum to build ‘learning transfer’. Learning is directly connected with the wider community via working relationships with NGOs and industry.

The Sandridge School curriculum recognises that the 21st Century is dynamic.

  • It’s a moving feast of complexity and interactivity in a rapidly transforming, globalised context.
    • Students must develop the capacity to seek out and locate relevant information and then, crucially, be a critical user of that information.
    • They need to learn to be flexible, communicate globally and be able to cope with constant challenge.
  • The Sandridge School curriculum equips students to be capable and competent individuals who can not only participate in society but feel confident to be the drivers of it.
    • It equips students to feel confident in grappling with the challenges the modern world faces and enables them to develop capacities around problem solving by providing quests, not answers.
  • Yet, it also recognises the current VCE system requires the increasingly antiquated capacity to recall content.
    • The curriculum at Sandridge School understands this and is designed to navigate these contesting spaces, whereby student achievement is still measured in terms of content knowledge accumulated and recalled at VCE whilst equipping them with the capacity to be individualised, innovative, and adaptable citizens post schooling.

Approved frameworks through which Sandridge School delivers its curriculum.

  • The Sandridge School curriculum is delivered through the approved curriculum programs of the Australian Curriculum and AusVELS.

 

Sandridge School Curriculum Australian Curriculum AusVELS Curriculum
Subjects General Capability Learning areas Subjects Endorsed Domains Application
Literacy Core Skills Literacy.

Information and communication technology capability.

Critical and creative thinking.

English English Endorsed in December 2010. English.

Communication.

Thinking processes.

Discipline based
Independent Reading.
Numeracy Core Skills Numeracy.

Information and communication technology capability.

Critical and creative thinking.

Mathematics Mathematics Endorsed in December 2010. Mathematics.

Thinking processes.

Discipline based
Humanities Literacy.

Information and communication technology capability.

Critical and creative thinking.

Personal and social capability.

Ethical understanding.

Intercultural understanding.

Humanities and Social Sciences. History Endorsed in December 2010. The Humanities:

History.

Geography.

Communication.

Thinking processes.

Discipline based
Geography Endorsed in May 2013.
Science Literacy.

Numeracy.

Information and communication technology capability.

Critical and creative thinking.

Ethical understanding.

Science Science Endorsed in December 2010. Science.

Communication.

Thinking processes.

Discipline based
ICT Information and communication technology capability. Technologies. Digital Technologies Awaiting final endorsement. Information and Communications Technology. Inter-disciplinary Learning.

Explicit AND Integrated across curriculum.

LOTE – German Information and communication technology capability.

Intercultural understanding.

Languages German Awaiting final endorsement. Languages.

Communication.

Thinking processes.

Discipline based
Visual & Performing Arts Information and communication technology capability.

Intercultural understanding.

The Arts. Drama, Dance, Media Arts, Visual Arts Consultation is now completed. The Arts.

Design, Creativity & Technology.

Discipline based
Technologies. Design and Technologies Awaiting final endorsement.
Music Intercultural understanding. The Arts Music Consultation is now completed. The Arts. Discipline based
PE Health and Physical Education Health and Physical Education Awaiting final endorsement. Health & Physical Education.

Communication.

Interpersonal Development.

Physical, Personal and Social Learning
Health/Social Skills Literacy.

Information and communication technology capability.

Personal and social capability.

Ethical understanding.

Intercultural understanding.

Health and Physical Education Health and Physical Education Awaiting final endorsement. Health & Physical Education.

Communication.

Interpersonal Development.

Thinking processes.

Physical, Personal and Social Learning
Contemporary Challenges:

Application of theoretical learning across multiple disciplines.

Literacy.

Numeracy.

Information and communication technology capability.

Critical and creative thinking.

Personal and social capability.

Ethical understanding.

Intercultural understanding.

Humanities and Social Sciences. Civics and Citizenship Awaiting final endorsement. English.

Mathematics.

Civics and Citizenship.

The Humanities.

Communication.

Interpersonal Development.

Thinking processes.

Physical, Personal and Social Learning
Reflection on Learning. Information and communication technology capability.

Critical and creative thinking.

Personal and social capability.

Personal Learning.

Communication.

Interpersonal Development.

Thinking processes.

Inter-disciplinary Learning.

Physical, Personal and Social Learning.

Explicit AND Integrated – awareness and realisation of academic capabilities across all curriculum areas.

Self-Assessment.
Catch-up Time.
Welcome Time.

Free Class Time.

Communication. Inter-disciplinary Learning.

Integrated- Listening, viewing, responding and presenting throughout all sessions

Interpersonal Development. Inter-disciplinary Learning.

Integrated across curriculum – spontaneous and nuanced responses throughout all sessions.

Thinking processes. Inter-disciplinary Learning.

Integrated across curriculum – reasoning, creativity & reflection across all areas.