Our Programs

Early Years

(Pre-Kindergarten & Kindergarten)

  • For: Students between 3-7 years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Emerging language and pre-academic skills
  • Capacity of the classroom: 12

The Early Years programme has been thoughtfully designed with young learners in mind, to provide anenvironment that truly supports each child’s learning journey, developing children’s communication and language skills, creative expression, physical skills and well-being, as well as personal and social development. Carefully structured learning as well as emergent experiences occurring through daily interactions with people, manipulation of materials, play routines and transitions are effective curriculumstrategies employed to support children’s language and cognitive growth.

The Jolly Phonics Programme in an integral part of the curriculum, it teaches the children the letter sounds in an enjoyable, multi-sensory way, which raises their phonological awareness. With actions for each of the 42 letter sounds, the multi-sensory method is systematic, sequential and designed to teach children to read. Children are taken through the stages of blending and segmenting to develop reading and writing skills. It enables children to develop accuracy and expression in their writing, using colors and actions to help children identify parts of speech in sentences. It incorporates fun games and activities to teach essential grammar concepts and continues to revise and extend children’s phonics knowledge.

Growing with Mathematics uses a language-based approach to help build understanding of math concepts. Building on everyday experiences, the program provides a range of activities that ensure children are constantly discussing, representing and reasoning mathematically. The program introduces students to carefully sequenced learning experiences to allow them to simultaneously develop their understanding of mathematical content and skill development to classify, organize, sort, compare, order, sequence, quantify and make associations with different concepts in relation to their environment.

Foundation 1

  • For: Students between 6-13 Years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Emerging language and Behavioural Support
  • Capacity of the classroom: 12

The foundation 1 classroom is an evidence-based approach to education that focuses on the strong relationship between behavioural support and social-emotional learning (SEL). The Classroom approach empowers educators to create safe, joyful, and engaging learning communities where all students have a sense of belonging and feel significant.

Montessori Inspired activities play a vital role in Foundation 1. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive. The model has two basic principles. First, children and developing adults engage in psychological self-construction by means of interaction with their environments. Second, children have an innate path of psychological development. Montessori believed that children who are at liberty to choose and act freely within an environment, prepared according to her model, would act spontaneously for optimal development. It aims at acquisition of language, interest in small objects, sensory refinement and social behaviour.

Picture exchange communicative system (PECS) too is an important element of our learning in class. Primarily used for individuals who are non-verbal, and who use speech with limited effectiveness, to assist them in acquiring functional communication skills.
PECS was developed as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities.
PECS begins by teaching an individual to give a picture of a desired item to a “communicative partner”, who immediately honours the exchange as a request. The system goes on to teach discrimination of pictures and how to put them together in sentences.

Through the integration of fine motor skills and art, the students learn to use the fine muscles of the arms and hands, develop strength in important muscles and understand the importance of using these little muscles to become independent in buttoning clothing and unzipping bags.

Foundation 2

  • For: Children between: 8-13 Years old
  • Number of students: 8
  • Number of staff: 2 lead teachers and 1 teacher assistant
  • Focus: Academic Skills and Language development
  • Capacityof the classroom: 8

The major focus of the foundation program is to develop language and communication skills. We strive to integrate the students into the school by using their existing strengths to develop a program in conjunction with parents, therapists and specialist staff that are appropriate for the individual’s needs. The foundation program includes the following educational objectives;

In Foundation 2, the emphasis is on students to inquire, which ultimately improves their achievements in reading, comprehension, critical thinking, writing, speaking and listening. It also helps them develop social and emotional competencies and skills, essential to be successful in school and life.

Literacy and the development of speaking and listening, as well as early reading and writing are designed around a ‘central idea’ for the term and the use of big books. Understanding of the concept of print is encouraged through dramatization of story, learning of dialogue and joining in the reading of stories.

Numeracy covers a wide range of activities including understanding of numbers, measurement and space, at an individual’s level of understanding. Cooking, science and technology are an important part of the understanding of mathematics in a practical sense as the students are guided in weighing, measuring, time taken to complete a task and the calculations of recording the processes.

Pathways 3

  • For: Students between 13 – 18 Years old
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Academic Skills and Language development.
  • Capacity of the classroom: 12

Pathways 3 focuses on Daily Living skills to ensure children thriveon schedules, habits, androutines, which not only create a feeling of security, butalso help children learnself-control andfocus. This includes high-touch personal interactions everyday to build healthy social-emotional skills, including the ability to understand and communicate with others.

Experimental learning is an integral tool for learning in Pathways 3. Experiential learning engages students in critical thinking, problem solving and decision making in contexts that are personally relevant to them. This approach to learning also involves making opportunities for debriefing and consolidation of ideas and skills through feedback, reflection, and the application of the ideas and skills to new situations.

