Core values & beliefs

Core values and beliefs

At Currambena we are committed to providing an alternative to mainstream education developing all aspects of each child. We routinely incorporate valid theories in education, child development and conflict resolution to complement our rich experience of providing alternative education. Our philosophical approach to education is based on a commitment to:

The joyful pursuit of lifelong learning

We believe there is no restriction on what children can learn. Our curriculum gives emphasis to academic, social, emotional and physical aspects of children’s development.

Celebrating the uniqueness of each child>

Each child’s learning is meaningful, creative and intrinsically valued without being compared to others.

Developing a nurturing community to support children’s development

Learning goes on inside and outside the classroom at Currambena and we work to create a caring and safe community that respects, trusts and treasures each individual child. In turn children actively contribute to the school and develop a sense of belonging to a community.

Supporting our professional educators so they can promote learning with energy and passion

The teachers earn the respect of the parents and children through their commitment, dedication, skills and educational expertise. They develop close and personal relationships with each child, involving them in sharing decisions about their own learning.

Honoring the role of parents

Parents are respected as the child’s first teachers. Their contribution to every aspect of the school is highly valued.

Teaching and modeling effective communications

We empower children with communication skills so that they can learn to take responsibility for themselves, to cooperate with others and to effectively resolve conflicts.

Open governance

We are committed to transparent, democratic, consultative and contestable governance that is accessible to teachers, parents and children.

Adopted by the Currambena School Council – October 1999

Child-centred learning

Child-centred learning

Currambena’s philosophy translates into child-centered teaching practice. Each child is given the freedom and opportunity for discovery and growth in all areas of development – intellectual, physical, emotional and social. Children are trusted and encouraged to reveal their own needs and these are valued and acted upon in the educational context.

To this end, class sizes are kept low and children develop warm and trusting relationships with their teacher. Class groups are arranged chronologically with an age range of approximately 2 to 3 years in each. Children move to the next class when they express their readiness on a number of developmental criteria and may do so at appropriate times during or at the end of the school year.

Teaching is often small group or individually based and continuous individual assessment replaces formal testing.

Examples of children’s work are often sent home or collated into portfolio form. Teachers also maintain developmental records and will discuss your child’s progress at parent – teacher interviews held during the year. Parents are encouraged to make arrangements for additional interviews if required.

The philosophy of child centred education

The philosophy of child centred education consists of a number of beliefs about the nature of childhood and the nature of education. A search into its origins would include a consideration of views expounded by Jean Jacques Rousseau who wrote “Nature provides for the child’s growth in her own fashion and this should never be thwarted.” (Emile 1762 p.50)

Other educationalists developed Rousseau’s views about education and the nature of childhood. In some instances they established their own schools and teacher training programmes to make their philosophy a practical reality. They included Pestalozzi, Froebel, Kirkpatrick, Montessori, Dewey and Neil.

The central recurring themes of child centred education are:

• An appreciation of children as individuals – the focus is on what already is and less on what each might become.

• The nature of the child to be active. In a physical sense, this means the child freely moves within the school environment and does not spend most of the day being quietly seated. In intellectual terms, children actively create their knowledge. They are not viewed as empty vessels to be filled.

• Childhood is seen as gradual progression towards adulthood, best aided by adults who have a respect and an appreciation of children.

• Diversity is welcomed as richness and celebrated. There is no pressure on conformity.

• Learning is largely self-motivated and is most effective when taking place in a relaxed atmosphere.

Social Skills

Social Skills

Info to come...

Play

The Importance of Play

At Currambena, individuality, creativity and spontaneity are valued highly. Free play is an essential ingredient of development and learning. Children have the opportunity to feel control and competence in their world and with things around them during play.

During play, children can choose to participate at a level that is suitable to them. Play also provides opportunities for observation, assessment, planning and for individual attention.

Extra time has been integrated into the week at Currambena to provide children with the opportunity to play. Arrival time is 9:00am so the children can play before classes start at 9:30am and Friday afternoon is free for play.

Children are also encouraged to play across a range of ages and to facilitate this a buddy system operates in the school.