When I started teaching thirty years ago, I entered the profession with a personal pledge that every child I had the privilege of teaching would feel valued and seen, and that in partnership, each year they would flourish academically and personally. I aspired for an exciting culture of learning in my classroom, based on building trusting relationships, and a physical environment that stimulated and supported my children to passionately seek answers, inquire and engage deeply in learning� The sheer elation I felt when I saw a child grasp a new concept, develop a theory, question, challenge, or master a new skill is no different to the elation I still feel today Quite simply, I love the buzz and energy of a vibrant learning environment
“The child has a hundred languages, a hundred hands, a hundred thoughts, a hundred ways of thinking of playing, of speaking. A hundred always, a hundred ways of listening, of marveling, of loving, a hundred joys for singing and understanding, a hundred worlds to discover, a hundred worlds to invent, a hundred worlds to dream.
–Education is dynamic and requires a rigorous, open mindset and stamina Although my younger self did not know about Reggio Emilia, when I connected with the philosophy over a decade ago, it aligned with my personal and professional belief The philosophy has endured over many decades as it is grounded in research and continues to be relevant in our everchanging world Establishing optimal environments in which children can be their best selves requires schools and teachers to know their children and care about them We empower children to have input into their programs, which provides a vital connection to the ‘why’ of learning We have a duty to help children view themselves as citizens who have a voice, who are problem-solvers, and who understand their responsibility to be ethical, contributing members who can make a positive impact at school and in society
The children of St Michael’s are part of a vibrant and energetic community Our vision, built on the traditions of the Community of the Sisters of the Church has laid the foundations for our innovative and responsive educational offerings Our holistic approach to education is underpinned by a commitment to be inclusive and we hold preeminent the values of Dignity, Respect, Care and Compassion Our values live in the School community
The St Michael’s child is curious, confident, tenacious, agile, reflective, motivated, ethical and self-regulating Our programs are evidence-based and delivered to the highest standards Through engaging, powerful questions, our children are supported through a process of research and action Empowering children, and supporting them from a very young age to understand how they learn best and how they can develop their knowledge, skills and dispositions to become their personal best is a gift they deserve By giving children ‘a hundred worlds’ during their time at St Michael’s, your child will walk away feeling valued, have a strong sense of self and understand they have enormous capacity
I look forward to welcoming you and your child to St Michael’s
Mrs Nicole Armatas Deputy Head and Head of Junior School”
Loris Malaguzzi, Founder Reggio Emilia Educational Project
I have had the privilege of working at this innovative, creative and caring school since 2006 and while physical landscapes and people have changed, our core focus of excellence in Teaching, Learning and Caring has not.
I have always had an affinity for working with young learners. Their potential, curiosity, wonder and capabilities continue to inspire me every day�
Throughout my journey as an early years educator, relationships have been at the heart of all that I do Developing strong, trusting and respectful relationships with the children, their families and my colleagues enables a myriad of rich, creative and diverse learning opportunities for all
With a commitment to the values of Reggio Emilia, our learning is inquiry driven St Michael’s Grammar School’s, Early Learning Centre, located in Margaret Thomas House, provides a learning environment where all children are encouraged to be responsible risk-takers, to test theories and to seek answers to their questions
In 2022, we were assessed and rated by the Australian Children’s Education and Care Quality Authority and achieved an Exceeding rating. This means we go above and beyond what is expected, and our programs demonstrate excellence and innovation. We are committed to consistent improvement so that our children may thrive
Our children have specialist classes in Physical Education and Movement, Music, Art, Literature and Research, and for our Pre-Prep children Mandarin Importantly these classes are taught by our Junior School specialists so the children have the opportunity to build positive, trusting and respectful relationships with our resident experts. This supports a smooth and positive transition to Prep year and beyond
Further opportunities for the children to develop and extend their connection to the School community exist through our House system. Every child, from Kindergarten through to Year 12, belongs to a House The House system guides students through school life and is the focal point for our supportive, inclusive and encouraging culture
Being a Kindergarten to Year 12 School, the children have various opportunities to be involved in the wider School community. House sporting events, visiting the Kitchen Garden or the Gipson Commons where our Knowledge Commons (Library) is located, Community Action days and School celebrations provide our Early Learning Centre children with a strong sense of belonging to a larger inclusive community
We look forward to welcoming you to St Michael’s Grammar School
Mrs AlexandraFegan Director ELC
“I believe there is no possibility of existing without relationship. Relationship is a necessity of life.”
