Everything a student experiences contributes to his or her education. The formal curriculum however is the means by which we ensure that each student participates in a balanced set of learning experiences while still providing a degree of choice. Further, the curriculum ensures that the human, material and financial resources of the school are utilised in the most efficient way for the benefit of the students and the staff. Consistent with the school goals and objectives the formal curriculum provides a broad general education for each student in each year.
The curriculum will contribute to all aspects of the development of the students and the broad general education will provide for the mastery of skills and competencies associated with learning to converse, read, write and calculate.
The curriculum will provide for each student to:
- Acquire and convey information
- Broadly apply logical processes
- Undertake practical tasks
- Make judgements and decisions
- Work singly or in groups
- Exercise aesthetic capacity in the practical and expressive arts
- Be creative
Attention will be directed to the development of an awareness and understanding of:
- Personal feelings and individual rights
- Personal and communal health
- Social and civic responsibility
- Values, work and leisure
- Knowledge which allows students to have power and control over their lives
The curriculum will also provide for each student to develop:
- A positive outlook
- An ability to cope with change
- An appreciation of our culture and the cultures of others
- Independent learning, autonomy and responsibility
The curriculum will also enable students to become:
- Inquiring and reflective thinkers
- Effective communicators
- Self-directed and ethical people
- Responsible citizens
- World contributors
Every student has varying potential and aptitudes in many different fields. Each student is encouraged to learn at an optimum individual pace and master attainable goals. This applies equally to all, from those with learning difficulties to those with
special gifts or talents. The curriculum takes account of the needs of individuals and the benefits of developing good relationships between students, staff and parents. It is designed so that it enhances relationships, builds self esteem and dignity.
The curriculum provides equal opportunity for success for every student through appropriate methods of teaching, learning materials, evaluation and assessment procedures.
The curriculum of the school is founded in the statement of School Values and School Goals agreed by staff, parents and students which reflect Education Department Policy and the current requirements of The Tasmanian Curriculum.
The Rose Bay High Curriculum Policy provides a focus for curriculum based upon these directions.
The subjects and units offered to students in the school are the main vehicle by which the tangible curriculum is delivered to students. It is also important that the less tangible hidden curriculum implicit in, for example, organisational frameworks or school celebrations, also reflects the School Goals.
The subject syllabi offered to students are currently based upon the directions established by the Tasmanian Curriculum Framework, Government policy and local considerations within the school. These local considerations involve input from staff members and students, and endeavour to take account of the wishes of our diverse community of parents.
Each subject offered in the school forms part of the mosaic of the formal curriculum. Each subject syllabus is moulded in the fashion described to suit the needs of students at Rose Bay High School. Each subject syllabus consists of a written document available to members of the school community on request. These documents incorporate clear directions for assessment learning outcomes and standards documents where available designed to support and clarify aspects of student achievement.
In Grade 7 and 8 the curriculum is designed to build a coherent link from the experience of students in primary school to the more detailed subject specific expectations of Grade 9 and 10 syllabi.
While the principle of a broad general education is basic to educational practise at Rose Bay High School, as students mature in Grades 9 and 10, opportunities are provided for some choices of subjects. The framework for choice ensures that students at this tender age of approximately 13 – 14 years do not ‘close doors’ to future opportunities and maintain a degree of balance in their learning.