By connecting to the real world of students’ lives, authentic learning enables students to become lifelong learners who contribute to society and the wider world as active and discerning citizens. Authentic learning is central to our work as Catholic educators because it promotes the continual growth and wellbeing of the whole person — spiritually, intellectually, emotionally, socially and physically.

St Aloysius College Cronulla will be a great place for teachers and students to engage in learning.

By connecting to the real world of students’ lives, authentic learning enables students to become lifelong learners who contribute to society and the wider world as active and discerning citizens. Authentic learning is central to our work as Catholic educators because it promotes the continual growth and well-being of the whole person — spiritually, intellectually, emotionally, socially, and physically. Staff at the College are committed to our Catholic ethos, expressed in our Lasallian charism. They are dedicated to nurturing the whole student – not just students’ academic development, but also their physical, spiritual, emotional, and social well-being. Our staff understand and value the difference that a Catholic education can make to a young person.

As part of Sydney Catholic Schools, we employ highly qualified and competent teachers who are accredited by the NSW Education Standards Authority (NESA). To continuously improve our practice, teachers also work towards the Australian Professional Standards for Teachers, from proficient teacher to lead teacher level.

The delivery of quality curriculum, pedagogy (teaching methods), and assessment is ensured by our system of schools through the provision of contemporary NESA-accredited professional learning in a range of modes.

Sydney Catholic Schools’ teachers are strongly committed to their ongoing learning, with many having completed, or are currently undertaking, postgraduate studies in areas related to curriculum, student wellbeing, special education, theology, pastoral care and leadership.

Teaching and Learning Framework
At St Aloysius College Cronulla, we know that each student comes to us with unique and different interests, abilities, career aspirations, and goals. To support our students, we offer a broad curriculum that integrates our Teaching and Learning Framework to deliver personalised learning, tailored to each student. The College follows the NSW Education Standards Authority (NESA) syllabus for each course offered and implements the curriculum requirements of Sydney Catholic Schools. As well as our own St Aloysius Learning Framework, teaching is informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools.

All Year 7 and 9 students will complete the National Assessment of Performance in Literacy and Numeracy (NAPLAN) each year, with results usually provided to parents in August. 

In Years 11 and 12, we believe it is important for students to undertake an appropriate pattern of study that will enable them to achieve success in the Higher School Certificate (HSC). Our teachers work alongside our students to prepare them well for pathways that can encompass university, TAFE, or other tertiary options, and for their future careers.

Diverse Learning
A unique Sydney Catholic Schools support structure is in place to optimise learning for all students. High-quality inclusive education is provided for students with diverse learning profiles relating to giftedness, speech, language, communication, vision, hearing, literacy acquisition, and post-school pathways. Sydney Central office diverse learning teams work with our classroom teachers to enhance their capacity to maximize learning outcomes for students. Specialists in these teams collaborate widely to consolidate an inclusive approach to learning. Each school also has dedicated learning support staff. Sydney Catholic Schools provides reasonable adjustments to assist and support students with disability to successfully engage in learning. All Sydney Catholic Schools engage in the annual Nationally Consistent Collection of Data for School Students with Disabilities.

High Ability Education
The St Aloysius College Gifted Program provides a clear educational pathway, underpinned by contemporary research, for identified gifted and talented students from Year 7 to 12. The Gifted Program provides gifted learners with an authentically rigorous program of learning within the nurturing environment of their Catholic school. It caters to a variety of gifted learners by offering a range of opportunities that support students’ growth as a whole person, including their social and emotional learning and well-being. Entry into the Gifted Program is determined through a combination of the following: 

  • Higher Ability Selection Test (Cogat- Cognitive Abilities Test) conducted by ACER.
  • Progressive Achievement Tests (PAT) by ACER. 

In both of these externally administered assessments, students are assessed in a series of tasks: • Abstract Reasoning and Problem-Solving • Mathematics • Reading Comprehension • Written Expression • Spelling. 

In addition to the above assessments, students may also present as part of their application: 

  • Previous psychometric assessments 
  • Primary School performance, including reports and teacher recommendations 
  • Parent recommendations Our High Ability Classes (2 classes offered in Year 7) are all staffed by many teachers who have specific post-graduate qualifications in Gifted Education. This ensures that each student not only achieves their “potential” but surpasses it. Using Robert Gagne’s Differentiated model of giftedness and talent theories, teachers craft learning opportunities for their classes. Some will be offered curriculum compaction, others acceleration, others passion projects, and others extension. Each one is designed to foster natural curiosity and stretch each student’s capacities. Teachers experience high-quality professional learning in gifted education that allows them to engage in best practices to enhance the teaching and learning in their schools.
  • Negotiate with students and parents in the engagement of outside agencies/tutors to provide highly specialised teaching in areas that might not be included in the current college curriculum.
  • For some students and parents, committing to an Individual Positive Behaviour Plan and/or an Individual Learning Plan.

The college has recently established a Diverse Needs Department with specialist staff (including volunteer educators) to assist students by offering:

  • Specific course consolidation work. This is normally one-on-one tuition and can be teacher or student-referred. Most often this takes place in “study periods” within a student’s normal timetable, however, it can also take place on a “withdrawal from class” basis.
  • Personal study organisation skill development. This can be by student/parent-initiated appointment or referral from teachers and is not necessarily course-specific.
  • Teacher mentor support during practical classes in courses such as Hospitality and Construction.
  • Application to the Board of Studies for Special Provisions for those students who are eligible. When this is granted by the BOS, Diverse Needs staff will facilitate the use of these provisions when eligible students attempt assessment items.