Pre-School Curriculum

EtonHouse values the uniqueness of each child as both a gift and an opportunity.

This uniqueness is supported and enhanced by a learning environment that is respectful of the child as he/she seeks to make meaning of the socio-cultural context in which he/she lives.

EtonHouse provides a composite curriculum approach that represents the best in 21^st century pedagogical thinking from around the world.

Inquire-Think-Learn

The EtonHouse Inquire-Think-Learn curriculum approach, inspired by the Reggio Emilia Project of Northern Italy is founded on the following seven principles which guide everyday teaching and learning:

• an image of the child as competent. Children are respected as strong and competent learners, curious and interested in their world
• an acknowledgement of children as sophisticated thinkers and communicators
• a focus on seeing children as participants within a socio-cultural context in which knowledge is constructed through reciprocal and responsive interactions with others
• an understanding that play and conversation are the central modes of learning for young children

• a recognition that the curriculum has research-based intellectual and pedagogical integrity

• the establishment of a reciprocal partnership with parents, recognizing them as the child’s first educator

• a demonstration as educators of accountability for children’s learning through reflective pedagogical documentation.

As part of this inquiry based learning approach, young children at EtonHouse are respected as competent thinkers and communicators who are offered many opportunities to engage with a range of materials and resources that extend and challenge their thinking.

International Baccalaureate

In pre-school settings at Broadrick, Newton and Orchard the International Baccalaureate Primary Years Programme, with its inquiry-centred, multi-disciplinary philosophy is equally a foundation for teaching and learning. All of these settings have accredited International Baccalaureate World School status.

The framework of the PYP sets learning objectives (what we want our students to know?), combined with the application of sound classroom practice (how best will they learn?) and effective, appropriate assessment (how will we know what they have learnt?).

These three components, along with the attributes of the IB Learner Profile, form the basis for implementation of the IB programme.