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The Philosophies that drive Fernbrook School

We believe that all children are unique individuals who learn in different ways.  

With the rise of social constructivist theory (Vygotsky) and fully realised by Loris Malaguzzi in the preschools of the Reggio Emilia movement, educators were finally able to see how these beliefs about children and the importance of creativity translated into practice. 


The Fernbrook School Philosophy is influenced by;

Reggio Emilia (the Image of the Child/The 100 Languages of the Child – The Arts)

Social Constructivist Learning Theory

Positive Psychology (Martin Seligman)

The importance of the Natural World in education

Humanist principles (Collectivism/Restorative Practices)

Play Based/Experiential Learning Theory

 

We are guided by the following beliefs; 

That all children are unique individuals who learn in different ways and at their own rate

That all children benefit from holistic education (intellectual/emotional/social/physical)

That all children learn best when happy and engaged

That all children have a right to be accepted for who they are


We see ourselves as a dynamic and vibrant alternative to not only mainstream schools, but also to other independent schools. ​

Our four week learning cycles are based on the humanities and social sciences domain of the Australian Curriculum (ACARA).  Our program allows for the emergent interests of the children to guide the direction and scope of the learning cycles. 

Context

Our four week inquiry units are driven by an emphasis on the arts and humanities. Our planning allows for collaborative learning experiences where students and teachers work together as co-learners.

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Consolidation

Our daily middle block comprises of a mixture of 1 on 1 and small group literacy and numeracy activities, linked contextually to the current unit of inquiry.

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Community 

Our afternoons focus on enhancing a sense of community through collaborative pursuits such as projects and interest based clubs.

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