Learning at Trinity
A Student Perspective
No matter what Year, subject or teacher, every student at Trinity Catholic College can expect:
- to undertake a range of activities and experiences designed to help you learn the important knowledge and skills, such as critical thinking, that are essential not just for a subject but for a future beyond school.
- to learn in a supportive environment where errors are seen as opportunities, and your teachers know you as an individual, have high expectations and encourage you to achieve your personal best.
- to build your confidence as a learner and, armed with a range of strategies, prepare you for a life of continuous learning.
- to develop a better understanding of our world and be able to communicate your ideas in written and spoken words, images and multimedia.
Our Curriculum
Our curriculum prioritises four key elements that drive student success and holistic development: evidence-based best practice; the importance of building relationships; fostering students’ self-efficacy; and cultivating strong literacy and numeracy skills.
Together, these key elements create a dynamic, supportive curriculum that prepares students for meaningful engagement in school and beyond.
Evidence-Based Practice
Teachers use a range of instructional strategies and interventions that are grounded in research and proven methodologies. This ensures that teaching is effective, inclusive, and adaptable to diverse learning needs, preparing students for lifelong learning.
Building Relationships
At the heart of our approach is a commitment to nurturing positive, respectful relationships among students, teachers, and the broader community. By creating a safe and supportive environment, we foster a sense of belonging, collaboration, and mutual trust that enhances learning experiences.
Fostering Student Self-Efficacy
We aim to empower students to believe in their abilities to achieve academic and personal goals. Through goal-setting, reflection, and feedback, students develop resilience, confidence, and a mindset focused on continuous improvement, equipping them to navigate challenges successfully.
Strong Literacy and Numeracy Skills
Foundational and subject-specific skills in reading, writing, and numeracy are prioritised across all Year groups. These competencies are integrated into every subject to ensure students are equipped with the critical thinking and problem-solving skills necessary for success in an increasingly complex world.
Assessment & Reports
Assessment
Assessment is an integral part of learning: it provides students, parents and teachers with information on student progress.
To some, assessment means nothing more than tests and exams. While these can form an important component of any assessment process, they do not accurately represent the purpose or varied tools used in assessment at Trinity.
Teachers and, with some guidance, students use assessment to gauge how well they understand the course content. Because there is no point waiting until the very end of a unit to test student understanding, assessment is a regular feature in every classroom. Teachers use a range of strategies such as quizzes, discussions and observations, to gauge the level of student understanding. These regular checks, along with the results of any formal assessment tasks, are used to determine end of semester grades for reports.
At the beginning of each year, students receive a Curriculum Handbook that contains assessment rules and procedures for the different Year groups, as well as details of all formal tasks.
Curriculum Handbooks are published on Compass and contain more details about assessment.
Access Curriculum Handbooks here
Reports
Reports are provided to parents at the end of both Semesters.
School reports record and comment on a student’s performance in a single semester. Results are recorded as a grade.
In addition to the Semester reports, teachers prepare Progress Reports on each student at the end of Term 1. These offer parents a snapshot of attitude and application and are based on observations of a student’s organisation, completion of classwork and effort.
A Progress report is offered to enable teachers to commend hard-working students and to identify any issues that need addressing.
Beyond the classroom
Encompassing a diverse range of extra-curricular and enrichment opportunities for students to develop and showcase their skills, interests and God-given talents, our college offers a place for every student to shine. Opportunities abound for students to participate in a variety of sporting, cultural and academic pursuits. Some activities include representative sporting teams, Writers Group, public speaking and debating, musical instrument tuition and performance ensembles, drama and Theatre technology crew. Opportunities also include participation in a variety of competitions and challenges including NSW Mock Trial and Mock Mediation, Australian Maths, History, Geography and Science Competitions, Write a Book in a Day, National Songwriting and the NSW Premier’s Reading Challenge.
We are committed to inspiring students by acknowledging that both faith formation and learning are lifelong pursuits. We endeavour to instill skills and attitudes that encourage students to embrace this continuous journey, providing them with rich opportunities to explore and deepen their faith and knowledge. By modelling faith in action and creating meaningful learning experiences, we aim to walk alongside students, supporting their growth and development as they pursue lives of purpose and integrity.
Sport
There are 3 components of Sport at Trinity Catholic College:
- Friday School Sport
- School Carnivals
- Representative Sport
Friday Sport
Weekly Friday sport is held from 12.40pm – 2.40pm.
School sport complements the mandatory 300 hours of the PDHPE syllabus.
Students select their own sport each term
Sport selection process
- A detailed list of sporting options can be found in Compass via the School Documentation Icon.
- An online survey is emailed to students in Week 6 each Term.
- Students list 5 sports in preferential order.
- Sports rolls are generated from the survey and the allocated sport will appear on the student’s timetable.
Variations:
Year 7 – In Terms 1 and 2, Year 7 students take part in a fortnightly sport rotation that gives them the opportunity to experience a range of sports from the Friday sport program.
Year 11 – Students participate in either Friday sport or a study session each Week B. Students will “opt in” to an organised sport. In Week A, timetabled lessons will occur.
