Our Approach to Teaching and Learning
At Mother Teresa, we have a shared approach to teaching and learning that is captured in our Mother Teresa Teacher Playbook. The Playbook brings together the evidence-informed practices and agreed approaches that guide teaching across our school.
Our pedagogy has a strong focus on explicit teaching. Teachers clearly model new learning, check understanding, provide guided practice and gradually support students to become independent learners. Students then have opportunities to practise, apply and deepen their learning through collaboration, problem-solving, rich tasks and real-world experiences.
Teachers use student learning and assessment data to identify next steps and provide the right level of support and challenge.
The Playbook provides consistency across our school while allowing teachers to bring their own knowledge, creativity and personality to the classroom. It reflects our commitment to ensuring every student experiences high-quality, purposeful and consistent teaching throughout their learning journey at Mother Teresa.
Religious Education
Our Catholic Identity is at the heart of our school. As a Catholic Educational Institution, we are strong in our faith and Catholic tradition. We welcome families from all walks of life to our Christ centred learning community.
We hold the gospel values of Faith, Community, Compassion, Hope and Joy at the centre of all we do and actively promote these values in the everyday life of the school.
As a 21st century Catholic school we:
- Are a community of faith inspired by the life of work of St Teresa of Calcutta
- Promote the love, life and mission of Jesus Christ
- Recognise the uniqueness of every individual person
- Act in partnership with families
- Deliver quality teaching and learning
We communally express our faith through:
- Daily classroom prayer
- Whole School prayer
- Class liturgies and masses
- Whole school liturgies and masses
- Staff prayer
- Celebrating significant liturgical events and liturgical seasons such as Lent, Easter, Advent and Christmas
- Partnering with and supporting Catholic Organisations such as Caritas, St Vincent de Paul, Catholic Mission and the Missionaries of Charity
Religious Education
Our religious education curriculum draws heavily from the Journey in Faith curriculum which is the religious education curriculum for the Diocese of Darwin. The key ideas taught each year are
- God, Us and Faith
- Sacred Text
- Prayer and Sacramentality
- Moral Life
- Church for the World
Additionally, we teach students about the life and work of St Teresa of Calcutta and the liturgical seasons of Lent and Advent
Sacramental Programs
Sacramental programs are parish based, parish coordinated, and family focussed.
Each year the sacraments of Penance, Eucharist and Confirmation are celebrated in the Parish.
- Year 3 Sacrament of Penance
- Year 3 onwards Sacrament of the Eucharist
- Year 6 Sacrament of Confirmation
The parish based, family focused approach to sacramental programs is widely used throughout Australia as the preferred approach. This approach acknowledges the important role of parents and families in the whole preparation process. Parents are the first educators of children in the faith and traditions of the Catholic Church, and the Parish and School don’t replace the parental role. It is the family situations, the daily living, that confirms and actions what is taught during the sacramental program. So it is vital, for the continual spiritual growth of the child, that the family involve themselves in the sacramental life of the Parish
Details of the sacramental programme are made available each year.
Literacy
At Mother Teresa Catholic Primary School, students participate in a two-hour Literacy Block each day, built around explicit instruction, purposeful practice and regular review. Our approach develops strong foundations in reading, writing, spelling, vocabulary, fluency and oral language, supporting students to become confident and capable readers and writers.
Transition–Year 2
In Transition–Year 2, students develop the foundations of reading through Read Write Inc. Phonics (RWI) and Heggerty Phonemic Awareness.
RWI explicitly teaches students to recognise sounds, blend them to read words and apply their phonics knowledge when reading stories. Students are regularly assessed and placed into targeted groups to meet their individual learning needs. They take home the sounds and spelling words they are learning, along with a decodable reader matched to their current phonics knowledge.
The second hour of literacy focuses on rich mentor texts, building vocabulary, background knowledge and oral language while developing reading comprehension, writing, handwriting, sentence structure, grammar and spelling. Students in Years 1–2 also participate in Spelling Mastery.
Years 3–6
In Years 3–6, students continue to develop their reading and writing skills through a structured Literacy Block focused on Reading and Writing.
Reading includes explicit vocabulary and fluency instruction, daily review, comprehension and rich texts drawn from novel studies, mentor texts and Inquiry learning. These experiences build students’ background knowledge and support them to become fluent, knowledgeable readers.
Writing focuses on sentence structure, grammar, language features, vocabulary, handwriting and Spelling Mastery. Students are explicitly taught the writing process and have regular opportunities to plan, draft, revise, edit and publish their writing. Pre- and post-writing assessments are used to monitor progress and inform teaching.
