Teaching and Learning


The wider goals of education Redfield strives to provide for each student is a broad, liberal arts-based education. Our aim is to challenge each student to reach his full academic potential through effective classroom teaching and the development of internalised motivation and the virtues. The sound habits of responsibility, scholarship and respect for truth are held in high esteem at the College.

A consequence of the fundamental conviction on the core role of integral development is the concept of balance in the school curriculum.

An appropriate mix of subjects offered leads to the well-rounded development of each and every student. We are educating the whole boy not a specialist in a particular area.

Two fundamental characteristics which the Redfield curriculum seeks to develop in each student are a critical mind and a universal outlook.

A critical mind is developed through a philosophically sound curriculum, teaching which helps the student form his own reasoned opinions on issues, and formation in the virtues of sincerity and intellectual integrity.

A universal outlook is largely a consequence of broad cultural exposure and the capacity to see the same human nature at work in all forms of genuine cultural expression.

Each boy at Redfield is held accountable for his studies and is helped to realise that good education is something of significant value to society at large.

At Redfield effective communication with parents is integral to the ethos of the College. All parents receive the following written reports and information about the academic progress of their son in his studies:

Two comprehensive written (computer generated) reports are sent home to parents each year (at the end of each semester). Terms I and III primary reports are mainly application reports. In the semester reports for both primary and secondary, there is a greater emphasis on written comments.

All students in Years 7-12 receive Assessment Task Report Forms to be sighted by parents (for all assessment tasks).

Parents attend the school four times each year (once per term) for interviews with the mentor of their son and for parent-teacher nights.

Prior to the interview the mentor will collate information about the student’s application and achievement in his studies. It is optional for class and subject teachers to attend this interview.

All parents are asked to attend the Key Parent Functions three times each year (at which the class and subject teachers are present to meet with parents).

In addition, when warranted, there is a wide variety of further communication from the College in relation to academic performance:

  • Recognition for students who have excelled in particular areas, who have been singled out for overall excellence in their semester report
  • Headmaster’s letters of commendation each semester, or who have been selected for Honours subjects.
  • Written notice to parents of concerns about patterns of sub-standard application.
  • Notice to parents of special needs placements each term.

Teachers and tutors are encouraged to contact parents in order to devise plans to address the situation whenever below standard patterns of.

The mission of Redfield College Library is to support the school’s curriculum in a collaborative partnership. The Library encourages, promotes and assists members so they can be effective and discriminating users of ideas and information.

The Library fosters the reading habit and use of the Library for lifelong learning. The Library wants the students to be effective communicators, constructive thinkers, community contributors and producers of practical, intellectual, physical and artistic products.

We believe in each student as we prepare them to become productive citizens. We disseminate the integration of information and technology literacy across the curriculum and support the value of children’s literature as the best way to foster the love of reading among boys of different abilities.


Infants School

Preparatory to Year 1 Redfield boys attend classes on the Tangara Campus. The Preparatory program there recognises the importance of the formative years in children’s development and aims to create a balance between teacher planned activities and creative play. Find out more about the benefits of enrolling your boys at the Infants School at Tangara.

Our focus in Preparatory school is to teach and assist each child in development of the necessary skills required for greater independence and success at school.

The children are provided with a range of educational experiences to support a love for learning and development of social skills required for the successful integration in a formal educational setting.

Our early childhood staff works closely with the students and draw on the expertise of specialist teachers and facilities from the Junior school. The children participate in specialist Music and Religion lessons and attend our campus library once a week.

The Preparatory program operates a 2 day, 3 day and 5 day program during the School Term.

We are privileged to be part of this journey as we guide you and your child through these foundational years.

These early years are crucial to the development of good habits of character, study, laying down strong foundations and instilling a love of learning. We know that the earlier your child benefits from an education which fosters these qualities, the better the chance that he or she has to become a well-rounded, happy and successful leader on the world stage.

