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Victorian Curriculum - Cross Curriculum Priorities

The three priorities give students the knowledge and skills to engage with and better understand their world -

  • nationally,
  • regionally
  • globally.
Learning about Aboriginal and Torres Strait Islander histories and cultures                                     Back to - Victorian Curriculum F-10

Opportunities are available for students to learn about Aboriginal and Torres Strait Islander histories and cultures. Knowledge and skills gained by students have enduring importance and assist them to understand the uniqueness of these cultures together with embedded wisdom and knowledge.

Learning about Asia and Australia’s engagement with Asia

Students develop knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the world.  This learning provides a regional context, and builds an understanding of the diverse cultures and peoples living in Australia.

Immigrants from many asian countries have historically contributed to Australia’s development and will continue to do so in the future. An understanding of Asia underpins students’ capacity to be active and informed citizens, fosters social inclusion and cohesion  - vital to Australia’s prosperity.

Learning about Sustainability

The concept of sustainability is fundamental for students to understand the ways environmental, social and economic systems interact to support and maintain human life. It allows for critical examination of views and values that influence sustainable development.

Students develop knowledge, skills, values and worldviews necessary to contribute to more sustainable patterns of living. It has an increasing local, national and global resonance as decisions impact Australia’s future prosperity - particularly in relation to environmental, social and economic challenges.

The curriculum also provides opportunity for student’s creative participation that enables their understanding of their personal capacity to act in ways that help establish more sustainable practices.


Victorian Curriculum Design

The Victorian Curriculum assumes that knowledge and skills are transferable across the curriculum and therefore are not duplicated. For example, skills and knowledge such as asking questions, evaluating evidence and drawing conclusions are defined in Critical and Creative Thinking and these definitions are not duplicated in other learning areas such as History or Health and Physical Education. Instead, it is expected that skills and knowledge defined in the capabilities will be developed, practised, deployed and demonstrated by students in and through their learning in all curriculum areas.     

                                                                                                                                                                        Back to Victorian Curriculum F-10
Learning Areas
The Arts
  • Dance

  • Drama

  • Media Arts

  • Music

  • Visual Arts

  • Visual Communication Design

These learning areas underline the importance of a discipline-based approach to learning,
where learning areas are regarded as both enduring and dynamic.

Each learning area provides and is defined by a unique way of seeing, understanding and
engaging with the world.

For the Arts, the Humanities and the Technologies, students engage in and through disciplines,
which provide discrete content descriptions and achievement standards.


  • Reading
  • Writing
  • Speaking & Listening
Health and Physical Education   
The Humanities
  • Civics and Citizenship

  • Economics and Business

  • Geography

  • History

  • Number & Algebra
  • Measurement & Geometry
  • Statistics & Probability
  • Design and Technologies      

  • Digital Technologies 



Critical and Creative Thinking



Personal and Social                            

A set of discrete knowledge and skills, capabilities are taught in and through all learning areas.
They are not confined to just one area or discipline. 


Victorian Curriculum - Standards & Levels

This continuum structure enables the development of targeted learning programs for all students, where the curriculum is used to plan in relation
to the actual learning level of each student rather than their assumed level of learning based on age.

Each curriculum area includes content descriptions explaining what is to be taught and achievement standards describing what students are able
to understand and do. The achievement standards are provided in 11 levels for English and Mathematics or in five or six bands for all the other
learning areas and capabilities.

                                                                                                                                                     Back to Victorian Curriculum F-10

Achievement standards reflect the emphasis within the broad stages of schooling, these being:

Foundation stage (Years Prep–2)

Focus is on curriculum areas of

  • English,
  • Mathematics,
  • The Arts,
  • Health and Physical Education,
  • Personal and Social capability.

These areas all have a standard at Foundation.

Breadth stage (Years 3–8)

Students fully engage with all learning areas and capabilities.

Pathways stage (Years 9–10)

Students engage in a broad education and begin to plan their senior secondary program of study.



"Holy Rosary School is a Catholic learning community where all are valued and welcomed with respect, educated with love and inspired to be their best."  
Identity Statement 2018-2021 (Currently being updated through school, Advicory Board and Community)


Front of SchoolHoly Rosary School aims to provide students with quality teaching and learning together with a range of learning experiences that assist in preparing lifelong learners, ready for tomorrow's world.

In the light of Gospel teachings and the charism of the Presentation Sisters, Christian values permeate every aspect of life within our supportive, faith filled community.

Recognising families as first educators, all staff at Holy Rosary strive to work collaboratively with them.
We encourage home school partnerships that nurture the development and welfare of every student and build on the life learning that happens in the home environment to enhance teaching practice within the classroom.


After exploring our website, please feel welcome to contact the school for more
information or arrange a visit to see the school in action.

Holy Rosary Primary School
Respect and Service

Mr. Paul Dullard




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