Across all year levels, our consistent approach to explicit instruction ensures students build their literacy knowledge and skills progressively, with opportunities to learn, practise, apply and review.
Numeracy
At Mother Teresa Catholic Primary School, we believe every child can be a successful mathematician. Our Mathematics program builds strong foundations, develops conceptual understanding and helps students become confident, capable and curious problem-solvers.
Our approach combines explicit instruction with application through hands on learning. Teachers explicitly teach and model new mathematical concepts and strategies, making the learning clear and manageable for students. Lessons follow a gradual release approach: Teacher Model – We All Do – You Do, providing students with opportunities to see, practise and then independently apply their learning.
Once new skills and concepts have been explicitly taught, students are given opportunities to apply their knowledge. Hands-on materials, visual representations, mathematical games and rich tasks allow students to apply their learning, make connections and develop deeper understanding. Students are encouraged to explain their thinking, try different strategies, solve problems and learn from mistakes.
Our Mathematics learning develops:
- Conceptual understanding: understanding the ideas and relationships behind the mathematics
- Fluency: building accuracy, efficiency and confidence with essential skills
- Problem-solving and reasoning: applying mathematical knowledge to meaningful and unfamiliar situations
- Mathematical language: explaining, justifying and communicating mathematical thinking
Through our partnership with CENT The Maths Collective, we are continuing to strengthen the consistency and quality of Mathematics teaching across the school. Teachers use assessment and student learning data to understand what students know, identify their next steps and provide the right level of support or challenge.
Most importantly, we want our students to see themselves as mathematicians; confident learners who understand that Mathematics is not just about getting the right answer, but about thinking, exploring, explaining, solving and making sense of the world around them.
Inquiry
At Mother Teresa Catholic Primary School, Inquiry learning connects students to the world around them. Our Inquiry program brings together Geography, History, Science, Health, Technologies and the Arts, allowing students to explore meaningful concepts across different areas of learning.
Our concept-based approach helps students develop a deep understanding of important ideas and see how their learning connects to the real world. Rather than simply learning facts, students are encouraged to ask questions, investigate, make connections and apply their knowledge to authentic situations.
Our Inquiry scope and sequence is carefully developed to build on students’ prior knowledge, skills and experiences. Learning is intentionally sequenced across year levels so that students revisit important concepts, deepen their understanding and develop increasingly sophisticated knowledge and skills as they progress through the school.
Throughout the year, students inquire into significant and universal concepts that encourage them to think deeply about themselves, others and the world around them.
Specialist Subjects
Our Specialist subjects provide students with opportunities to discover new interests, develop practical skills and explore their creativity beyond the classroom. Students participate in one hour of STEM, Physical Education, The Arts and Auslan each week, developing skills in communication, collaboration, creativity, problem-solving and confidence.
STEM
Students explore Science, Technology, Engineering and Mathematics through hands-on learning, problem-solving, design and experimentation. STEM encourages curiosity, creativity and critical thinking as students apply their learning to real-world challenges.
Physical Education
Our PE program develops fundamental movement skills, fitness, teamwork and sportsmanship. Students build confidence, resilience and an understanding of how physical activity contributes to a healthy and active lifestyle.
The Arts
Through Visual Arts, Music, Drama and other creative experiences, students have opportunities to express themselves, develop their creativity and explore different ways of communicating ideas. The Arts nurture confidence, imagination and collaboration.
Auslan
Students are introduced to Auslan (Australian Sign Language), developing communication skills while building an understanding and the diversity of ways people communicate. Auslan encourages inclusion, connection and confidence in communicating with others.
Student Progress and Reporting
At Mother Teresa Catholic Primary School, we believe education is a partnership between home, school and the student. Open, regular communication helps us work together to support every child’s learning, wellbeing and growth.
We believe students should understand and have a voice in their own learning. Throughout the year, students are supported to set, articulate and reflect on their learning goals, developing ownership and responsibility for their progress.
Toddle provides an ongoing connection between home and school. Teachers share feedback and examples of student learning through students’ Toddle Portfolios, giving families a window into their child’s work, progress and achievements throughout the year.
Formal opportunities to discuss progress include:
- Term 1: Parent–Teacher Conferences provide an opportunity to meet with your child’s teacher and establish learning goals for the year.
- Term 2: Written reports provide an overview of student achievement, effort and progress against the Australian Curriculum.
- Term 3: Parent–Teacher Conferences provide an opportunity to reflect on progress, discuss learning and identify goals for the remainder of the year.
- Term 4: Written reports provide a summary of student achievement, effort and progress across the year.
