Please take some time to browse the material below.
An informed and cohesive school community creates the conditions for an inspirational learning environment.
In developing our curriculum for Kindergarten we are guided by the following beliefs and attitudes
- Children learn through a balance of structured play and exploration and explicit teaching.
- Children develop and learn at different rates and in different ways.
- Learning is continuous and all areas of a child's development are interrelated.
- Early experiences can have a profound impact upon learning and attitudes for children in their later years of schooling.
Kindergarten children are connected to family, community, culture and place. Their learning takes place through these relationships. As children participate in everyday life, they develop interests and construct their own identities and understandings of the world.
Differentiation & Inclusion
A differentiated curriculum ensures curriculum is based on sound knowledge of each individual child. When working with children with additional needs, educators target capabilities and work closely with families and support personnel to differentiate learning opportunities that foster equity and fairness for all children and their families.
Early Learning Environments
Educators plan and establish positive, vibrant and challenging intellectual, social and emotional and physical environments that promote a sense of wonder, curiosity and imagination and support risk-taking within a safe and inclusive context. The learning environment has a sense of predictability and allows for flexibility to cater for children's different learning requirements.
Relationships & Partnerships
Relationships are key to all educational endeavours. Partnerships involve children, families, communities, educators and other professionals working collaboratively to provide optimal learning opportunities for active engagement and participation. Educators purposefully engage partners in children's learning, by providing a variety of opportunities for others to contribute to children's learning.
The quality of interactions and the thoughtful implementation of balanced content in experiences, assists children in attaining knowledge, skills, attitudes and dispositions that are a base for future learning.
Context & Strategies for Learning
Educators plan a variety of contexts, strategies and multi-modal experiences to engage children and to foster their participation and learning. These include, but are not limited to, play, small group and some whole group interactions, intentional teaching, inquiry, real life experiences, transitions and routines. As play is a primary medium for children's learning, educators plan how they will structure, use and support play experiences. Educators use transitions and routines as learning opportunities and to support children's increasing independence.
An effective early childhood curriculum supports the active participation of children. Experiences are presented in ways that children can make choices and use different processes to complete where more than one solution is possible. The environment is constructed to encourage and allow children to be as independent as possible.
Extension, Engagement & Enjoyment in Children's Learning
Early childhood educators maximise children's learning by making knowledgeable decisions about teaching and learning in five learning and development areas related to the outcomes identified in the EYLF. Actively engaging learners, arousing their curiosity and responding to capabilities will make children more likely to be motivated, curious and feel supported in the learning process.