School Carnivals
Swimming Carnival – Lambton Pool – Term 1
Athletics Carnival – Hunter Sports Centre, Glendale – Term 3
Both carnivals are compulsory school days and offer a great opportunity to connect as a school community, fostering school pride and House spirit. A college representative team is selected from performances on the day.
Representative Sport
Our college is a member of the diocesan Maitland Newcastle Secondary Schools Sports Association (MNSSSA) that caters for 11 Catholic Schools within the geographical area.
St Joseph’s High School, Aberdeen
Trinity Catholic College, Adamstown
St Paul’s Catholic College, Booragul
St Bede’s Catholic College, Chisholm
St Mary’s Catholic College, Gateshead
St Francis Xavier College, Hamilton
St Joseph’s College, Lochinvar
All Saints College, Maitland
San Clemente High School, Mayfield
Catherine McAuley Catholic College, Medowie
St Catherine’s Catholic College, Singleton
St Clare’s High School, Taree
Maitland Newcastle SSSA events
- Carnivals
Athletics, Cross Country, Swimming - Championship/Gala Days
Basketball, Golf, Netball, Football (Soccer), Tennis - Individual Selection Trials
Rugby League, Football (Soccer), Touch, Netball
After the SSSA Diocesan trials
NSWCCC
The pathway for students in all NSW Catholic Schools to compete at NSW All Schools level and beyond is New South Wales Combined Catholic Colleges (NSWCCC).
Sporting events/pathways are:
Australian Football, Athletics, Baseball, Basketball, Cricket, Cross Country, Diving, Football (Soccer), Golf, Hockey, Netball, Rugby League, Rugby Sevens, Rugby Union, Softball, Swimming, Tennis, Touch, Triathlon, Volleyball, Water Polo
Local events/competitions
Students are also able to compete in these local competitions:
AFL – AFL School Cup Regional qualifier
Cheer – CheerCon
Football – Bill Turner Trophy (Girls), Bill Turner Cup (Boys)
Futsal – NNSW Futsal Regional qualifier
Netball – NSW Schools Cup Regional qualifier
Oz-Tag – NSW Oz-Tag Regional qualifier
Rugby League – 13/14/15/16yrs
Rugby League 9s – 13/14/15/16ys
Rugby Union – McKendry Shield (14yrs), Steve Merrick Cup (16yrs)
Rugby 7s – NSWRU Rugby 7s
Surfing – Surfest Teams event
Touch – NSWTouch Regional qualifier
Trinity Catholic College
High Potential and Gifted Education
Vision Statement
At Trinity Catholic College, high potential and gifted students are empowered to learn and achieve to their full ability, experiencing high quality teaching practices and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and shaping the world around them.
High Potential and Gifted Education at Trinity Catholic College reflects a commitment to nurturing the intellectual, creative, and academic growth of gifted and high-potential students within our school community. This commitment emphasises a whole-school integrated approach, a rigorous curriculum, and a focus on the development of expert learners, all implemented in an environment where teachers work collectively to ensure the needs to the most able students are met in a variety of classroom settings.
Our approach aims to offer depth and rigour in education, enabling high potential and gifted students to reach their full potential while encouraging mastery learning and the development of expertise. Trinity Catholic College also provides a wide range of extra-curricular opportunities for high potential and gifted students to participate in, providing further enrichment and real-world application of the curriculum.
Trinity Catholic College’s approach to high potential and gifted education involves:
- ensuring a cohesive approach to the identification of gifted students from primary school into secondary school,
- a rigorous curriculum that is informed by research-based practice,
- access to an extensive range of enrichment and extra-curricular opportunities selected to challenge high potential and gifted students in various domains.
.
Excellence in Learning: an integrated approach
Trinity Catholic College implements a fully integrated approach to nurturing gifted and high potential students, emphasising concept-based programming, mastery, and the development of expert learners. Specific strategies such as differentiation, learning and skill continuums, and higher-order thinking are seamlessly integrated into daily learning. Through a comprehensive and supportive education, we empower our gifted and high potential students to become not only academically proficient but also well-rounded individuals poised for success in the future, with a deep understanding of their areas of expertise.
Virtual Academy
Whilst enrolled at a feeder primary school, students whose data places them in the ‘highly’ to ‘profoundly’ gifted range may have been nominated to participate in the Virtual Academy. The Virtual Academy supports enrolled students in Stages 3 and 4 (scholastic year groups 5, 6, 7 and 8) who are working on extended or advanced curriculum outcomes. The Virtual Academy includes online, team and individual work, face-to-face and project-based learning with online mentoring support.
The Virtual Academy provides students at Trinity Catholic College an opportunity to extend their skills outside the regular curriculum. It assists with their organisation and independent learning skills and allows them to investigate topics of interest in an academically challenging environment.
Careers
Our Careers Team aims to provide students with information, guidance and experiences to help them explore their education and career options in preparation for life beyond school.
Belinda Wallace, the College Careers Adviser, offers personalised support to students and parents and welcomes appointments for career guidance and the exploration of potential pathways.
Learning Support
The Learning Support Team provides support and programs for students with disabilities. All students who have been identified as having a disability (i.e. diagnosed or Imputed) are part of the National Consistent Collection of Data (NCCD).
