Learning Areas

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Religious Education

Being a Catholic School formed in the Dominican Tradition, the religious culture of Rosary School is the basis for all learning.

One part of this is the formal Religious Education Curriculum guided by Crossways, Catholic Education South Australia.

Crossways is a contemporary, Catholic framework which all teachers follow for the development of Religious Education curriculum at Rosary School.

The purpose of Religious Education is to deepen students’ understanding of the Catholic Tradition, to develop an appreciation of its significance in their lives, so that they may participate in the life of the Church and wider society. Religious Education at Rosary School supports the integration of faith, life and culture. Students are encouraged to reflect upon their faith and the Tradition to work towards social justice, ecological conversion and personal growth.

The Religious Education Framework, Crossways, explores the Catholic faith as a believing, living, celebrating and praying faith Tradition.

In addition to the Crossways curriculum, we teach the Made In the Image of God (MITIOG) curriculum.  The MITIOG curriculum is grounded in the Catholic belief that all human beings are made in God's image and likeness.  It celebrates the Catholic Church's teaching which focuses on the dignity of the human person.

Religious Education
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The Australian Curriculum

Rosary School Learning is based upon the Australian Curriculum.

The Australian Curriculum is made up of eight learning areas:

  • English
  • Mathematics
  • Science
  • Humanities and Social Sciences
  • The Arts
  • Technologies
  • Health and Physical Education
  • Languages

The cross-curriculum priorities:

  • Aboriginal and Torres Strait Islander histories and cultures
  • Asia and Australia’s engagement with Asia
  • Sustainability

are embedded in the curriculum and will have a strong but varying presence depending on their relevance to each of the learning areas.

Key Capabilities - Catholic Education SA

At the heart of our Living Learning Leading Framework is our commitment to our students and our understanding of all people - we see them as 'thriving people, capable learners, leaders for the world God desires.'

A resource has been developed to support students to develop each of the seven key capabilities outlined in the framework, known as the Key Capabilities Continua.

Co-constructed with students and for students, the Continua is a tool to support children and young people to reflect on, evidence, plan for and grow their capabilities in partnership with educators and their families.

The Continua is designed for use at any age or year level.  It invites children and young people to evidence their capabilities by engaging in and drawing upon a variety of experiences both within and outside of school, and through reflection on these experiences.

Recognising and developing their key capabilities will help young people be comfortable and confident in who they are and give them the tools to thrive throughout their lives - from the early years, through schooling, and beyond. 

There are seven key capabilities:

  • Literate, numerate and effective communicators
  • Spiritually aware and inspired by faith
  • Self-aware, collaborative and social adept
  • Intercultural and globally minded
  • Knowledgeable, inquisitive and innovative
  • Confident and careful creators and users of ICTs
  • Moral, compassionate, ecologically aware


Through the study of English, individuals learn to analyse, understand, communicate and build relationships with others and the world around them.  It helps create confident communicators, imaginative and critical thinkers, and informed citizens.

The English curriculum aims to ensure that students:

  • learn to purposefully and proficiently read, view, listen to, speak, write, create and reflect on increasingly complex texts across a growing range of contexts
  • understand how Standard Australian English works in its spoken and written forms, and in combination with non-linguistic forms of communication, to create meaning
  • develop interest and skills in examining the aesthetic aspects of texts and develop an informed appreciation of literature
  • appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others

Programs to support the teaching of English used at Rosary School:

  • Playberry - Multisensory Literacy Program
  • MiniLit
  • Seven Steps in Writing


The study of mathematics is central to the learning, development and prospects of all young Australians. Mathematics provides students with essential mathematical knowledge, skills, procedures and processes in number, algebra, measurement, space, statistics and probability.  It develops the numeracy capabilities that all students need in their personal, work and civic lives, and provides the fundamentals on which mathematical specialties and professional applications of mathematics are built.

Mathematics has its own value and aesthetic, and the mathematics curriculum develops students' appreciation of the power of mathematical reasoning as they develop mastery of the content in mathematics.  It provides students with learning opportunities to develop mathematical proficiency, including a sound understanding of and fluency with the concepts, skills, procedures and processes needed to interpret contexts, choose ways to approach situations using mathematics, and to reason and solve problems arising from these situations.

Mathematics provides opportunities for students to apply their mathematical understanding creatively and efficiently.  It enables teachers to help students become self-motivated, confident learners through practice, inquiry, and active participation in relevant and challenging experiences.

The Arts

The Arts comprises five subjects:

  • Dance
  • Drama
  • Media Arts
  • Music
  • Visual Arts

Through the arts, students learn to express their ideas, thoughts, questions, understandings and opinions.  They develop aesthetic knowledge and learn that the creative and critical processes of each Arts subject are essential to learning in, about and through The Arts.

The arts are core to the development of creative, confident, compassionate and resilient individuals who can think and reflect critically, celebrate and challenge ideas, people and events, and work towards making a difference in sustaining and reimagining their own communities' futures.



Science is a dynamic, collaborative and creative human endeavour arising from our desire to make sense of our world.  Through science, we explore the unknown, investigate universal phenomena, make predictions and solve problems.  Science gives us an empirical way of answering curious and important questions about the changing world we live in.  Science knowledge is revised, refined and extended as new evidence arises and has proven to be a reliable basis for action in our personal, social and economic lives.

The Australian Curriculum: Science enables students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, science's contribution to our culture and society, and its uses in our lives.


Humanities and Social Sciences

The Humanities and Social Sciences are the study of human behaviour and interaction in social, cultural, environmental, economic, business, legal and political contexts.  This learning area has a historical and contemporary focus, from personal to global contexts, and considers the challenges that may occur in the future.  It plays an important role in assisting students to understand global issues, and building their capacity to be active and informed citizens who understand and participate in the world.

The Humanities and Social Sciences subjects in the Australian Curriculum provide a broad understanding of the world we live in, and how people can participate as active and informed citizens with high-level skills needed now and in the future.  They provide opportunities for students to develop their own personal and social learning, and to explore their perspectives as well as those of others.

Through studying Humanities and Social Sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change.  This requires an understanding of the key historical, geographical, legal, political, economic, business and societal factors involved, and how these different factors interrelate.



Technologies enrich and impact on the lives of people and societies globally.  They can play an important role in transforming, restoring and sustaining societies and natural, managed and constructed environments.

Australia needs enterprising individuals who can make discerning decisions about the development and use of technologies, develop solutions to complex challenges and contribute to sustainable patterns of living.  Therefore, all young Australians should develop capacity for action and critical appreciation of how technologies are developed and can contribute to societies.


Health and Physical Education

Health and Physical Education enables students to develop skills, understanding and willingness to positively influence the health and wellbeing of themselves and their communities.  In an increasingly complex, sedentary and rapidly changing world, it is critical for every young Australian to flourish as a healthy, safe, active and informed citizen.  It is essential that young people develop their ability to respond to new health issues and evolving physical activity options.

Integral to Health and Physical Education is the acquisition and application of movement skills, concepts and strategies across a range of physical activity contexts.  This enables students to participate confidently and competently when moving.  Movement is a powerful medium for learning through which students can acquire and practise personal, social and cognitive skills.  When learning in movement contexts, students gain skills, understanding and dispositions that support lifelong physical activity participation and enhanced movement performance.



Language learning provides the opportunity for students to engage with the linguistic and cultural diversity of the world and its peoples, and reflect on their experience in various aspects of social life, including their own participation and ways of being in the world.

Learning a language(s) broadens students' horizons in relation to the personal, social, cultural and employment opportunities that an increasingly interconnected and interdependent world can offer.

At Rosary School children learn Italian.