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notable australians 01 350Teaching and learning at Sacred Heart School focuses on a "personalised" approach to learning.  Students, teachers and parents work together to form a learning community. Quality relationships between students and teachers underpin all learning. Innovative teaching and learning practices illustrate our commitment to educating all students using contemporary tools and pedagogies in a range of environments. The curriculum is strengthened by the explicit teaching of and implementation of critical, creative and ethical thinking to ensure that students develop the capacity to become reflective, independent thinkers. Students are given the opportunities and skills to interact and collaborate with their peers in group learning situations. All students are given opportunities to make a difference to the world by expanding their learning into the local and global community.

Official "Parent Teacher Interviews" are held twice a year. The first interview is held in Term 1 and the second in Term 2.

These are a great opportunity to discuss your child's progress with their classroom teacher.

Parents can make interviews times with staff at other times during the year when required.

Books are made online and via a link given to the parents 2 weeks prior to the meetings.

camp2013 02 350The Grade 5/6 camp is held  Coonawarra every second year and Philip Island Adenture Prk every other year. Camp is a great opportunity for the children to enjoy each other’s company and participate in a variety of activities not available at school. The camps features a broad range of initiative activities for children to participate in and also provides some personal, social and physical challenges, along with learning opportunities, which are followed up when the students return to school.

Below are some of the experiences that our 5/6's had on camp...

'A million thoughts and emotions are creeping through my head as I dangle helplessly in the air, so high it feels like I’m in starry space. I can faintly hear my friends screaming and shouting loudly, but I am concentrating too hard on not dying to realise it.The thin blue string dangles perilously in front of my freezing, shaking body, anonymously calling and inviting me to lunge myself into deep terror, fear and terrible excitement.A tingling sensation takes over my hand as I pull the terrifying blue string that will determine my fate. Suddenly I am falling, down towards the dangerous ground, sure I will crash and die. What will happen next?

“Off you go,” the man said, and turned away. I took a run up and jumped off the wobbly platform. “Oh!” I gasped. Cold air whooshed through my lungs and my stomach lurched. In a few seconds I was above the lake, watching the ripples form and then disappear as suddenly as they came. I looked reluctantly up at the sturdy white rope above me and realised with a gulp that it was the only thing stopping me from falling to my death. I looked away and found that I Had come to a stop. As Michelle unclipped the harness I remembered sadly that that was my only go – but it was something that would stay in my memory forever.'

I look into the fish filled, murky lake, I can’t believe I’m going to do this, I step onto the water filled canoe, I pick up the heavy oar and pull hard, the water has soaked my feet already. I sit down and paddle, the water is weighing my oar down as I stroke. It isn’t so bad but my spine is shivering just thinking about falling into the salty lake. Getting used to the feeling we paddle right trying hard to circle the small, orange floating buoy we do it. It’s time to raft up, my hands are aching holding onto the rough sides of the boat.”Apple” she calls out, I stand up nervously knowing I’m going to fall, one slow foot at a time, I make it, an adrenalin rush comes right through me . We let go of the canoes and we are told to stand. I swallow my fear and slowly stand, triumphantly I stand and paddle back to shore. It was so fun, yet nerve racking; for sure I’ll do it again.



All students participate in a variety of excursions, incursions (activities held at the school) and school-based activities throughout the year to enhance curriculum programs or to celebrate special events.

In general, these activities are designed as a stimulus for culmination of school/class topics being studied. Information regarding excursions/incursions and permission notices are sent home as the need arises.police

All excursions, incursions and school-based activities are covered in an excursion levy, which is built into the school fees. The amount per year level will vary. (e.g interschool sports Yrs 5/6)

Copy of DSC 8622Sacred Heart Parish Primary School exists to educate its students to the best of each person’s ability. 

Our educational philosophy emphasises the education of the whole person. It is our belief that each person can learn and achieve success, given sufficient time, excellent teaching and appropriate resources. At Sacred Heart each person is regarded as an individual, with unique talents and abilities that are nurtured, and catered for to meet each one’s needs.

The building of relationships and social skill development are integral to successful living and are therefore a vital part of education at Sacred Heart. Social responsibility and an understanding of the basis of living in a just society are actively promoted.

As a Catholic school we implement a developmental Prep – Year 6 curriculum based on the Victorian Essential Learning Standards. The standards provide us with a curriculum framework with which to weave together the essential domains of learning:

  • Physical, Personal and Social Learning (Health and PE, Personal Learning, Interpersonal Learning and Civics and Citizenship)
  • Discipline Based Learning (the Arts, English, Humanities, Mathematics, Science and Languages other than English)
  • Interdisciplinary Learning (Communication, Design, Creativity and Technology, ICT and Thinking)

Our school acknowledges the variety of learning styles of all members in our learning community and provides opportunities for students to participate in curriculum activities according to their preferred style or to explore new learning styles. In addition, our school strongly promotes the teaching of social justice practices and initiatives, environmental education and sustainability.

