Junior School Handbook – The Cathedral School

Welcome

It is with great pleasure that I extend a warm welcome to you, on behalf of our staff, students and wider school community, as you consider becoming part of our wonderful Junior School family. I recognise the significance of choosing the right school, and I am pleased to showcase some of the many outstanding attributes our school has to offer your child, and your family.

At the heart of The Cathedral Junior School are our school values. Safety, responsibility, respect, and engagement. These values are woven into the fabric of everyday school life, ensuring all students are safe, well cared for, and active participants in their learning.

Through community service projects, peer mentoring, and a multitude of extracurricular activities, these values guide our students towards becoming responsible global citizens with a deep sense of empathy and understanding.

In the Junior School we place a great emphasis on nurturing and developing the whole child. This holistic approach pays attention to each child’s physical, personal, social, emotional and spiritual wellbeing, as well as cognitive aspects of learning. This ensures each child has the opportunity to learn new and exciting things, whilst exploring their own interests.

Our curriculum is meticulously designed to be engaging, relevant, and forward-thinking. Our dedicated staff set the stage for an enriching academic experience that builds upon the acquisition of foundational skills, concepts, and capabilities. From literacy and numeracy to the arts and sciences, our thematic and interdisciplinary approach allows students to make meaningful connections across subjects.

Ms Louise Anderson Head of Junior School

Our staff, comprising experienced educators, are experts in their respective fields. They bring to the classroom not just knowledge and skills, but also an infectious enthusiasm that creates a positive and vibrant learning atmosphere. Teacher-student relationships are central to the experience at our Junior School, and our student-teacher ratio ensures that each child receives personalised attention.

Our school is a welcoming and inclusive community of families from diverse backgrounds. We value the vital role parents and caregivers play in their child’s education. We foster the relationships between the child, the family and the school through our ‘Triangle of Care’. Parent-teacher meetings, family events, and open lines of communication, are a number of ways our parents become active participants in their child’s learning journey at The Cathedral Junior School.

Thank you for considering our Junior School as a partner in your child’s educational journey. We pride ourselves on fostering an environment where curiosity is ignited, critical and creative thinking is valued, and the love of learning is cultivated. We invite you to explore our campus, interact with our community, and witness firsthand the joyous learning atmosphere that defines our Junior School.

We look forward to the possibility of welcoming you into our community, where your child can thrive as a happy, confident, and responsible learner.

THE CATHEDRAL SCHOOL CURRICULUM OVERVIEW

OUR VISION

Educating for life-long success.

We are ‘one school, one community, with one vision’ –educating for lifelong success. In the rapidly changing world of the 21st century, we are preparing our students to meet the challenges of the future.

Success in the future will depend on a range of skills and personal attributes that come from a well-rounded education such as ours. The careful balance of academic, sporting, cultural, spiritual and social programs at The Cathedral School will equip students for successful and fulfilling lives.

OUR MISSION

The mission of The Cathedral School is to challenge and inspire children to explore, learn and grow in a caring, Christian community, so they will be equipped to make wise decisions as informed members of society:

• Affirming the unique worth of the individual

• Encouraging an understanding that the spiritual and moral aspects of life are central to our humanity

• Developing attitudes that are anticipatory, visionary and reflective

• Inspiring students through creative, purposeful, and enjoyable learning

• Educating students to be discerning, sensitive and responsible

• Being a centre for academic excellence

OUR VALUES

Junior School:

• Safety

• Respect

• Responsibility

• Engagement

OUR MOTTO

The school’s motto is a short phrase encapsulating its purpose.

Talium dei Regnum

(Of Such is the Kingdom of Heaven) from Matthew 19:14. (The Cathedral School as a Kingdom of God).

OUR ETHOS

An Anglican School is a Christian school, with a commitment to Christian values and beliefs. It is characterised by:

• Tolerance and respect for difference

• A high respect for intellectual endeavour

• Contributions to the wider cultural life

• Tradition and dignity within school life

• Respect for tradition of worship

• A sense of social responsibility and social justice

OUR PURPOSE DEVELOPING THE WHOLE CHILD –MIND, BODY AND SPIRIT

OUR STRATEGY

One school – one campus… now and into the future

• Maintaining a single campus for boys and girls from Early Childhood to Year 12

• Implementing capped enrolment numbers to achieve optimal class and school size

• Valuing and protecting the school’s natural environment

• Providing state-of-the-art facilities for learning, working, living, and playing on campus

• Investing in high-quality people, systems and technologies

• Encouraging leadership and innovation in all areas of school practice

• Ensuring the long-term viability of the school

One community – working together to achieve our vision

• Upholding Christian values and the Anglican ethos

• Providing exceptional pastoral care

• Building positive relationships and engagement with students, staff, parents and other stakeholders

• Valuing diversity and inclusion

• Building confidence, compassion, respect and resilience in all members of our community

• Valuing, supporting and encouraging our staff

• Respecting the school’s history and traditions

• Enhancing engagement with the local and global community

One vision – educating for life-long success

• Assisting each child to reach their full potential –academically, physically, culturally, socially and spiritually

• Fostering a thriving professional learning community of excellent practitioners and curriculum innovators

• Ensuring that every student has the skills and knowledge to become an effective global citizen

• Offering a choice of relevant subjects and pathways for academic and vocational outcomes

• Enriching learning through innovative learning spaces, methods, technologies and partnerships

• Providing a rich and diverse range of extracurricular opportunities.

