Learning
Director of Stage 3:
Mr Davies
Stage 3 Teacher:
Mrs Hackett
Stage 3 Teacher:
Mrs Tripodi
Stage 3 Teacher:
Mrs Young
Here at Rosebank, promoting a culture of academic excellence is at the heart of what we do — we promote high expectations and provide high levels of support so that all learners feel appropriately challenged to attain their individual best. Underpinning our Learning Culture are the Benedictine Values and Good Samaritan Philosophy of Education which inform our holistic and comprehensive view of education — challenging and fostering creativity, initiative and personal capacity in every student.
Our teaching programs are designed to meet the guidelines and requirements of the NSW Educational Standards Authority (NESA). Learning is designed to be responsive to the needs and interests of the children in front of us. Utilising a range of assessment tools, observations, student feedback and expert support from our Diverse Learning Team, learning experiences are tailored to ensure all learners are challenged and supported. Students in Stage 3 will have the opportunity to work with specialist teachers in a variety of subject areas across the curriculum, enhancing the delivery and educational experience of these subjects. Classroom teachers and specialist teachers work closely together to ensure programs are delivered in age-appropriate ways that meet the rigour and intended learning outcomes of the curriculum.
Students complete a variety of hands-on, experiential learning opportunities, direct explicit instruction, and inquiry based investigations in all Key Learning Areas: English, Mathematics, Science and Technology, HSIE, PDHPE, Creative Arts (Visual Arts, Dance, Drama and Music) as well as Religious Education guided by the resources provided by Sydney Catholic Schools and the Archdiocese of Sydney.
Faculties
English
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In Stage 3 the English curriculum centres on the relationship between understanding and creating texts. Building on foundations set in the younger years of primary schooling, students develop more advanced literacy skills, the capacity for critical text analysis and refine their communication skills. The syllabus is organised in 7 Focus areas: Oral Language and Communication, Vocabulary, Reading Comprehension, Creating Written Texts, Spelling, Handwriting and Digital Transcription, and Understanding and Responding to Literature.
Students refine their communication and analytical skills by engaging deeply with both spoken interactions and diverse written texts. They learn to deliver tailored, formal presentations using deliberate vocal and non-verbal techniques, while also developing critical listening skills during debates to evaluate bias and perspective. In reading, instruction moves beyond basic comprehension, requiring students to fluently analyse complex information, infer implicit meanings, and synthesise themes across a wide range of works, including Australian and First Nations literature.
To support their expressive capabilities, students master the entire writing process to craft imaginative, informative, and persuasive texts for specific audiences. They enhance their writing through advanced sentence structures, cohesive formatting, and a sophisticated academic vocabulary built on the study of word origins and structure. Alongside these compositional skills, students develop efficient digital touch-typing and fluent joined cursive, utilising advanced spelling strategies and proofreading routines to independently produce polished, accurate publications.
Our students are provided with regular opportunities to be read to, read independently, and write for various purposes. Their engagement in reading is supported by regular visits to the Scholastica Research and Study Centre (SRSC) where they have the opportunity to borrow from an extensive range of texts and learn about information and research skills.
Mathematics
In Mathematics, students benefit from a range of hands-on experiences, use of manipulatives, explicit instruction and targeted, repeated practice over a course of study. Mathematics is organised into three content areas—Number and Algebra, Measurement and Space, and Statistics and Probability. Woven throughout all of the content are the processes of Working Mathematically—the thinking and doing of mathematics.
Working Mathematically
Working mathematically is embedded directly across all Stage 3 content, acting as the primary vehicle through which students engage with and apply mathematical concepts rather than a standalone topic. Governed by a single overarching outcome, students continuously synthesise understanding, fluency, communication, reasoning, and problem-solving within every learning area. In Stage 3, this manifests as students selecting flexible computational strategies, explaining and justifying their thinking using formal mathematical terms, analysing geometric or quantitative relationships, and reflecting on the efficiency of their problem-solving choices.
Number and Algebra
In Stage 3, Number and Algebra focuses on expanding foundational arithmetic into rational numbers, proportional reasoning, and flexible computation strategies. Students extend their understanding of place value to encompass large whole numbers into the millions, negative numbers, and decimals down to thousandths. They build operational fluency across fractions, decimals, and percentages, learning to convert fluidly between these forms and represent them accurately in diverse contexts.
