Accessible Page Links

Page Tools

Main page Content

Junior school

Seven Hills State School junior philosophy

At Seven Hills State School we believe that:

  • Every child is a unique individual with different learning styles, abilities and interests.
  • Children are competent and capable and enter school with a wealth of    knowledge and experiences.
  • Children come from diverse backgrounds which may be reflected in a variety of different values, beliefs, expectations and roles within their family.
  • Although there are recognizable developmental stages throughout childhood, children will develop and progress at individual rates.
  • Children are active participants in their own learning, are naturally inquisitive and learn by interacting with people and objects in their environment.
  • Children have strong, considered opinions.
  • Children construct meaning about the world around them through play and   hands on active engagement.
  • The  school  experience  should  positively  influence  the  development  of  children’s  self- concepts.
  • Children are capable role models.
  • Children learn best when they feel safe and happy; have a strong sense of belonging; are listened to and feel valued.
  • Teachers are researchers who observe, monitor and document children’s understandings.

This means that at Seven Hills State School we will:

  • Offer children a responsive curriculum that reflects current understandings about children and how they learn and develop.
  • Implement the National Curriculum in a way that reflects our beliefs about children and how children learn.
  • Offer environments and practice influenced by the Reggio-Emilia Approach.
    Maintain a safe and friendly environment that is inviting to children and parents.
    Consider individual interests, needs and abilities when providing learning experiences.
  • Provide learning experiences which reflect a variety of social, cultural and indigenous perspectives.
  • Differentiate by catering for a variety of learning styles and developmental levels when planning activities.
  • Plan balanced learning programs which consider all aspects of a child’s development.
  • Recognise and celebrate the achievements of all children.
  • Value  play  and  open-ended  hands  on  activities  where  risk  taking  is  encouraged  as important vehicle for learning.
  • Provide opportunities for children to interact with a variety of people and equipment in different settings.
  • Build upon knowledge and skills gained prior to the school experience.
  • Value children’s thinking by listening to children and making their thinking and learning visible.
  • Have a genuine regard for cultural differences, abilities and achievements in all areas.
  • Ensure children have equitable access to resources which are needs appropriate.
  • Value the engine room to cater for children with specific needs
  • Explicitly teach  social  skills  and positive communication using common language and teaching strategies.