• Teaching & Learning At Kent House
• Transforming Learning At Kent House
• Reggio Emilia
• Collaborative Learning Projects
• Fundamental Movement Program
• Information Technology
• Flexible Learning Structures
• Assessment and Reporting
• Looking after the Whole Person
• Kent House and Senior Campus
• Sport in the Junior School
• Out of School Hours Care

Teaching & Learning in the Junior School

The Junior School staff acknowledge the importance
of providing an exemplary early childhood learning program. These are crucial years and we must ensure a sound basis for
future successful learning experiences of our girls.

Classroom teachers are responsible for overseeing the welfare of each girl in terms of her intellectual, emotional, spiritual, physical and social development.

We acknowledge that people learn in different ways and at different rates. Our curriculum is therefore tailored to meet the learning needs of individual students in both content and presentation.

Transforming Learning at the Junior School

Our intent, to transform Learning, means we have had to reshape our understanding of teaching, learning and even knowledge itself. Rather than just being transmitters of knowledge, teachers are now in a ‘transactional’ relationship with their students. Teaching is viewed as both an art and a science in that teachers are constantly identifying what students already know before starting work in a particular field of study, understanding when and how to intervene in the learning process so that meaningful learning takes place.

Junior School provides an exciting and stimulating learning environment. Girls may learn almost any musical instrument, play in ensembles, perform in concerts, debate, play chess, learn speech, act in plays, participate in gymnastics, swimming, diving or tennis, take part in the Mathematics Olympiad, go camping and participate in excursions, just to name a few activities on offer.

Year 4 'Colonial Day'.

Reggio Emilia

One of the ways we have explored how Transforming Learning can look in daily practice is to consider the philosophy and practice of the schools of the Reggio Emilia region of northern Italy. This style of learning is based on the belief that children already possess rich levels of understanding and competencies. Teachers and parents also play an important part in making this competency visible through the documenting of the children's thoughts, beliefs, feelings and their relationships to each other and their community.

The educators of Reggio Emilia have responded to their knowledge about children by:

• continually documenting children’s actions, interactions, ideas and questions
• collaborating with other teachers and parents to share interpretations and suggest ways of supporting children’s learning
• making children’s learning visible through documentation
• supporting the development of strong relationships between children
• providing opportunities for children to investigate and plan together in small groups
• helping children develop skills so that they can communicate in a democratic way, where everyone’s voice is heard and respected
• creating environments that celebrate and help share the work of children, teachers and parents.

Collaborative Learning Projects

Integrated units of work are studied through an adaptation of the Reggio Emilia philosophy, where girls, as powerful learners, explore, investigate, research and respond to their learning through several ‘languages’ including visual arts, drama, dance, music, writing and speaking.

Fundamental Movement Program

In recognition of the vital link between the development of fundamental movement skills and the learning of
key literacy and numeracy concepts, our youngest students participate in an early morning gross motor session three mornings a week.

Information Technology

The regular use of information technology is a part of every class
program. Library research skills and IT management skills
are developed through explicity teaching and then applied across the curriculum, particularly during our Collaborative Learning Projects. The opportunity to connect with children across the globe and innovate on introduced programs, makes interactive learning with technology all the more powerful. Our use of
laptop banks across Years 1 to 4 (each girl from Year 5 owns their own laptop) enables our students to learn anywhere and any time.

Flexible Learning Structures

We aim to provide flexible pathways through the learning of Literacy and Numeracy fundamentals. Because each girl learns differently, we do away with some of the traditional learning structures that can often hinder the rate of progress. The aim is to continually reflect on the nature of each learner; to use the data gathered through formal assessment and observation and to group students according to their needs.

In Mathematics and in all aspects of Literacy, this means that girls have the opportunity to work at a level that matches their ability in the different areas of content. For teachers, it means knowing students better, and using different strategies and tools to guide each learner to the next level of understanding or skill.

In all primary years, specialists from our Educational Support Services Department work alongside teachers, particularly in the focus areas of Mathematics and writing, to cater for the range of differences that we find in our students – differences in interest, ability, learning style and motivation, just to name a few. The co-ordination of these programs is shared by a Learning Support Specialist and a Gifted Education Specialist, each of whom plays an active role in classrooms, working alongside students and planning with teachers. It is these structures and our commitment to making a difference for each learner that really set our programs apart.

Assessment and Reporting

Assessment and reporting is about knowing your daughter – how she likes to learn, her strengths and the areas in which she requires further assistance. In essence, assessment determines the way forward in teaching and learning. The ongoing collection of information helps to identify specific student needs along the learning continuum for all students.

Formal assessment and reporting to parents is just part of a continuous assessment cycle in Kent House that includes standardised testing, pre and post unit assessments for learning, observation of the way children approach the learning process and anecdotal information, gathered from day to day learning activities. Parent-teacher interviews are held in the first few weeks of a new school year. These present opportunities for parents to share information about their daughters and discuss goals for the year ahead. Formal reports are prepared for the end of Semester one, with follow up interviews scheduled for early Term 3. A final on-line report is sent at the end of the year.

However, there are many opportunities for parents to visit classrooms and participate in activities. Class Learning Celebrations, held at the end of integrated unit sessions, are led by the girls – they often take on the role of teacher and share with their parents what they have explored.

Junior School 'Support and Repair' posters

Looking after the Whole Person

Our Pastoral Care framework, under the banner of Support and Repair, underpins all that we do in classrooms and the playground in regard to maintaining positive and productive relationships.

When things do go wrong, Junior School girls and teachers use a variety of tools to make things right and keep them right.

Junior School classroom teachers use their ‘toolkits’ for implementing their interpretation of restorative practices and strengthening community responsibility: Support and Repair. The ‘toolkit’ consists of a poster (one for Years K-2, another for Years 3-5), stickers and the Support and Repair bear. Our pink ‘Support’ bears are very popular! Teachers put the theory into practice by to work through any issues that arose in classrooms – perhaps a disagreement between friends, or a situation of a pastoral nature. In using key questions to focus discussion, teachers are now integral in ‘supporting’ girls as they work together to ‘repair’ the situation.

Kent House and the Senior Campus

As we are a Pre-Kindergarten-Year 12 school the girls have access to both the expertise of Secondary School teachers in specific subjects and to excellent facilities such as the Science laboratories, specialist Art rooms, Music Centre, the Independent Learning Centre, gymnasium, Olympic standard sports field and Aquatic Centre. Girls from the senior school visit Kent House to be involved in mentoring, shared learning experiences and community service.

Spiritual Growth

The girls' spiritual growth is fostered through weekly assemblies with the Chaplain, weekly lessons in Christian Studies with their classroom teacher, Year group Chapel services planned with the Chaplain, and the annual House Family Chapel Service.

Sport in the Junior School

Our girls engage in a wide variety of games, sports and programs for skills development. Carnivals are held annually for Athletics, Cross-Country and Swimming, with all students participating. Gymnastics and Cross Country are inter-school activities and in Years 4 and 5 girls are able to participate in a wide variety of inter-school team sports that are played on Saturday mornings as part of the Junior School Heads' Association of Australia (JSHAA) competition. MLC fields a number of teams in each sport and caters for girls of all abilities.

Out of School Hours Care

After school care is available for students in Years PK-5. The highest standard of care, coordinated by Camp Australia is provided in the grounds of the Junior School.  A weekly program incorporating craft, cooking, dance, drama and outdoor activities together with a scheduled 'quiet time' for homework or reading and afternoon tea are all components of this quality program.  Permanent bookings as well as occasional and emergency care are available.

All students in Year 5 are welcome to use the Junior School Library until 4.00pm each afternoon.