Leap Learning into KINDERGARTEN HANDBOOK 2025
Leap Learning Kindergarten
The Somerville House Kindergarten Program is underpinned by a play‑based indoor and outdoor curriculum in addition to specialist classes in Music, Christian Education, French Language and Physical Education.
The Somerville House Kindergarten provides students with state‑of‑the‑art facilities and separate indoor and outdoor learning areas.
LEARN ENGAGE ACHIEVE PLAY
Leap into Learning at Somerville House Kindergarten
We invite you to join us as we leap into a wonderful learning journey with you and your child.
The Kindergarten is part of the Somerville House Junior School, offering a Kindergarten Program where your child will be encouraged to learn, engage, achieve and play as they progress through their Kindergarten year and prepare for entry to school.
We are an approved Kindergarten program.
Contact Details
Kindergarten Reception absentee line 07 3840 2600
After School Care (Kindergarten) 07 3840 2608 – direct line
Director’s office 07 3840 2606
Email mmciver@somerville.qld.edu.au / elc@somerville.qld.edu.au
2025 Term Dates
Term 1 Tuesday 28 January Thursday 3 April
Term 2 Wednesday 23 April Thursday 19 June
Term 3 Tuesday 15 July Thursday 18 September
Term 4 Wednesday 8 October Wednesday 3 December
Governance
Approved Provider
Director of Kindergarten Nominated Supervisor
Responsible Person in Day‑to‑Day Charge
Our Approved Provider is the Presbyterian and Methodist Schools Association (PMSA), which has overall responsibility for the operation of the Kindergarten. The governance structure flows from the Provider level of the PMSA to School Council, School Principal, Head of Junior School and Director of Kindergarten.
The Director of Kindergarten is nominated by the PMSA to accept responsibility for the day‑to‑day operations of the Kindergarten.
The Director of Kindergarten and Head of Junior School are delegated as Responsible Persons and have agreed to accept responsibility for the day‑to‑day operation of the Early Learning Centre.
Kindergarten staff appointed by the Director of Kindergarten are delegated to act as a Responsible Person in Day‑to‑Day Charge in the absence of the Director of Kindergarten.
The Educational Leader Leads the educational program delivered across the Kindergarten.
Teacher of Kindergarten Early Childhood Teacher (ECT)
Educator – Classroom
Educator – Extended Hours Care (EHC)
All teachers (ECT) hold a Bachelor of Education (EC), a four‑year degree or an ACECQA approved equivalent. An ECT leads each Kindergarten class.
Educators hold a Diploma of Children’s Services or higher and work in collaboration with the teacher of Kindergarten to support class program.
EHC Educators hold a Diploma or Certificate III of Children’s Services and work in collaboration with the Director of Kindergarten to provide Extended Hours Care sessions.
Philosophy
Somerville House Kindergarten is a part of an educational community steeped in the history of Somerville House School and South Brisbane. As such, we acknowledge and respect the Yuggera and Turrbal Peoples as the traditional owners of the land on which we bring education to our children. We acknowledge the unique attributes of our community and join our families in a collaboration of learning that values access, inclusion, respect and responsiveness to strengths, needs and interests. We honour the connections we have with all aspects of our community past, present and future.
The Somerville House Kindergarten is a one year play based Kindergarten program that advocates for the highest quality care and education and has focus on developing the knowledge, skills and dispositions of a lifelong learner. Our image of the child is of one who is capable, confident, creative and curious and one who is an active participant in their own learning. We offer a program that promotes the joy of learning through purposeful play, age appropriate pedagogies and collaboration between staff, children and families. The program is guided by the principles and practices of the Queensland Kindergarten Learning Guideline, the Early Years Learning Framework and the Somerville House Curriculum Framework.
