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Curriculum

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At Mirani State High School our curriculum exists both within and beyond the classroom. We encourage the development of enterprising, resilient, thinking and caring students. Students will have opportunities to: 
  • achieve the fundamental literacy, numeracy and citizenship outcomes necessary for productive and fulfilling life choices and pathways
  • value life-long learning and be responsive to change
  • be prepared to contribute to society as lifelong performers.  

Through the curriculum, in all its dimensions, we aim to do the best for our students.  Therefore, we will remain responsive to challenges and be proactive in change.  

At Mirani High School we believe that every student can learn and every teacher is capable of engaging students in quality learning activities.
 

Through our curriculum we will:

  • strengthen intellectual engagement of both students and teachers
  • understand and cater for the interests, needs and learning styles of individual students
  • provide quality programs and learning experiences, which reflect student needs and interest
  • value students achieving at least a competent level of control over the core elements in each of English, Maths, Science and History and the four Key Learning Areas (KLAs)
  • provide coherence and developmental sequence in KLAs
  • value the different elements of senior school education equally 
  • maximise the pathways available to students improving their access to training, employment and higher education. 

Underlying principles:

  • English, Maths, Science and History and the four KLAs will form the basis of the common curriculum throughout the compulsory years of schooling
  • the senior curriculum will maximise exposure to the Common Curriculum Elements and Key Competencies
  • there will be an integration of numeracy, literacy and information technology across the curriculum
  • the curriculum will be current, relevant, meaningful and rewarding for learners and teachers
  • there will be an emphasis on intellectual quality.
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Last reviewed 21 November 2018
Last updated 21 November 2018