We offer a rich curriculum incorporating the new Australian Curriculum in English, Maths and Science.

Aspects of Glenview Curriculum:

Emphasis is placed on child-centred learning through facilitating.

  • critical thinking
  • generating ideas
  • creating solutions
  • respectful interaction with others
  • responding to diverse perspectives
  • encouraging innovation
  • Understanding sustainability


Life Pathways and Social Futures program focuses on “Who am I and where am I going?”

The program encourages children to explore the following elements:

  • Living in and preparing for diverse family relationships
  • Collaborating with peers and others
  • Maintaining health and care of self
  • Learning about and preparing for new worlds of work
  • Developing initiative and enterprise


Active Citizenship program focuses on “What are my rights and responsibilities in communities, cultures and economies”

The program encourages children to explore the following referents:

  • Understanding local and global communities
  • Changing cultural identities
  • Understanding local and global economic forces


Sustainability and Environment focuses on “Understanding the environment and my role in its future.”

The program encourages children to explore the following referents:

  • Conservation and  Preservation
  • Energy management  and renewal
  • Sustainability


Literacy and Numeracy:

We are committed to ensuring that all students develop a strong foundation in literacy and numeracy. This foundation is built on progressive programs so that our students develop effective literacy and numeracy capability.


Higher Order Thinking:

Our curriculum focuses on developing Higher Order Thinking (HOT). Our assessment demands intellectual rigour in a supported and safe class environment. We
  • Analysing, Synthesising, Evaluating and Justifying 

Multi Intelligences:

Our curriculum also focuses on the domain of the 8 Intelligences enabling all children to learn.

Philosophy for Children:

Philosophy for Children is an international program developed by Matthew Lipman (Director of the Institute for the Advancement of Philosophy for Children, Montclair State University, New Jersey) in order to improve children’s reasoning skills so that they may become effective, independent and creative thinkers.  The use of philosophical inquiry as a means of developing the skills of dialogue and thinking involves both teachers and students as co-enquirers working together in a ‘Community of Inquiry’. Through thinking, talking, listening, and questioning together, and respecting others ideas, children develop mutual co-operation, trust, care, respect…and much more.  The skills learned through Philosophy for Children support all areas of the curriculum.
Some dispositions and abilities strengthened by the Community of Inquiry:
Inquiry​ ​Social
asks appropriate questions​

communicates thoughts clearly​

forms plausible explanations

explores alternative possibilities

considers reasons and evidence

makes sound independent judgements

actively listens to others and considers their point of view

explores disagreements reasonably

contributes constructively to discussion

accepts fair criticism​

Logical and Conceptual Our Rules for Philosophy

clarifies meanings

makes appropriate distinctions

makes useful comparisons

sees implicit assumptions

draws relevant inferences​

we listen to each other

we think about what others say

we use each other's ideas

there is no single right answer

we are willing to be reasoned with and to be reasonable​


Through Philosophy for Children we aim to:

1. Develop students’ capacities to think for themselves, including:

• Teaching students to be questioning, reflective, and sensitive to meaning.

• To encourage students to be imaginative, constructive and divergent in their thinking.

• To develop in students a capacity for sound independent judgement.


2. Develop the forms of regard and practices of open exchange that help to sustain an open society, including:

• Developing the habit of listening to others and trying to understand views with which you may not agree.

• Developing the disposition to give and explore reasons for what you say and to expect the same of others.

• Learning to build constructively upon other people’s ideas.

Last reviewed 22 March 2019
Last updated 22 March 2019