PASTORAL CARE: THE GUIDANCE FRAMEWORK

Our values are intrinsic to our learning and teaching at The Cathedral Junior School and support our school mission.

The mission of The Cathedral School is to be a caring, Christian community in which children are challenged and inspired to explore, learn and grow so they will be equipped to make wise decisions as informed members of society. The Cathedral Junior School engages in a proactive choice guidance and wellbeing approach, that is encouraging and supportive of the child’s best interests. Our staff nurture the social and emotional development of children while guiding and supporting their behaviours and choices based on the four values of The Cathedral Junior School.

• Safety

• Responsibility

• Respect

• Engagement

THE CATHEDRAL JUNIOR SCHOOL DECLARATIONS

1. Safety is the primary need.

2. A culture of care and connection is encouraged to nurture learning, inclusion, community spirit, and belonging.

3. Guidance is the pathway to connected relationships and effective and positive communication.

4. Children are guided to make values-aligned choices.

5. Evidence-based best practices are used to inspire teachers to nurture and foster confident, happy, and responsible citizens for life.

6. Our Christian faith is lived daily, in all we do, to uphold our School Values to support all community members.

7. All behaviours are viewed and guided from a wellbeing lens.

8. The Triangle of Education Care (student, family, and teacher), through engagement of all, is valued and prioritised.

9. Strengths-based student, family, and staff support is offered and provided.

10. The daily living and harnessing of the school’s values and mission are experienced every day.

THE TRIANGLE OF CARE

The Triangle of Care exemplifies the importance of parents, teachers, and child’s relationships working together to support optimal growth and learning. Utilising the Triangle of Care supports the potential and wellbeing of our whole school community. We are Connected, Committed, and working in Collaboration.

Child Teacher Parent

PASTORAL CARE: JUNIOR SCHOOL WELLBEING TEAM

Student wellbeing and personal development at The Cathedral School is paramount. Wellbeing is about balance in all aspects of life. It is the experience of health, happiness and prosperity. Opportunities for our students to develop as individuals, as well as socially and emotionally, is fundamental to the overall health of our students. It supports their ability to successfully overcome difficulties and achieve what they want out of life.

At The Cathedral School, wellbeing activities are offered and promoted across all year levels in the Junior School. Our Wellbeing Team members include: Wellbeing Teacher, Junior School Chaplin, Defence Services Mentor and Archie the Wellbeing Dog.

The Junior School Wellbeing Teacher supports student social and emotional learning skills and teacher skills & strategies to support students.

The Junior School Chaplin plans and delivers Christian Education for all students from Prep to Year 6 as well as providing pastoral care for situational; crisis; reports of harm; and grief and loss.

Archie the Wellbeing Dog, supports children and staff socially, emotionally, cognitively and academically. Archie is a treasured member of the Junior School.

Our Defence Services Mentor provides social and emotional support for our defence students in the Junior School, Middle School and Senior School in collaboration with the guardian teacher.

CURRICULUM – WHAT WE BELIEVE

OUR VISION

Excellence and innovation – every lesson, every day for every learner.

OUR PHILOSOPHY

We believe:

• Learning flourishes when students are challenged and inspired to explore, learn, and grow

• Deep learning occurs when learning environments, technologies, teaching methods, opportunities, partnerships, and connections are safe, positive, high-quality, innovative, authentic, and relevant

• Learning is meaningful when it involves self-reflection and responsibility

• Teaching is effectual when pedagogy is evidence-informed and data-driven

OUR PRINCIPLES

At Cathedral, teaching and learning is:

• Challenging

• Engaging

• Evidence-based

• Innovative

• Balanced

• Relevant

OUR PRACTICES

Cathedral teachers:

• Know their students and how they learn

• Build safe, welcoming, respectful, and inclusive learning environments

• Create stimulating, challenging, and balanced learning environments and support students to navigate and take ownership of their own learning

• Monitor student progress and use multiple forms of assessment and feedback to help students improve their learning and develop agency

• Use data to reflect on the effectiveness of their practice and programs

OUR GUIDING FRAMEWORKS

Our vision, philosophy, principles, and practices are identifiable in the Junior School’s explicit Instruction and Walker Learning Approach and the Middle and Senior School’s New Art and Science of Teaching, support the use of the Teaching and Learning Framework, and are reflected in the Australian Professional Standards for Teachers.

JUNIOR SCHOOL CURRICULUM OVERVIEW

OUR VISION

Excellence and innovation – every lesson, every day for every learner.

Junior School Teachers of all year levels across Prep to Year 6 collaboratively plan units of study each term. These units of work provide a cohesive framework on which to organise the delivery of the Australian Curriculum Key Learning Areas. A blend of teaching strategies provides children with the relevant curriculum content, encourages children to become investigative learners, and develop a diverse range of thinking skills necessary to allow them to become life-long learners.

