Teaching & Learning
A UNIQUE RANGE OF LEARNING OPPORTUNITIES FOR CHILDREN
Koonwarra Village School couples the Victorian Curriculum with the Village School Curriculum to provide a unique teaching and learning environment. Our philosophy and guiding principles outline the broader framework within which teaching and learning occur, informing our day-to-day school life.
The Victorian Curriculum forms the basis of our academic program, whilst the Village School Curriculum is a series of additional programs and elements integrated across all the features of school life. The school’s approach is expressed at Phillip Island Village School and Village High School, which were founded in line with the same philosophy. All three village schools have evolved in their own way and have their own individual ‘flavour’ but are underpinned by the same shared values and principles.
At the heart of our teaching and learning model is a comprehensive framework created by KVS, which supports the incremental development of skills and attributes to become an ‘effective learner’. An effective learner understands the skills needed to work independently and collaboratively to achieve learning success. A growth mindset enables students to ‘exercise’ and develop a suite of ‘executive functioning skills’.
As the children’s skills develop, they begin to share decision-making with their mentors about the order and timing of their work tasks and how they are undertaken. The intention is to support children to become effective learners, with an understanding that these skills continue to develop over a lifetime and there is no ‘fixed’ endpoint.
This progression is also reflected in our Student Planners, which are used in conjunction with a structured daily timetable. A standard day at KVS includes periods of small-group direct instruction, independent learning time and whole-group activities.
WHOLE SCHOOL PROGRAMS
KITCHEN GARDEN
KVS has an extensive garden and a commercial-grade kitchen. Students spend time each week working in the Kitchen and/or Garden, learning about seasonal food production and preparation. This process begins with building and maintaining healthy, living soil, and continues through harvesting, preparing and sharing food. Food produced in our organic garden beds contributes to our daily snacks and lunch menus. The kitchen is, in many ways, the heartbeat of our school and integral in cultivating community at KVS.
Parliament
Parliament is a regular forum where children and mentors discuss issues related to life at KVS, including school agreements, social issues, and ideas for how to improve our school further. The intention of this forum is to provide a formal space for student voice to be expressed, to encourage children to become active participants in the development of the school program and culture, and to provide opportunities to practice speaking in front of a group, listening to the ideas of others and identifying solutions to group needs.
FAMILY CAMP (FAMP)
An annual event that kicks off each year is the larger community Family Camp (FAMP). All students, their parents and siblings get together over two to three days for a mix of structured activities and informal times of connection and community development. This event is a great opportunity for new families to get to know the community and to develop stronger ties and relationships.
Sun room programs (Foundation - Level 1)
sparks
Each cycle, the Sun Room is immersed in a new Spark or provocation. These elaborate but open-ended creative spaces provide students with opportunities to explore, play, communicate, collaborate, and create around a key theme or big idea. Sparks are a consistent part of Sun Room students’ school experience. Some of the most popular Sparks themes have included Animals, Theatre, and Magic.
OUT ‘N’ ABOUTS
Having experiences away from school grounds is a key part of the Village School Curriculum. Our Sun Room students get Out ‘N’ About regularly, visiting local towns and the many beautiful natural spaces in our area. Often, these adventures are linked to the themes of the cycle or focus on how to use and access local services, such as the library.
NATURE JOURNALING
Nature Journaling is the regular recording of observations, perceptions, and feelings about the natural world from first-hand experience. We have found that it helps to develop stillness in the children as they tune in to the sounds, sights and smells in their natural environment. The Sun Room students spend time each week nature journaling, and as the students get older, Nature Journaling becomes part of the Art program and the Camps program.
TRISKEL programs (Level 2 - Level 6)
Cognition and Connection
This key program supports students in developing social and emotional literacy, as well as cognitive skills, and is closely aligned with our philosophy and guiding principles. It covers a variety of topics and themes, including connection and belonging, somatic feelings and emotional regulation, nonviolent communication and restorative practices, growth mindset and neuroplasticity, executive functioning skills and intention-setting.
CAMPS
In this key program, we work with students from a perspective of awe and wonder as we get out and explore our world. We deliberately allow time and space for slowing down and pausing, as well as a variety of challenging and exploratory activities. We want our students to feel comfortable and capable in a range of locations and to be able to take care of their basic needs in the outdoors. Many camps are offered throughout the year, including both compulsory and optional ones. Each camp has a unique intention, whether to develop new skills, have new experiences, or connect with others. Our camps have been as diverse as the interests of our students and have included activities like hiking, abseiling, white-water rafting, horse riding and caving.
Day PRograms
Day Programs are designed to provide students with stand-alone opportunities to get out and explore our extraordinary local environment without the additional challenge of an overnight stay. Some of our popular experiences have included snorkelling, surfing, paddling local rivers, sand duning, snow-based activities, walking/hiking, and rock-pooling.
PERSONAL LEARNING PROJECTS (PLPs)
PLPs are a series of sign-up classes where students have the opportunity to learn and practise skills beyond those offered through our regular program and activities. These sessions typically span a cycle and aim to spark student interest in unfamiliar activities or deepen mastery in a specific area of interest.
PASSION PROJECTS
This program challenges students to take a ‘spark’ and apply it as a means of developing enterprise skills. Students are encouraged to initiate conversations about potential projects and are supported using a non-linear approach. The program has nurtured a diverse range of projects involving skills like building and construction, landscaping, writing, design, and food preparation. We also offer Mentor-Led Projects throughout the year as an approachable ‘stepping stone’ to Passion Projects.
ASSESSMENT AND REPORTING
Foundation students receive a portfolio of their year at school and a personal letter from their mentor, which celebrates their achievements and personal strengths. In Levels 1 – 6, written reports relating to student academic progress are provided to parents in June and December. All students receive a personal letter from a mentor, celebrating their personal growth and achievements, which relates to the Capabilities of the Victorian Curriculum. These reports are accompanied by parent/mentor/student meetings, which are offered to all families.
