The Early Years (Prep to Year 4) is a time when students are given the freedom and guidance to grow, develop and understand the world around them.
The magnificently restored Victorian mansion that is home to the Early Years students provides a happy and nurturing environment where students can participate in a broad and exciting range of activities. It stimulates their love of learning and interests beyond the classroom.
Classrooms have been designed so that the academic and creative domains, such as science, music, the arts and movement are facilitated by transparent, transformative spaces, recognising and reflecting the diversity of learning experiences.
They are highly resourced with the latest learning technologies and state-of-the-art teaching aids, including interactive whiteboards, an extensive computer network and one to one iPads.
A stunning central library interfaces with communal piazzas and outdoor areas where our students have the opportunity to construct, research and reflect. There are spaces for quiet times and listening, and integrated spaces that enable social relationships and collaboration.
These modern learning spaces reflect the latest pedagogical practices. Teachers encourage flow and intrinsic motivation by creating an environment that fosters enjoyable learning experiences.
Our approach to learning and teaching in the Early Years is one that supports individual development in a caring and supportive environment. Students grow and learn at very different rates during these years, and we ensure that programs are individualised so that students experience success in these foundation years of their formal education.
Students are encouraged to be confident, independent learners, empowered to take on challenges and learn. Early Years staff encourage students to assert their independence, to use initiative, to make decisions and above all to believe in themselves.
Significant in the Early Years, is the College’s insistence on employing specialist teachers for a range of subjects including:
All of these factors contribute to and enhance a well-established tradition of providing a secure and comprehensive foundation.
Under the guidance of Dr Judith Paphazy, the Early Years team have been researching and implementing pedagogical practices that actively promote Flow in the classroom. Based on the work of Mihalyi Csikszentmihalyi, and with its roots in Performance Psychology, Flow Theory is premised on the belief that learning best occurs when students engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task.
Teachers at Grange Hill strive to create learning environments that are challenging for all students, and in which students want to learn and feel good about learning. We are one of the first schools in Australia to apply Flow Theory to early childhood education.
Information on the fees and levies is available on the Fees page.