Philosophy of learning

At St Therese’s Primary School, we believe that our Catholic faith and our belief in God is at the heart of all we do, say, teach and learn.

By developing positive, collaborative and meaningful relationships with each other, we commit to inspiring all members of our community to be the people God made them to be.

Parents, teachers and students have a co-responsibility for being actively involved in all learning and the development and wellbeing of the whole person.

Our learning is based on an inquiry approach, where students develop a thirst for life-long learning. We aim to provide learning environments that enable students to actively engage with our Educational Values, fulfilling curriculum expectations and where possible, embedding personal interests.

At St. Therese's we believe that everybody has the potential to learn. We use data and evidence to inform our teaching and use meaningful feedback to monitor and plan for student progress, enabling all children to reach their full potential.

We strongly believe that this philosophy is based upon the following principles:

  • Inspiring children to be the best they can be through the positive development of the whole person – spiritually, physically, emotionally, socially and intellectually.
  • Students will flourish through positive, meaningful relationships between child, family, teachers and the community and built on a collaborative and supportive culture.
  • An inquiry approach to learning that is guided by student interest and AusVELS and is designed to actively engage all learners.
  • Creating learning environments that promote a thirst for learning.
  • We are creative and inquisitive learners who are actively responsible for our own learning.  Its our challenge to foster problem solving and promote active inquiry to support the development of lifelong learners.
  • Evidence based learning opportunities that are driven by data, relevant to student need and are reflective of our changing world.
  • Timely, meaningful feedback must be given to create an environment that fosters risk taking.  When learners reflect on their learning and the feedback given, they are able to self-regulate.  Mistakes become learning opportunities and learners can respond in a resilient way.