Educational trips provide a pathway for the children to understand and adapt to the curriculum. Students visiting different educational facilities learn in a more hands-on and interactive manner than they do in school. They learn about different professions, ideas and opportunities when they travel outside their own neighbourhoods. Field trips results in greater achievement in all subjects. By seeing real-life application of the lessons that they are learning in school, children are more likely to understand and appreciate the importance and relevance of what they are learning.

Pathways 4 Transition 5 and 6

  • For: Children between 14-21 years of age
  • Staff : Student Ratio – 1:4 and 1:1 for children who require extra support
  • Focus: Academic Skills and Language development
  • Capacity of the classroom: 12

Pathways 4, transition 5 and 6 focuses on Academics and Pre-Vocational training. The class promotes positive social interactions and provides opportunities for students to acquire the knowledge, skills and attitudes necessary for lifelong learning.

Literacy and numeracy are a regular timetabled series of lessons each week. The focus in literacy is on communication, awareness of print, and developing understanding of multiple ways to communicate. Numeracy covers such topics as number, space, time, and money.

The primary focus for students in the pathways program is communication and socialization. Methods of communication include speech, keyword signing, and picture exchange communication system, photographs, visual aids and communication devices.

Socialization programs include developing concepts of self and how to interact positively with others, this is done through community outings, the morning circle program, camps, and independent living programs such as gardening, canteen and sports.

Transition Year

The aim of the transition years is to prepare the students for life outside the school environment with confidence and independence thus providing students with opportunities to explore vocational and applied learning. The transition program includes the following educational objectives;

Living Skills

This is an integral component of the vocational education and applied learning programs, encompassing the following;
Work experience/structured workplace learning- students are involved in work experience programs in areas such as; gardening, domestic skills, mechanics, office work, opportunity shops, supermarkets, hospitality and supported workplaces etc.

Leisure and Recreation

This is an integral component of the vocational education and transition programs, encompassing the following educational objectives;
Sports – students are exposed to a variety of sports activities where they are actively involved in making choices and participating in new skills. Students are also given the opportunity to receive coaching from outside sources and community organizations.

Dance –students are actively involved in a dance group where their skills in co-ordination, teamwork, physical activity, basic dance steps, rhythm and movement are explored.

Extra curricula – students are involved in planning activities suitable to their leisure and recreation wants and needs. Activities such as bowling, golf, swimming, horse riding and fishing are explored.

Independent living skills

Direct teaching strategies are used in implementing the program goals for life skills,for to include verbal and visual cues and prompts, adult modelling, peer modelling and small group instruction and discussion during scheduled life skills classes and embedded learning activities. The school recognizes that living skills taught and practiced at school are generalized on campus and in the community using verbal and visual cues and prompts, adult modelling and peer modelling. This is an integral component of the Visual and Performing Arts Program, and includes the following educational objectives encompassing 2 main learning areas:

The house – the independent living house provides a ‘real life’ environment where students can learn and practice a variety of independent living skills.
Grooming- students learn to shower, dress and manage personal hygiene.

Meals- students learn how to prepare a basic meal from the beginning to the final cooked meal, developing a shopping list, budgeting, purchasing goods and following simple recipes to prepare the meals.

Community awareness students access a wide range of facilities within their local area and develop skills in travel.

Travel training students learn road safety, pedestrian skills and how to travel on public transport appropriately.

Community access students learn how to interact with others in their environment through placing orders, making requests, purchasing goods. Furthermore, students learn how to access facilities and what they are required to do in order to take part in specific community based activities.

Pre-Vocational Training

Pre-Vocational training, also known as Vocational Education and Training (VET) and Career and Technical Education (CTE), provides job-specific technical training for work in the trades. These programs generally focus on providing students with hands-on instruction, and can lead to certification, a diploma or certificate.
At MSIS, the focus of Pre-Vocational training is to facilitate the independence of children in doing different tasks. The benefits of Pre-Vocational training at MSIS are as follows

1.Practical Skills: One of the advantages of pre-vocational training is that it focuses on practical skills that students can put to use in a job immediately. Pre-Vocational training programs typically focus on teaching students how to perform the tasks that would be required of them in the workforce in various fields, such as cooking and cleaning. Because the training is specifically related to their fields, students often find jobs easier than people with general academic backgrounds.

2.Time Frame: Another benefit of pre-vocational training is that training programs can prepare students to enter the workforce more quickly than many academic education programs. Many high schools offer vocational training programs that enable students to gain practical skills before reaching adulthood. In addition, technical colleges often offer programs that prepare students for specific career fields in two years or less, which is a significantly smaller commitment than attending a four-year college. Getting into the workforce faster means students can start earning income and saving sooner.