We will:
• work together to provide respectful, safe, secure and wKindergartenoming learning spaces that connect to our community
• provide a learning environment for children that is well resourced, engaging, aesthetically pleasing and one that reflects the needs and interests of our school and parent community
• develop a sense of belonging through strong positive relationships with children and families and value their contribution to our learning community
• provide a balanced approach to teacher guided, child led and spontaneous learning experiences across all aspects of our program including the inside and outside learning environments
• support children’s cognitive, social and emotional learning, including their health and safety and their physical, mental and spiritual well being
• promote children’s developing sense of self, independence, resilience, perseverance, agency and a positive disposition towards learning
• promote children’s respect for self and others, and build understandings of fairness, equity and how to voice concerns
• develop understandings and respect for difference, culture, social diversity and Australia’s First Nation Peoples support children’s developing understandings and role in caring for the natural world and a sustainable future
• promote exploration and experiences in oral language, early literacy, early numeracy, classroom technologies and our specialist programs of Art, Music, Physical Education and Christian Education
• value and actively support all parts of the children’s learning journey, their transition into our service, the continuity of their year with us and their pathway to school
• we will always act in the best interest of children and help them to learn about their rights through the United Nations Convention on the Rights of the Child.
The Somerville House Kindergarten is a place where staff share a common commitment to lifelong learning; they promote a culture of reflective practice and continuous improvement in their work with children and in their professional practice. Through this commitment they develop programs that encourage children to be local and global citizens, who have a confident self image and are able to imagine, communicate, test views, explore, co operate, problem solve, investigate, inquire, negotiate and actively engage in their physical and social environments.
HOW THE KINDERGARTEN OPERATES
Finalising your Enrolment
All children must turn 4 by 30 June in their Kindergarten year.
Children attending Kindergarten in 2025 will be born between 1 July 2020 and 30 June 2021.
Kindergarten enrolment is finalised through our Xplor system; this is in addition to the Somerville House enrolment process. Registering through Xplor brings parent/ carer data into the Kindergarten systems and allows access to CCS (Child Care Subsidy) and online booking programs.
The following information is required to finalise enrolment:
• Account holder’s CRN (Centrelink Reference Number) number and birthdate
• Child’s CRN number and birthdate
• Child’s latest immunisation record
Fees
Fees for the Kindergarten Program are charged in advance and issued from the Somerville House business office. Fee schedules are available on the School’s website.
Fees for our additional programs (Extended Hours Care) are added to school accounts at the end of each term.
All of our programs are approved for Child Care Subsidy (CCS). Eligibility for CCS is determined on family income and an activity test. Any rebates are paid to the service provider (us), and our business office will apply all rebates as a credit on your school fees account.
Policies
The Kindergarten has a comprehensive range of policies to ensure the welfare and best interest of children is always our primary consideration.
Policies are accessed in our parent information area and via SomerLink. We regularly review our policies and invite families to make contributions to the reviews.
Quality Improvement Plan (QIP)
The Quality Improvement Plan is an ongoing document that guides the development of the Kindergarten across the seven areas of the National Quality Standard.
The QIP is available within SomerLink and on our QIP display wall. We welcome families to become involved with the QIP by providing feedback and helping us to make the Kindergarten the best it can possibly be.
Our Programs Kindergarten
Teachers, educators, children and families work in a partnership of learning to develop a play‑based inquiry program that works towards the transition to school.
Children spend the whole year with their teacher, educator and up to twenty‑two Kindergarten friends at a ratio 1:11 or less.
Kindergarten runs from 8.15am to 2.45pm during school term time.
Extended Hours Care (EHC)
We provide EHC sessions for our families that need care outside of the Kindergarten hours. The EHC programs are run by our staff at a ratio of 1:11 or less and are only available for Kindergarten children.
EHC operates from Room 1 and the outdoor area of the Kindergarten. Attendance is pre‑booked through Xplor. Fees are charged by the session of care and added to end of term school fees.
• Morning EHC 7.00am until 8.15am
• Afternoon EHC 2.45pm until 6.00pm
• Vacation and Pupil Free Day EHC 7.00am until 6.00am
EHC is available up to the Christmas closure in late December. Bookings are essential.
The Kindergarten Day
Parking
Parking for Kindergarten families is available on Level 4 of our building (the Foundation Building), accessed at the end of the Turning Circle via Gate 1 on Graham Street. Level 4 parking is strictly on the right‑hand side of the car park and is short term (ten minutes) to give all families the opportunity to drop‑off and collect their child.
Note: Families with a child attending the Junior or Senior School may register for morning and afternoon sibling pick‑up. Information is available upon request.
