7 minute read
OUR THRIVING JUNIOR SCHOOL
Co-Deputy Head of School and Head of Junior School, Mark Warwick, with students in new play space.
With an ongoing focus on empowering students to think about themselves as skilled learners and active community members, the Junior School is constantly improving and developing to support and increase student agency and resilience. Maria Cahir, Assistant Head of Junior School (Teaching, Learning and Innovation) and International Baccalaureate Primary Years Programme (IB PYP) Co-ordinator, says lots of exciting things are happening. “We’re building new learning environments and developing our learning programs right across the Junior School to create a positive and happy learning environment. At the same time, we’re doubling down on strengthening relationships. This has been important in supporting our whole community in the face of challenges with COVID.” Helen Trotter, Assistant Head of Junior School (Teaching, Learning and Innovation) and Junior School English Co-ordinator says linking learning to resilience and hope is important.
ENHANCED LEARNING PROGRAMS
PRIMARY YEARS PROGRAMME (PYP) ENHANCEMENTS
Following a review of the PYP in the Junior School and taking into account the latest International Baccalaureate educational research, there is a renewed focus on connections, curiosity and creativity.
Maria Cahir says making and enhancing connections in learning is at the core of the PYP. “Students are constantly exploring connections – to ourselves, to one another, to the community and to the wider world. They are building their understanding about the importance of being a good person and their role as a global citizen.”
Encouraging a curious and creative mindset empowers students to be active agents in their learning and growth. Student-created committees at Mount Rowan are a great example of student agency at work, part of their Unit of Inquiry, ‘How we organise ourselves’. Year 4 Co-ordinator Mike O’Neill says this approach teaches the students about teamwork and a sense of responsibility and reinforces the role that we all play in operating a successful and functioning community.
“The committees support the Mount Rowan campus community to thrive. For example, this year we’ve got a Chook Committee that cares for our lovely hens and prepares the eggs for sale, a Library and IT Committee that ensures all our library books are accounted for and in good condition, a Gardening Committee and several others.”
Ava Walkenhorst (pictured here with Year 4 Co-ordinator Mike O'Neill) is on the Gardening and Compost Committee: “I have learnt to act and care for our environment by composting as well as recycling.”
DEVELOPING CONFIDENT, FLUENT, AND CURIOUS READERS
In line with the latest research and following a successful trial in 2020, the Junior School has introduced the InitiaLit literacy instruction program. The evidenced-based program combines a systematic phonic approach to literacy with developing a love of literature.
Helen Trotter explains that the program has a rigorous approach, with a commitment to laying strong foundations and developing all the simultaneous skills that are happening as a person is reading. “When we teach reading, our aim is to develop confident, fluent, curious readers who read with understanding and pleasure. Reading itself is very complex, so learning to read is a multi-faceted process.”
“More than decoding and building words, it is equally important that students develop a love of books. Everything is connected. Storybooks help build vocabulary and comprehension skills and empower students as storytellers. We see the students connecting with the characters and stories. When children enjoy reading, they want to do it more. And, as with anything, the more they do it, the more confident and competent they become.”
Helen says the program supports all the connected learning that is so highly valued in the PYP. “With solid foundation literacy skills, students are able to make connections with what they know and follow their curiosity to become engaged with the world around them, as they learn how to be conscientious global citizens.”
InitiaLit runs through from Prep to Year 2. Prep teacher Ava Kennedy says, “the fact that every child is receiving this consistent, high-quality instruction for their first three years of school is so powerful. The students’ growing confidence and willingness to give reading and writing a go has been amazing. They understand that they are learning to decode language, and they love it."
THINKING OUT OF THE BOX
To support the Junior School’s focus on learning new positive ways to think, the Feuerstein cognitive enhancement program was introduced at Years 2 and 3. The program follows an intentional and sequential approach to learning how to think and learn effectively, constructively and creatively, making connections as they go.
Maria says the program has been adapted to support the Junior School’s learning philosophy. “It really supports our use of thinking routines and complements what teachers are already doing. This program positions our students to think more flexibly which helps improve their problem-solving skills.”
Based on a theory of hope, Helen says there is a big focus on exploring perspectives other than our own. “Practising empathy and gratitude helps our students build confidence in the face of adversity. This means they feel like they have tools in their toolkit to be an effective learner and tackle big challenges.” Program Co-ordinator Tanya McGowan reports, “We are seeing growth mindsets develop right in front of us! Children who were afraid of failing are embracing mistakes and challenges better than we’ve ever seen before.”
From Year 2 classroom teacher Melissa Cornell-Smith: “I love the way the Feuerstein program develops transferable thinking skills. At many points during the day I am able to say, ‘Think back to Thinking (Feuerstein) and let’s use that strategy to help us now with our reading/writing/maths.’”
Maria Cahir and Helen Trotter chat to students about their learning in the Junior School playground. "We are seeing growth mindsets develop right in front of us! Children who were afraid of failing are embracing mistakes and challenges better than we’ve ever seen before."
NEW LEARNING ENVIRONMENTS DOUBLING DOWN ON RELATIONSHIPS AND CONNECTIONS
NEW 5/6 CENTRE
The new spaces in the 5/6C will help amplify the connections and alignments within and across learning that are integral to the PYP. It will allow the whole Junior School community to live out our philosophy through collaborative learning between students and teachers. We are already seeing students benefit from investing in one another’s learning and challenging each other in a supportive way; the new spaces will help increase those opportunities.
Year 6 students Chloe Ryan, Tom McIntyre and Josh Jeganathan reflect on their experience of collaborative learning during their Year 6 Exhibition Unit of Inquiry, ‘How we express ourselves’: “We like that we can bounce ideas off one another and challenge each other. The group aspect actually makes us stay focused but there’s also a drive between us to be more productive.”
NEW PLAY SPACE
Students were involved in planning and design of the new Junior School activity space.
5/6 Centre Building progress The new adventure play space is designed for students to complete a series of physical challenges in movement – agility, balance and strength – as they work their way from one end to the other.
Co-Deputy Head and Head of Junior School Mark Warwick says that the two large vegetable gardens and quiet seating area also offer important learning spaces. “Students will be able to tend the gardens, connecting with the environment and their time at the Mount Rowan Campus, or spend time sitting quietly. In the years to come this area will be shaded by some beautiful apple and pear trees.”
Mark says the design of the space has come from student voice. “Year 5 students were asked to imagine the space, with consideration for factors such as access and safety. The space is designed as a river flowing through the course with a riverbank and grass areas on either side, and the natural timber and colours fit beautifully with the sanctuary that adjoins the space.” Combining a love of reading with positive action
When Year 6 student Poppy Shields noticed how much her Year 1 brother was missing social connections during lockdowns, she wondered how other young students might be coping, especially those without siblings or without the confidence to reach out to friends. Poppy started recording herself reading picture books to be shared with young readers. We now have a bank of beautiful recordings for our students to enjoy.
Poppy Shields
The true meaning of buddies
Amid periods of learning from home, Year 6 students recorded a video message to their Prep buddies as a way of checking in on them.
Prep student Ned Woodrow with his Year 6 buddies, Ollie Tickell and Angus Page.
Tom, Josh and Chloe Prep student, Ned
