In English, students develop their ability to understand and use language effectively. They learn to appreciate, reflect on and enjoy language, and make meaning in ways that are imaginative, creative, interpretive, critical and powerful.

The focus areas within the K-2 English syllabus include:

• Oral language and communication
• Vocabulary
• Phonological awareness
• Print conventions
• Phonic knowledge
• Reading fluency
• Reading comprehension
• Creating written texts
• Spelling
• Handwriting
• Understanding and responding to literature

The focus strands within the 3-6 English syllabus include:

• Oral language and communication
• Vocabulary
• Reading fluency
• Reading comprehension
• Creating written texts 
• Spelling
• Handwritten and digital transition 
• Understanding and responding to literature

Students also have access to a range of interventions within the classroom and early literacy intervention programs, including MiniLit and MacqLit.

In Mathematics, students become confident users of mathematics, learning and applying the language of mathematics to communicate efficiently and effectively. They develop an increasingly sophisticated understanding of mathematical concepts and a fluency with mathematical processes that helps them to interpret and solve problems. Students make connections within the mathematics and connect mathematical concepts with the world around them. They learn to understand and appreciate how mathematics is a relevant part of their lives.

The syllabus structure illustrates the important role that working mathematically plays across all areas of mathematics and reflects the strengthened connections between concepts. Working mathematically has been embedded in the outcomes, content and examples of the syllabus.

The focus areas within the K-10 Mathematics syllabus include:

• Number and algebra
• Measurement and space
• Statistics and probability

Working mathematically processes present in the the Mathematics K-10 syllabus are:

• Communicating
• Understanding and fluency
• Reasoning
• Problem solving

The aim of the Science and Technology K-6 Syllabus is for students to develop:

• Scientific and technological knowledge, skills, practices and dispositions
• An understanding of natural phenomena and ways in which science and technologies can be used for the benefit of humanity and the planet
• An understanding, through application, of the processes that can be used to create solutions or products that benefit society 
• An interest in furthering their knowledge in science, technology and engineering
• The ability to participate in society as scientifically and technologically literate, engaged citizens. 

Human Society and its Environment (HSIE) is a curriculum that explores the relationships between people, places, and environments, and how historical events have shaped societies. It integrates geography and history to help students understand the connections between past and present, fostering active and engaged members of Australia's diverse community.

The HSIE syllabus serves as both a reflection of students' personal experiences and a lens to view the world across different times and places. Through stories, images, objects, and geographical data, students learn to locate and understand themselves and others in the world. They explore Australian identity and learn about civics and citizenship, understanding the roles and responsibilities in a democratic society.

A significant component of HSIE is the study of Aboriginal Cultures and Histories, which broadens students' knowledge of the world's oldest continuous cultures. Students learn about sustainable practices, the diversity of Aboriginal and and Torres Strait Islander Peoples, and their connection to Country and Place.

HSIE helps students navigate a dynamic world, fostering a sense of connection to communities. It encourages valuing the Earth, themselves, and others by learning from past human experiences. This curriculum inspires curiosity and motivates learning, helping students become independent, critical, and creative thinkers who contribute to a socially just and sustainable future.

The new HSIE Syllabus will be implemented in 2027.

The Creative Arts syllabus includes Dance, Drama, Music and Visual Arts, each with its own body of knowledge, creative practices, and ways of understanding the world. These arts are essential to human experience, reflecting cultural practices and communicating meaning.

Aboriginal and Torres Strait Islander Peoples use the arts to share and celebrate their cultural knowledge. Learning in the creative arts broadens students' perspectives on cultural diversity, fostering intercultural understanding.

Students engage in practical experiences to develop skills in creative arts practices, critical thinking, and analysis. They gain insights into various contexts and perspectives.

• Dance: Students compose, perform, and appreciate dance, understanding it as a form of human movement that expresses ideas.
• Drama: Students make, perform, and appreciate drama, seeing it as embodied storytelling that uses imagination to enact experiences
• Music: Students perform, listen to, and compose music, understanding it as personal and cultural expression.
• Visual Arts: Students make, appreciate, and exhibit art, learning how subject matter and ideas are represented in artworks. 

The arts provide opportunities for creativity, self-expression, and enjoyment, contributing to the development of creative, confident, compassionate, and resilient individuals. Learning in Creative Arts lays the foundation for cultural citizenship, enabling students to participate in and contribute to cultural life.

The aim of PDHPE K-6 is to empower students with the essential knowledge, understanding, skills, values and attitudes to promote wellbeing and lead a safe, active and healthy life.

The organisation of PDHPE K-6 under 4 focus areas:

• Movement skill and physical activity
• Respectful relationships and safety
• Identify, health and wellbeing
• Self-management and interpersonal skills

Religious Education is an essential and living part of our school community at St Clare's. While it is formally recognised as one of our Key Learning Areas, it is far more than a subject - it is woven into the fabric of daily life, shaping our values, relationships, and sense of purpose.

At the heart of our identity is a commitment to nurturing faith. Through daily prayer, meaningful interactions, and a deep respect for the traditions and teachings of the Catholic Church, we strive to reflect the love and values of Christ in all that we do. Religious Education supports students in developing a personal relationship with God and deepening their understanding of the Blessed Trinity.

The curriculum is guided by the Bishop of Wollongong in collaboration with the Catholic Education Diocese of Wollongong. It is enriched by resources such as To Know, Worship and Love, which support students in growing in faith, knowledge, and spiritual practice.

At St Clare's, Religious Education is not only about learning - it is about living our faith and with integrity, compassion, and joy.

Read more about Religious Education at St Clare's here.