Arrival
Each morning, we have a transitional arrival time between 8.15am and 8.45am to support a comfortable start to the day for children and families. When arriving later than 9am, group times would have commenced. Please wait at the door, and educators will assist the children in settling into the class group time.
On arrival please:
• Sign your child in using the sign‑in screen in the foyer, or by scanning the QR code displayed.
• Accompany your child to their room and encourage them to carry out their morning routines independently.
• Inform staff of any special needs for the day, including any medications you have given your child at home.
• Ensure staff are aware of your child’s presence before leaving.
Departure
A child may only depart the Kindergarten with a parent or an authorised person.
On departure please:
• Sign your child out using the sign‑out screen in the foyer, or by scanning the QR code displayed.
• Check the noticeboards and children’s pigeonholes.
• Check for belongings or soiled clothing.
• Ensure that staff are aware that you are taking your child.
Co‑Curricular Activities
Children enrolled at the Early Learning Centre may participate in co curricular classes at the end of the Kindergarten day.
Parents are to arrange activities directly with the coaches. Once the coach confirms your child’s enrolment, please notify the Kindergarten and complete an authorisation form allowing the Coach to collect your child for their lesson and return them to the Kindergarten if attending Extended Hours Care.
Contact details:
Tennis
Robby Newton rnewton@somerville.qld.edu.au
Gymnastics
3188 1478 or office@premiergymnastics.com.au
Chess
Mr Matthew Gilpin mgilpin@somerville.qld.edu.au
Mindfulness
Notification and availability of mindfulness classes will be made available to families by the Director of Pre‑Prep. info@zen ed.copm.au
Little Frogs
Mr Jamie Coates De Jonge jcoatesdejonge@somerville.qld.edu.au
PREPARING FOR THE KINDERGARTEN DAY
Children need the following items for their Kindergarten day:
QUICK TIP Put a name on everything, including socks and shoes.
• Somerville House Kindergarten uniform
• Somerville House Kindergarten hat
• Somerville House sheet set
• Spare underwear and shorts
• White runners or navy sandals
• Water bottle and lunch box
• A munch and crunch pack
Lunch Boxes
Please provide one lunch box with nutritious food, sufficient to eat during first lunch and second lunch sessions and a drink bottle with water.
We suggest the following all packed in one lunch box:
• A sandwich cut into 4 portions or a portion of main food such as rice, pasta etc. (in the case of sandwiches, we will encourage the children to eat two portions for first lunch and two for second lunch)
• Two serves of fruit (one for first lunch and one for second lunch)
• Two small snack foods such as yoghurt or cheese (one for first lunch and one for second lunch)
QUICK TIP
• A flat top lunch box is easy to stack in the fridge
• One lunch box rather than lots of containers
• Cooler bags do not work in the fridge, and are not required
• Use a thermos flask for warm food
• Pack a separate named lunch box for EHC
Munch
and Crunch
This is a small, healthy, non‑refrigerated snack packed in one reusable container. It is stored in children’s lockers. During the day, children freely access their ‘munch and crunch’. We suggest a very small healthy snack such as sultanas or crackers.
QUICK TIP Nuts, popcorn and yoghurt are not suitable for Munch and Crunch.
Birthdays and Celebrations
At Kindergarten, we celebrate birthdays by sharing an ice block treat with the class. Supplying twenty‑two fruit stick ice blocks will help us be respectful and inclusive of all our children, as many are unable to eat cake and sweet treats due to allergies. We kindly remind all of our families to avoid distributing sweets, treats and party bags to children within the class.
We love to share celebrations that are part of your family or cultural heritage. Please consult with your child’s teacher or educator to arrange this.
Toys at Kindergarten
It can sometimes be tempting for our Kindergarten children to bring along toys and other treasures from home. Sadly, these can become misplaced or broken, creating distress; therefore, it is best if such items are kept at home. Cuddle toys are not required for our mindful and relaxation program and are not permitted as part of our safe sleep practices.
Uniform
Somerville House students are an important part of the community. The School uniform allows students to express their membership in the Somerville House community. It is a condition of enrolment that parents accept our uniform code and that they will ensure their child wears the uniform correctly at all times.
