St Patrick’s is a Catholic primary school catering for students from Prep to Year 6. Our class structures are shaped by annual enrolment numbers, resulting in a mix of straight year-level and multi-age classes. These structures may vary from year to year, allowing us to respond flexibly to the needs of our students.

Our teachers work collaboratively to design learning experiences that reflect the diverse needs of each learner. Research shows that students working in multi-age settings often develop stronger skills in communication, leadership, collaboration, time management, and empathy. These environments also foster social and emotional growth, as students learn to mentor, support, and learn from one another. Multi-age classrooms offer a broader range of relationships and social experiences, helping children build cooperative behaviours and social skills.

Planning for teaching and learning at St Patrick’s is a team effort involving the Primary Learning Leader, Assistant Principal Religious Education, and Support Teacher: Inclusive Education. All unit and cycle plans follow school-wide templates and are stored in our school portal.

Differentiated teaching is a key strategy at St Patrick’s. We recognise that students learn at different rates and in different ways. Every student is capable of success when provided with the right motivation, opportunities, and support. Differentiation is embedded in every teacher’s practice, ensuring that all students—including high achievers—are engaged, challenged, and extended. Learning experiences are tailored to meet students’ readiness, interests, aspirations, and motivations.

Student learning is assessed using the Australian Curriculum Achievement Standards, which outline what students are typically expected to understand and do at each year level. These standards provide a clear sequence of learning across Prep to Year 10, focusing on conceptual depth, skill sophistication, and knowledge application.

Teachers use a range of QCAA documents to guide assessment planning and decision-making:

These resources help teachers make evidence-based judgments about student progress and achievement. Assessments are designed to monitor learning, inform teaching, and report on student achievement. Moderation processes ensure consistency and validity in reporting.

We value strong partnerships between teachers, parents, and students. At the beginning of each school year, a Parent Information Night is held to outline learning expectations and classroom routines. Parent-Teacher Interviews take place at the end of Term 1, providing an opportunity to discuss academic progress, social development, and any concerns or strengths. A second interview is offered in Semester 2.

Student Report Cards are issued at the end of each semester, using a five-point scale to report achievement and effort. These reports reflect a broad range of assessment evidence, not just a single task. Parents are welcome to arrange meetings with their child’s teacher at a mutually agreeable time during the year to discuss progress or concerns.​