The School’s learning philosophy rests on the four key vision principles - Building Learning Capacity, Collaborating, Making Meaning and Break Through. The focus on developing learners’ capacity to thrive in tricky situations - knowing what to do when they don’t know what to do - is valued highly. Teachers explicitly teach learners strategies to get out of ‘I’m stuck’ situations. Being stuck is celebrated and harnessed as an opportunity to build each individual’s learning capacity. We have learner qualities that are integrated into all learning. The Learner Qualities are an important part of Building Learning Capacity and are Reflect, Question, Connect, Think, Be Self Aware, Wonder and Be Determined. The Learning Process is another essential learning strategy that is intentionally taught to enable learners to proactively advance their own learning, problem find and problem solve creatively and face their changing future with confidence. The Learning Process develops learners 'Meaning Making' capacity and ability to think.

Making Learning Visible

We pride ourselves in making learning visible. Learning progressions are displayed in 'learner friendly' language to help our learners know how am I going?, where am I going? and where to next? By making learning and progress visible we empower both our learners and their parents.

The Stonefields School vision and learning philosophy has emerged from a wide range of research and theory. A more comprehensive document outlining 'why we do what we do' can be downloaded from the side bar at the bottom of this page.

Valuing Student Voice

We value what our learners think. Here is some examples of recently gathered student voice outlining what they think about learning in open spaces.
  • “On the first day of school when I stepped into the class I felt really comfortable and there were a lot of students there which made me more comfortable.”
  • “At my old class we had set places- you sit here, you sit here, you sit here. But here it’s nice and comfortable.”
  • This notion of our learning spaces being comfortable is a common thread. As adults, where do we choose to learn? Will we make sure we’re comfortable first?
  • Stephen Heppell suggest that if you ask children to bring in from home the seat that they’d prefer to sit on when reading, none of them would bring in an old wooden kitchen chair. Instead they’d bring bean bags, the couch, an arm chair, or their bed!
  • “I sometimes prefer some places to others. Sometimes I like the places with the light. Sometimes I prefer places that are a bit quieter. It depends on what work I'm doing. If it's really hard work sometimes I just go to a quiet place.”
  • “It's more open. Everything was set (at my old school) and there wasn't much choice. Here there are more people to help you. More people that know more information about what you're learning about.”

Why we do what we do

Click on the button below to download an outline why we do what we do and how it links to research and theory.

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