Early Childhood Guidelines

Mission

Warnbro Primary School children are inspired, inquisitive learners. They are knowledgeable, skilful, innovative and creative. Our children see a positive future in which they connect with others to contribute to fair, sustainable.

Philosophy

Warnbro Primary School is committed to developing inspired, creative and inquisitive learners. Our dedicated educators work collaboratively to provide a balanced curriculum that incorporates intentional teaching and play-based learning. Children learn in safe and supportive environments that are stimulating, interesting and engaging for all abilities and cultures. Children’s individual development is monitored and planned for so that they can become confident learners with a strong sense of being, belonging and becoming.

Strategic Direction

DOE Strategic Direction	Focus 2020 – Provide every student with a pathway to a successful future.
	Support learners to make the best start with access to high quality, evidence-based learning opportunities in the early years.

 

WPS Strategic Plan

Strengthening Learning and Development through Play in the Early Years

The learning experiences of children in Warnbro Primary School early childhood classes form the critical foundations for future development as they progress through life. Scientific research shows that teacher directed and child initiated play provides appropriate and essential opportunities through which children’s learning will flourish. Inspiration, innovation, creativity, inquisitiveness, connection and collaboration are amongst to attributes that result from the exploration and discovery in children’s play.

Curriculum and Assessment

Guiding Documents

The Early Childhood Curriculum at Warnbro Primary School is an integration of the following documents:

• The Early Years Learning Framework
• Western Australian Curriculum
• Western Australian Kindergarten Guidelines
• Western Australian School Curriculum and Standards Authority exemplars and resources
• National Quality Standards

 

Early Childhood Practice

Holistic Approaches

Early childhood educators at WPS pay attention to children’s physical, personal, social and emotional wellbeing as well as cognitive aspects of learning. They recognise the connection between children, families and communities and the reciprocal relationships and partnerships for learning.

 

Responsiveness to children

Early childhood educators are responsive to all children’s interests, abilities and strengths. They value and build on children’s strengths, skills and knowledge to ensure their motivation and engagement in learning.

 

Learning Through Play

Early Childhood educators create a learning environment that balances explicit teaching with intentional play. Play allows children to create social groups, test out ideas, challenge each other’s thinking and build new understandings.

 

Intentional Teaching

Early Childhood educators at WPS are deliberate, purposeful and thoughtful.  Programs and practices are developmentally appropriate and draw on the applicable documentation e.g. Early Years Learning Framework, National Quality Standards, Kindergarten Guidelines and Western Australian Curriculum.

 

Learning Environment

Early Childhood educators at WPS create welcoming spaces which reflect and enrich the lives and identities of students and families. Environments that support learning are vibrant and flexible spaces that are responsive to the interests and abilities of each child.

 

Cultural Competence

Early Childhood educators at WPS view culture and the context of family as central  to student’s sense of being and belonging, and to success in lifelong learning

 

Continuity of Learning and Transitions

Transitions, including from home to school, between settings and from early childhood settings to school, offer opportunities and challenges.  Working in partnership, educators ensure that students have an active role in preparing for transitions. Educators and families work collaboratively to ensure all key stakeholders are part of the transition process.

 

Assessment For Learning

Assessment for students learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating student learning.