At Somerville House we pride ourselves on personal presentation which includes a courteous disposition and neat dress as outlined in the Family Handbook. Students are expected to present with neat and appropriate forest green hair accessories and ribbons.
Please note that long sleeve jumpers or shirts underneath the uniform are not permitted.
Kindergarten Summer
• Shorts
• Skort (optional)
• Lime Polo
• Sport Socks
• Navy blue sandals (enclosed toe) or white joggers. Please see below examples of suitable shoes.
Kindergarten Winter
• Track Pants over shorts
• Track Jacket
• Polar Fleece Vest (optional)
• Sport Socks
• White Joggers
K inderg arten Summer
Shoe examples
Hair accessories and ribbons
HEALTH AND SAFETY
Meet Sneezy the Dragon
Hygiene
Sneezy the Dragon helps our children learn about all things health and safety.
You can check our Sneezy notice board, policy folder and parent information areas for more information on health and safety.
On arrival to Kindergarten and before goodbyes, children are asked to wash their hands. We ask you to assist in developing this habit to help reduce the transmission of germs.
Children are taught hand washing and sneezing protocols. These and other hygiene practices are embedded into the curriculum and will be developed through our Sneezy the Dragon health and safety program.
Children who have toileting accidents are supported to change in ways that follow guidelines and ensure the comfort and protection of the child. Staff will let you know personally, or with a bag tag, when collection of soiled clothing is required.
Emergency Evacuation
The Kindergarten has regular practices of evacuation and lock‑down procedures. Drills are evaluated, including a debriefing with the children, and a sign to let you know we participated in a drill or emergency.
Evacuation Drill: When evacuating the building, the children and staff follow our documented procedures to exit the building and move to our evacuation point at the Set‑down Loop.
Lock‑down Drill: During a lock‑down drill, staff follow procedures while the building is secured.
Drop Off and Collection of Children
Entry to the Kindergarten is by electronic buzzer connected to a visual monitor. All persons collecting children must use the buzzer and the electronic sign‑in system in the foyer before entering the group rooms. We ask families not to give access to other families if a staff member is not present to verify.
All persons collecting or dropping‑off a child must be an authorised or notified person, over the age of eighteen, and considered by our staff to be acting in a fit manner before a child will be released into their care.
Child Protection
Somerville House and the Presbyterian and Methodist Schools Association (PMSA) have policies in place to protect children from harm and risk of harm. All staff undertake annual training in Child Protection and have a Positive Working with Children Card (Blue Card). Visitors working with children are required to have Positive Blue Cards and must sign our visitor register.
Staff work closely with children and must act as mandatory reporters of physical, social or emotional harm to a child according to the requirements of the Child Protection Act 1999, its amendments, and the PMSA Child Protection Policy. The Kindergarten Director and Head of Junior School are nominated Child Protection Officers, please contact them for further information or guidance.
Throughout the year, the Sneezy the Dragon program will cover topics on personal safety and will be delivered in an age‑appropriate and general way. To support a more in‑depth and personal approach, a variety of books can be found in our parent information area that are best suited to a more connected reading between parent and child at home.
Food
Helpful information on healthy food and lunch box ideas is provided in the parent information area, and good ideas are welcomed.
Children will not share food, and all cooking activities are conducted with a knowledge of and a plan for allergies and intolerances. If a child has an intolerance (including nuts), we use a risk minimisation strategy rather than eliminating.
To maintain the health and safety of our children, we are unable to heat or reheat food prepared at home.
Sunscreen
We supply a low irritant, high SPF sunscreen and teach the children to apply it before they go out to play. The play area is adequately shaded, and the children must wear their hats while they are outside. We encourage parents and carers to adopt good sun safety practices by applying sunscreen to your child before arrival at the Kindergarten.
Mindfulness and Relaxation
The children are provided with an opportunity for rest and relaxation, called ‘mindful time’. This is a thirty‑minute session used to develop skills such as deep breathing, guided meditation, body relaxation and engagement in mindful activities.
A focus of mindful time is engaging in the chosen activity in a way that does not affect the choice of others. Some children choose to sleep, while some may choose mindful and relaxation activities. Their choices may change from day to day and across the year.