Parents are encouraged to maintain open communication with their child’s classroom teacher throughout the year. If you have questions or concerns about your child’s learning or wellbeing, we encourage you to contact the teacher early so that we can work together to provide the best possible support.
Together, we celebrate progress, identify next steps and empower students to understand what they are learning, why they are learning it and where they are going next.
INCLUSION SUPPORT
Catholic schools are committed to fostering cultures of inclusion that respond to the educational needs of students regardless of their abilities, backgrounds and aspirations. This commitment to inclusive practices is supportive of both Church teaching and legislative requirements.
The Commonwealth Disability Discrimination Act (1992), the Disability Standards for Education (2005) seek to ensure that education is made accessible to students with disabilities. Specifically, the Standards address enrolment, participation, curriculum, student services and the elimination of harassment and victimisation.
Enrolment of students with special needs is facilitated through the Enrolment Application and Support Procedures for Students requiring Significant Educational Adjustments. This process encourages all participants in the education process (parents, students, teachers, school leadership, student services representatives) to share as partners, the responsibility for successful outcomes for all students. The process seeks to reveal and clarify the characteristics of the learner and to assess the adjustments for accessing learning and the implications of these for the school, the family and the student.
Mother Teresa has access to Catholic Education’s advisory teachers, speech language pathologists, psychologists, occupational therapists, learning support teachers, student counsellors and Indigenous education officers, and can also collaborate with a range of external agencies to enhance support of the individual needs of students.
EALD
English as an Additional Language or Dialect
EAL/D learners are students whose first language is a language or dialect other than Standard Australian English. They may require some additional support to assist them to develop English language proficiency. It is important to recognize that EAL/D students can and do benefit from already speaking one or more languages or dialects other than English. Their language knowledge is an advantage when learning a new language and provides learners with resources upon which to build the development of English language and literacy.
Students learning English as an additional language may also face some challenges. In many ways they need to learn more, and more quickly, than their English speaking peers. EAL/D students are simultaneously learning English, learning in English and learning about English.
EAL/D students require high quality teaching and learning conditions to build English language skills and to achieve academic success. Here at Mother Teresa Catholic Primary School, our teaching staff are highly trained in tailoring teaching and learning so that each student is able to achieve to their full potential.
LIBRARY
The Mother Teresa Catholic Primary School iLearn Centre assists in the educational development of individual students. A wide variety of resources are available to support programs in the classrooms. Consideration is given to the quality, capacity and extent of services to individuals and groups of children while recognising their special needs and expectations.
Respect and care for Mother Teresa’s resources is stressed at all times and a library bag is an essential part of the borrowing process. The iLearn Centre will be open during some lunch periods for indoor social activities and general use, with teacher supervision.
Students are encouraged and supported by their teachers and library staff to use the library for personal enjoyment, reading and for study purposes. With staff supervision, students access computers in the library for browsing and information gathering and for skills sessions.
INSTRUMENTAL MUSIC PROGRAM
MacKillop Catholic College provides opportunities for students to participate in an instrumental program at the school. If you are interested in your child learning a musical instrument please contact our Administration Officer for further details.
https://www.mackillopnt.catholic.edu.au/extracurricular/music/
Other School Initiatives
Defence and Cultural Club
Defence and Cultural Club strengthens student wellbeing, belonging and connection by providing a safe and supportive space for students to build relationships with our Defence Mentor and AIEW. Through social interaction, craft, cooking, food experiences and collaborative activities, students develop confidence, cultural connection and positive peer relationships while fostering a strong sense of community and inclusion.
Passion Projects
Passion Projects provide students with opportunities to explore their interests, build connections and strengthen student voice. Running every Wednesday for one hour, students select and commit to a project for the semester, fostering ownership, engagement and belonging. Each session begins with a teacher check-in, creating another trusted adult connection and supporting students to feel known, valued and confident within the school community.
Passion Projects offered in 2026 include: Coding and AI, Choir, Drama, Dance, Soccer, NFL, Basketball, Girls fitness, Lego, Minecraft Egames, Cooking, Cricket, Sensory Play/Science, Media and craft.
RAD Run Club
RAD Run Club promotes fitness, wellbeing and connection across the school community. Held during the dry season before school, the club encourages students, parents, teachers and younger siblings to get active together while building positive relationships, resilience and school spirit.
Lego Club
LEGO Lunch Club is held once a week during lunch in the STEM room. It provides students with opportunities to code, create and problem solve using LEGO. The club encourages collaboration, creativity and critical thinking while strengthening student engagement, confidence and belonging.
