The Learning Framework is designed to develop students' thinking skills within authentic, real life contexts. The framework is grounded in the learning theory of the dimensions of learning curriculum model. The vital concept is that a whole-school curriculum framework pulls together potentially isolated and fragmented terminology and approaches and allows a school to identify and follow unifying threads of curriculum planning and delivery that will strategically nurture a specific learning culture. The Learning Framework requires the explicit planning and delivery of six dimensions of learning:

Dimension 1 – Attitudes and Perceptions
Classroom Climate: Experience a sense of comfort and order, feel accepted by teachers and peers.

Classroom Tasks: Perceive tasks as valuable and interesting, understand and be clear about tasks, believe students have the ability and provide resources to complete tasks.

Dimension 2 – Acquire and Integrate Knowledge
Declarative Knowledge allows a student to construct meaning through concepts such as graphic organisers, KWL charts, three minute pause, helping students experience content using a variety of senses, construct meaning for vocabulary terms, the use of instructional techniques that provide students with strategies before, during and after they receive information. This process therefore involves constructing meaning, organising information and storing this information.

Procedural Knowledge involves three phases; constructing models, shaping and internalising. This is achieved through the development of algorithms and tactics.

Dimension 3 – Extending and Refining knowledge
Students develop specific mental processes that enable them to view knowledge in new ways, expressing insights, understandings, ideas and discoveries. Through this Dimension we are helping students to develop complex reasoning processes such as compare/contrast, classifying, abstracting, inductive reasoning, deductive reasoning, constructing support and analysing errors.

Dimension 4 – Using knowledge Meaningfully
Students develop the ability to use complex reasoning processes as they complete long term tasks. Through this Dimension we are helping students to further develop their complex reasoning processes through decision making, problem solving, invention, experimental inquiry, investigation and systems analysis.

Dimension 5 – Habits of Mind
The student develops into a Critical thinker, creative thinker and a self-regulated thinker.
There are 16 Habits of Mind and they are Persistence, Managing Impulsivity, Listening with empathy and understanding, Thinking Flexibly, Thinking about Your Thinking (Metacognition), Striving for Accuracy, Applying Past Knowledge, Questioning and Posing Problems, Thinking and Communicating with Clarity and Precision, Gathering data through all the Senses, Creating, Imagining and Innovating, Responding with Wonderment and Awe, Taking Responsible Risks, Finding Humour, Thinking Interdependently, and Remaining Open to Continuous Learning.

Dimension 6 – a Holistic Catholic Vision of Life-long Learning and Life.
Students develop an understanding of what it means to live a Holistic Catholic Life through experiences at school and within the wider community. Across the curriculum, each subject area will implement strategies that affirm the dignity of the human person, embrace the Christian values as a way of living, value the elements of Benedictine Spirituality, foster right relationships, develop a holistic view of the world.