Cuddle toys are not a part of mindful time or safe sleep practices.
MEDICAL
Illness and Infectious Diseases
We aim to provide a safe and hygienic environment that will promote the health of the children. To support the continued good health of our children and staff, we ask that unwell children remain at home and that medications such as Panadol are not given to enable an unwell child to attend Kindergarten.
It is essential to notify the Kindergarten of absence due to illness so that families are informed of possible health problems. When there is a significant or notifiable illness at Kindergarten, families will be notified by signage and email.
When a child becomes unwell while at Kindergarten, they will be made comfortable within the Kindergarten until collected by a parent, carer or authorised person. The Kindergarten staff may administer one dose of Paracetamol, if required, to assist symptoms while awaiting collection. Please note this is to ensure the child’s temperature does not continue to rise; children are still required to be collected promptly. Unwell children should remain at home until completely recovered from their illness.
Children with an infectious disease will be excluded from Kindergarten for the period recommended by the Department of Health, and may require a medical clearance from their doctor before returning to the Kindergarten.
• Vomiting and or diarrhoea – children can return when they are completely free from vomiting or diarrhoea for 24 hours.
• Diarrhoea caused by norovirus or shigellosis (gastro) – children should be free from diarrhoea for 48 hours before returning.
• Exclusion periods for all infectious disease are clearly outlined on the time‑out charts in our parent information area, and at the Sneezy the Dragon classroom stations.
• Fever – children can return 24hrs after the fever resolves.
Medical Conditions
All children with medical conditions will have a medical plan developed between families, health professionals and the Kindergarten. The medical alert component of this plan is displayed within the child’s classroom.
All staff have current training in the administration of emergency medication. We have emergency medication on hand for asthma and anaphylaxis, and a defibrillator is available nearby.
A medication form is completed for all medication. All medication is kept in our first aid cupboard, fridge or in individual medication bags with permission forms and plans. Medications and medical plans are kept up‑to‑date by parents.
Administration of Medication
Kindergarten staff can administer medication to your child. To do this, we must have the following:
• A completed medication form
• Medication that is labelled by a registered pharmacist with the child’s name, dosage, frequency, directions for use and a clearly displayed expiry date.
• The dispensing label must be attached to the immediate container and not to the exterior packaging.
Parents are required to notify Kindergarten staff if they have administered any medication prior to the start of the Kindergarten day.
Allergy Minimisation
The Kindergarten cannot guarantee the absolute elimination of an allergen, but we do believe risk can be minimised through an appropriate medical management plan and medical alert. Families are asked to ensure that they maintain up‑to‑date medical records for their child regarding allergies, supporting the Kindergarten in risk management processes. Information on children diagnosed with anaphylaxis will be displayed at the entrance to the child’s room, within the classroom and in the Kindergarten staffroom. Strategies to minimise exposure to identified allergens will be shared with families of that room. Under an allergy minimisation plan, the Kindergarten does not eliminate nuts from children’s lunches.
Immunisation
The Kindergarten actively supports the immunisation of children. Families are required to provide information regarding their child’s immunisation status by supplying a copy of their child’s Immunisation History Statement or approved catch‑up schedule to the Kindergarten on enrolment, or after any new immunisation.
QUICK TIP Immunisation History Statements are available from your MyGov account; please note that the ‘red book’ is not accepted as proof of immunisation status.
Non‑Immunised Children
Families with children who are not immunised (and do not have an approved exemption) will not receive CCS rebates. In the event of an outbreak of, or contact with, a disease that has an associated immunisation, parents and carers must comply with our procedures for withdrawal of non‑immunised children.
Exemptions apply for approved medical reasons (medical contraindication or natural immunity certified by an immunisation provider); however, vaccine objection (conscientious objection) is not an exemption category.
OUR PARENT COMMUNITY
Parent Involvement
Somerville House has a vibrant Parents and Friends Association and network of support groups that organise social events for Somerville House families. The Junior School Support Group (JSSG) includes a representative from the Kindergarten’s parent community, adding a valuable link to the whole school community. There will be classroom representatives for the JSSG. Please supply your contact details to the JSSG representative so that they are able to keep you connected with the School.
