7 minute read
A solid foundation
Intentional and wonder-filled with students ‘learning how to learn’ is how Primary Years Programme Coordinator, Claire Calvert describes the experiences delivered by highly qualified and experienced educators for students aged 3 to 5 years at Launceston Grammar.
“We value play and the development of relationships skills, combined with symbolic expression for our young learners,” says Claire.
“Our teachers are responsive, providing both explicit and inquiry-based activities designed to promote questioning, problem-solving and independent thinking.
“All within an environment that is small enough to ensure each child is truly known and able to develop their own interests and passions. We help guide students through moments of joy, wondering, frustration and challenge too, as and when they arise.
“We have had children starting in our School for the first time this year who have had separation issues in the past. Each child has responded beautifully with our teachers and teacher assistants who have successfully put strategies in place to help them assimilate into the learning spaces.”
An Early Learning education is a partnership between family and School underpinned by the delivery of the International Baccalaureate Primary Years Programme (IB PYP) at the School’s Junior Campus. “The IB PYP started in the 1990s, however the Learner Profile was introduced in the 1970s. The aim of the Learner Profile is to encourage our students to respect themselves, others and the world around them,” says Claire.
“Through the PYP we use the same language about learning across the entire campus. The learning is sequential and developed through a process of sustained collaboration with groups of our staff working together. This allows us, as educators to connect the learning and experiences of our Early Years students with staff and students right through to Grade 6.
“We take students to many and varied places and introduce them to experts in the field so that they can experience things first-hand with authentic learning opportunities. This is a strength of our School.
“Meeting each child at their point of need is essential. Students at this developmental stage really do live in the present. Our job is to understand exactly where each child is at on their journey and what they need in each moment in time, to ensure that each experience is meaningful for them. We believe that meeting a child’s needs in the present moment will give them the foundations for the future.
“We value wholeheartedly that each student is an individual who may learn differently, interact differently and respond differently.
“Within Early Learning we focus on early intervention, making sure students receive the support they may need prior to Prep.
“I see Early Learning as the base of the pyramid, the foundation from which seeds are planted, grow and mature.”
Compassion, understanding, and listening are three key strengths of our Early Learning staff, as well as a thirst to be as good as they can be.
“Within the Early Learning team, we have a varied and highly experienced group of people who have worked within other education settings and across different countries including New Zealand, United Kingdom and Hong Kong,” says Claire.
The Early Learning team complement each other with their passions and strengths. Back row L-R are Claire Calvert, Georgia Greig, Karen Rowland, Georgina Hodgetts and Karen Hine. Front row L-R are Kim Sloane, Ally Colbeck, Emily Malinowski and Kristy Walton. Absent are Lauren Bunker, Catherine Savage, Trish Clayton and Josie Watson
I see Early Learning as the base of the pyramid.
“In addition to our teachers, our teacher assistants are extremely important in the lives of our students. We are proud of their levels of qualifications and strengths in making important connections with our students.
“The Early Learning team complement each other with their passions and strengths. As a relatively new team, it is exciting to see the way that the existing and new staff members are working together to ensure that the experience that our School provides for our youngest students is the best that it can be.
“As an IB candidate school, our teachers have access to 4 000 educational institutions from across the globe, as well as the local PYP chapter based in Victoria.
“If you have developed a new learning programme for example, the Victorian PYP Community network is a sound source for feedback as well as the Teach Meets and professional Facebook Groups.
“It is wonderful to be a part of a network of engaged like-minded educators from all parts of the world.”
A focus for staff this year has been to further increase the exposure of students to concepts of print and phonological awareness through a variety of texts and books. Through playful experiences our students are discovering the wonders of reading and communication in different ways.
“We believe it is important to support parents to know the best ways to foster a love of reading in their children,” says Claire. “Setting up our young learners with the joys of reading and the ability to comprehend and understand what they are reading, is a gift which we love to give, daily to our students.
“Evident in our freshly reconsidered learning spaces, artful learning experiences are in abundance throughout the Early Learning classrooms, including the newly introduced Atelier afternoon sessions with teacher, Martine Cook.
“Children from within and outside of our School, work with her in the Atelier to explore, play and create.
“Martine has valuable experience as a specialist art teacher in Melbourne. She enacts her belief that children are important and capable learners in every learning experience she designs.
“She is highly skilled in documenting student thinking, and in empowering children of all ages to recognise their strengths. Her sessions in the Atelier instil confidence in our youngest learners, often surprising their parents of the true abilities of their children.
“The developments in the Early Learning area of our School of late have been inspiring. The results that we are seeing are providing us with all the motivation we need to continue to dream big together with the wonderful students and families that continue to join our community each year.”
Outside the square
News from Launceston Grammar caught up with Early Learning Teacher and alumnae (1994) Georgia Greig about her role within the Early Learning team and what she sees are the key strengths of Launceston Grammar.
Q. What has drawn you back to Launceston Grammar?
A. The simple answer is I loved school and all it had to offer. When the opportunity arose to be part of the expert and dynamic Early Learning team, I jumped at it! I think there is such a wonderfully warm and welcoming community at Launceston Grammar and having been lucky enough to be part of that community as a student and parent I can now help to foster that special sense of belonging as a teacher. The possibility of further developing my teaching pedagogy and venturing into the Primary Years Programme was a major drawcard too.
Q. What do you believe are the strengths of our School?
A. Research around the world over the past 20-years emphasises the overwhelmingly positive benefits of families, schools and communities working together with a shared understanding and focus on the needs of young people and the future of our world. Exemplary pastoral care and community involvement programmes are huge strengths for our students and their families, and this is evident in what is a happy, healthy, and welcoming school environment.
Learners are unique and they determine their own learning – one size does not fit all. Launceston Grammar has the reputation of a school who recognises individual differences and who strives to maximize the participation of learners from different abilities and backgrounds. Q. What do you love most about your role? A. Building relationships is one of the things I love most about teaching. Relationships are key to a flourishing, supportive and safe environment for children. By creating an atmosphere of trust and respect it is my hope that the children I teach will feel comfortable when discussing feelings, values and personal experiences and there will be a sense of connection and wonder.
The early childhood classroom should be a fun, exciting, safe, and stimulating home for young children. A place for children to take risks with their learning and to challenge themselves. My aim is to instil a love of learning in the children I teach and most of all to make learning fun.
Q. What are you excited about as far as the School’s future directions?
A. I am most excited about the journey along the path of the Primary Years Programme. There is no better way to learn than through play and inquiry. Encouraging children to be open-minded and tolerant of diversity, and to aspire to creating a better world, it so important. It goes far beyond academic subjects, acknowledging the long-term benefits of teaching children life skills and ethical decision making. It encourages children to think outside the square, to be curious and to wonder.
The possibilities are endless!
