Respect

The Village School farm animals play an important role in teaching. Lessons in respect for all living creatures, reliance and responsibility are taught in very real ways. Respect for and commitment to the environment is also encouraged through the wet lands project that is run on the school property. Adults and children address each other on a first name basis as a way of showing mutual respect and reinforcing that everyone is valued as a worthwhile individual. You’ll find our children are more forthright, expressive, honest and well spoken because we do give them a real voice in the Village School community.

Resourcefulness

Problem solving, creative thinking and initiative are commonly named as the tools for jobs of the future. Village School children are taught to look for answers and solutions rather than be given them. The school gives children time and ready access to computers, the library, telephone, other staff members and any other resources in their pursuit of answers and solutions.

Responsibility

An important aspect of our philosophy is growing responsibilities as the child grows. This includes: becoming more responsible for one’s own learning, becoming more responsible for one’s behaviours and actions. The aim is for children to develop internal discipline. Through this a real sense of self-respect is gained.

Reliability

Interdependence is striking the right balance of co-operation and independence. It involves people relying on each other to do their individual parts. The whole school performance is just one important event at the Village School that fosters reliability and real community spirit.

Resilience

Resilience is all about picking oneself up after a negative experience or a mistake and knowing that you can go on. Village School’s discipline statement recognises that mistakes are valuable learning experiences and encourages children to see their own and other’s in this light.

Village School values

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Village School employs an Integrated, Differentiated and Negotiated curriculum and addresses all key learning areas in this way.

We acknowledge the following key learning areas:

  • English
  • Maths
  • Science
  • Humanities
  • Health and physical education
  • Information communication technology and design and technology
  • The arts

           We also include:

  • An animal program
  • Equestrian program
  • Interpersonal development and comminucation skills

 

Integrated Curriculum

An integrated curriculum

  • We make the curriculum come alive, integrating the disciplines within meaningful and relevant learning topics.
  • We acknowledge that it is not what you learn but how you learn, and then recognizing how you learn, that is important.
  • We do not have a hierarchy of knowledge outcomes; these will vary according to attitudes and aptitudes. i.e. environmental influences, personal interests and needs determine the topics covered.
  • Every learning discipline does not necessarily appear in each topic.
  • Sometimes the whole school follows the same topic.
  • More often learning topics are chosen by individual groups, taking into account the different interests and abilities of the different age groups.
  • These skills are transferred to other types of learning and used for life

Differentiated curriculum

A differentiated curriculum

  • We acknowledge that learning progresses at different rates and in different ways and therefore whole group teaching does not usually address individual differences
  • Small group learning with intellectual peers is often used to present new skills
  • Individual instruction can address difficulties with skills and understandings
  • Grouping students with different strengths and weaknesses can help them work cooperatively to achieve a common goal
  • Parents with special gifts or talents may work one to one or with small groups to extend children with those particular gifts or talents
  • Choices within the topics ensure that different learning styles are catered for and acknowledged as equally valid

Negotiated curriculum

A negotiated curriculum

  • Learning topics are often chosen by the student or adapted from that already suggested by the teacher.
  • Projects can change to suit the child’s needs and abilities because the negotiation is ongoing
  • Self initiated studies often lead to life-long passions
  • Negotiating learning ensures that the students take more responsibility for the learning process
  • When a child is negotiating they are already ‘engaged’ with the learning process

"There are two lasting bequests we can grant our children. One of these is roots, the other, wings."

Hodding Carter