“And Jesus grew in wisdom and in stature and in favour with God and man.”

(Luke 2:52)

Our Enlivened Learning Framework embodies our philosophy of integrating faith and wellbeing to nurture deep, impactful learning.

The framework brings together interrelated domains and elements to be viewed through the lens of our core values (Wholeness, Hope, Justice and Revelation). It fosters the use of a shared language and consistent practices across the school – ensuring coherence in teaching, learning and wellbeing to drive student growth and excellence.

Grounded in contemporary research, the framework aligns with the Archbishop’s Charter for Catholic Schools and the NSW curriculum reform agenda. It also complements established frameworks for high-impact teaching strategies, wellbeing and inclusive practices that support diverse learning needs.

Through embracing the principles and expectations of the Sydney Catholic Schools Parent Charter, parents collaboratively foster the holistic development of their children, strengthening our nurturing partnership.

Student Growth and Excellence

Student Growth and Excellence, the centre of our learning framework, commits to nurturing individuals who are not only knowledgeable but also confident, resilient, and lifelong learners. Growth inspires students to take ownership of their learning, embrace challenges, and view mistakes as valuable opportunities to learn. This commitment to continuous improvement leads to excellence and lasting success.

Whole School Practices

Whole School Practices are systematic, consistent, and integrated approaches evidenced across all classes; ensuring consistency, equity, and effectiveness in supporting learning and wellbeing.

Improvement Enablers

Improvement Enablers are the conditions, resources, and capabilities that facilitate, support, and accelerate learning and wellbeing. They are the “how-to” elements that make positive change possible and sustainable school-wide.

Culture

Culture refers to the shared values, beliefs, attitudes, norms, expectations, and ways of operating that characterise the Aquinas community. It’s “the way we do things” encompassing the unspoken rules, habits, and assumptions that influence how students, teachers and parents interact and approach learning, faith and wellbeing.

Whole School Practices

Select other frameworks below:

Improvement Enablers

Culture

Highly Effective Teaching and Learning promotes student motivation by fostering safe, inclusive, and engaging environments that encourage active student participation. This approach enhances learning and wellbeing, leading to improved academic outcomes and stronger emotional, spiritual, and social development (Wholeness).

Teachers

Understand their subject deeply and know how to teach it well, informed by Catholic teaching.
Implement explicit teaching practices based on Rosenshine’s principles of instruction.
Align learning to explicit learning intentions and success criteria.
Explicitly teach writing skills that are relevant and specific to their subject area.
implement clear and consistent school-wide rules, routines, and expectations that create a predictable and supportive environment for all students to learn effectively.

Actively engage in their learning (listening, asking questions, contributing to discussions, and showing curiosity) to embrace rich learning opportunities guided by Catholic teaching.
Maintain a strong work ethic, using strategies learnt to enhance their learning.
Practice and apply writing skills relevant to each subject.
Respect and follow clear school-wide rules, routines, and expectations.

Assessment and Feedback are crucial for student growth, offering clarity, direction, and support. Assessment clarifies current understanding and misconceptions, enabling teachers to differentiate instruction and provide actionable feedback that guides students’ next steps. This effective feedback empowers students to reflect on their learning journey, connect it to their personal story (Revelation), self-regulate their learning, and take ownership of their growth.

Teachers

Regularly implement authentic assessment of/for learning.
Provide timely, constructive, specific, and actionable feedback to guide next steps in learning.
Encourage peer and self-assessment.

Approach assessment and feedback with openness, perseverance and a growth mindset
Respond to feedback by reflecting, applying it thoughtfully, and striving to improve their understanding and skills.

Improvement Enablers

Select other frameworks below:

Whole School Practices

Culture

Collaboration develops essential communication, critical thinking, and self-management skills. It builds confidence, strengthens inclusion, and cultivates positive relationships, improving both learning outcomes and wellbeing through shared responsibility and connection.  Collaboration respects diverse viewpoints, which grows community capacity to uphold dignity for all (Justice and Hope).

Teachers

Facilitate opportunities and structures that require teamwork and shared responsibility.
Foster a classroom culture where all voices are welcomed and valued.
Work, share with and support colleagues to improve individual and collective teaching practice.

Share their thoughts, knowledge, and perspectives, adding to the collective understanding.
Be open to different viewpoints valuing diverse perspectives, backgrounds, and learning styles.
Work effectively with peers and contribute constructively to group efforts.

