EtonHouse has developed its philosophy based on research and internationally accredited best practice in education that supports a student-focused learning and teaching environment.
At EtonHouse, we aim to develop each student into a competent, confident, responsible and well-balanced individual through personalised learning, a challenging programme and environments that support children’s curiosity and wonder; that engage children and that offer them a wide range of materials to work in purposefully designed learning areas.
Every child should acquire social skills and the confidence to communicate freely and easily with both adults and peers. EtonHouse has been established to provide a happy, relaxed and safe environment that contributes to the development of the whole person.
Our excellent staff-to-child ratio is a vital factor in the success of our programmes. We offer children a multi-dimensional programme with many diverse and spontaneous learning opportunities. We provide an environment in which children grow in independence and take responsibility for their own learning.
The EtonHouse Inquire-Think-Learn Curriculum Framework has been developed to support teachers in responding to a learning context in preparation for the 22nd century, a time of rapid change where “learning how to learn”, creativity, innovation and critical thinking should be the focus of a quality early childhood programme.
As early childhood educators, we do not just work with academic content (number, reading and writing). We aim to support the holistic development of the learner, that is their physical, emotional, social, intellectual, creative and language development.
Read our blog: The Changing Dynamics In Education
There are 8 big ideas that underpin the EtonHouse Inquire-Think-Learn curriculum framework.
- an image of the child as competent. Children are respected as strong and competent learners, curious and interested in their world and who are acknowledged as sophisticated thinkers and communicators
- an understanding that play and conversation are the central modes of learning
- a recognition that the curriculum has research-based intellectual and pedagogical integrity
- the importance of seeing the learner within a socio-cultural context where knowledge is constructed as the child interacts with both the physical and interpersonal environment
- the ongoing commitment by educators to view themselves as researchers who work with colleagues, children and families, to deepen their own understanding of their teaching
- the facilitation of flexible environments that recognise that children learn not only from their teachers and peers but also from their interactions with the physical environment
- a demonstration as educators of accountability for children’s learning through reflective pedagogical documentation.
- the establishment of a reciprocal partnership with parents, recognizing them as the child’s first educator
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.
Primary to High School
The inquiry-based pedagogy of the early years moves seamlessly into the primary, secondary and high school. With the IB transdisciplinary approach informing our programmes in the older years, we continue to nurture an innovation and growth mindset in older students.
While being rigorous and academically challenging, the pedagogical thinking that underlines the teaching and learning in our schools nurtures open-mindedness a