Students deepen their computational capabilities through multi-step problem solving involving additive and multiplicative relations. They investigate the intrinsic properties of numbers by exploring prime, composite, factor, and multiple relationships. By refining efficient mental and written strategies for operations with whole numbers, fractions, and decimals, students establish the foundational fluency needed for secondary algebra.
Measurement and Space
Measurement and Space emphasises practical geometric analysis, spatial reasoning, and the application of standard metric units. Students estimate, measure, and convert units of length, mass, volume, capacity, and area, applying standard formulas to calculate the area of triangles and rectangles alongside the volume of rectangular prisms. They also build real-world skills by converting between 12-hour and 24-hour time systems, reading timetables, and working with complex schedules.
Spatial concepts are expanded through the detailed exploration of two-dimensional shapes, three-dimensional objects, and coordinate systems. Students construct and measure angles using protractors, analyse line and rotational symmetry, and perform geometric transformations on a Cartesian grid. Furthermore, they link three-dimensional objects with their two-dimensional nets and interpret structural objects from top, front, and side visual perspectives.
Statistics and Probability
Statistics and Probability equips Stage 3 students to conduct statistical investigations and critically interpret data and chance in real-world contexts. Students pose enquiry questions, gather data, and create visual representations such as line graphs, dot plots, and side-by-side column graphs, while learning to spot visual misrepresentations or skewed scales. Concurrently, they examine probability by running chance experiments, expressing likelihoods as fractions, decimals, or percentages, and comparing observed experimental results against theoretical predictions.
Religious Education
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Religious Education provides students with a rich foundation in the Catholic faith, deeply grounded in our Benedictine and Good Samaritan heritage. Guided by the spirit of communio—the understanding that we learn and grow together as one community—the curriculum explores Sacred Scripture, Church history, prayer, sacraments, and moral decision-making. Rooted in the Benedictine tradition of "listening with the ear of the heart," we nurture not only religious literacy, but also deep spiritual reflection, positive values, and a personal appreciation of Catholic tradition.
Our classroom learning reflects Benedictine hospitality and thoughtful engagement, creating a welcoming space where every child feels known, valued, and encouraged. Teachers blend scripture storytelling, rich digital resources, guided prayer, and open discussion to bring faith concepts to life. Students are invited to ask meaningful questions, explore biblical narratives, and balance intellectual discovery with quiet reflection, helping them discover how Gospel teachings relate directly to their everyday lives.
Inspired by the Parable of the Good Samaritan and St Benedict’s call to stewardship, Stage 3 empowers students to turn faith into compassionate action. Through social justice learning and practical reflection, students learn to recognise the needs of their neighbors, respect human dignity, and care for God's creation. Ultimately, our program inspires your children to lead with empathy and kindness, living out our charism as active, caring members of their school and broader community.
Science and Technology
Science and Technology in Stage 3, offers students the opportunity to engage in scientific inquiry, engineering design, and algorithmic thinking. They formulate testable questions, conduct fair tests with controlled variables, and gather quantitative and qualitative data to support claims. Students define design problems, construct physical prototypes, and apply computational thinking to write or modify algorithms for digital systems and sensors. They also produce structured scientific reports, explanations, and design journals using subject-specific vocabulary.
Biological and environmental topics include the human skeletal, respiratory, and circulatory systems, alongside plant and animal adaptations. Students examine how environmental conditions affect living things, evaluate ecosystem changes, and analyse sustainable practices such as waste management. Content also covers solar system features, the distinction between weather data and climate patterns, and how Aboriginal and Torres Strait Islander Cultural Knowledges use astronomical observations for navigation and seasonal planning.
In physical and material science, students investigate energy transformations, electrical circuits, and the practical applications of conductors and insulators. They test material properties to determine their suitability for manufacturing and environmental sustainability. Additionally, students integrate physical models with digital technology with opportunities to use a variety of ICT, such as microcontrollers, digital coding platforms and sensors, to create functional solutions. Students in Stage 3 will also have opportunities to visit the College Science Laboratories to enrich their learning in scientific experimentation and formal scientific settings.
Human Society and its Environment (HSIE)
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In HSIE, students explore Australia’s growth from colonial expansion to a modern democracy. They investigate key historical developments including the Gold Rush, colonial migration, and the path to Federation in 1901. Alongside this historical focus, students examine the foundation of the Australian government, learning how the Constitution operates, how laws are passed, and how citizens actively participate in a democratic society.
