Our Educational Approach

Literacy learning is infused into many areas of our learning day.

Since 2022, our literacy focus has drawn on the current evidence of the cognitive processes of how children learn. We use the 6 key areas that need to be developed: Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension.
This reflects the Science of Reading approach that prioritizes what actually works over traditional guesswork. At its core is the Simple View of Reading, which recognises that strong reading comprehension is impossible without solid decoding skills and fluency.
In the early years, our teachers explicitly build these foundational skills using phonics, phonemic awareness, and decodable texts. While comprehension is nurtured right from the start, it becomes our primary focus as students transition through Years 3-6 with classes immersing each term in a novel study.

This commitment to evidence-based learning also extends into our spelling program. We utilize the Components of Spelling framework, which empowers teachers to use real student data to target and improve learning outcomes. Our teaching team collaborates with leading expert Dr. Tessa Daffern into spelling methodology, to continuously refine their classroom practices.

Our holistic approach to literacy helps our students develop a love of the written word and story telling. They are compelled to contribute their work regularly to Daylesford’s Words in Winter Literary Festival and the Independent Schools Victoria Annual Poetry Prize Contest.

Our maths approach stems from a focus on creating a deep understanding of mathematical concepts and how they might apply to the world around us.

Lessons involve a mixture of explicit teaching, aimed at addressing specific needs of individual students as well as opportunities for students to explore mathematical concepts using visual and tactile materials or ways to apply it in context through the “Learn Through Doing” maths program. “Number Talks” are used daily in our classrooms to support mathematical thinking at all stages and to encourage strong conceptual understandings of patterning and place value.

Maths experiences throughout the day support the development of four key proficiencies which include mathematical understanding, fluency, reasoning and problem solving. These proficiencies enable students to respond to familiar and unfamiliar situations by employing mathematical strategies to make informed decisions and solve problems during their project based learning and playground design and development activities.

Integrating Literacy, Numeracy, Science, Humanities, Technology, Civics and Citizenship and Health.

Students engage in four key Inquiry themes across the year; Wellbeing, Social Harmony, Environmental Balance and Cultural Diversity. This student-centered approach enables the exploration of problems and big questions as they delve deeply into their areas of interest to build knowledge and learning skills through discovery and guided investigation with their teachers.

Our Inquiry approach has had a big impact in our school through the student-led initiatives of a research and design Agility Playground project completed in 2025, a social harmony miniature village, kite making and flying innovation, and the design and installation of a lap-athon running track. High quality Inquiry can bring learning to life in a real world setting that shows the passions and competencies of children.

Nature connection, flourishing & confidence in the natural world.

We introduced Bush School as a regular part of our curriculum in 2022 to reflect our school’s mission to contribute to the growth of a more mindful and sustainable world and our vision to support children learning about and connecting with the natural environment.

Bush School is designed to provide a weekly one day immersion in nature within the local Hepburn Region. The learning that occurs is via experiential, place-based experiences that embed the environmental, cultural, social, and historical aspects of local places. In these settings, it also provides a meaningful extension of our daily Awareness programme inquiry into Buddhist principles. Research indicates there are many benefits for children taking part in nature-based learning which include the following, adapted from Early Years Learning in Australian Natural Environments by Hughes, Elliot, Anderson & Chandler (2022):

• The importance and value of connecting children with nature
• First Nations Peoples’ perspectives
• Advocacy for addressing climate change and sustainability
• Children’s agency
• Alignment with curriculum frameworks and learning outcomes across key learning areas
• Health and well-being aspects

We are an award winning River Detectives school and our students’ scientific research and learning is carried out at Smiths Creek during Bush School at Cornish Hill.

An integral part of our teaching and learning process

Assessment and Reporting combine to support students to achieve their best and to provide the basis for guiding further learning. It also provides an opportunity to inform parents about their child’ s achievements and challenges.

Children are encouraged to set goals related to their own learning needs throughout each semester. Our student led learning conversation model provides opportunities for children to demonstrate the learning process related to these goals with their families. Learning portfolios include snapshots of the whole learning picture: drafts, re-drafts, thinking processes (concepts maps etc) and published work are reflected on during these conferences.
Written reports are provided twice per year in Term 2 and Term 4.