– Loris Malaguzzi
St Michael’s is a progressive, coeducational Kindergarten to Year 12 school. We believe coeducation positions our students to truly understand inclusivity, equity, respect, justice and compassion These ethical capabilities are important to develop from an early age Our approach is based on the view that knowing your students, and how they learn, has a greater impact than separating the genders
Located on one site, our Kindergarten to Year 12 (K-12) structure provides flexibility for the design of learning experiences. The formal and informal contact and interaction with senior students fosters peer-to-peer relationships, and students across all ages find meaningful ways to collaborate The variety of shared activities and the more formal peer mentoring opportunities throughout the year highlight the benefits of a one campus model. This all starts in our Junior School
Fairleigh (5.4 years)
Our students are at the heart of a learning ecosystem designed to cultivate strong foundations in key areas of learning, creative and flexible problem-solving, independent thinking, effective collaboration and collective wellbeing In a respectful, coeducational environment, St Michael’s students demonstrate daily the power of confident, forthright young people working in synergy to solve the challenges of today and tomorrow
Inspired by the Anglican tradition of the Community of the Sister of the Church since 1895, St Michael’s Grammar School has evolved a holistic approach to education underpinned by a commitment to be inclusive of all who hold preeminent the values of Dignity, Respect, Care and Compassion, expressed within the School as ‘DR CC’. Our values live in the School community informing and shaping our actions and behavioural expectations.
“I’m curious about cheetahs and tigers. I want to know how high they jump and how cheetahs swim.”
–
We believe that each child is unique, and this should be celebrated All children are capable and curious and should be respected and valued for their ideas and opinions We believe in inclusivity and diversity with respect for culture, faith, gender and ability
With a commitment to the values of the Reggio Emilia Educational Project, our learning is inquirydriven and child-centred. We teach for understanding, believing that learning is a social experience, and that knowledge is co-constructed with others and the environment
Starting in 3-Year-Old Kindergarten, our Early Learning educators support, guide and enrich each child’s thinking and provoke discovery and learning They do not give answers readily; instead, they observe, listen and research alongside the children, encouraging them to wonder, inquire, pose questions, search for knowledge and reflect. We document the children’s thinking and learning, and this documentation shows the children that we respect and value their thinking, and the process of their learning
As a part of the learning ecosystem, our children learn from an expert and passionate community of adults The rapport between children and staff is grounded in deep care and compassion, mutual respect, the lively exchange of ideas and an appreciation for the unique talents of each individual. Our children and staff approach learning with courage and a generous spirit
Our children learn with their peers and a skilled community of staff, parents, Old Michaelians and representatives of the community that surround the School in its inner city location Our focus on evidence-informed instructional practices, experiential learning and agency positions our young children as co-designers, co-researchers and co-creators They are equipped to pose powerful questions, innovate through design and creation, and forge new pathways
For our graduates, the enduring purpose and benefits of a St Michael’s education are exemplified in their diversity, creativity, citizenship, and in their hearts We instil in our children and alumni the confidence to lead in their fields of endeavour and conceive of new approaches, the determination to follow their passions and the wisdom to live balanced and meaningful lives, inspired by a commitment to making the world a better place
Creative, inquiring minds learning from, with and for the world.
The ELC is principally located in Margaret Thomas House. It houses four groups – two 3-Year-Old rooms, and two 4-Year-Old (Pre-Prep) rooms. Each room’s name reflects a connection to growth and our natural world
3-Year-Old Floris and Botanica
Pre-Prep Arbor and Silvae
The buildings are designed to support our philosophy, and our programs allow for the diverse ways of learning and understanding. The spaces facilitate exploration and open possibilities for research. Margaret Thomas House is joined to the Allan Pizzey Building which means that the children are in close proximity to the Prep and Year 1 classrooms, fostering important early relationships and connections as children move from Kindergarten into their first years of school.