At Tangara Infants our campus caters for girls and boys from 4 to 7 years of age starting with Prep. On the completion of Year One the girls remain on the Tangara Cherrybrook campus and move up to the Junior School, while the boys transition to the main boy’s campus of Redfield College situated in Dural.

Kindergarten and Year 1 students are situated on the Infants Campus in a bright and welcoming environment in which a high standard of work and behaviour is achieved. The classrooms are well equipped with a wide variety of teaching resources. The children have access to a play area as well as to the school’s hall and other facilities. To gain a thorough grounding in the fundamental building blocks of education, focus in the Infants school is placed on the development of the 3 prime areas of Communication and Language, Physical Development and Personal, Social and Emotional development.

In their first few years at school, each child acquires the necessary skills in literacy and numeracy upon which a first-class education is based. A strong component of the Kindergarten and Yr 1 curriculum is the use of the (Writing Road to Reading) WRAP method of instruction to teach literacy. The WRAP method is a tried and trusted phonemic programme of teaching reading, writing, and spelling in a sequential, structured manner. The method is based on sound research and students consistently achieve outcomes above grade level, setting the bar high, making for a smooth transition to the higher grades.

We also encourage an investigative approach, promote problem solving, critical and creative thinking and a keen awareness of the natural world. We leverage Digital technologies within our programmes to promote 21st century learners. A class teacher takes all core curriculum subjects including Literacy, Maths, Science, History, Geography, Information Technology, Sports, providing a well–rounded education. Specialist teachers teach Music, Library and Religion. Extra curricular music and sporting activities are also catered for.

The Grow in Virtues Everyday, GIVE Program teaches virtue. The program is based on the work of the University of Birmingham, Jubilee Centre for Character and Virtue.

Students focus on a different virtues every two weeks covering areas such as Kindness, Fairness, Friendship, Community service, Determination, Self-control to name but a few.

As children progress through the Infants school the programme becomes more formal and differentiation is employed to cater for the differing needs of each student. Students requiring additional support are referred to the Learning Support team giving every child the opportunity to reach their own personal potential.

Communication between home and school is crucial at this stage in a child’s education and the effectiveness and joy of early learning is enhanced when it is encouraged and continued in the home. To this end each child is assigned a mentor to support the family and provide practical guidance for character formation and growth of virtue.

Our unique system of personalised education supports each student to be the best person he or she can be, ensuring they are well prepared to meet the challenges of the exciting journey that lies ahead.

We are delighted to be working with you in the education of your child. We trust that this information will assist you help your child enjoy the challenges and wonders associated with learning as they begin their journey with us at Tangara Infants.

Contact Tangara School for Girls for more information about the Co-ed Infants School for your Preparatory, Kindergarten and Year 1 aged boys.

Register Your Interest in Enrolling in the Infants School


Primary School

The Curriculum in Year 2 through to Year 6 is aligned to the requirements of the NSW Education Standards Authority and covers all the mandatory Key Learning Areas of English, Mathematics, Science & Technology, Human Society & its Environment, Creative Arts, and Personal Development, Health & Physical Education.

In addition, all students from Year 2 to Year 6 study Religion, a program developed by Redfield to reflect the ethos, mission and values of the School, and Spanish as a Language Other Than English.

Grade partners work collaboratively to design a scope and sequence for each KLA, which in turn guides the development of the program. The syllabus and support documents provided by NESA, and the experience of teachers, inform this process. Music, Religion and Spanish are primarily taught by specialist teachers.

The English program uses the SPALDING method, a multi-sensory, phonics based approach to literacy. Students learn to read, spell and write in a systematic way, with an emphasis on grammar and punctuation. Reading, writing, listening and speaking are integral to the program and are integrated in all KLAs. A specialist Teacher Librarian delivers the information literacy program that is integrated into each KLA.

A range of approaches and resources are used in teaching Numeracy in Primary. These include online resources such as MathSpace in Years 3 to 6 and Maths Online in Year 2. There is an emphasis on problem-solving.