Parents and families are always welcome at the Kindergarten, and throughout the year, we will provide many opportunities for you to participate in your child’s Kindergarten program. We encourage each family to be involved in their child’s program in the way they feel most comfortable. We look forward to building continuity between your home and the Kindergarten as we work together in a wonderful year of learning.
Parent Help, Children, Volunteers and Visitors
We welcome parents into the classrooms on a ‘pop in’ basis; however, we ask you to check with your child’s teacher prior to staying to ensure that the children are comfortable and secure with the presence of other adults. We are always looking for opportunities to add depth to programs and extend the children’s knowledge through a ‘special visitors’ program. We hope that during the year you might be a ‘special visitor’ and share your profession, talents and cultural backgrounds with the children. In the past, we have enjoyed visits from police officers, engineers, doctors, dancers, dentists, cooks, musicians, artists, and cultural groups from all over the world.
Volunteers and visitors may, at times, visit the Kindergarten’s classrooms. All visitors working with children should hold a Positive Working with Children Card (Blue Card) and will be under the full supervision of Kindergarten teachers and educators.
Sharing Your Thoughts With Us
We value every opportunity to improve our service and to ensure your child is receiving the very best education and care. We ask you to contribute to the continued development of the Kindergarten through our parent surveys, Quality Improvement Plan and policy reviews.
We also value hearing your thoughts, your concerns, or your child’s experience at the Kindergarten. The best and first place to share your thoughts is with your child’s classroom teacher.
If a concern has not been addressed satisfactorily or in a timely manner, please make an appointment with the Director of Kindergarten to further the discussion. Every effort will be made to resolve your concerns satisfactorily. Procedures for managing concerns or complaints at a higher level are on display in the foyer and in the Kindergarten’s Grievance Policy.
Parent‑Teacher Conversations
The Kindergarten offers a range of conversation opportunities and will always encourage families to connect with teachers in conversation around their child’s learning.
Casual Conversations
Casual conversations at arrival and departure times or when you spend time in our program are a wonderful opportunity to gain insight into your child’s progress in the Kindergarten program.
Extended Conversations
Teachers are able to engage in extended conversations about your child’s learning and experiences at Kindergarten outside of the program hours. Our teaching staff will be happy to make an appointment time for these conversations.
Folio Sharing Days
We arrange culminating days at the end of Terms 1, 2 and 3 where parents and other family members may come into the Kindergarten classrooms to share folios and enjoy a classroom presentation of the term’s learning.
During Term 4, we invite you to share in the development of a transition statement that reflects the Kindergarten year and provides important information for your child’s Prep teachers.
Sharing Information
We support sustainable practice and will often communicate with families electronically. We also have a range of other ways of communicating that keep you connected with us in the hustle and bustle of family life.
• SomerLink
• Foyer information easel
• Class newsletter
• Classroom displays
• Communication pigeon holes located outside each classroom
• Corridor gallery spaces for learning displays
• Toddle.
CURRICULUM
Culture of Care Somerville House Wellbeing Framework
Quality early childhood education is a key indicator of future academic success. Our Kindergarten program is underpinned by the latest research on how young children learn best. The curriculum is informed by the Queensland Kindergarten Learning Guidelines (QKLG), the Early Years Learning Framework (EYLF), and the International Baccalaureate (IB) Primary Years Programme (PYP).
The PYP stands out as a global leader in future focused education, empowering students to take charge of their own learning and collaborate as partners in the educational journey. These curriculum frameworks highlight the importance of people and their relationships, fostering a robust learning community.
Teachers use the QKLG learning and development areas alongside the PYP Transdisciplinary Themes to foster conceptual, inquiry based learning that is engaging, meaningful, and relevant for children. Grounded in constructivist and social constructivist theories, this approach emphasises collaborative inquiry and integrative learning, celebrating students’ curiosity, voice, and contributions. The kindergarten program nurtures the whole child as an inquirer, both within the classroom and beyond.
Children are seen as active participants in their learning journey. They are encouraged to ask questions, explore, and engage in hands on experiences to develop critical thinking and problem solving skills.
