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Religious Education

Through our Religious Education program students are encouraged to develop a personal relationship with God, supported through prayer experiences and liturgies. The Catholic doctrine is taught through life experiences and students are prepared for the Sacraments of Reconciliation, Eucharist and Confirmation.
At Stella Maris we want our students to be questioning and inquiring life long learners.

Kindergarten - Learning through play

Though not compulsory in Tasmania, Kindergarten is an important transition year for students who will start their formal schooling the following year in Prep. Play is integral to the Kinder program at Stella Maris, as it is through play that children develop basic life and learing skills. Creative and social play is encouraged, and children also enjoy movement to music, drama and art - helping to develop thier gross motor, listening, confidence and social skills.

Prep - Grade 6

Stella Maris offers an integrated curriculum designed to develop in students the knowledge, skills, attitudes and understanding necessary for success in the twenty first century. Our curriculum is guided by the Essential Learnings Framework and the curriculum organisers Thinking, Communicating, World Futures, Personal Futures and Social Responsibility. These have been identified as essential for learning and achievement within our school environment and beyond.

Personal Futures

We aim to develop in students the capacity to live fulfilling lives, to make wise life choices and to shape their own futures. There is a focus on personal wellbeing, which is promoted within class programs and through specialist Physical Education instruction.

Social Responsibility

We promote a sense of community, a valuing of diversity, the ability to participate in  a democratic society and the knowledge and understanding to learn from the past on order to take action in creating a better future.

World Futures



Stella Maris aims to develop in students an understanding of how the world works and how human activities impact on the natural and built environment. We focus on scientific investigations through analytic, innovative and lateral thinking.


The development of high level thinking skills is embedded in our teaching and learning programs. We aim to develop in students the ability to:

  • think rationally, creatively and in a caring way.
  • inquire and reflect on questions and investigations.
  • identify issues and organise and interpret information.


We aim to develop in students an ability to understand and use spoken language, print, number systems, art forms and visual media. We do this through a focus on four key elements:

Being Literate

We place a strong emphasis on the development of literacy skills in all students. We do this through:

  • The implementation of an Early Years Literacy program.
  • Two hours of literacy teaching daily.
  • Additional support in classrooms with Teacher Assistants,Learning Support Teacher, Literacy Coordinator and volunteers.
  • Whole and small group learning..
  • Incorporating reading, writing, speaking, listening and viewing into the literacy program.
  • Providing opportunities for students to work with visiting authors.

Being Numerate

In order to develop sound numeracy skills in students we:

  • Provide a minimum of one hour of mathematics teaching daily
  • Encompass the areas of Number, Pattern & Algebra, Chance & Data, Measurement and Space.
  • Provide whole and small group learning.
  • Provide opportunities for students to use maths in authentic and real life contexts.

Being Arts Literate

We provide:

  • Specialist music teaching for all classes.
  • Opportunities for students to participate in choirs, instrumental groups and eisteddfods.
  • Specialist teaching in visual arts and the staging of a bi-annual art expo.
  • Dance teaching through our Physical Education program
  • Drama teaching in classroom programs.

Being Information Literate

To develop skills in information and communication technologies we:

  • Provide computers in all classrooms.
  • Have specialist instruction in the use of computers and ICT.
  • Have a computer laboratory for large and small group instruction.
  • Integrate ICT into the broader curriculum,