Star of the Sea Primary School empowers students through contemporary learning approaches, innovative technologies, and flexible learning environments. Our commitment to explicit teaching ensures that students receive clear, timely feedback and opportunities to demonstrate their understanding. By fostering academic self-concept and perseverance, we prepare our students for success in the ever-evolving landscape of education.
At Star of the Sea School, we are dedicated to fostering a community where equity and excellence are not just ideals, but realities that shape our culture and actions. Our commitment to these principles ensures that every family receives the support they need, making certain that no student’s educational journey is hindered by disadvantage.
Our school community actively participates in social justice initiatives, working to alleviate the impact of societal inequities. We believe that striving for excellence is a holistic process, encompassing all aspects of our students’ education, allowing everyone to enhance their learning outcomes.
In line with the Alice Springs (Mparntwe) Declaration (2019), we place our students at the heart of their educational experience, focusing on the unique needs of each learner. We recognise the crucial role of education in nurturing the wellbeing, mental health, and resilience of our youth.
Guided by our mission and vision, Star of the Sea School’s religious, organisational, and educational practices are aligned to ensure that we not only meet but exceed the expectations of our community, embodying the true spirit of our Catholic identity.
An Overview: Our pedagogy – Our beliefs – Our way
At Star of the Sea School, the BCE Learning and Teaching Framework and Model of Pedagogy are adapted school wide.
- This supports a common language about pedagogy, and a shared understanding of learning, leading, engaging and teaching with evidence-based expected and effective practices:
- High yield strategies (data walls, review and response, and learning walks) and expected and effective practice for teaching literacy and numeracy are used as a whole school approach to lead learning.
- Teachers collaborate in a team teaching environment to differentiate learning for all students.
- Data is used to inform learning and teaching; supporting precision pedagogy for our students and to identify the impact of learning and teaching practice.
- We refer to the Australian Curriculum and Brisbane Religious Curriculum to make relevant program choices for our students.
- As teachers, we make the learning clear through the explicit unpacking of the learning intentions and success criteria in order for students to know what they are learning and why.
- Our feedback to students relates to the learning intentions and success criteria and where possible to their own individual goal, as outlined in their learning progression. Learning Progressions are sent home each term to provide feedback to parents on their child’s learning in reading and writing.
- Teachers plan, evaluate and assess the whole child looking at various ways to adapt the assessment expectations in order for all students to achieve.
- Reporting to parents via parent interviews and report cards occurs twice yearly with samples of student work and other examples used as a body of evidence to support student progress and achievement.
For additional information, please refer to the links on the left.