Jumbo Early Education South Wharf

At Jumbo our qualified educators integrate inquiry learning, play based learning and intentional teaching.  Program planning is based on the approved learning frameworks to extend and enrich children’s learning from birth to five years and through the transition to school.  Individual child portfolios capture and reflect learning and development throughout the year.  Child portfolios include work samples, quotes, photographs, learning stories, anecdotal observations, learning outcome links and self-assessments.

We also use the secured interactive program StoryPark to inform and communicate with all our Jumbo families.

To provide young children with opportunities to maximise their potential and develop a foundation for future success in learning Jumbo educators utilise:

• The Victorian Early Years Learning and Development Framework
• Belonging Being and Becoming: The Early Years Learning Framework for Australia

Jumbo Early Education’s curriculum is based on the children and educators co-constructing knowledge and skills in an ongoing cycle that sees the children as being:

• inquirers
• knowledgeable
• able to express themselves
• able to reflect on their learning

Jumbo offers activities and experiences that encourage a child’s interests, self-esteem and positive attitudes to learning. The program is also implemented in and through the philosophy of the Reggio Emilia approach to education, which views children as active learners, who acquire knowledge and refine understandings through inquiry based learning.

The comprehensive program of inquiry plays a critical role in the development of the knowledge, concepts, skills and attitudes for each child. Core skills and knowledge are developed in the areas of:

• Language & Literacy
• Numeracy
• Social Studies
• Science
• Movement
• Health
• Music
• Visual Arts
• Dance and Drama.

Transdisciplinary themes developed by International Baccalaureate also inspire the context of Jumbo’s programme that focuses on local, national and international perspectives and content.

The transdisciplinary themes are:

Who we are

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

How we express ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

How the world works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

How we organise ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making; economic activities and their impact on humankind and the environment.

Sharing the planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.