Geographically, students analyse how human populations interact with global climate zones and ecosystems, evaluating environmental management and global sustainability practices using tools like maps and satellite imagery. Integrated throughout this stage is a deep focus on Aboriginal Knowledges and Cultures, where students explore traditional land management practices, seasonal calendars, and contemporary efforts by Aboriginal Knowledge Holders to revitalise local languages and place names across New South Wales.
Across these topics, learning centers on developing strong literacy, source analysis, and inquiry skills. Students evaluate primary and secondary historical sources to understand different perspectives, while explicit instruction in specialised academic vocabulary helps them craft structured, persuasive, and informative written texts.
Personal Development, Health and Physical Education (PDHPE)
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In PDHPE, students develop a deeper understanding of personal growth, safety, and health literacy through the core focus areas of Identity, Health and Wellbeing, Respectful Relationships and Safety, and Self-Management and Interpersonal Skills. Students investigate the physical, social, and emotional changes associated with puberty and increasing independence, while exploring how personal identity is shaped by cultural heritage, family, and Aboriginal and Torres Strait Islander connections to Country and Place. Essential health and safety topics are examined in depth, including personal hygiene, sleep, nutrition, digital device usage, emergency response planning, and road safety. Additionally, students develop an understanding of respectful relationships, personal boundaries, age-appropriate consent, and proactive help-seeking strategies to navigate both online and offline environments responsibly.
Movement mastery, strategic thinking, and analytical inquiry are further expanded through the Movement Skill and Physical Activity focus area, where students refine specialised movement skills and apply offensive and defensive tactics across diverse game contexts, including traditional Aboriginal and Torres Strait Islander games. Scientific and critical thinking skills are fostered through health literacy and critical inquiry, enabling students to evaluate health information, analyse decision-making scenarios, solve movement problems, and test resilience strategies. Furthermore, students build self-management and interpersonal capabilities by evaluating goal-setting strategies, collaborating in team environments, and creating written texts to articulate, justify, and reflect on their understanding of physical activity, health, and personal wellbeing.
PE lessons are facilitated by specialist PE teachers and sporting opportunities will be facilitated through gala days that take place throughout the year.
Creative Arts (Visual Arts, Dance, Drama and Music)
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In Creative Arts, students engage with Dance and Music through interrelated practices designed to build artistic expression, cultural understanding, and technical skill. In Dance, learning revolves around Composing, Performing, and Appreciating, where students explore movement principles, spatial awareness, and body dynamics across diverse cultural contexts, ranging from traditional Aboriginal dance and West African movement to contemporary styles such as amapiano and jazz. In Music, students engage in Performing, Listening, and Composing by analysing how foundational elements like pitch, rhythm, dynamics, unity, and contrast function in genres spanning blues, rock, and funk. They develop creative fluency using digital composition technologies alongside stave and graphic notation, allowing them to structure sound purposefully and express personal and cultural identities.
The Drama and Visual Arts focus areas expand students' conceptual depth through collaborative performance, media experimentation, and formal curation. Drama requires students to undertake Making, Performing, and Appreciating as they devise original scripts, enact complex characters, and experiment with dramatic elements like tension, tempo, and melodrama to reflect shared human experiences. Visual Arts guides students through Making, Appreciating, and Exhibiting, where they experiment with 2D, 3D, and digital artforms. Students learn to critique artworks using rich Tier 2 and Tier 3 vocabulary, evaluating structural features and exploring how gallery placement, virtual displays, and intentional curation influence audience interpretation.
Diverse Learning
At Rosebank, we offer programs and support that cater for the learning needs of all students. This includes students with disability, high potential learners, and students for whom English is an additional language or dialect (EAL/D). The Diverse Learning department oversees the professional development of staff and development of specialist programs for students in these areas.
Data from multiple sources are analysed and used to inform teaching and learning programs. Students with diverse learning needs are provided with additional support, including adjustments to teaching and learning activities, individual and in-class assistance when required, and access to disability provisions for examinations.
Students and parents participate in the Personalised Learning Plan (PLP) process, to determine the level of need and adjustments required. Students continue to be supported throughout their schooling at Rosebank, with particular emphasis placed on key transition points. Students identified as high potential learners are extended through differentiation and the College’s EnrichED program. This includes an annual opportunity to produce an inquiry-based, in-depth, personal interest project (InnovatED). A range of workshops, seminars, competitions and other enrichment activities (InspirED) are also offered.