Our Program

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The Hillary’s Community Kindergarten program is based around all children learning and achieving at their own level, in a play-based environment where the children feel safe yet challenged to learn and try new experiences. We create an environment where children can watch, listen, interact and practise as they work towards being able to apply their knowledge, skills and understandings independently.

The Department of Education and Training’s document “The Early Years Learning Framework” and “The Scope and Sequence” are our references for programming and assessment. These documents link with and are a stepping-stone to the Australian National Curriculum.

The Five categories for learning and development in the Profile are:

  1. Children have a strong sense of identity.
  2. Children are connected with and contribute to their world.
  3. Children have a strong sense of well-being.
  4. Children are confident and involved learners.
  5. Children are effective communicators.

At Hillary’s Community Kindergarten we utilise the five outcomes for learning and development in an integrated, thematic approach, linking the student’s prior knowledge, interests and the key indicators in an innovative and highly responsive program designed to foster and support the child’s whole development.

These categories are linked together in a meaningful way by a series of topics that are outlined at the beginning of each term. These topics change annually with the interests and level of development of the children.

We balance the educational timetable with structured teacher-directed activities and learning opportunities that have been set up in a supportive, inclusive environment of learning areas. Here the children can work both individually and in small groups, catering for different learning styles and needs and maximizing the use of our large purpose built centre, the yard and surrounding areas.

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Inside Learning Areas within our kindergarten consist of

  • Dramatic Play Area & Home Corner – dressing up and role-playing
  • Writing Centre – free and structured age appropriate writing experiences
  • Construction Areas – blocks and other construction equipment
  • Mat – whole group discussions, singing, movement, stories, relaxation
  • Activity Tables – fine motor skills, thinking and creativity, cooking
  • Restaurant Area – morning or afternoon tea and lunch
  • Books and Puzzle Area– language skills, cognitive and fine motor skills

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Outside Learning Areas within our kindergarten consist of

  • Obstacle course which is changed weekly as part of our Fundamental Movement Program
  • Vegetable garden
  • Kindy garden
  • Bike track
  • Cubby to encourage dramatic play
  • Large undercover sand pit
  • Nearby sporting oval
  • Water play area

Values

Every person at Hillary’s Community Kindergarten is a special and a valued member of our group. We encourage the children to learn and feel good about themselves and those around them in a secure environment where they are supported for their differences.

We place an emphasis on developing and maintaining friendships. Through exploring feelings and emotions, the children become confident, resilient individuals as well as respectful, considerate members of our kindergarten group. We develop a respect for our community kindergarten environment, the people and the creatures around us.

Monitoring and Reporting

At Hillary’s Community Kindergarten we believe that monitoring and reporting of the program and the children should be constant and ongoing. We observe student learning in all developmental areas and regularly communicate these observations to families.  This ongoing communication is vital for building positive relationships between the school and the home to best meet the needs of the students.

We encourage any concerns to be discussed as soon as they arise. We can consult with school specialists, arrange for external specialist assessments or seek innovative ways to gather further information to assess a student thoroughly and then provide the most appropriate support. Examples are speech therapy, behaviour modification, disability services, occupational therapy and ESL.

We communicate student learning outcomes to families by:

  • Daily verbal communications
  • Daily parent rosters
  • Classroom displays
  • Written Teacher Reports (two per term via email)
  • Parent Committee meetings (two per term)
  • Two/Three way conferencing
  • Portfolio viewing of work samples
  • A mid year Social Progress Report
  • End of year Report
  • Mothers, Fathers and Grandparents visiting days
  • Displaying a digital photo frame of recent learning experiences
  • End of year presentation evening
  • Digital photo-story presentation of the year’s work
  • Individual digital photo CD included with end of year report
  • Work samples tagged with Profile/Outcome indicators
  • Individual Education Plans

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