Two campuses, one philosophy
The Junior School offers a broad, balanced and innovative curriculum which is academically challenging and focuses on the development of fundamental skills, understanding and knowledge in the core learning areas with a particular emphasis on literacy and numeracy. In the early years at Westbourne from Prep – Year 3 the teaching and learning is based on a Reggio Emilia approach influencing an investigative, inquiry-based learning style. Teachers work and plan collaboratively across both campuses to ensure a seamless educational experience for Westbourne students.
Years 3 – 6 are characterised by a program which escalates learning and builds on each year through the development of more science, technology and creative arts-based inquiry. The classroom teacher is responsible for the teaching and learning in the areas of english, mathematics and units of inquiry in history, science, geography, economics, design, creativity and technology and health. An interdisciplinary approach is taken to enable students to deepen their learning, make the connections and develop comprehensive understanding. All Junior School students have specialist teaching in Japanese, Music, Visual Arts, Library and Physical Education.
Making learning visible
Through targeted, meaningful, open-ended and differentiated learning experiences, students become more independent, articulate, confident and reflective learners. They are encouraged to work collaboratively and to make their learning visible. Making learning visible means reflecting, documenting and working together to develop deeper understanding and to create and frame a collective body of knowledge that informs future learning.
Imagine it is 2027. What skill-sets will our current Year 3 learners need to either further their education or enter the workforce? That’s quite a challenge, isn’t it? As far as education goes, we are utilising STEAM as an approach to future-proof our learners for this day.
STEAM education, simply put, is the integration of science, technology, engineering, arts and mathematics. The Commonwealth government is restoring the focus on STEAM subjects in schools so that Australia’s young adults are equipped with the necessary skills for the economy of the future. Increasingly, employers are looking for workers who are creative problem solvers, innovative and critical thinkers, and able to use new technologies. Such challenges mean STEAM is viewed as a way to provide an exciting opportunity for inquiry learning through the integration of curriculum and a design thinking approach that is engaging and relevant to students.