Culture, Climate, and Curriculum

High-performing schools are aware that there are three-C's which help to create a sense of belonging for a school community. These Three C's are widely accepted as: 

  • Climate- the physical and psychological environment which provides tools, resources, structures, and organisational aspects for the realisation of daily actions and achievements

  • Culture- the idealogogies, values, and norms reflected by both short and long term actions and directions

  • Curriculum- the everyday practice of teaching and learning

Finding a universally acceptable definition of the difference between climate and culture can prove challenging for many researchers, and even more challening for schools to define. Just as we encourage our students to take 'safe risks' as part of our learning culture, we've taken a safe risk in defining above what the three C's mean for our school.

 

However, it's clear to say that the following is widely accepted across most schools:

 

Curriculum refers to the everyday practice of teaching and learning.

Some aspects of the curriculum are clearly assessed by quantitative measures (such as academic tests)

wheras other areas of the curriculum are measured against qualitative outcomes (such as engagement and feelings). 

 

In reading the above, it's important to be aware that the delivery of a modern curriculum can occur within and beyond the walls of a traditional classroom structure. To measure a school's curriculum in isolation, without considering the impact of learning cultures and learning climates, neglects to understand the intricate connection between wellbeing and learning. On the English and Mathematics pages of this website, our School Council accurately state that celebrating our strong academic results in isolation neglects to acknowledge the importance of relational trust within a school community. 

 

To truly understand the culture and climate of our school you need to commit the time to visiting each page of our website, as together the information from these pages creates a picture of why our students, staff, and families really feel like they 'belong' to something special.

 

Reading about our curriculum, climate, and culture on our website is one thing...but seeing it in action is truly where you will learn about the passion with which we love and believe in the direction of our school. 

 

The infographic below is our attempt to capture some of the strategic intent behind our school's approach to providing an equal balance between wellbeing and academics for our students. 

 

 

 

The above model is our school's adaption of the Department of Education (DE) Framework for Improving Student Outcomes- Version Two (FISO 2.0), which is the pedagogical model for all government schools. 

FISO 2.0- Learning (Curriculum)

 

Government schools provide effective learning (curriculum) built around High Impact Teaching Strategies (HITS). These 10 strategies provide for effective teaching and learning to occur across both secondary and primary schooling. 

FISO 2.0- Wellbeing

 

Government schools underpin effective curriculum learning with the High Impact Wellbeing Strategies (HIWS). These seven strategies provide for effective teaching and learning to occur across both secondary and primary schooling. The seven HIWS are: 

  1. Build relationships with students

  2. Facilitate peer relationships

  3. Establish and maintain classroom expectations

  4. Support inclusion and belonging

  5. Foster student self-efficacy

  6. Engage students

  7. Promote coping strategies and facilitate referrals

 

 

 

Our school-wide Instructional Model (how we teach) is based upon explicit-direct instruction. The following documents provide you with an overview of how our lessons are structured:

 

 


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