The Junior School curriculum includes the learning areas of:

• English

• Mathematics

• Science

• Humanities and Social Sciences (HASS) includes: History, Geography, Civics and Citizenship, Economics and Business

• The Arts

With specialist learning areas:

• Health and Physical Education

• The Arts – Music

– Instrumental Music Program (Year 4 to Year 6)

• Languages (LOTE) – Japanese (Year 1 to Year 6)

• Technologies – Design & Technologies and Digital Technologies

• Christian Education

The goal of every educator at The Cathedral Junior School is to provide each child with an engaging, relevant and challenging curriculum. The priority of The Cathedral Junior School is the development of solid foundations in literacy and numeracy for every student. A range of data sets are collected through our internal monitoring system to ensure every student is provided with the best opportunity to develop these skills.

By utilising teaching strategies such as explicit instruction and the Walker Learning Approach, curriculum is organised to maximise effective learning outcomes for all students. Through many strategies including constructive and targeted feedback, personalised goal setting, tracking individual student progress and ensuring delivery of curriculum in a timely and organised manner. This enables teachers across all campuses (Early Learning Centre (ELC), Junior School, Middle School and Senior School) to converse, collaborate, plan, teach and assess using a common language about our core business – teaching and learning.

The general reporting cycle for Prep to Year 6 is:

• Compulsory Parent/teacher interview to discuss child’s progress occurs at the end of Term 1 with your child’s guardian teacher.

• Voluntary Parent/teacher interview at the end of Term 3 with your child’s guardian teacher.

• A written school report is issued at the end of Semester 1 and Semester 2.

ENGLISH

The Australian Curriculum learning area of English aims to ensure that students:

• learn to purposefully and proficiently read, view, listen to, speak, write, create and reflect on increasingly complex texts across a growing range of contexts

• understand how Standard Australian English works in its spoken and written forms, and in combination with nonlinguistic forms of communication, to create meaning

• develop interest and skills in examining the aesthetic aspects of texts and develop an informed appreciation of literature

• appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others.

The English curriculum is presented in year levels from Prep to Year 6, with content organised under three interrelated strands:

• Language

• Literature

• Literacy

The Cathedral Junior School uses a structured literacy approach to develop students’ literacy skills. This approach emphasises the explicit and systematic teaching of key literacy components.

• Phonemic awareness

• Phonics

• Vocabulary

• Fluency

• Comprehension

Oral language, spelling, morphology and handwriting are also components of the literacy program.

The English curriculum helps students to engage imaginatively and critically with literature and appreciate its aesthetic qualities. They explore ideas and perspectives about human experience and cultural significance, interpersonal relationships, and ethical and global issues within real-world and fictional settings. Students are exposed to literature from a range of historical, cultural and social contexts. Through the study of texts, students develop an understanding of themselves and their place in the world. The English curriculum explores the richness of First Nations Australian voices and voices from wide-ranging Australian and world literature.

The study of English plays a key role in the development of literacy, which gives young people the knowledge and skills needed for education, training and the workplace. It helps them become ethical, informed, perceptive, innovative and active members of society. The English curriculum plays an important part in developing the understanding, attitudes and capabilities of those who will take responsibility for Australia’s future.

MATHEMATICS

At The Cathedral Junior School, we aim to provide teaching and learning that ensures that all students achieve their learning potential, including developing their skills in numeracy beginning in the early years. Students use mathematics in their environment and everyday activities. Students are exposed to increasingly sophisticated, refined and differentiated mathematical lessons, with concepts explicitly taught and multiple opportunities for practice.

Mathematics curriculum develops students’ appreciation of the power of mathematical reasoning as they develop mastery of the content in mathematics. It provides students with learning opportunities to develop mathematical proficiency, including a sound understanding of and fluency with the concepts, skills, procedures and processes needed to interpret contexts, choose ways to approach situations using mathematics, and to reason and solve problems arising from these situations. The curriculum clarifies the links between the various aspects of mathematics as well as the relationship between mathematics and other disciplines. Mathematical ideas have evolved across cultures over thousands of years and are continually developing. The modern world is influenced by ever expanding computational power, digital systems, automation, artificial intelligence, economics and a data driven society. Mathematics is integral to quantifying, thinking critically and making sense of the world. It is central to building students’ pattern recognition, visualisation, spatial reasoning and logical thinking.

Mathematics provides opportunities for students to apply their mathematical understanding creatively and efficiently. It enables teachers to help students become self-motivated, confident learners through practice, inquiry, and active participation in relevant and challenging experiences.

Mathematics aims to ensure that students:

• become confident, proficient and effective users and communicators of mathematics, who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens

• develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability

• make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines

• foster a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study

• acquire specialist mathematical knowledge and skills that underpin numeracy development and lead to further study in mathematics and other disciplines. Mathematics content is organised under six interrelated strands:

• Number

• Algebra

• Measurement

• Space

• Statistics

• Probability.

SCIENCE

Science enables students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, science’s contribution to our culture and society, and its uses in our lives. It supports students to develop the scientific knowledge, understandings and skills needed to make informed decisions about local, national and global issues, and to succeed in science-related careers. Students can nurture their natural curiosity about the world around them.