There is an emphasis on hands-on design and investigation in Science. Technology is integrated into teaching and learning through wireless network access, interactive SMART Boards, computers and tablets. Students learn to use technology responsibly and safely.

The aim of Geography and History at Redfield College is to develop the competence, confidence and responsibility of students to enhance their sense of personal, community, national and global identity. Stage 3 students have an annual excursion to Canberra.

The Music syllabus is delivered by a specialist Music teacher. All students have one 45-minute lesson per week. Across all stages of Primary Music, students experience musical concepts through a rich variety of performing, composing and listening activities. Students use their voices, recorders, xylophones, metallophones and other various Orff-based percussion instruments to create and organise sounds into musical structures of increasing complexities.

Year 5 students are also given the opportunity to participate in the Year 5 Band Program. This takes place over two 45-minute lessons per week, in addition to the standard Music lesson. Within this program, students learn to play either a woodwind, brass or percussion instrument.

In addition to these classroom-based learning experiences, Redfield College regularly hosts professional live performances from the Musica Viva in Schools program. These concerts allow Primary Music students to experience a wide variety of musical styles and concepts, through both the study of the material beforehand and the live and interactive musical experiences on the day of each concert.

Frank Romeo
Head of Music

Students make artworks for a variety of audiences using different forms and techniques to convey meaning. Vocal and wind ensembles are part of the Music program for all students in Years 2 to 6, as well as weekly individual tuition. All Year 5 students participate in the Band program.

PDHPE subject matter and skills are covered in timetabled PDH and PE lessons. Swimming lessons occur in Term 4.

Students develop and deepen their understanding of the person and teachings of Jesus Christ and the traditions of the Catholic Church. They are taught the value of prayer and a personal relationship with God in their daily life.


Secondary School

Redfield has two classes in each year level. In Year 7 the two classes are mixed ability classes. In Year 8 the English, Mathematics, History and Science classes have been streamed according to ability and, due to timetable constraints, the Geography classes mirror the groupings in History. All other subjects are mixed ability groups.

Key Learning Areas
Year 7 - In line with NESA requirements, students study 10 mandatory subjects, plus Religion.
Year 8 - Students continue with their mandatory Studies, plus Religion and Studies of Western Civilisation.


  • English
  • Mathematics
  • Science
  • History
  • Geography
  • Spanish
  • Technology
  • Visual Arts
  • Music
  • Religion

In Years 9 and 10, the English, Science and History classes are streamed. Due to timetable constraints, the Geography classes mirror the groupings in History. In Mathematics there is one 5.3 class and one 5.2 class. PDHPE and Religion are mixed ability, as are the elective classes of Commerce, Design & Technology, Visual Arts, Music, PASS, Spanish and Latin.

Key Learning Areas
Year 9 - Students continue with their mandatory studies, Religion, and choose 2 electives.
Year 10 - Students continue with their pattern of study from Year 9. Assessment grades are awarded by the school for each subject in Years 9 and 10, contributing to the award of the Record of School Achievement.


  • English
  • Mathematics - Level 5.3 & 5.2
  • Science
  • History
  • Geography
  • Religion


  • Commerce
  • Latin
  • Design & Technology
  • Visual Arts
  • Music
  • Spanish
  • PASS

In Years 11 and 12 students are free to choose any of the Preliminary subjects that the college offers and, upon successful completion, continue to the HSC course. The only exception is that preliminary year students are placed, by the school, in the level of English and Mathematics best suited to their ability. This decision is based on the levels students have achieved in English and Maths in Year 10.

Year 11 students all present a minimum of 12 Preliminary units. Some students may choose to do 13 or even 14 units if they are doing an Extension course in Year 11. In Year 12 all students present at least 10 units of HSC courses. Historically, Redfield’s students all present and are awarded the Higher School Certificate.