Throughout the program children engage in various contexts for learning such as play, real‑life engagement, routines and transitions. Within the kindergarten program, children will participate in early numeracy and literacy experiences, explore scientific and technological understandings and become confident and competent in their social, emotional and physical development within an environment that is underpinned by Christian‑based values. The curriculum promotes an intentional focus upon developing positive dispositions towards learning, creativity, problem‑solving and developing children’s personal capacity for becoming confident, capable, persistent and resilient lifelong learners. We dedicate time for thinking, developing and using a language of thinking and making our classrooms a more effective learning environment where thinking is visible.
Curriculum Focus Framework
The Kindergarten has created a framework to guide our curriculum decisions. The Curriculum Focus Framework guides us in distributing the learning outcomes of the Queensland Kindergarten Learning Guidelines (QKLG) across the four terms of Kindergarten. It has been designed to create a range and balance of experiences that flow over the year, and it describes the knowledge, skills and dispositions that children explore during their Kindergarten year.
The teachers draw from the Curriculum Focus Framework as they develop learning programs for their class. It is not prescriptive or set; it is a guide with the flexibility to embrace the collaborative learning decisions of teachers, children and families. It facilitates learning that changes and evolves as teachers support children’s interests, spontaneous learning events and the delightful tangents of inquiry learning.
Our Subjects What does this mean for learning?
Identity This describes the way your child engages with the learning environment, displays confidence and independence and takes on new challenges and considered risks.
Connectedness
This area supports your child’s ability to engage with other people, develop the confidence to form relationships and realise their rights within the community.
Wellbeing This describes the skills you hope your child will learn in order to support their own physical and emotional needs in readiness for progression to school.
Active Learning This supports your child in becoming a confident and involved learner; it develops creativity, imagination and understanding of technologies.
Communicating This supports your child’s ability to develop school‑style language, to talk with friends and educators, and it supports the skills required to assist readiness for reading and writing. Your child will also build capacity, confidence and disposition to engage in numeracy in everyday situations.
Pedagogical Framework
At Somerville House we aim to inspire students through classroom teaching that is research based and future focused with teachers employing innovative pedagogies that will prepare students across all curriculum areas and phases of learning with the mindsets, skills and capabilities to thrive in a rapidly changing world.
Supporting
Children’s Development
All children have different strengths, needs and interests, and, as such, their pathway to a successful start to school will vary. Classroom teachers individualise their programs to suit each child, and at a service level, we offer support and professional guidance to meet children’s additional needs through our Supported Enrolment Plan (SEP).
This is a process where teachers and families work together to plan the best path forward to school. We are able to provide advice to help parents and carers contact specialists or services, such as counselling, therapists for on or off‑site assessments, and inclusion support agencies.
It is important that families fully consider suggestions so we can implement strategies to assist in the education of your child.
Documenting Learning
Your child’s learning is documented in a folio. This will have contributions from children, teachers, educators and families, and will be used to build a picture of learning throughout the Kindergarten year. Folios are an important tool for teachers to use to reflect on a child’s learning, consider the next step and to action the learning. Importantly, individual folios are a living document and a work in progress. A child’s folio contains a range of documents and represents learning across a whole year. At the end of every term, teachers reflect on children’s learning and provide feedback through focussed annotations, which you will find included in the folio.
Transition to School
Transition to school is a year‑long process that assists us to develop the best possible path forward for each child. In the latter part of the year, we commence school orientations. For those progressing to Somerville House, this includes class visits, a fun morning with our Year 5 students and collaborative conversations between Kindergarten and Prep staff around children’s class placements. For children progressing to alternative schools, we collaborate with families to assist in the transition to their chosen school, and provide many fun transition activities at the Kindergarten.
Transition Statements
At the end of the year, teachers will create a Transition Statement for your child. This is intended to build a shared and accurate picture of your child’s learning at the end of the Kindergarten year. It provides valuable information to the Prep teacher about your child’s strengths, needs and interests, and with your permission it is shared with your child’s new school through the Queensland Curriculum Assessment Authority’s Transition Statement Tool.
Positive Behaviour
We understand and uphold the importance of respecting the dignity of our children. We always aim to provide an environment where parents, staff and children feel safe and cared for. The Kindergarten’s positive behaviour approach has been based on the understandings of ‘Choice Theory’, where motivation is thought of as internal rather than external, making us in control of our actions.