Science aims to ensure that students develop:

• an interest in science as a way of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world they live in

• a solid foundation of knowledge of the biological, Earth and space, physical and chemical sciences, including being able to select and integrate scientific knowledge and practices to explain and predict phenomena and to apply understanding to new situations and events

Students across Prep to Year 6 study a range of scientific topics to build an understanding of scientific inquiry and the ability to use a range of scientific inquiry practices, including questioning; planning and conducting experiments and investigations based on ethical and interculturally aware principles; generating and analysing data.

HUMANITIES AND SOCIAL SCIENCES

The Humanities and Social Sciences (HASS) provide a broad understanding of the world we live in, and how people can participate as active and informed citizens with high-level skills needed now and in the future. They provide opportunities for students to develop their own personal and social learning, and to explore their perspectives as well as those of others.

Students develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. This requires an understanding of the key historical, geographical, legal, political, economic, business and societal factors involved, and how these different factors interrelate. HASS aims to develop student’s:

• sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, and an interest in and enjoyment of the study of these phenomena

• key historical, geographical, civic, business and economic knowledge of people, places, values and systems, past and present, in local to global contexts

• understanding and appreciation of historical developments, geographic phenomena, civic values and economic factors that shape society, influence sustainability and create a sense of belonging

• understanding of the key concepts applied to disciplinary and/or cross-disciplinary inquiries

• capacity to use disciplinary skills, including disciplinaryappropriate questioning, researching using reliable sources, analysing, evaluating and communicating

• dispositions required for effective participation in everyday life, now and in the future, including the ability to problemsolve critically and creatively, make informed decisions, be a responsible and active citizen, make informed economic and financial choices, and reflect on ethics.

THE ARTS

Through The Arts, students learn to express their ideas, thoughts, questions, understandings and opinions. They develop aesthetic knowledge and learn that the creative and critical processes of each Arts subject are essential to learning in, about and through The Arts. In most year levels, subjects within The Arts are incorporated in other learning area units of work to connect and enhance content and learning experiences.

The Arts aims to develop students’:

• creativity, critical thinking, aesthetic knowledge and understanding about arts practices

• knowledge and skills to imagine, observe, express, respond to and communicate ideas and perspectives in meaningful ways

• use of available resources and materials including digital tools

• empathy for multiple perspectives and understanding of personal, local, regional, national and global histories and traditions through the arts

• engagement with the diverse and continuing cultures, arts works and practices of First Nations Australians

• understanding of local, regional, national and global cultures, and their arts histories and traditions, through engaging with the worlds of artists, arts works, audiences and arts professions.

These aims are extended and complemented by specific aims for each of the five subjects in The Arts:

• Dance

• Drama

• Media Arts

• Music

• Visual Arts

In the Junior School, guardian teachers are responsible for Dance, Drama, Media Arts and Visual Arts. The subject of Music is taught by specialist classroom music and instrumental teachers.

SPECIALIST AREAS

THE ARTS: MUSIC

As part of The Arts, Junior School students attend a weekly Music lesson. Through active music-making, students are encouraged to be creative, expressive, develop an understanding of other cultures and a lifelong appreciation of music.

The program has an aural focus and is developmental and sequential, enabling students to develop their skills and knowledge with increasing complexity to become independent music learners.

As active music makers, the children learn to compose, conduct, listen and respond, notate and perform. Students achieve this through learning a repertoire of songs, reading and writing music, playing instruments and games.

The Junior School has several whole-school performance opportunities for students throughout the year, including a much-loved Grandparents’ Day Concert, Presentation Night and Christmas Concert.

THE ARTS: INSTRUMENTAL MUSIC PROGRAM

All Year 4 to Year 6 students learn a brass, wind, percussion, guitar or stringed instrument through the Instrumental Music Program (IMP). Students are loaned an instrument by the school and receive weekly instrumental tuition with a specialist teacher as part of their weekly curriculum.

HEALTH AND PHYSICAL EDUCATION

The Health and Physical education program at The Cathedral Junior School plays an integral role in the physical and social development of our students.

Health and Physical Education aims to enable students to:

• access, evaluate and synthesise information to make informed choices and act to enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation

• develop and use personal, social and cognitive skills and strategies to promote self-identity and wellbeing, and to build and manage respectful relationships

• acquire, apply and evaluate movement skills, concepts and strategies to respond confidently, competently and creatively in various physical activity settings

• engage in and create opportunities for regular physical activity participation as individuals and for the communities to which they belong

• analyse how varied and changing personal and contextual factors shape opportunities for health and physical activity. Content in Health and Physical Education is organised into the two strands of Personal, social and community health and Movement and physical activity.

Through incorporating health-related topics within active classes, students develop an understanding of how to enhance their own and others’ health, safety and wellbeing. Topics incorporated include: Being healthy, safe and active; Communicating and interacting for health and wellbeing; Contributing to healthy and active communities.