3.Learning Style: Students benefit differently from different types of instruction. Some students are able to learn easily through reading, discussion and lecture while others may excel at learning through hands-on training, experimentation and trial and error. Pre-Vocational training focuses on hands-on activities, which can be beneficial for students that prefer active experiences to more passive activities.

Victorian Curriculum 1 & 2


In the Victorian Curriculum F–10, the Arts includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.

The Arts enable students to develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines.

The Arts present ideas that are dynamic and rich in tradition. Through engaging in The Arts students are entertained, challenged and provoked to respond to questions and assumptions about individual and community identity, taking into account different histories and cultures. The Arts contributes to the development of confident and creative individuals and enriches Australian society. Students express, represent and communicate ideas in contemporary, traditional and emerging arts forms. In Dance, Drama and Music students explore the performing arts whilst in Media Arts, Visual Arts and Visual Communication Design students explore the world of visual representation and expression.

The significant contributions of Aboriginal and Torres Strait Islander peoples to Australia’s arts heritage and contemporary arts practices are explored across the Arts, and students are encouraged to respect and value these unique and evolving traditions.



In Foundation to Level 2, the curriculum focuses on developing the knowledge, skills and understanding to express reasoning and to problem solve and learn more effectively. Students become familiar with key vocabulary and simple strategies to structure and improve thinking. Students develop an understanding that thinking can be made explicit.



In Foundation to Level 2 students communicate with peers, teachers, students from other classes, and community members.

Students engage with a variety of texts for enjoyment. They listen to, read, view and interpret spoken, written and multimodal texts in which the primary purpose is to entertain, as well as texts designed to inform and persuade. These encompass traditional oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work.

Literary texts that support and extend Level 2 students as independent readers involve sequences of events that span several pages and present unusual happenings within a framework of familiar experiences. Informative texts present new content about topics of interest and topics being studied in other areas of the curriculum. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and words that need to be decoded phonically, and a range of punctuation conventions, as well as illustrations and diagrams that both support and extend the printed text.

Students create a range of imaginative, informative and persuasive texts including imaginative retellings, reports, performances, poetry and expositions.



The curriculum for Levels 1 and 2 builds on the learning from Foundation Level and supports students to make decisions to enhance their health, safety and participation in physical activity. The content enables students to explore their own sense of self and the factors that contribute to and influence their identities. Students learn about emotions, how to enhance their interactions with others, and the physical and social changes they go through as they grow older.

The content explores health messages and how they relate to health decisions and behaviours, and examines strategies students can use when they need help. The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform in a range of settings, including indoor, outdoor and aquatic. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence during movement activities.

The focus areas to be addressed in Levels 1 and 2 include, but are not limited to:

  • alcohol and other drugs (focusing on safe use of medicines) (AD)
  • food and nutrition (FN)
  • health benefits of physical activity (HBPA)
  • mental health and wellbeing (MH)
  • relationships and sexuality (focusing on relationships) (RS)
  • safety (S)
  • active play and minor games (AP)
  • fundamental movement skills (FMS)
  • rhythmic and expressive movement activities (RE).



In Foundation to Level 2 the Humanities provide a framework examine the complex processes that have shaped the modern world and to investigate responses to different challenges including people’s interconnections with the environment.



In Foundation to Level 2 Economics and Business curriculum explores the ways in which individuals, families, the community, workers, businesses and governments make decisions in relation to the allocation of resources. It enables students to understand the process of economic and business decision-making at the personal, local, national, regional and global levels and the effects of these decisions on themselves and others, now and in the future. Students learn to appreciate the interdependence of decisions made and develop the knowledge, understanding and skills that will inform and encourage them to participate in, and contribute to, the economy.

In studying economics and business students will develop transferable skills that enable them to identify and investigate contemporary economic and business issues or events. They will apply economic and business reasoning and interpretation to solve problems and interpret issues and events. This will assist them to understand the behaviour of participants in the economy, business, society and the environment. Students will then be better placed, now and in their adult lives, to participate in economic and business activities actively and effectively. They learn how current decisions and actions will shape future consequences and are encouraged to think critically about probable and preferred futures. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, to secure their own financial wellbeing, and to face the future with optimism and confidence.



In Foundation to Level 2, Civics and Citizenship curriculum aims to ensure students develop:

  • a lifelong sense of belonging to, and engagement with, civic life as an active and informed citizen in the context of Australia as a secular democratic nation with a dynamic, multicultural and multi-faith society
  • knowledge, understanding and appreciation of the values, principles, institutions and practices of Australia’s system of democratic government and law, and the role of the citizen in Australian government and society
  • skills necessary to investigate contemporary civics and citizenship issues, and foster responsible participation in Australia’s democracy
  • the capacities and dispositions to participate in the civic life of their nation at a local, regional and global level.