Effective Data Analysis empowers teachers to create learning experiences that are student-centred. By highlighting strengths, gaps, and growth areas, data ensures every student receives targeted learning and wellbeing support. This allows for differentiated and responsive teaching, making learning purposeful, relevant, and tailored to diverse needs. By identifying barriers to learning and wellbeing, data analysis ensures policies and practices are just and effective for all students (Justice).

Teachers

Collect and use data to refine and personalise teaching practice and wellbeing.
Monitor student progress to inform instruction and interventions.
Actively engage in professional learning that fosters best practice and shared expertise.

Review their own data to improve their learning and wellbeing.
Provide meaningful insights to enrich teacher understanding of their experiences.
Take ownership of their learning through goal setting.

Partnerships between students, staff, parents, parish promote a shared commitment to faith, learning and wellbeing. When all stakeholders work together, students are better supported across home, school, and social environments. Partnerships build shared understanding and collective action (Revelation) to support all students, ensuring equitable access to resources and opportunities (Justice).

Teachers

Build trust, rapport, and respect with students, families and parish.
Encourage student voice and agency.
Maintain clear communication with families about student progress, achievements and concerns.

Treat all members of the school and wider community with kindness, dignity, and respect.
Engage fully and take ownership of their learning and support offered to them.
Actively participate in learning, school and parish life, showing engagement and care.

Culture

Select other frameworks below:

Improvement Enablers

Whole School Practices

High Expectations across all dimensions (Wholeness) improves student achievement by motivating students to aim higher, persevere through challenges, and invest greater effort to reach their capacity/maximise their abilities. This boosts confidence, instilling a sense of optimism and purpose (Hope).

Teachers

Believe every student can achieve and grow.
Challenge students with rigorous, meaningful tasks that encourage deep thinking.
Model what success looks like through exemplars and scaffolds.
Communicate and maintain high classroom academic and behavioural expectations.
Challenge themselves and colleagues to uphold high expectations.

Approach learning with a “growth mindset”.
Persevere with challenges.
Take ownership for their learning.
Always strive for their personal best.
Self-manage their behaviour, taking responsibility for their actions.

Inclusion enhances learning and wellbeing by ensuring all voices are heard and valued; fostering dignity, support and respect (Justice). When students experience a sense of belonging, they feel safe, confident, and ready to engage (Hope). Inclusive environments also strengthen peer relationships and foster a positive, connected school community (Wholeness).

Teachers

Create safe, respectful and supportive environments that are built on positive relationships, reflecting Jesus’ teachings and gospel values.
Know the strengths and needs of their students.
Adapt teaching to suit diverse learning needs and styles of all students.

Uphold the College’s vision, values, and Catholic tradition.
Demonstrate positive, respectful relationships with staff and peers.
Show empathy and compassion.
Seek to understand different perspectives and resolve conflicts respectfully.

Support enhances learning by addressing the whole student, fostering confidence, resilience and focus. Supportive environments help students feel valued, take learning risks, and stay engaged. Support systems: academic, wellbeing and spiritual (Wholeness) address challenges, prevent disengagement, and nurture resilience, instilling aspiration for every student (Hope).

Teachers

Listen, observe, and engage with students to understand their academic, emotional, and spiritual needs.
Provide opportunities for students to demonstrate their learning in different ways, promoting confident risk taking.
Promote emotional and psychological safety through Dr Perry’s Three R’s framework.

Build independence by actively seeking support and trying different strategies to succeed, including confident risk-taking.
Encourage and support peers in their learning and wellbeing.
Listen to and follow wellbeing and academic guidance.

Celebration enhances learning and wellbeing by boosting confidence, motivation, and engagement. Recognition reinforces positive behaviours and acknowledges effort, encouraging persistence and resilience. Reflecting Catholic teaching, acknowledging milestones and achievements (Revelation) reinforces the journey of growth and instils hope for future accomplishments, affirming each student’s inherent worth and dignity (Hope).

Teachers

Recognise diverse forms of success including effort, progress and achievement.
Are inclusive and equitable in creating regular opportunities for recognition.

Take pride in their efforts and achievements.
Acknowledge and appreciate the efforts and success of others.
Accept compliments and recognition gracefully.