Early foundations are important with physical education lessons beginning in the Kindergarten classes with a focus on developing gross motor skills. Prep to Year 6 participate in two lessons of Physical education a week offering great support in the development of the many skills covered throughout the year.

With the advantage of a fantastic swimming complex, Years 1 to 6 participate in a Learn to Swim Program in Term 1 and the Swim and Survive Program designed by The Royal Life-Saving Program in Term 4. After school swimming squad for students wishing to further develop their swimming skills operate during Term 1 and Term 4.

Supporting the Physical education Program, students are also involved in Cross Country, Swimming and Athletics Carnivals at both interhouse and interschool levels. Years 5 and 6 participate in the Townsville Primary school Interschool Sport program on Friday afternoons. This program gives students the opportunity to experience a variety of team sports throughout the year with seven different sports being offered in two sports seasons throughout the year.

TECHNOLOGY

At The Cathedral School we have been valuing, embedding and teaching technologies as a specialist learning area to our primary students for over a decade. Technology lessons ensure our students are receiving a relevant education in an everchanging technological landscape. The learning area of Technology comprises two subjects: Design and Technologies where students use design thinking and technologies to generate and produce designed solutions for authentic needs and opportunities. The other Technology subject is Digital Technologies, in which students use computational thinking and information systems to define, design and implement digital solutions for authentic problems.

Technology aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

• investigate, design, plan, manage, create and evaluate solutions

• are creative, innovative and enterprising when using traditional, contemporary and emerging technologies, and understand how technologies have developed over time

• make informed and ethical decisions about the role, impact and use of technologies in their own lives, the economy, environment and society for a sustainable future

• engage confidently with and responsibly select and manipulate appropriate technologies – tools, equipment, processes, materials, data, systems and components − when designing and creating solutions

• analyse and evaluate needs, opportunities or problems to identify and create solutions.

The skills, knowledge and understanding of technologies are not limited to only technologies lessons. Students are encouraged to apply technologies to other learning areas as a way of diversifying how they explain their understanding and transfer their learning. This is most evident when students work on their individual research projects each term. There are also opportunities for students to learn about technologies outside of normal lessons. There is a rich after school program offered to all students Year 3 to Year 6 where they can deep dive into Robotics or a project of their own choice. There are opportunities for students to represent the school and share their work with peers and industry professionals throughout the year for invaluable feedback and guidance on their work.

LANGUAGES OTHER THAN ENGLISH: JAPANESE 日本語

The Cathedral School recognises the value of learning an Asian language and offers Japanese from Year 1 to Year 12. Being able to communicate in Japanese is a valuable asset in many careers. Learning Japanese allows students to increase their own understanding of English as they compare the similarities and differences between the two. Japanese content is organised under two interrelated strands:

• Communicating meaning in Japanese

• Understanding language and culture. The aims of Japanese are to develop knowledge, understanding and skills to ensure students:

• develop linguistic competence

• understand Japanese language and culture, and their relationship, and thereby develop an intercultural capability in communication

• understand themselves as communicators.

Students commence their Japanese study in Year 1, building vocabulary and understanding of the Japanese phonetic alphabet. This is achieved through games, songs and Japanese storybooks. Students cover topics such as how to present a basic self-introduction, writing numbers, and learning new vocabulary words such as body parts, greetings, classroom phrases, animals, colours and simple adjectives. As students progress through Years 4 to 6, they expand their understanding of the Japanese scripts and are able to use more complex language. Role-plays, research projects and listening tasks help students to hone their communication skills. Students will learn more complex topics such as describing family members, playing traditional games and interacting with peers in Japanese, talking about the weather, Japanese etiquette and writing sentences about food.

CHRISTIAN EDUCATION

As an Anglican School, The Cathedral Junior School has a strong Christian component to its programming and ethos. This is reflected in that every Prep to Year 6 class has a weekly Christian Education (CE) lesson delivered by the Assistant Chaplain to Junior School. In addition to this, there is a weekly Chapel service for all children which is led by the whole school Chaplain. Children in Kindergarten are offered a Chapel service, led by the Chaplain once a week.

The Christian Education curriculum follows the Connect series offered by Youthworks, an Anglican religious education resource for students from Prep through to upper Primary. Connect is a three-year program designed to help primary age students develop the skills to explore the nature and context of the Christian faith and triune God as presented in the Bible. The Christian Education curriculum seeks to broaden each student’s education by helping them develop their understanding and knowledge of biblical principles, to build skills which will enhance their overall learning ability and to form an understanding of values and attitudes of faith, culture and the world today. Lessons use a variety of materials and props and are designed to be as interactive as possible, with strong encouragement of curiosity and discussions. The children are encouraged to see the lesson content as going beyond a history lesson and into how themes and values are applicable to their own lives.

OUTDOOR EDUCATION – YEAR 2 TO YEAR 6

The Cathedral School is well-known for its extensive and very successful outdoor education program. All students from Year 2 to 10 have an annual expedition to learn about themselves and their environment.

Specific themes are explored in each year level. However, Outdoor education is multi-disciplinary, containing elements of History, Geography, Science, Mathematics, English, Art and personal development intertwined in a maze of emotions and experiences.