Copy of DSC 8624Literacy is the first focus in teaching and learning with appropriate emphasis being given to each of the other VELs dimensions. In our teaching we use an integrated approach, ensuring holistic learning with planned outcomes from all dimensions. Term focus topics are chosen from the content areas of SOSE (Studies of Society and Environment), Science, Technology and Health. An understanding of the special place of Australia’s aboriginal people in our history and culture, and the relationship of Australia with European and Asian cultures are integral parts of the curriculum.

The use of technology is integrated with all aspects of the curriculum at Sacred Heart. All students have access to a networked computer system and have the opportunity to use computers for research and presentation as well as to enhance learning and facilitate communication.  Sacred Heart is recognised as a leader in learning through the use of multi media technology and the internet. All classrooms are linked via a computer network and student learning is available at home through our internet myclasses learning management system. Interactive whiteboards are also present in each classroom.

The school has established many leading programs in line with current educational philosophies and the new Victorian Essential Learning Standards. Inquiry learning is well established at Sacred Heart, with a strong emphasis on teaching thinking across the curriculum. Student wellbeing is a priority, with a designated budget for personnel and specific programs. Leadership and Social Skills programs, Buddies programs across the school, Student Welfare Support Group and Values Education are all embedded in the school’s curriculum.

Student leadership roles are an important part of the program at Sacred Heart as they provide opportunities for students to have a ‘voice’ in what happens throughout the school as well as enabling students to develop their own leadership skills.

All Year 6 students are considered to be leaders of the school and are encouraged to interact with other students as leaders. At the end of each year, students in Year 5 participate in a leadership program in preparation for their Year 6 year. Students work in small groups and participate in activities that encourage them to reflect on leadership qualities and study adults who display these qualities. They also have the opportunity to discuss the roles of leaders at Sacred Heart, things they might wish to achieve and leaders from the current Year 6 share their experiences.

School Captains

Students who are interested in leadership roles are encouraged to write letters of application for the positions of School Leaders. Based on these letters a short list is compiled by the Principal and Deputy with the support of Year 6 staff.  Students present a speech to staff and their peers then students in Years 3-6 and staff vote to elect six leaders.  

School Captains are chosen to represent the student body in the following ways:

  • Regular meetings with the Principal and Assistant Principal (once a term)
  • Represent the school at outside functions (e.g St Patrick Day Mass)
  • Be a role model for other students and be respectful of their position
  • Be pro-active in playground issues
  • Deliver welcome and thank you speeches to special visitors and guests
  • Greet and welcome special visitors at the school gates and show visitors to the office
  • Represent the students at discussions with the staff or parent groups
  • Take a lead role in conducting the fortnightly assemblies
  • Lead school tours for prospective new families (open days and tours)SCHOOL CAPTAINS 2018b

Sports Captains

Following the election of School Leaders, students who are interested in leadership roles are encouraged to write letters of application for the positions of Sports Captains. Students in Years 3-6 vote for Sports Captains.  A boy and girl Sports Captains is elected for each sports team and vice-captains may be appointed.  Sports Captains are involved in leading at school sports events as well as organising sports equipment.

Sport Captains at Sacred Heart will:

  • lead their team during 3-6 sports and whole school sports
  • help with the organisation of sporting events (athletics, hoop time)
  • maintain the sports room
  • maintain the sports equipment in the school (every classroom)
  • assist with all sporting activities organised
  • attend regular meetings with the Principal and/or Deputy

Social Justice and Environment Leaders

Students also have the opportunity to apply to be Social Justice Leaders and Environment Leaders. These students also write letters of application and are chosen by staff members.  

The role of the Social Justice Leaders at Sacred Heart is to:

  • meet with the Religious Education Leader (Curriculum)
  • plan fundraising activities for Caritas during Project Compassion
  • collect and count money from Project Compassion boxes
  • record a tally of money raised
  • plan fundraising activities for Mission Week

The role of the Environment Leaders at Sacred Heart is to:

  • meet with the Curriculum Leader and/or Principal or Deputy
  • organise regular playground clean ups
  • plan and work towards improving school areas e.g Frog Bog
  • work with parents, staff and students in planning new garden areas or facilities for students eg. playground equipment

Peer Activity Leaders

Students in Years 5 and 6 are invited to participate in the Peer Activity Leaders (PAL) program. This program increases physical activity in schools while providing leadership opportunities and enhanced relationships between students. During Term 2, students complete a short course with trained staff members. This enables them to provide lunchtime activities once a week with small groups of students in Years Prep-4. Activities are focused on promoting physical activity or support the school’s Chess Club, Garden Club or Art Club. They assist students in developing social competencies and help to enhance relationships across the school.


src2013 350An SRC representative is elected from each class for six months. SRC representatives meet with the Principal and/or Deputy or Student Wellbeing Leader.  They discuss the needs of students following classroom meetings. The information is then fed back to the school's leaders. They may form a ‘focus group’ to discuss playground issues or brainstorm ways to improve the school. SRC representatives are also involved in the school's Values Program. They discuss the ways we can live our values at Sacred Heart and may lead discussions in their classrooms or collect examples of student work or photos which show how we live our values and build relationships at Sacred Heart.

SRC representatives provide feedback to the school community at assemblies and are responsible for choosing students to receive values awards at assembly.