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Our Beliefs on Learning

At CTK we believe that children learn best when:

  • they integrate their faith life and learning

  • they enjoy and value their learning

  • they feel safe and secure in their environment

  • they are happy and motivated

  • they feel valued and respected

  • there is affirmation coupled with constructive feedback

  • they are encouraged to be independent and responsible

  • they are actively engaged with their learning

  • they experience success and they are encouraged to learn from their mistakes

  • they are encouraged to be risk takers and ask appropriate questions

  • they are challenged to rise to their potential

  • they are empowered to learn

  • they understand the purpose behind their learning

  • their learning is relevant to everyday experiences

  • they have a sense of ownership of their learning

  • they are focussed

  • they have opportunities to develop positive and social relationships

  • they are provided with routine
  • they have a creative and stimulating environment

  • they are developed and supported academically, spiritually, emotionally, physically and socially

  • there is continual modeling and demonstration of tasks and skills by both teachers and students

  • a variety of activities are provided to cater for different learning styles

  • they are provided with the opportunities to learn as members of a group and as individuals

  • they are provided with opportunities to experience a variety of technologies and resources

  • they are taught first at their ability then extended appropriately

  • there are high, yet reasonable expectations, with realistic goals

  • they experience firm and fair discipline

  • different cultural backgrounds are taken into account

  • teachers enjoy what they are doing

  • there is partnership between home, school and parish

Our classrooms are places where…

  • Christ is present in all that we do

  • children are involved in a lot of hands-on activities… learning by doing!

  • there are quiet times for prayer, reading, individual work and so on. There is also considerable talking time where children express their understanding of various experiences!

  • provision is made for the many different individuals in the class. At any one time, children may be working on different tasks and activities at levels which reflect and challenge their ability

  • Children experience success and opportunities in the pursuit of personal excellence

  • Children interact readily and co-operatively in groups. They plan, share ideas and help each other

  • Children are encouraged to ask questions, relate experiences and express opinions and feelings

  • Children have many opportunities to investigate, solve problems, think logically and creatively, communicate findings and express themselves in music, drama, dance

  • Everyone is respected and treated with dignity - children, teachers and visitors. They are valued

  • Play is a means of learning and expressing yourself

  • There is an environment of welcome, warmth, security, freedom to take risks, self discipline, challenge and stimulation to learn.

A good classroom is one where…

  • The curriculum is child-centred

  • It recognises individual differences and the importance of a student's search for meaning

  • It provides opportunities for inquiry, learning, problem solving, group interaction, creative thinking and decision making.

Individualised Learning

We acknowledge that children learn best when they see purpose in their learning and know the outcomes they are working to achieve. We ensure that learning experiences are responsive to children's individual needs as learning is enhanced when students are able to relate learning activities to their everyday experience.

 
   
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