Year 2

1 night/2 days

The very first camp is held at Jourama Falls, where the students spend one night camping in tents. During the days, they explore the surrounding walking trails and learn about swim safety in creeks. Students test their balance and coordination with fun Camp Games and they learn basic camping skills. Year 3

Year 3

2 night/3 days

This camp takes students to Big Crystal Creek, where they spend two nights camping in tents. The students learn basic kayaking skills whilst incorporating fun games on the water. Their team building skills and resilience will be further developed at the Low Ropes course in Paluma, where students will explore local trails and scenic lookouts. Furthermore, students have the opportunity to improve their camping skills as they learn how to build a shelter and set up tents. The campfire singalong at night-time is often one of the highlights for the students.

Year 4

3 nights/4 days

Increasing the overnight stay to three nights, students sleep in tents at Camp Gedling at the top of Hervey’s Range. Here they will be introduced to high ropes and abseiling and will learn how to hit the target during archery. Students also learn basic map reading skills as they navigate through camp looking for checkpoints on their maps. On the last day, students engage in team building skills that foster leadership, communication skills and self-confidence as they work together to solve problems and overcome challenges.

In the Junior School, the activities are developmental and age-appropriate, and provide a valuable extension to classroom learning. Through their outdoor education experiences, students develop important attributes such as teamwork, confidence, resilience, problem-solving, initiative and leadership. And they have fun!

Year 5

3 nights/4 days

Spending three nights in Hidden Valley, this camp focuses on building leadership skills and confidence. It builds on previously learnt skills and adds new levels of difficulty. Students practise their abseiling skills on natural surface and use their archery skills in a game of archery tag. They spend time in the beautiful gorge, building rafts and then testing them out in the water. Mountain biking is introduced at a basic level and students learn important safety aspects of the sport whilst having fun exploring Hidden Valley on two wheels.

YEAR 6

5 nights/6 days

This is an outdoor education trip with a difference – a trip to the nation’s capital – Canberra. This tour is a part of the students’ History studies to develop a deeper understanding of how Australia is governed. The students participate in tours of both the Old and New Parliament Houses, a variety of local attractions and museums such as the Australian Institute of Sport, The National Museum, The Australian War Memorial and Questacon.

LEARNING ENRICHMENT

The Junior School’s ‘Learning Enrichment Program’ identifies and supports the educational needs of students by providing equity of access for all students to achieve and build curriculum knowledge and understanding.

Guardian (classroom) teachers cater to the diverse needs of the learner in their learning spaces. This personalised learning and support is part of the approach of the Junior School’s usual activity to deliver the best possible learning outcomes for all students, including those with a disability as well as those students who, because of particular gifts or talents, need curriculum adjustments that are well above their year level expectations.

JUNIOR SCHOOL LEADERSHIP

“Effective schools build a culture where teachers and students work together, and where student voice, agency and leadership are understood as inter-related factors that contribute to the notion of empowerment and sense of school pride” (Education Department: ‘Amplify’ booklet).

Student leadership at The Cathedral Junior School is an integral part of the development of student voice and equipping students with significant life skills and experiences that prepare them for Middle School and beyond. The Leadership Program enables students to:

• Set high expectations for themselves and feel motivated and empowered to exercise agency

• Have a growth mindset and believe they can learn, and build their knowledge and skills, through effort

• Represent The Cathedral School as confident members of a student leadership team

• Generate meaningful discussions on behalf of those students whose voices are less likely to be heard, who are disengaged, or who lack the skills and confidence to express views and opinions

• Actively participate in a student representative organisation and effectively contribute to school decision making

• Build self-awareness and learn about themselves, and contribute to the community and the world around them.

EXTRACURRICULAR AND CO-CURRICULAR ACTIVITIES

The Junior School offers a wide range of activities and experiences to cater to the individual child’s interests, passions, talents and personal development. Activities occur before and after school, as well as at break times.

PRIVATE TUITION:

Private Music Tuition

Private vocal and instrumental tuition is available to all students to support their ongoing musical development. These are available in Piano and Violin from Prep. From Year 3 private tuition is also available for Voice, Guitar, Flute, Clarinet, Saxophone, Trumpet, Trombone, French horn, Euphonium, Tuba, Drums and Percussion, Violin, Viola, Cello and Double bass. Students are prepared for competitions and exams upon request.

Private Speech and Drama Tuition

Speech and Drama Tuition is offered in individual, small and medium groups. Our specialist drama teacher offers classes for individuals and small groups during school time, however medium groups are run after school. Students are given the opportunity to perform both in and out of the school community. They are prepared for competitions and exams upon request.

Private Dance Tuition

Group dance lessons are offered before and after school in Ballet, Contemporary, Jazz and Hip Hop styles. Classes cater for students of all levels and are run in our purpose built dance studio with our specialist Dance Instructor.

Music Ensembles

Junior school students are offered the opportunity to participate in a wide range of extracurricular music ensembles, which not only extend the musical experiences of each student, but also play an important role in the school community. Performances are held throughout the year in and out of the school. Rehearsals occur before, during or after school depending on the ensemble.

