Teaching and Learning

Professional staff, including Principal, Deputy Principals, Learning Enrichment, Music, Physical Education, Art, Library and LOTE teachers are responsible for ongoing support of the classroom curriculum as well as the provision of specialist teaching in particular areas of each College’s curriculum. The number of professional staff will increase with enrolments to ensure the ongoing quality and development of each College’s teaching and learning programs.

ICA's ratio for registered teacher to child is a maximum of 23 students in Prep to Year 3 (K to Year 3 in NSW) and 25 students in Years 4 to 6.

Non-teaching staff includes Administration staff, Teaching Assistants and Grounds Staff. Non-teaching staff provide support services to the professional and teaching staff as well as students and families. The number of staff engaged will increase with student enrolment growth to ensure that the highest levels of service are provided to support the students achieving individual potential.

Education program, student welfare and school improvement processes

Each College’s education program is developed as a collaborative process among the board, the Principal and the teaching staff of the College.

Each College’s educational program will enable students to:

• attain high standards of knowledge, skills and understanding through a comprehensive and balanced curriculum in the primary years of schooling encompassing the agreed key learning areas.
• attain the skills of numeracy and English literacy, such that, every student should be numerate, able to read, write, spell and communicate at an appropriate level.
• participate in programs and activities which foster and develop enterprise skills, including those skills which will allow them maximum flexibility and adaptability in the future.

Each College’s assessment, evaluation and reporting policy and procedures will be developed to both inform and evaluate the performance of the College and the outcomes achieved by the students. These processes will be thorough and transparent.

Classroom and specialist teachers will develop classroom programs which detail the outcomes to be achieved during a specified teaching period, the teaching and learning strategies to be used, the assessment, evaluation to be undertaken. Teachers will also develop individual education programs for students with special needs.

Each College makes significant allocations for the purchase of teaching and learning materials including reading and library resources, music, maths, science, physical education and art equipment. Resourcing is provided for consumable teaching and learning materials across each of the key learning areas.

Student welfare practices and processes are developed collaboratively among the Board, the Principal and teaching staff.

The quality and efficacy of our curriculum, our teaching and our learning are assured by College improvement processes that are developed collaboratively among the Board, the Principal and teaching staff.

Our vehement pursuit of excellence ensures that the administration of each College is included in College improvement processes.

Each College implements a program of cyclic and emergent review for all policies and procedures. Cyclic review will ensure that all policies and procedures are reviewed within a five year timeframe. Emergent review will ensure that new and existing policy and procedures can be revised as a response to new and/or changed circumstances. ICA policy and procedures may be reviewed internally or externally.