Our 6 Pillars of Learning

At St Luke’s we have developed learning continuums under our ‘6 Pillars of Learning' which align with student general capabilities.

As the patron saint of artists and physicians Saint Luke valued learning as a way of enhancing lifelong opportunities for each and every individual. With a commitment to developing the whole person, St Luke’s provides each student with inquiry experiences that are relevant to their real world. By providing a flexible and diverse curriculum, learning experiences will progressively be self directed and increasingly personalised.


"God created man in His own image, in the image of God He created him; male and female He created them". (Genesis 1:27)

We are all made in the image and likeness of God. Being a ‘witness’ to our Catholic faith in Christ calls us to develop an understanding and tolerance of people from all cultures and backgrounds.

Intercultural understanding is an essential part of living with others in the diverse world of the twenty-first century. It assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world". (Australian Curriculum General Capability, Intercultural Understanding, Introduction V8.3 accessed 22/1/2017)

An understanding of others through a considered Catholic outlook assists students to manage context, conflict and uncertainty. Approaching such ethically challenging situations with Catholic values such as hope and compassion builds the capacity of students to act with respect and integrity, and ultimately, ‘Live the Good News’ in a way that shows they “Love one another as I have loved you.” (John 13:34-35) (Adapted from the Australian Curriculum and with reference to scripture)

Students that show witness will:

  • Mediate cultural differences (“Blessed are the peacemakers”)
  • Reflect on intercultural experiences
  • Empathise with others
  • Recognise ethical concepts
  • Explore ethical concepts in context
  • Consider consequences
  • Examine values
  • Explore rights and responsibilities
  • Reflect on ethical actions
  • Challenge stereotypes and prejudices
  • Develop leadership skills


Students develop personal and social skills as they learn to understand themselves and manage their lives, work and learning more effectively. Students with well-developed social and emotional skills find it easier to manage themselves, develop resilience and a sense of self-worth and feel positive about themselves. Managing one’s self encompasses a student’s personal and emotional intelligences, sensibilities and learning. It develops effective life skills for students, including understanding themselves, their learning and work. (Adapted from the Australian Curriculum)

Students that manage themselves will:

  • Recognise emotions
  • Recognise personal qualities and achievements
  • Understand themselves as learners
  • Develop reflective practice
  • Express emotions appropriately
  • Develop self-discipline and set goals
  • Work independently and show initiative
  • Become confident, resilient and adaptable

When students develop their skills in any one of these areas, it leads to greater confidence and also enhances their ability to learn about their own emotions, values, strengths and capacities. The more they are able to manage their own emotions and behaviours the greater the possibility they can establish and maintain positive relationships with others.


Students with well-developed social and emotional skills find it easier to relate to others, resolve conflict, engage in teamwork and feel positive about the world around them. Students develop social skills as they learn to understand others and manage their relationships more effectively. The more they are able to relate with others by understanding their emotions and behaviours, the greater the possibility of effective and meaningful relationships at home, work and in the community. (Adapted from the Australian Curriculum)

Students that relate well to others will:

  • Appreciate diverse perspectives
  • Contribute to civil society
  • Understand relationships
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices
  • Develop respect for cultural diversity

When students develop their skills in any one of these areas, it leads to greater confidence and also enhances their ability to understand others and establish and maintain positive relationships.

Communicate and Collaborate

Responding to the challenges of the twenty-first century, with its complex environmental, social and economic pressures, requires young people to collaborate in teams and communicate with both local and global audiences.

Using their ability to manage self and relate to others, as well as their inquisitiveness, flexibility, open and fair-mindedness, they will communicate and collaborate with both peers and experts to generate and apply new ideas in specific contexts, see existing situations in new ways, identify alternative explanations and make new links that generate positive outcomes. (Adapted from the Australian Curriculum)

Students who communicate effectively and work collaboratively will:

  • Make decisions
  • Negotiate and resolve conflict
  • Understand computer mediated communications
  • Collaborate, share and exchange
  • Select and evaluate data and information
  • Reason and make ethical decisions
  • Consider points of view
  • Communicate across cultures

When students develop their skills in any one of these areas it enhances their ability to to become creative contributors and innovative problems for a changing world.

Think Creatively and Critically

Thinking that is productive, purposeful and intentional is at the centre of effective learning. Students develop capability in thinking creatively and critically as they generate new knowledge, clarify concepts, seek new possibilities and solve problems. By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas, a feature of a rapidly changing world. In addition, the progressive development of knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning.

They become more confident and autonomous problem-solvers and critical thinkers through interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising. (Adapted from the Australian Curriculum)

Students that think creatively and critically will:

  • Pose Questions
  • Identify and clarify information and ideas
  • Organise and process information
  • Imagine possibilities and connect ideas
  • Consider alternatives
  • Seek solutions and put ideas into action
  • Thinking about thinking (metacognition)
  • Reflect on processes
  • Transfer knowledge into new contexts
  • Apply logic and reasoning
  • Draw conclusions and course of action
  • Evaluate procedures and outcomes
  • Consider and develop multiple perspectives

When students develop their skills in any one of these areas it facilitates the development inquisitiveness and the ability to consider alternatives. This supports their capability to refine ideas, discover possibilities, construct theories and objects and act on intuition. The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality.

Be Digitally Literate

To participate in a knowledge-based economy and to be empowered within a technologically sophisticated society now and into the future, students need to be digitally literate at school, at home, at work and in their communities.

This requires effective use of digital technology to access, create and communicate information and ideas and solve problems while working collaboratively in all learning areas at school and in their lives beyond school. For students, being digitally literate will transform the way they think and learn and give them greater control over how, where and when they learn, as they develop confidence, care and consideration, understanding the possibilities of technology, its limitations and impact on individuals, groups and communities. (Adapted from the Australian Curriculum)

Students who are digitally literate will:

  • Recognise intellectual property
  • Apply digital information
  • Apply personal protocols
  • Identify the impacts on society
  • Define and plan information searches
  • Locate, generate and access data and information
  • Select and use hardware and software
  • Understand ICT systems
  • Manage digital data
  • Select and use hardware and software
  • Generate ideas, plans and processes
  • Generate solutions to challenges and learning area tasks

When students develop their skills in any one of these areas they are learning to use digital technologies effectively and appropriately to access, create and communicate information and ideas, solve problems and work collaboratively in all learning areas at school and in their lives beyond school. They learn to use digital technologies with confidence, care and consideration as well as understand its potential for networked learning in a globally connected world.