Choral

• Animato Choir –Year 4 to 6

• Sopranino Choir –Year 2 and 3

Instrumental Ensembles

• Beginner recorder Ensemble

• Advanced Recorder Ensemble

• Junior Concert Band

• Junior String Orchestra

• Junior Flute Ensemble

• Junior Clarinet Ensemble

• Junior Brass Ensemble

• Junior Percussion Ensemble

• Junior Guitar Ensemble

• Junior Saxophone Ensemble

Junior School Dance Troupe

The Cathedral Junior Dance Troupe offers students from Year 3 to 6 the opportunity to work as a team to create performance pieces for various school events and competitions, under the direction of our specialist Dance Instructor. Auditions are held annually for students who are passionate about dance and study the areas of Ballet, Contemporary or Jazz.

ACADEMIES:

The Cathedral School Rugby League Academy

The Cathedral Junior School Rugby League Academy is a great opportunity for boys and girls to have fun and develop their skills and love for the game of rugby league. We offer a pathway for students in Years 4 to 6 to hone the rugby league skills of running, passing, catching, and tackling as well as their and knowledge and understanding of space, game strategies and plays. Academy members are then invited apply their skills and knowledge by participating in a number of Gala Days and competitions, such as the U12 Bill Nettle Challenge, U12 Les Stagg Trophy, Obe Geia Challenge, U10 Blackhawks Challenge and Interschool Sport. With the support of many sponsors students are supplied with training and playing apparel to really feel a part of a team that can build and develop together.

The Cathedral School Mountain Biking Academy

The Mountain Bike Academy at The Cathedral School provides students with a broad foundation in mountain bike riding skills for children from Prep to Year 6. The program increases riding skills, improves technique and provides students with the opportunity to develop to national level racing. Pre-season conditioning and fitness are also included in the program. The academy runs from Term 1 to Term 3 and includes the following elements:

• Students complete a skills and conditioning program, aimed at learning or improving riding skills on a wide range of trails, obstacle courses, jump lines and flow tracks;

• Students complete an introductory riding session at Rockwheelers, Douglas;

• Student focus shifts to formal instruction in safety and basic skills for beginners. The use of all recommended safety equipment is compulsory for Cathedral students participating in this part of the program;

• Students have the chance to ride a range of trails in and around Rockwheelers, Douglas including jumps trails and downhill trails, giving students a variety of terrain on which to finesse the skills learned over the season. Once they have completed the training program, participants can compete as part of the school team. The team compete across Queensland and Australia with our focus in competition on team involvement, race safety and performing to the best of our individual ability.

The Cathedral School Football Academy

The Junior School Football (Soccer) Academy is open to students in Years 3-6. Mr Gareth Edds is the Coaching Director. Throughout his career, Gareth enjoyed international and national success, as well as coaching the youth teams. Developing a passion for coaching young players he gained his internationally recognised coaching qualifications and has completed his FFA A License. Gareth is a registered UEFA & FFA coach and in 2019 Football Qld appointed Gareth as Technical Director for North Qld. Our Football Academy involves students training weekly and participating in at least one carnival throughout the school year. The Football Academy runs from Term 1 to Term 4 each year.

The Cathedral School Netball Academy

The Year 4-6 Netball Academy provides new and experienced netballers the opportunity to be active, develop their skills, build their character and make connections with others through a mutual enjoyment of the sport. Students who participate in Netball Academy attend a weekly training session through terms 1-3, run by our highly skilled and enthusiastic coaches. Academy netballers also have the opportunity to represent the school in a number of carnivals within the region. The purpose of the Academy is to foster a love of netball and give students an opportunity to experience the game in a fun, safe and supportive environment. Academy members will learn and refine fundamental physical, technical and tactical netball skills using correct technique, whilst also developing important mental and behavioural skills required to thrive in a team sport and in life. Whether a student is highly skilled or just beginning their netball journey, they will be provided the opportunity to reach their potential in a disciplined and nurturing environment. The Academy challenges netballers to be their best and strive for excellence through their effort and commitment. However, although we always try our hardest to win, it is not the primary goal of Netball Academy. The focus is always on integrity, enjoyment and development, with winning just being a bonus that usually comes organically after we achieve these other goals.

ROBOTICS CLUBS

(AFTER SCHOOL)

Beginning in Term 1 each year, Robotics Club gives students in Year 3 to Year 6 the opportunity to engineer and program robots to complete a variety of problem-solving challenges. Different robots are used to cater for the different ability levels of the students. Students beginning the club use Sphero robots and focus on coding and problem solving. As students become more familiar with this process, they use the Lego EV3 robotics which requires the robots to be built from scratch to solve the problem they are presented with. Our Robotics Club culminates in Term 4 when teams participate in the First Lego League Robotics Competition. The competition has three facets, the robot challenge, the research project and core values. This diversity ensures that all students who participate are challenged and have something to offer their team on the day.

READERS AND WRITERS CLUB

(BREAK TIMES)

If you love drawing, reading or writing, then The Reading and Writing Club is the best club for you. We enjoy writing and drawing together in a calm and quiet space. We like learning to draw interesting characters and write creative stories. Some students enjoy reading to themselves or sharing books with friends. We have leaders who are happy to read with younger students or help them in writing amazing stories. Together we can create stories for other students to enjoy. If you love reading, writing or drawing then we would love you to join our club.

