Habits

The image of the child

We believe every child is a unique individual who is capable, creative, curious, and intelligent.  In order to support your child to fulfill their potential, as active participants within the school, educators work alongside students to determine what should be learnt and how best to learn it.  A child-centred, inquiry-based, Reggio-inspired approach ensures greater involvement and sustains children’s interest; learners discover for themselves in authentic situations, co-constructing knowledge with others.  Our approach enables children to develop knowledge, understanding and skills which are necessary to fulfil their aspirations and relevant for today’s society; competencies such as creative problem-solving, critical thinking, communication and collaboration.

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Staff posture

A group of educator-facilitators meet together to review ‘documentation’ – a record of children’s everyday experiences and moments – to discern how to relaunch learning by provoking children to oscillate between the known and unknown.

We believe that teachers, like children, need to be curious, capable, creative, intelligent and active participants in teaching and learning, in order to support children to fulfil their potential.  Staff dialogue, listen, observe, provoke, research, respect thinking, welcome questions, and work with each students’ unique cultural experiences, ideas, and views. To ensure intercultural exploration, teaching and learning, staff plan, teach, review, reflect and re-plan collaboratively.

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Parent-carer Partnerships

Running schools without the parents is unthinkable…Parents – in child-led, inquiry-based and Reggio-inspired schools – are a part of their development rather than just “customers” who drop off their children to professionals who make all the decisions.

Establishing, developing, and sustaining a quality, affordable, and diverse approach to education is a shared responsibility between the school’s leadership / staff team, the children, their parent-carers, and the wider communities they represent.  Research shows that where parent-carers are prepared to commit, co-learn, and contribute towards their child’s education, those children are more motivated (Okeke 2014). 

We welcome parent-carers into our space, since it is also their space! This includes, when and where it is appropriate, parent-carers sharing their vocations – i.e. the work that they feel are called to – with the children, so as to provoke further learning, self expression, and discovery.

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The Environment – our 3rd teacher

We have been blessed with a learning environment that provokes learning and discovery by making space for children to express themselves and explore their creativity.  Our physical space is adaptable, always changing, emerging, full of possibilities, interconnected, limitless, open, varied, with different levels, perspectives and points of view – because life is, and education should be, like that.  Children develop 21st Century Foundational Literacies, Competences and Character qualities, as they move between a diversity of disciplines, mediums, spaces, subjects, thinking, etc.

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