Our approach to education at Mountain District Christian School is based on a holistic view of the child, as understood from the Bible. We see the education we provide as going beyond the basic schooling process, seeking to prepare children for a life of service in God’s world.

We aim to foster discernment in our students, helping them to think about life in the world and give them guidance to make wise choices. MDCS is convinced of the need to nurture the whole person, viewing each child as unique, gifted and individual, yet called to live, grow and learn in community. We value what they think and feel about themselves, what God thinks of them and His love for them. As a result of the school’s philosophy and beliefs, students are surrounded with much care, encouragement and support.

Primary Curriculum

Our educational objectives are guided by the Australian Curriculum Framework and have been developed with a foundation of Biblical perspectives. In our classrooms we aim to develop learning communities, each contributing from their own knowledge and talents and helping others in the learning task. We also recognise the important role of parents in each child’s learning community.

General StudiesWe study a ‘slice of life’ each term and explore a topic using various tools and thinking skills from other subject areas, including insights from science, history, geography, culture and society. Examples of topics are: ‘Water, Water Everywhere’; ‘Our Earth in Space’; ‘Government’.
Mathematics Students are equipped with the skills and tools to be active participants in exploring mathematical ideas in real life situations. Learning is supported in Years P-6 by the use of the Matific program.
EnglishLearning the literacy foundations of reading, spelling, writing and oral language forms the basis for a classroom community who shares, thinks and learns together. As students mature, they develop the ability to critique, form and express opinions.
IndonesianA variety of experience such as role-play, conversation, stories, songs, reading, writing and projects engage students in understanding the land people and culture of our closest neighbours.
Information TechnologyInteractive Whiteboards, laptops, desktop computers and i-pads are used to bring software and internet-based programs into the learning experience of a variety of learning areas.
Physical EducationPersonal fitness, dance, athletics, skills and drills, game rules, team participation and good sportsmanship are important aspects of the PE program. Various opportunities exist for participation in House and Interschool sporting events for primary.
BibleAlthough a Biblical perspective underpins all teaching and learning at MDCS, each Primary class also studies aspects of the Old and New Testaments in a two-year cycle. They are invited to think about the implications of Bible knowledge for their own faith, choices and relationships.
ArtAreas of investigation include: art appreciation, drawing, painting, printmaking, construction, papercraft, puppets, collage and textiles. They are encouraged to see visual arts as an important, God-given means of expression and communication.
MusicStudents acquire basic theory and aural skills, some instrumental and singing skills and develop confidence to create and perform for an audience.
LibraryAll Primary students have a lesson in the Library each week. The focus of these times is to foster a love of reading through appreciating and borrowing books, finding resources, using the catalogue and computers for online research. Accelerated Reader for Years 3-6.

Assessing Learning

Teachers regularly check students’ progress. Assessment outcomes inform where there may be gaps in a child’s learning and help teachers determine the most effective way to move forward to help that child reach their potential.

The variety of methods to assess learning employed at MDCS include:

  • observation
  • anecdotal notes
  • standardized tests
  • pre and post tests for formative assessment
  • class task inquiries
  • NAPLAN for Years 3 & 5

Parent Teacher Meetings

Parents are strongly encouraged to book an interview with their child’s class teacher and specialist teachers when interviews are held late in Terms One and Three. These are valuable opportunities to receive feedback about a child’s progress and highlight any areas of concern. It is vital that parents connect regularly with their child’s teacher if education is to occur in partnership. Of course parents need not wait until interviews to contact their child’s teacher if there are any pressing issues. Teachers appreciate hearing about moments of celebration and humour in a child’s world, as well as the more serious.

Interviews are booked using Parent-Teacher Online (link) using the log in details and instructions that will be supplied to each family via the Office before the bookings open.


At the end of Terms Two and Four, parents receive a written report regarding their child’s achievement and progress in all areas of the curriculum and aspects of personal development.

In addition to written comments, teachers give students an overall rating for each subject or learning area. The rating relates to their proficiency and progress in the subject area while the ‘number’ code relates to their faithfulness, attitude or response. A key to understanding these is given below:

Well above expected level1Exceptional response
Above expected level2Above expected response
At expected levelExpected response
Below expected level4Inconsistent response
Well below expected level5Poor response