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Curriculum

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Bentley Park College has an extensive curriculum that ensures consistent teaching and learning expectations and provides a reference for monitoring learning across all year levels. The curriculum offered at Bentley Park College aligns with the Australian Curriculum or other approved curricula and has been collaboratively developed, refined and contextualised to best meet the needs of our students.

 Information and Digital Technology is used widely across all year levels and subjects and is sequentially taught to build on students' past experiences. Our College's curriculum also provides additional learning experiences to encourage student confidence in their own ability to be successful learners and to take an active role in their own development.

General capabilities are a key element of the Australian Curriculum and encompass the knowledge, skills, behaviours and dispositions which enable students to live and work successfully in the 21st century as active and informed citizens. These capabilities are addressed through the curriculum learning areas and include literacy, numeracy, information and communication technology capability, critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding.

The usual traditional subjects of Mathematics, English, Science, Languages, The Arts (Music, Dance, Drama, Media and Art), Health and Physical Education and Humanities (Geography, History) have been complemented with more contemporary subjects such as Design and Technologies, Digital Technologies, Work Studies and Recreational Studies.

All subjects are have been developed to support students commencing in Prep to exit Year 12 with a quality education and the necessary knowledge and skills to pursue their chosen vocation. Teaching and learning focusses on teaching individual students from their current level of competence, not at their age level, in each learning area.

Explicit teaching is the chosen pedagogy in our College, with each lesson structured to include:

1.       Consolidation Sessions – fast paced sessions prior to a learning episode in which previously explicitly taught essential skills and concepts are recited, recalled and applied to ensure that they are moved from short to long-term memory and automatised.

2.   LESSON OPENING – Learning intentions and success criteria are explained to students to ensure they understand the expected goal or outcome of the lesson as well as how the concept or skill being learned will assist them (the relevance).

3.   I DO phase – the teacher models, explains and/or demonstrates the concept or skill.

4.   WE DO phase – the class and teacher practise the new concept together multiple times while the teacher checks for understanding and provides feedback, gradually releasing higher levels of autonomy to students in preparation for independent work.

5.   YOU DO phase – each student practises or completes the new concept or skill independently, while the teacher provides feedback.

6.   LESSON CLOSE – the class reviews the concept or skill, students reflect on their success, and critical elements of the lesson are then added to the next Consolidation Sessions.

This teaching method ensures all learners actively participate in each lesson, receive immediate feedback on their learning and enables essential knowledge and skills to be committed to long-term memory.

The curriculum is systematically reviewed each year through collaborative planning processes in all year levels and subjects. The school reserves the right to alter the curriculum according to student needs and departmental and college priorities.

For a more detailed understanding of exactly what is on offer and the extent of the curriculum at the College please refer to the curriculum  section on the College website.
 


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Last reviewed 12 March 2021
Last updated 12 March 2021