Key Support features:
The Learning Hub is located on level 4 and is available for students who require extra support. Classroom teachers can book students into the hub to help with classwork and assessment tasks.
Teacher Case Managers Each year group is assigned a Case Manager who oversees support programs and collaborates with stakeholders, including parents, teachers, Leaders of Learning, Leaders of Wellbeing and Engagement, psychologists and other external specialists, to develop Personalised Plans.
In-class support Learning Support Teachers and Assistants help students in targeted subjects by advising teachers and providing adjustments based on their NCCD funding level (e.g., Quality Differentiated Teaching, Supplementary, Substantial, Extensive). Student profiles, available on Compass, include personalised plans, disability provisions, individual goals, and recommended teaching adjustments.
Curriculum Support Program (CS) Students funded under NCCD may attend small-group lessons weekly or fortnightly with a Learning Support Teacher. These sessions focus on prioritised goals and include planning, organisation, exam preparation and work on assessment tasks.
Task adjustment including scaffolds, checklists and alternative task formats are arranged collaboratively by Learning Support staff and classroom teachers. Teachers can also book students into the Learning Hub for additional support.
Transition Support
- Year 10 ROSA and Stage 6 Preparation: During Term 4, Year 9 students who are part of the NCCD meet with their Case Manager to discuss their strengths, preferences and goals for the future. In collaboration with key stakeholders including the Careers Adviser and Leader of Wellbeing and Engagement, plans are made for meeting year 10 compliance requirements as well as exploring options for external programs like Work Experience, First Aid, White Card and TAFE.
- Year 6 to Year 7 Transition for students with disabilities (NCCD): Initiated by the Primary School Learning Support Team during Term 2 of each year, this collaborative program involves Learning Support staff working closely with pathway and non-pathway primary school staff, parents and students to ensure a smooth transition to high school. Scheduled visits and observations in the primary school setting, as well as additional tours and peer mentoring in the high school environment, are available when appropriate.
Task or Disability Provisions
Year 7-10 students on the NCCD may receive exam and assessment support such as extra time, separate supervision, rest breaks, reader/scribe or the use of assistive technology. Provisions are organised in line with NESA eligibility criteria and are dependent on the level of need. The Learning Support Team ensures updated provision lists are available to teachers via Compass.
Documentation from a specialist outlining the recommended provisions is to be included when making an application for Disability Provisions for Years 11 and 12.
Helpful links include:
https://www.nsw.gov.au/education-and-training/nesa/hsc/disability-provisions
English as an Additional Language/Dialect
We are committed to fostering a supportive and inclusive learning environment for all students. English as an Additional Language/Dialect (EAL/D) students come from a diverse range of backgrounds and English language learning experiences. Some students may have recently arrived in Australia, while others were born here. These students require specific support to build the English language skills needed to access the school curriculum, in addition to learning area-specific language structures and vocabulary.
EAL/D students are simultaneously learning English, learning in English and learning about English to successfully participate in informal social interactions, as well as academic contexts.
Students who are eligible for assistance receive authentic learning opportunities, across all subject areas, and are offered subject-specific support to build their English language skills through:
- specialised EAL/D programs and EAL/D informed classroom intervention, including explicit language and literacy support.
- teaching and learning programs that are enhanced through differentiation and scaffolding to reflect the language learning needs of EAL/D students, including those from refugee backgrounds.
- the provision of targeted support in the classroom combined with small group intervention in the Learning Hub, for students who require additional support to achieve curriculum outcomes.
Carmel Martin is our EAL/D Specialist Teacher.
Library
Our Library is an award-winning, contemporary learning facility, staffed by a qualified Teacher Librarian and support staff. From year 7 to the more rigorous academic demands of Stage 6; the library is an important resource for both students and staff. The library has an extensive collection of contemporary fiction and non-fiction resources, magazines, eBooks and audiobooks. It also provides access to a variety of subscription services to assist staff and students in their teaching and learning.
Our Teacher Librarian regularly collaborates with staff to create programs that develop students’ critical thinking and information literacy skills. We also strongly focus on the ethical use of information and digital technologies, preparing students for the demands of the HSC and beyond.
We support student wellbeing by being that place to de-stress, especially during or before examinations; to chill out or be motivated to learn through the varied activities that are offered in the library.
The library is open during breaks and before and after school.
How can the library support student learning?
- Individualised help with borrowing to support literacy and reading for pleasure
- Group and individual ‘study skills’ sessions
- One-on-one research assistance with assessment tasks
- Assistance with evaluating the credibility of source material for assessments · ClickView online educational video platform · LearnPaths are available through Oliver for each KLA to share educational resources to enrich student learning · SORA eBooks, audiobooks and magazines
- Help with the selection of ‘related texts’ in Stage 6
- Assistance with accessing academic articles online
- Referencing help offered in class and on an individual basis
- Textbook hire
- Casual laptop loans (LOWE approved)
- Printing
Our teacher Librarian is Stephanie Strachan, and the Support Staff are Annette Wallace and Samantha Robinson.
