Our children actively participate in 6 units of inquiry (4 units for new entrants and year 1). These are broad inquiries collaboratively adapted to fit the needs of our local and national curriculum.
We value and invite parent and community contributions of skills, knowledge and context into our inquiry programme.
Children approach their learning with varying levels of guidance and direction from their teacher, according to the individual and the situation.
Learning in our school is not free range, we work hard to develop learner agency and choice but this happens through deliberate acts of teaching, visible and accessible teacher practise and individualised academic/social/emotional support from teachers.
Each inquiry blends subject learning (science, social studies, languages, mathematics, physical education, health and wellbeing etc.) in a connected and logical way, based on the fundamental idea of the inquiry. Each student has multiple ways of engaging with an inquiry meaning they find meaning in the learning from the context of their own lives and experiences.
The idea behind the conceptual approach is that students begin to understand that conceptual understandings become transferable and life long, and learning bits of knowledge that might be remembered one day and forgotten the next is an outdated approach for our time.
Deliberate teaching of Literacy (Reading and Writing) and Numeracy (Maths) skills at every year level supports students with the confidence and courage to access the fullness of learning in all the other areas. Targeted acceleration programmes are offered to children who need extra support.
Learning here is engaging, meaningful and just part of what it is to be human.