‘We have to think what we are preparing students for.’

(Rodney Reed, Professor of Education, Pennsylvania State University)

"Curriculum" isn't just the subjects studied: it's all the intended learning experiences that students undertake at the school, in and beyond the classroom. The Hillbrook curriculum is based on a balance of learning experiences drawn from our ever evolving understanding of  how young people learn. Our teachers try to draw from a balance of experience, research and professional reflection to create curricular offerings that are contemporary, challenging and engaging.

Hillbrook students study a variety of intellectually challenging subjects.  In the senior school, these are selected from the academic offerings of the Queensland Studies Authority and all of our students are expected to achieve an OP [overall position] at the end of their studies.  The majority of our students will use this to obtain tertiary entry after school.  Others will choose to pursue different options, such as work or trade-based study.  Whatever their destinations after graduation, we see our task as providing a broad, liberal education which gives our students as many choices as possible.  Consequently, Hillbrook does not offer vocational education programs.

A strong academic curriculum is critically important, but deep learning also comes from the many activities that comprise the ‘informal' curriculum of a school.  Research shows that students who find connection with their school are more likely to have improved academic results. Performing in a school musical, taking a lead in community activities, or exploring new places as part of a camp group are just some of the ways in which students can find powerful learning opportunities outside of the formal curriculum at Hillbrook.

Research indicates that real variety in curriculum comes more from a diversity of learning experiences rather than from a vast choice of subjects. Hillbrook offers a select, but comprehensive range of essential academic subjects which build in our students the vital core skills that provide the tools for future engagement in the workplace, in higher and further learning, and in the community.

In our thinking about learning, we constantly try to draw from our motto and founding vision - In Balance We Grow - and we are influenced by the concept of multiple intelligences as opposed to more limited and outdated ways of understanding intelligence. The diagram below is an attempt to illustrate how we conceptualise curriculum at Hillbrook.

The Hillbrook Curriculum Model

Subject Selection