Vision for Learning

At St Luke's we strive to allow each individual to reach their full potential through high expectations. Our approach to learning is holistic and students are supported to achieve success. We believe that all children should grow as learners and individuals each year. This is supported and enriched by a number of school initiatives:

  • implementation of the Australian Curriculum
  • Primary Learning Leader
  • quality classroom teachers
  • Support Teachers: Inclusive Education
  • Strategic Intervention Teacher
  • Embedded whole school approach to literacy
  • Learner Qualities - Persistence, Resilience, Communication, Challenge and Wonder

All phases of schooling at St Luke's are underpinned by Brisbane Catholic Education's Learning and Teaching Framework and The Alice Springs (Mparntwe) Declaration (2019). The Alice Springs (Mparntwe - pronounced as 'M-ban-tua') Education Declaration sets the national vision for education for all Australians and notes two goals:

  1. The Australian education system promotes excellence and equity.
  2. All young Australians become:
  • Confident and creative individuals
  • Successful lifelong learners
  • Active and informed members of the community

Curriculum design and delivery at St Luke's is grounded in the Alice Springs (Mparntwe) Education Declaration and is mindful of the declaration's goals. In alignment with the declaration, which promotes excellence and equity, we support students to achieve high standards and provide structures and adjusted strategies that enable equitable learning experiences. This is achieved within a faith-filled learning environment in which we are committed to supporting students to become confident and creative individuals, successful lifelong learners and active and informed members of the community.

At St Luke's, we believe that strong partnerships between families and educators are essential for supporting each child's learning journey. When parents and teachers work closely together, sharing insights and collaborating regularly, students benefit from a united approach that nurtures their academic, social, and emotional development. Open and frequent communication, along with scheduled meetings, ensures that teachers and parents can discuss student progress, celebrate achievements, and address any challenges early. This teamwork helps create a positive environment where children thrive, knowing that their support network is working together for their best interests.

Formal opportunities to meet:

  • Parent Partnership Meetings Term 1 Week 2
  • Student Progress Meetings Term 2 Weeks 8 & 9

Parents are encouraged to contact their child's teacher and schedule a mutually suitable time throughout the year, outside of these formal opportunities.

There are two formal report cards issued through the Learning Dashboard on the BCE Connect App at the end of Semester 1 (end of Term 2) and Semester 2 (end of Term 4) each year.

In addition to the formal report card, Portfolios are collected each term either paper or digitally and contain student work and assessment examples and assessment slips outlining task, criteria and achievement against the Australian Curriculum Achievement Standards. Portfolios are designed to provide evidence for parents of student learning and progress.

Data Plan 2026 (1).pdf