Campbell House News
Learner progress is so observably apparent!
Every day, our privilege and joy as educators is to observe the development, the skill acquisition, simple to the more complex, increased vocabulary and a growing awareness of the world around them. Campbell House staff communicate regularly and report with excitement, the steady growth of each learner towards further independence and learning. Not only are the conversations involving the areas of progress in task and project application areas but they also involve key personal, social and development areas such as relationships, connections, making friends, problem-solving, response to others and managing self. Motor skill development and progress are also well endorsed and noted.
Providing young children with the very best opportunities at home and school to feel confident in themselves, aware of themselves and others, forming relationships and connecting with others in addition to developing physical skills which will enhance play and later, support interests in sport and team games are viewed as being of critical importance. The influence exerted towards the promotion of such skills at an early age is perpetuated and sturdily assists the growth of resilience. This is essential whilst children are eager and hungry to learn, to ‘do’, to ‘grow’. The power of the influence of parents and extended family and the educational environment selected for them cannot be underestimated.
The St Catherine’s Early Learning Centre curriculum and approach is guided by the Early Years Learning Framework (EYLF) which is the National Curriculum for pre-school learners.
The five outcomes involve:
- Children owning a strong sense of identity
- Children being connected with and contributing to their World
- Children possessing a strong sense of wellbeing
- Confident children who are interested learners
- Children who are effective communicators
Each outcome highly valued and well underscored by all which occurs in Campbell House.
These key areas are all essential for the growth and encouragement of positive, confident and independent learners who are well equipped to converse, make friends, enjoy interactions and relationships. These are strong foundations necessary for a lifetime of positive, purposeful engagement in learning.
Mrs Alana Moor, Head of ELC and Campbell House
Ideas for our End of Year Performance
In preparation for our end of year performance, we invited the children to reflect on their year in the Banksia Room. We used the class journal to detail all they have experienced as a group. Each child completed a drawing of their first idea that may be part of the storyline to create a performance for their families on Tuesday 28 November at 9.30am. This special performance will be a celebration of their year as a class.
We gathered together with the drawings and asked the children the following questions?
Fiona: Why do you think people all have different ideas?
Kitty: It could be boring and not fun if we all did the same
Tilly: We have different brains. We are all different
Fiona: Okay, so let’s look at all the different ideas, how might we get a story from these?
Charlie: Put them all in our brains, we could perform it
Soraya: We could put them all together and make a big story
Amelie: Put it all together and make one big picture for the background
Joshua: We could put this one there and that over there
Tilly: Like the first, second, third, fourth, fifth and sixth
Charlie: We could connect the dinosaurs with the volcano
Evie: We could have chapters
Joshua: We could connect the street to shark bay
Bernardo: Connect the tree to the buildings
Soraya: Dinosaurs and volcanoes could be together
Tilly: Maybe the fairy could introduce the story
Harry: Like once upon a time
We are amazed at the children’s thoughts and maturity to recognise that they could connect or group some of the common ideas viewed in the drawings. This will provide us a platform to build a story and we look forward to seeing what unfolds. Allowing for this type of expressive story writing promotes the children’s understanding of literacy as it continues to grow. We want the children to have their individual ideas valued through this process. It is a time for expressing points of view and seeing their amazing ideas come to life on stage. Throughout the remainder of this term, the children will be fully involved in creating the content of the storyline, choosing their roles, music, songs, making the costumes and props.
Oscar Blennerhassett drawing his character for the concert
Joshua Walshe writes the name of his character in the story
Charlie a'Beckett looks back on his year
Banksia Room children meet to work on the story for their concert
Avalon Pascoe writing the name of her character in the concert
Alexander Rajan drawing his character for the concert
Ms Fiona Barker, Banksia Room