Due to special interests, and specific career pathways, a proportion of students in Year 11 and 12 are enrolled in external courses. Students are not permitted to undertake more than one external course as part of their pattern of study. From time-to-time students have also elected to complete their HSC via the Pathways option or through School Based Apprenticeships.

Key Learning Areas
Year 11 Prelim + Year 12 HSC - To be eligible for the award of the HSC, students must complete a minimum of 12 units in Year 11 and 10 units in Year 12. Most courses have a value of 2 units.

Extension courses have 1 unit value.

In NSW English is mandatory.

Students also study Religion and in Year 11, Philosophy.


  • English Standard
  • English Advanced
  • English Ext 1
  • English Ext 2 (Year 12 only)
  • Mathematics Standard
  • Mathematics Advanced
  • Mathematics Ext 1
  • Mathematics Ext 2 (Year 12 only)
  • Biology
  • Chemistry
  • Physics
  • Modern History
  • Ancient History
  • History Ext (Year 12 only)
  • Geography
  • Business Studies
  • Economics
  • Design & Technology
  • Visual Arts
  • Music 1
  • Music 2
  • Music Ext (Year 12 only)
  • Philosophy (Year 11 only)
  • Religion

Secondary Music Program

Stage 4

Students are given the opportunity to develop skills on keyboards, guitars and ukuleles, fostering creativity through performance, listening and composing. Students are also able to explore technology in Music through programs such as Noteflight and Soundtrap.

Stage 5

Students are introduced to a more in-depth study of Music. Performing, composing and listening are covered through a wide variety of musical styles and genres. Technology becomes an integral part of the course through the continued use of computer programs such as Noteflight and Soundtrap, as well as Adobe Premiere Pro and Sight-Reading Factory.

A variety of styles will be covered in this course such as Film Music, Theatre Music and Jazz, along with the compulsory topic of Australian Music.

Stage 6

Music 1, Music 2 and Music Extension are all offered at Redfield College.

Music 1 allows for an individual program in which students can choose to study either Performance, Composition or Musicology tasks from a range of topics. Topics available for study include An Instrument and Its Repertoire, Music for Small Ensembles, Music of the 20th and 21st Centuries and Technology and its Influence on Music.

Music 2 allows students to take an in-depth look at historical aspects of Music through the theoretical, compositional and practical components of the course. Topics available for study include Music 1600-1900, Music of the Last 25 Years, Music 1900-1945 and Music 1945-the Last 25 Years.

Music Extension allows Music 2 students to focus on their strengths. They can demonstrate their skills in specific areas by electing to complete a Performance, Composition or Musicology-based program.

Frank Romeo
Head of Music

All students from Year 7 to Year 12 study Religion, a program developed by Redfield to reflect the ethos, mission and values of the School.

All courses, except for Religion, follow programs designed from the relevant NESA syllabus. Teachers consider the requirements of each syllabus, with a focus on the outcomes to be achieved, and formulate a scope and sequence that will guide the design of their program. They design learning activities and assessments based on this scope and sequence. The syllabus and support documents, and the knowledge teachers have gained from professional development courses and their own experience informs this process.


Congratulations to all our Year 12 students on their 2019 results.

26 Redfield students attempted 129 examinations across 21 subjects. In total, they earned 27 listings (a Band 6 of 90% or above) on the Distinguished Achievers List. This represents 21% of all courses completed.

As well, our Year 12 boys earned 41 Band 5 (80 – 89%) performances, quite a number of which were in the very high Band 5 range. This represents 32% of all courses completed. These results reflect well on the broad academic nature and commitment of this year’s cohort. Almost all Band 5 and 6 combined results were well above stage averages.

Beyond the confines of the details below, is a narrative of personal achievements that is immeasurable. All our Year 12 students should be congratulated for the contribution they have made and the service they have rendered.

Over half the courses attempted were Band 5 or Band 6. I especially congratulate Christian Jilwan for obtaining the Premier’s Award (a Band 6 result in 10 units completed).

