The breadth of curriculum at Portland Secondary College enables students to choose subjects appropriate to further education and career options. The College offers a full range of subjects in Victoria’s Curriculum standards (VIC Curric) areas and a very wide range of subjects at Senior School.
The College provides a coherent program of learning which involves students in experiencing a range of studies and activities in English, Mathematics, Science, Humanities, Health and Physical Education, Technology, The Arts and Languages other than English (LOTE).
Excellence in teaching and learning
The College expects, values and supports the highest standards of its staff and students. The programs and teaching methods aim to have students understand how they learn. A key aspect of this is the establishment of a professional development plan that effectively meets the needs of the school curriculum teams and individual teachers. Excellence in teaching and learning will arise largely from College-based initiatives using the expertise and experience of classroom teachers (although not exclusively).
Preparation for change and diversity
Learning is a lifelong process of which school is a part. Individual responsibility for learning will be emphasised in programs. The content of programs will encompass the concept of diversity. This may include investigations of cultural, individual and religious diversity for instance. The momentum of change is unavoidable and our students are citizens of the twenty first century. Our responsibility to equip them for change requires them to be confident and assured independent learners throughout their lives. They also need a clear set of values on which to base their learning.
Learning experiences that are inclusive of all students and which offer opportunity for individual success
All curriculum programs established offer the opportunity to succeed regardless of ability, gender, religion, race or culture. In practical terms programs will be based on the principles of equal opportunity and social justice. Assessment and reporting of student progress should allow for a range of achievement and not focus narrowly on a limited range of competencies. Students must, nevertheless, be challenged by their studies. The expectations of the wider community are a consideration in designing curriculum programs.
Acknowledgment that people learn in a variety of ways and at different rates.
Curriculum teams endeavour to provide programs that allow for a range of responses by individual students and which, as far as possible, allow for varying rates of progress. In order to achieve this, a significant aspect of the professional development plan will be devoted to improving the skills of teachers in achieving excellence of teaching and learning in mixed ability classrooms.
All curriculum programs will be required to conduct an annual evaluation, the terms of which will be established by the Curriculum and Student Services Committee of College Council.