Our teachers and educators will model, encourage and intentionally teach strategies that are age‑appropriate and will assist children in managing their own behaviours and choices. A positive behaviour approach encourages children to explore strategies in sustaining positive relationships, becoming increasingly competent in social settings and developing self‑regulation.
Sneezy Health and Safety Program
This program supports children in the areas of health, hygiene, protection, safety and wellbeing. It aims to embed good practices in these areas in the everyday routines and curriculum work of the children. The Sneezy program builds on the skills outlined in the Wellbeing area of the Queensland Kindergarten Learning Guidelines, and is an engaging and fun way to learn about being healthy and staying safe.
Sustainability Program
Sustainability is a part of our curriculum decision making, and we aim to promote real‑world, inquiry learning that encourages children to think deeply on this important topic and build their capacity as sustainable citizens of the future. Sustainability is embedded in our program through our class sustainability projects. Across the year, each of our classes takes responsibility for all of our special projects.
Your child will have the opportunity to:
• Care for and promote sustainable practices, including operating the Kindergarten recycling station
• Care for and maintain our play terrace gardens, including growing food to be used in a range of activities
• Care for and operate the worm farm, tickle bees and natural resource station
• Care for and maintain the outdoor environment.
Recycled Materials
The use of recycled materials within creative learning experiences is an important component of the Kindergarten’s sustainable practice. Families are encouraged to bring items from home such as scrap paper, boxes, cellophane, crepe paper, wrapping paper, greeting cards, lace, wool, ribbon, shredded paper, used stamps, material scraps, clean plastic containers (yoghurt, ice‑cream) etc. Containers previously used for dangerous substances, medicines or potential allergens (nuts or eggs) are not suitable for use.
Excursions and Incursions
We will often arrange educational visits within our local precinct or may arrange visitors to come into Kindergarten for performances and presentations. There are also occasions where children, accompanied by their teachers, will have the opportunity to enjoy presentations, performances and activities provided within the grounds of Somerville House. Parents and carers are provided with all the necessary information and permission forms for each excursion, incursion or visit.
Specialist Lessons
Children will enjoy a range of specialist lessons designed to enrich and extend their learning. All lessons are held in the Kindergarten and are led by specialists in each area. Kindergarten staff support the specialist teacher during the lesson and follow‑up the activities in the Kindergarten program.
French Language
In Kindergarten, students are introduced to the French language through engaging songs and interactive games once a week. This early exposure to a new language not only enhances their linguistic skills but also fosters international mindedness. Additionally, students will explore various cultural artifacts, providing them with a deeper understanding and appreciation of French culture. Through these activities, students will develop a broader perspective of the world and cultivate a sense of global citizenship.
The French Junior School course is designed, so that students develop their competence in spoken comprehension and expression, primarily through fun activities, songs, roleplays and conversations. As language and culture are inextricably linked, students will learn about and gain an appreciation of other people’s ways of life and how others view the world. By the end of this course, students should have the foundations, and the confidence, to engage in further study in the language.
Christian Education
The children’s spiritual development is nurtured through stories, songs, play and discussions in a modern and relevant way that young children can understand.
Teachers and educators of the Kindergarten respectfully acknowledge the diversity of religious beliefs within our community, and we will collaborate with families in consideration of this diversity.
Music
In Kindergarten, children develop their musical skills in a variety of ways in readiness for the more formal aspects of music literacy and musicianship. The underlying philosophy is one of ‘child as musician’. In this approach, children actively engage in age‑appropriate musicianship tasks. That is, they do the things that musicians do through singing, exploring rhythm, developing their listening skills and creating their own music.
Physical Education
Together with the Physical Education teacher, Kindergarten children will be encouraged to explore and extend their expanding range of physical abilities, through engaging with enjoyable and challenging movement experiences. Kindergarten children will develop a range of physical competencies with an emphasis on fun, therefore creating enthusiasm for physical activity.
We look forward to sharing a wonderful year with you and your family.
Children learn and grow through play‑based learning which focusses on developing their physical, social, intellectual and emotional growth.