Since this year’s Redfield HSC cohort had 26 students, the league table ranking will not appear in the papers. However based on the percentage of Band 6s, our cohort would have been placed around 70th in the State. Congratulations to all students and their teachers.

Redfield College offers a comprehensive Further Education and Career Development program that provides a range of services to our students to assist them to explore their post-school education and career development.

This includes individual career assessment, career counselling and information sent regularly to students and parents/caregiver. The career development exploration program begins early in Year 10 and also provides guidance in relation to the selection of HSC subjects later in the year.

Seminars and presentations are delivered throughout the year during tutorials, year level meetings and other designated periods. Individual student and parent consultations with the Head of Careers and Pathways form the largest part of the program.

For information regarding career pathways, please contact the Careers Adviser, Mr Benjamin Kim.

Differentiated Learning

Secondary Extension

Redfield Primary currently offers extension activities to students in a number of ways:

The primary method of extending children's abilities and talents is within the normal classroom setting. Teachers identify individual students and set expectations and tasks accordingly. Students are encouraged to critically think, compare, contrast, evaluate and hypothesise concepts and subject matter taught. They are also encouraged to question and enquire

Lateral thinking booklets are provided and students can use thinking and creativity puzzles and games for completion if set work is finished early.

We also have a weekly class withdrawal Mathematics programme for the middle and senior primary years. Students compete in the Australian Maths Olympiad, a five part test completed over the year. This requires advanced maths problem solving skills.

Students also have the opportunity to visit other schools and private organisations to participate in a variety of activities, including Maths, writing with children's authors, problem solving and teamwork challenges and creative arts.

External Studies College Policy

It is possible for students to study some HSC subjects externally. As a general rule students require permission from the Director of Studies to incorporate such studies as part of their Redfield curriculum. This will be forthcoming if it is felt that such studies are in the student’s best interest and that he has sufficient motivation and self-discipline to persevere in the relevant undertaking. In general, students would be limited to one 2-unit course being studied externally.

Note that some externally studied subjects are included in ATAR calculations and others are not. There must be a clear career centred reason for attempting a subject that does not contribute to ATAR. Such subjects restrict a candidate to 10 ATAR units in Preliminary Year and so can seriously limit options at the end of Year 11, negatively affecting ATAR at the end of Year 12.

Interested students should consult with their tutor and relevant academic staff prior to approaching the Curriculum Coordinator, preferably during the term prior to the commencement of the requested course.

The major avenues of external study are as follows:

  • The Saturday School of Community Languages

This is available for students in junior high school as well as HSC studies. A prerequisite for admission is that the student have at least one parent who has fluency in the language.

All applications must be processed by Redfield and the College has responsibility for entering the subject for the NSW School Certificate and HSC.

The Learning Support Department at Redfield College plays an important role in developing the literacy and numeracy skills of students involved in our program. We use a variety of evidence based programs to assist our low progress learners acquire the fundamentals in literacy and numeracy. Our dedicated team consists of one teacher and 4 teachers' aides, one of whom has a background in Speech Pathology. Our Learning Support Team has enjoyed a great deal of success over the past few years and this is attributed to the tireless work of our wonderful parent volunteers, committed staff and the implementation of research based remedial programs.

Students involved in our programs receive:

  • one to one instruction in MULTILIT
  • one to one instruction in MULTILIT - extension
  • small group guided reading sessions
  • small group spelling sessions
  • one to one reinforced reading
  • small group Cars and Stars comprehension
  • a variety of diagnostic and standardised assessments - TORCH assessment of reading, Woodcock Reading Mastery Tests and Pat Maths
  • in class support across literacy and numeracy subjects
  • in class support with Individualised Education Programs

The Learning Support Team encourages a consistent teacher-parent communication network and fosters a warm and caring learning environment.

Jason Hatcher
Deputy Head of Primary (Differentiated Learning Coordinator)

find out about how to apply

Preparatory, Kindergarten & Year 1