ABOUT KINMA

THE LEARNING PROGRAMME

At Kinma the education programme caters equally for all aspects of development. These include all the syllabus areas: Language, Mathematics, Science & Technology, Human Society and its Environment, Physical Education & Personal Development and the Creative Arts.

Profiles

Kinma's children and teachers accumulate a personal profile. Records of each child's progress are kept throughout their years at Kinma. These provide a measure of continuity as a child moves through the school. Records consist of check-lists in specific areas, anecdotes by teachers and examples of children's work. Twice a year there is a conference between an individual child's parents and the group teacher where the child's academic and personal development is discussed. Teachers prepare written evaluations of each child and parents are encouraged to comment or reply in writing on this report.

The desire to foster parent involvement in each child's education is apparent in the wide range of activities through which parents contribute to the school. Parents are seen as valuable resources - whether they are working within the classroom, taking children on excursions, working on one of the school committees or covering library books in their own homes. Another important learning resource for Kinma is the bushland setting in which it is located. This natural beauty is an on-going inspiration for natural science exploration, various expressive arts and love and respect for the environment.

Learning Environment

Infants and primary classroom buildings have been designed around an innovative style of education. These modern brick and timber buildings blend with the bushland environment. The lofts, verandahs, arts/cooking areas and group areas provide for many different activities to occur simultaneously. Children are delighted by the unique design of these classrooms. Kinma also has a workshop which is fully equipped for activities such as woodwork, pottery, textiles and visual arts.

The learning programme at Kinma extends beyond the school grounds however, and children regularly visit centres which are relevant to their theme of study eg, the zoo, concerts, exhibitions, farms.

Groupings

Class sizes are small, allowing for individualised programmes; the child-centred philosophy means that teachers and children approach learning as a shared experience. The consideration of stages, rather than ages, is basic to the provision of appropriate experiences. Academic, social and motor considerations are discussed by each child's parents, teacher and the coordinator to determine which group is the most appropriate for the child at any given time. Parents will always be involved in making decisions about movement of children between groups. However, they are asked to respect the professional opinions of the staff.

Provision for Gifted and Talented Children

At Kinma we are concerned with the broader context within which each child functions. We include in this social, personal and cultural factors which contribute to the shaping of academic abilities, limitations, special interests and potentials of each child.

For this reason we regard individualised education as a necessity for all children including those with particular abilities. We seek to maintain an adaptive educational setting in which teachers respond to the needs of children by encouraging questioning and curiosity, conceptual understanding and self-directed learning.

Children are grouped in such a way that individuals can be extended in any particular area regardless of chronological age. Our groups are small and flexible.

Parents are actively involved in the school and teachers maintain close contact regarding each child's development.

Overall, there is an emphasis on creative and critical thinking, social adjustment and personal responsibility.

Rather than adopting a definition of giftedness or talent or a programme of identification, Kinma actively seeks to create a dynamic learning environment for all children and adults.

Teachers are encouraged to pursue their own professional development and their knowledge of current theory and practice in all areas of education, including any specific to the particular children with whom they work.