SUSTAINABLE GUARDIANS

(BREAK TIMES)

Sustainable Guardians is a group of students, led by our Environmental leader, that meet once a week. We work hard to make the junior school as environmentally friendly as possible. Together we have increased our level of recycling by maintaining the Containers for Change, a can and bottle recycling system within our Junior School. We aim to continue this great initiative and continue to improve our schools sustainably. We have many hands-on experiences including craft, litter collection, and lagoon visits where students can get involved in helping and enjoy all things environmentally friendly. You are always welcome to join our happy team.

GARDENING CLUB

(BREAK TIME)

The Cathedral Gardening Club is open to all students from Year 1 to Year 6. The group meets three times a week during 1st break and enjoys activities such as propagating plants, watering and pruning existing gardens, planting new gardens, and maintaining our worm farm and compost. From time to time, we also sell plants to raise funds to continue our work. If you enjoy nature and being outdoors, then you are welcome to join us.

JUNIOR ART CLUBS (AFTER SCHOOL)

In Junior Art Club, students from Years 1 and 2 come together to get creative. Students explore a wide variety of techniques and materials including drawing, painting, printing, and sculpture. Sessions are hands-on and tailored for the early years with special emphasis placed upon sensory exploration, fine motor development and fun. We meet weekly, immediately after school.

Students from Years 3 to 6 get an opportunity to express their creative ideas and learn and practise artist techniques and skills. Students use and experience a wide range of art materials and cover a range of processes including drawing, printmaking, sculpture, and painting. Each session allows for teaching, exploration and making independent artworks to develop and showcase their ideas and skills. We meet weekly, immediately after school.

CHESS CLUB

(BREAK TIME)

Chess is truly a ‘sport for all’ and The Cathedral School’s Chess Club is an opportunity for students to learn and play the game of Chess in an informal and social setting. Chess has many educational benefits, developing children’s skills such as focus, discipline, concentration, spatial awareness and strategic thinking. And it’s fun to play. The Chess Club meets weekly during break times.

JAPANESE CLUB

(BREAK TIME)

As Japanese is taught in Years 1 to 6 in the Junior School, the Japanese Club aims to provide interested students with a deeper understanding and appreciation of the Japanese culture and language. Sensei develops children’s interest and curiosity through engaging Japanese-inspired activities. The club meets weekly during break times in the Wonder Hub.

JUNIOR CONNECTIONS

(BREAK TIMES)

Junior Connections is a chat, create & connect group for all students across Junior School. Sessions are provided in break times on set days for different age groups. Our focus is on social interactions, well-being, and genuine connection for students. Activities vary and provide a range of sensory play, creative projects recognising a virtue or personal strength, meditation, and general space to communicate. Junior Connections sessions are guided by using the Australian Curriculum Personal & Social Capability Learning Continuum.

GROWING IN GOD (BEFORE SCHOOL)

Growing in God (affectionately known as GiG) is a Bible study group that meets once a week before school. Open to Year 5 and 6 students on a regular or casual basis, this group follows a devotional that incorporates a Bible reading, a short reflection with discussion and then closes with a prayer. The children are encouraged to revisit past themes and at the end of each term to see where they have found their hope and faith grow. The group is supported by the Assistant Chaplain Junior School and the Wellbeing teacher.

SALTIES (AFTER SCHOOL)

Salties is a Ross River Anglican Church initiative, designed to help kids engage in God’s word in a fun and safe environment. All our leaders work in this ministry. The program is free and open to all children in Year 2 to Year 6. Salties meet during term time at the Sports Precinct.

LEARNING CONNECTIONS CLUB (AFTER SCHOOL)

Learning Connections is a 45 minute session specifically designed to cater for students in Prep to Year 2. Learning Connections is a fun, interactive, developmentally and age appropriate program designed to enhance children’s readiness for learning. By participating in a range of circuit activities that incorporate balance, music, sensory experiences and motor skills, we aim to foster and strengthen the important connection between movement and learning.

CREATIVE MOVEMENT CLUB (BREAK TIMES)

Creative Movement sessions are an opportunity for students to get creative, move their body, release some energy and have fun. Students will explore creative and imaginative body movements through music. Two sessions per week are held, one for Year 1 to Year 3 students and a second session for Year 4 to Year 6 students, with all encouraged to participate.

DEFENCE STUDENT SUPPORT

Defence student support is active in response to the needs of students and families of The Cathedral School who have an immediate family connection to the Australian Defence Force. The Cathedral School provides support in areas including but not restricted to: relocating to Townsville and settling in at school; through deployments and periods of absence of a family member; and isolation from extended family support networks. Defence student support also seeks to enhance awareness and appreciation of the unique Defence lifestyle in our school’s community.

Students and families are given the opportunities to:

• Build new networks within the school environment

• Play an active role in the school Defence connections and activities such as Anzac Day, Remembrance Day and other important military occasions;

• Support networks in periods of absences and isolation from extended family support.