From Reception to Year 9, students cover a common curriculum that includes skills, knowledge and capabilities across each learning area without offering them choice in the subjects that they study. Choice is gradually introduced from Year 10 onwards, while maintaining the focus on core learning based solidly in literacy and numeracy.
Students spend more time on fewer subjects with fewer teachers allowing work to be covered in depth rather than breadth. This structure encourages the student / teacher relationships that support effective teaching and learning.
We provide opportunities for students to use and develop their skills by integrating their learning through a project based approach and through co-curricular activities. Compass Adelaide, for example, is a curriculum linked programme run in partnership with the University of Adelaide, aimed at lifting student aspirations across the Early, Primary and Middle Years.
The Pastoral Care programme in each sub-school provides appropriate information to help children, young adults and their families make informed, realistic decisions about their futures. As students move through the college this is increasingly about courses of study that will set students on appropriate pathways through school to further study and employment.
We also believe that we can increase the life and educational outcomes for our children and young people through
- a strong community development program
- provision of study hubs to provide extra tutoring
- introducing a wide range of extended school activities- before, lunchtime and after school. The Children’s University being one example.
The following elements are common to the curriculum across all the sub-schools. Specific information on the curriculum of each sub-school is included in the relevant sub-school section of Our Schools.
Please note the curriculum information provided both in this section and in Our Schools relates to our options and operations for the 2015 school year.
If after reading the curriculum overview you require any further information please contact Dean Clark, Deputy Principal (Director of Curriculum)
We believe that the development of literacy is vital for learning and well-being.
Every child and young adult should be able to read, write, spell and communicate at an appropriate level.
It is important that the skills, knowledge and understandings of literacy are developed in children at an early age. These skills, knowledge and understandings must become increasingly sophisticated as these children grow into young adults and the literacy demands themselves become more sophisticated.
Literacy is taught within English by all classroom teachers from Reception to Year 6 and by specialist English teachers from Years 7 to 12. It is also everyone’s responsibility as it is integrated into all specialist subjects R-12.
Developing the skills, knowledge and understandings in Numeracy is fundamental to the learning and well-being of children and young adults. Numeracy is a priority, building on the development of one-to-one correspondence in the Early Years to sophisticated concepts in Number, Algebra, Measurement, Geometry, Statistics and Probability in the Senior Years.
Numeracy is taught within Mathematics by all classroom teachers from Reception to Year 7 and by specialist Mathematics teachers from Years 8 to 12. It is integrated into specialist subjects where it is relevant.
Students are supported to achieve their full potential and fully access the curriculum. Within the college we have students with many different support needs. These include gifted students, students with English as a second language, students with a variety of learning difficulties and students with a range of physical, sensory and cognitive disabilities.
The support structures we put in place for these students vary depending on the age and the needs of each individual. These include in-class support, small group work and one –to-one support.
The knowledge, skills and understandings that we develop are negotiated for each student with them and their families.
Transition planning and development of future pathways is integral and integrated into their support programmes.
Our Science curriculum is based on the Australian Curriculum from Reception to Year 10 and the SACE in Years 11 and 12.
Science is taught by classroom teachers from Reception to Year 7 using Primary Connections, a programme that makes explicit links between Science and Literacy. Science is taught by specialist Science teachers from Years 8 to 12.
Learning in Science is supported through a range of co-curricular activities including participation in National Science Week, Oliphant Science Awards and Compass Adelaide.
We want our children to be creators as well as consumers of digital information and product.
To this end we have a one-to-one digital technology program for every student and teacher.
At MOC students also learn how to engage with social media ethically and responsibly to create new audiences for their learning products.
CHINESE LANGUAGE AND CULTURAL STUDIES (Asian Perspectives)
We recognise that Australia is part of the Asia-Pacific region and that our economic and cultural future is linked to that of our neighbouring countries, including China.
Chinese is our Language other than English (LOTE). Asian Perspectives are being introduced progressively and will be a formal part of our curriculum from Reception – Year 8.
We have formed a partnership with The Confucius Institute to support student learning in these areas.
STRUCTURE OF THE DAY
The structure of the day is the same across the college and consist of three 100 minute lessons.
Students are expected to be at school ready for class at 8.50 am.
The school grounds open at 8.30am.
All students are expected to stay for the entire school day until dismissal at 3.00pm.