In Foundation to Level 2, students study personal, family and local history. Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop their knowledge and understanding of how the past is different from the present. Students also learn about continuity and change in family life by comparing the present with the past. They begin to explore the links, and the changes that occur, over time. Students explore, recognise and appreciate the history of their local area by examining remains of the past and considering why they should be preserved.

In this band, students will apply the following historical concepts and skills to the historical knowledge: sequencing chronology, using historical sources as evidence, identifying continuity and change, and determining historical significance.



In Foundation to Level 2, the curriculum develops the concept of place through a study of what places are like over time and how they are defined. The emphasis in F-2 is on the places in which students live, but they also start to investigate other places of similar size that are familiar to them or that they are curious about.

Examining the influence of distance and accessibility on the frequency of visits to places starts students thinking about the concept of space. This is further developed through an introduction to location, including exploring where activities are located and the reasons for this.

The idea of active citizenship is developed as students start to explore their feelings about special places, and the wider importance of places to people and how places can be cared for.

The concept of environment is introduced as students study the daily and seasonal weather patterns and natural features of their place and of other places, including how seasonal change is perceived by different cultures.

Students are introduced to the concept of scale as they learn about the hierarchy of scale by which places are defined – from the personal scale of their home to the national scale of their country. Students’ understanding of the concept of interconnection is developed by investigating the links people have with places locally and globally.






In Foundation to Level 2, Learning languages in addition to English extends student’s literacy repertoires and their capacity to communicate. It strengthens student’s understanding of the nature of language, culture, and the processes of communication.



In Foundation to Level 2, Information Communication Technologies (ICT) are powerful tools that can support student learning. Students can develop and demonstrate their understanding of concepts and content in Languages using a range of ICT tools. It is also important that students know how to use these ICT efficiently and responsibly, as well as learning how to protect themselves and secure their data.




In Foundation to Level 2, The Personal and Social Capability is essential in enabling students to understand themselves and others, and manage their relationships, lives, work and learning more effectively. The capability involves students learning to recognise and regulate emotions, develop empathy for others and understand relationships, establish and build a framework for positive relationships, work effectively in teams and develop leadership skills, and handle challenging situations constructively.

The Personal and Social Capability supports students in becoming creative and confident individuals with a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, spiritual and physical wellbeing, with a sense of hope and optimism about their lives and the future. On a social level, it helps students to form and maintain healthy relationships and prepares them for their potential life roles as family, community and workforce members.

The Personal and Social Capability encompasses students’ personal/emotional and social/relational dispositions, intelligences, and sensibilities. Although it is named ‘Personal and Social Capability’, the words ‘personal/emotional’ and ‘social/relational’ are used interchangeably throughout the literature and within educational organisations. The term ‘Social and Emotional Learning’ is also often used, as is the SEL acronym.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) evidence-based approach and definitions of Social and Emotional Learning (SEL) are the best known and most highly respected in the world today, and provide an excellent framework for integrating the academic, emotional and social dimensions of learning.


The Personal and Social Capability curriculum aims to develop knowledge, understandings and skills to enable students to:

  • recognise, understand and evaluate the expression of emotions
  • demonstrate an awareness of their personal qualities and the factors that contribute to resilience
  • develop empathy for and understanding of others and recognise the importance of supporting diversity for a cohesive community
  • understand how relationships are developed and use interpersonal skills to establish and maintain respectful relationships
  • work effectively in teams and develop strategies to manage challenging situations constructively.



In Foundation to Level 2 students explore and investigate technologies, including their purpose and how they meet personal and social needs within local settings. Students develop an understanding of how society and environmental sustainability factors influence design and technologies decisions. They begin to consider the impact of their decisions and of technologies on others and the environment including in relation to preferred futures.

Students reflect on their participation in a design process. This involves students developing new perspectives, and engaging in different forms of evaluating and critiquing designed solutions based on personal preferences.

Using a range of technologies including a variety of graphical representation techniques to communicate, students draw, model and explain design ideas; label drawings; draw objects as two-dimensional images from different views; draw products and simple environments and verbalise design ideas.

With teacher support, they plan simple steps and follow directions to complete their own or group design ideas or projects, and manage their own role within team projects. Students are aware of others around them and the need to work safely and collaboratively when creating designed solutions.



In Foundation to Level 2, students are introduced to common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning.

Students use the concept of abstraction when defining problems, to identify the most important information. They begin to develop their design thinking skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and recreation needs.

Through discussion with teachers, students learn to apply safe practices to protect themselves and others as they interact online for learning and communicating.

Across the band, students will have had the opportunity to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications.