“Imagine a school where problem solving, initiative, critical thinking, ethical understandings, multiple solutions were an expectation above any score.”
Inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while they construct new knowledge.
“The meaning of ‘knowing’ has shifted from being able to remember and repeat information to being able to find and use it.” (National Research Council, 2007)
Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. (Horizons for Hope CEM)
Imagine a world where the questions were more important than the answers. Where we thought of how many ways to climb a tree, instead of thinking how do we get to the top.
Now imagine a school where problem solving, initiative, critical thinking, ethical understandings, multiple solutions were an expectation above any score. Our vision at St. John’s is to continually work towards a space where discovering, creating and innovating for a sustainable and just world exists.
We expect children to talk and show evidence of learning success and failures, goals and criteria.
Our 6 year old children to 8 year old children predominantly learn within our Discovery area. This area is full of very carefully designed play spaces. Each play space is designed with intent to link to curriculum, interests and worldly events. A qualified teacher is assigned to these spaces to ‘influence’ children within their play spaces. Our 9 year old children to 12 year old children predominantly learn within our Create area where projects are alive and constant conferencing with Educators is occurring.
Whilst play and projects occur, qualified teachers ensure target teaching groups run all day– target groups are predominantly Literacy and Numeracy focused. Bigger groups are designed for Faith and Whole group projects such as Science/ History projects.
We plant ‘seeds’ to provoke children to think bigger and beyond the box. We bring the world in, which brings happiness, sadness, struggles and excitement to us. We encourage our children to use all the tools and resources at their disposal and invite them to show their learning in many different ways. We refer to this as the 100 languages of learning! Our inquiries are documented through books, posters, photos, wire and clay sculptures and much more. Our children are passionate about their discoveries and are always eager to share their learning with others.
We are heavily influenced by the Early Years Framework, Walker Learning, Maria Montessori, Jerome Bruner, Reggio Emilia approach and, most importantly, by the children at St John’s.