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Curriculum


St Monica's curriculum is designed to foster lifelong learning. Learning and teaching at St Monica's is student-centred, relevant, engaging, collaborative, and most importantly, Christ-centred.

Co-operative learning skills and project-based learning are two of the key features of our contemporary education, that prepares our students to be the leaders of tomorrow.

Co-operative Learning Skills

Cooperative Learning at St Monica’s involves the children working together in teams or groups to
accomplish a task. These tasks take place within a structured learning environment designed to generate a culture that maximises the learning opportunities of everyone.
 

The key skills, developed over time, which contribute to this process are:

  1. Positive Interdependence - we all succeed if we work together. 
  2. Individual and group accountability - we must pull our own weight whilst helping each other.
  3. Collaborative and Social Skills - We need to learn and practice the skills of working together.
  4. Face-to-Face Interaction - We need to dialogue with each other to enhance our leaning and thinking.
  5. Reflective Moments - We must stop occasionally and reflect on what we are doing.

Project-Based Learning

Project Based Learning (PBL) is a teaching method that has been introduced in our primary grades. Students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.

Essential Elements of PBL include:

  • Significant Content - The project is focused on teaching students important knowledge and skills.
  • 21st century competencies - Students build competencies valuable for today’s world, such as problem solving, critical thinking, collaboration, communication, and creativity/innovation.
  • In-Depth Inquiry - Students are engaged in a process of asking questions, using resources and developing answers.
  • Driving Question - Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration.
  • Need to Know - Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.
  • Voice and Choice - Students make choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.
  • Critique and Revision - Students give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.
  • Public Audience - Students present their work to other people, beyond their classmates and teacher. 
 
   
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