Our Approach

Children are individuals with varied experiences. We acknowledge that children learn at different rates and in different ways so knowledge outcomes vary from one child to the next.

Each child is a worthwhile person, respected and valued for who they are. In our ever-changing world, children need to be able to adapt to a wide range of skills, including social and academic, to maximise the opportunities which society offers.

We operate from the understanding that a child will not always be six or seven years old, but will eventually live an adult life in the real world. It is our duty as a community of parents and educators to equip them for this life by giving them real chances to try out life situations in an environment that supports them in their efforts, accept them if they don’t make it the first time and give them the skills and confidence to try again and succeed. We foster thinking and problem-solving skills as a way of preparing our students for adult life.

We encourage children to take risks in a non-threatening, supportive environment in order to develop realistic, problem-solving skills. We promote learning as an exciting, enjoyable and ongoing life experience and foster creative thinking and individuality in a cooperative (rather than a competitive) environment.

If you don’t play with something, you never really find out how it works. Through play, we discover, learn and acquire fundamental skills and understandings. Students practice, develop and apply these skills and understandings to become responsible for their own learning.

Learning should not be restricted by subject boundaries. A flexible curriculum content enables themes to be selected for both their intrinsic value and their relevance. Subjects are relevant to the children, the local community, the world community, the school community and the local environment.

If you don’t own your learning, it’s not yours to keep. Whilst the teacher maintains the learning framework, the children are empowered to plan, structure, self-manage and self-evaluate their own learning. All children need time to reflect on information.

This does mean exploring less information but engaging in more discussion. By asking well-structured questions we are teaching for thinking.

We celebrate and appreciate the rich diversity of the children within our school. Our educational philosophy is underpinned by the concept of liberalism and tolerance and promotes humanitarian concerns such as inclusiveness, equity and universal rights.

It follows that Village School does not endorse or favour any particular religious, cultural or political belief but prefers to consider and compare all ideas and doctrines in the spirit of intellectual inquiry.

Home groups are multi-aged to enhance the educational and social needs of the children. After all, are all your friends the same age as you? Cross-age interactions and peer tutoring allow opportunities for developing cooperative and leadership skills. A multi-aged group is less competitive and is a more stimulating learning environment.

This provides a more natural environment that allows the children to form friendships beyond their year levels. This in turn enhances self-worth and provides the basis for a variety of positive relationships in the wider community.

The fundamental idea of mutual respect between children and adults at Village School facilitates the growth and development of responsibility in each individual. All adults and children address each other on a first-name basis to reflect this mutual respect.

The teachers promote integrity and are honest role models for the children, with an appreciation of humour that allows the children to relax and learn from any situation.

We do not dictate dress standards or styles.

There are a couple of safety issues related to horse riding attire, e.g. gumboots, or riding boots and no bare legs; and wearing boots when working on the farm or the wetlands. We also wear hats in terms one and four as part of our sun-safe policy.

Other than this, students are free to wear whatever they choose.

Parents, carers, teachers and children work together to set and achieve individual student goals. The presence of parents provides continuity between home and school, enhancing and reinforcing our mutual beliefs and practices.