/ / / Curriculum Overview

Curriculum Overview

At Mark Oliphant college we know that there are no shortcuts when it comes to success in study and life.
To this end, we have designed our day, week and year so that students spend more time on core curriculum compared to the time spent in specialised learning areas.
This is our less is more approach.

Increase life & educational outcomes for children & young people

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.

We 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.

Inclusive Education

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 are integral and integrated into their support programmes.

Reception to Year 9

Students cover a common curriculum that includes skills, knowledge and capabilities across each learning area without offering them a 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.

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 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.

Learning Technologies

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.

MOC students also learn how to engage with social media ethically and responsibly to create new audiences for their learning products.

Language & 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 Indonesia.

Indonesian is our Language other than English (LOTE). Asian Perspectives are being introduced progressively and will be a formal part of our curriculum from Reception through to Year 8.

If after reading the curriculum overview you require any further information please contact Orio Denti – Executive Leader, Quality Assurance and School Improvement.

Structure of the Day

The structure of the day is the same across the college and consists of three 100 minute lessons.

The school grounds open at 8.30am. Students are expected to be at school ready for class at 8.50 am.

All students are expected to stay for the entire school day until dismissal at 3.00pm.