Learning for Growth - Curriculum

At St. Mary Magdalen’s, ours is a whole school learning community including children, teachers and parents. We view ourselves as lifelong learners who are continuously improving our knowledge and skills.

Our students and parents share what learning at St Mary Magdalen's is like for them.

St Mary Magdalen's delivers a broad education within a contemporary learning environment, founded on the Victorian Curriculum. Our Religious Education Program is based on the Horizons of Hope Framework provided by the Archdiocese of Melbourne.

The Learning and Teaching program at St. Mary Magdalen’s is designed to ensure all students gain the knowledge, skills and deep understanding required to be confident, successful learners.

TECHNOLOGY - Technology provides support for learning and is used purposefully and creatively.

THE ARTS - Our Curriculum is enriched through specialist programs: Performing and Visual Arts with a focus on nurtuting creative and critical thinking.

LANGUAGES OTHER THAN ENGLISH - Mandarin is taught in our LOTE program.

HEALTH AND PHYSICAL EDUCATION - is an integral part of the curriculum at St Mary Magdalen's, providing students with multiple skills based learning and opportunities for competitive and inclusive sport activities. Students engage in external competitions for District Sports, Hooptime (Basketball) and Glee Competition for choir.


CLUBS - We provide additional clubs: chess, sports, technology/coding, running club and Breakfast Club.

EXCURSIONS - Each learning area engages in excursions and incursions to give students experiences that extend or support their learning.

CAMP - In the Middle Learning Community students engage in a two-day camp and in the Senior Learning Area they have a three-day camp. These camps alternate between an educational camp (Sovereign Hill/ Urban Camp) and an Adventure Camp.


St Mary Magdalen’s is a Visible Learning School having participated in this program since 2015. Visible Learning is based on the work of Professor John Hattie. Its aim is for students to take increasing responsibility for their own learning: knowing what they already know and can do and being able to determine goals for the next stage of learning. At the heart of Visible Learning is the concept of Collaboration for both teachers and students.


Staff working in collaboration on Visible Learning and improving evaluation of student learning

Professor Hattie believes that teachers are more effective when they collaborate and accept collective responsibility for student progress. Students learn better when they work together, can articulate the learning goals and identify how they are going to achieve them. Visible Learning involves the following characteristics:

  • learning is life-long and life-wide (we learn from all kinds of experiences);
  • critical thinking, creativity, communication and collaboration skills are all part of day to day learning;
  • the learning environment is a safe place for risk-taking in learning;
  • every student needs to and can experience and celebrate their successes;
  • a growth mindset helps students to learn from mistakes;
  • being able to give and receive quality feedback is an important skill;
  • evidence provided by regular assessments enable teachers to focus on the individual learning needs of each student/ students are actively involved in knowing about their learning;
  • capabilities and talents are to be identified and fostered;
  • parents are an important part of the learning relationship.

If you would like further information, click here to book a tour or call us today to learn more about how we nurture open hearts and curious minds.