The environment, both physical and cultural, is an additional context that we pay particular attention to There are spaces for quiet contemplation, collaborative work, self-directed learning and larger group experiences. All children and staff share responsibility for the aesthetics and management of the environment, and the flexibility of these spaces allows for a responsive approach to catering for individual needs
We have two designated external play spaces for each year level group, and the children also have access to the broader school facilities. The 3-Year-Old children are invited and encouraged to explore provocations in the outdoors, which include interchangeable obstacle courses that develop, extend and challenge their social and physical skills. Our 4-Year-Old children have an outdoor decked area that facilitates indoor and outdoor learning Children are challenged to be responsible risk-takers, creative problem-solvers and explorers within our purpose-built playground area and mud kitchen
Children in the ELC regularly visit the Octavius Brown Kitchen Garden. This provides them with a hands-on experience of observing and documenting the growth of the various plants, herbs and chickens It is also a wonderful learning area for our children, where science, sustainability, food production and technology can be explored and researched on-site. The Kitchen Garden serves as both a thriving outdoor learning space, and as a retreat in our urban school
The Gipson Commons offers a true K-12 environment, with a versatile floorplan to accommodate a range of learning approaches. Children borrow books from the extensively resourced library, known as ‘The Knowledge Commons’, or the ‘Picture Story Book Room’ as it is called by the children in the ELC
To support the Physical Education and Movement Program, the children visit the gymnasium and utilise the large open space in Wilma Hannah Hall, next to Margaret Thomas House.
The Junior School has a core team to support our students’ journey It is structured to ensure that the holistic development and needs of each student is accommodated, with specialised teams of staff The transition points are seamless, but also celebrated
Our ELC is led by a Director whose role is to provide pedagogical leadership to the educators, ensure the Kindergarten systems and processes are efficiently managed, and to be a key point of reference for families in all matters related to their child’s social, emotional, spiritual, and academic needs The Director has a critical role in the daily programs, teaching within each room across the course of the week
Each room has a Bachelor qualified Early Childhood teacher, and a Diploma qualified Early Childhood assistant.
The children engage in specialist subjects that are taught by specialist teachers, who help them express and develop their Hundred Languages. These staff also teach in our Prep to Year 6 programs, facilitating important connections across the School
“Birdies need a house high up in the tree so the birdies can fly there. We don’t want foxes to get the birdies.”
– Jack (3.6 years)
“Our task is to help children communicate with the world using all their strengths and languages, and to overcome any obstacle presented by our culture”
– Loris Malaguzzi, founder of Reggio Emilia’s educational philosophy.
HEAD OF THE JUNIOR SCHOOL
DIRECTOR
EARLY LEARNING CENTRE
DIRECTOR P–3 DIRECTOR 4–6
DIRECTOR OF CURRICULUM (K-6)
The Victorian Early Years Learning and Development Framework guides our practice We strive to exceed the outcomes of this learning framework and the goals outlined in the National Quality Framework, including the National Laws and Regulations This is achieved by having an ongoing process of professional learning, reflective practice and evaluation of our programs.
We aim for our students to be:
We focus on the development of the ‘whole child’, a person mindful of their contribution to the world in which they live
In all aspects of their learning, we explicitly allow opportunities for students to utilise and reflect on the dispositions we feel are critical to prepare our students for an evolving world.
Inquiry-based learning builds student engagement and commitment with questions, rather than the answers Using a range of scenarios, problems, prompts, and ideas, students are guided in thinking about the question In doing so, students ask questions, test ideas, present alternative viewpoints, and formulate explanations and arguments. Through this process, students learn collaboratively, listen to different perspectives, critique possible solutions, and develop a reflective approach to learning.
A coherent inquiry approach supports ownership of learning
Empowering learners to ask powerful questions
Purpose and process are valued as much as the final product.
Knowledge, skills, ideas and values are exchanged to allow for problem solving and critical thinking
Cultivating creativity and exploring diverse perspectives is crucial to effective learning
Learning environments ignite curiosity and enable exploration of possibilities.
Learning is powerful when we act, reflect, improve and make connections to the broader community
We learn from, with and for the world, understanding our impact as ethical citizens
Our programs are structured to ensure the holistic development and needs of each child are accommodated and nurtured. The 3-Year-Old and Pre-Prep Kindergarten programs are the beginning of a continuous learning journey that can take a child through to Year 12.
As we believe a holistic approach attends to our childrens’ social, emotional, spiritual, and academic needs, a typical day may be structured in the following way:
8.40am-9.00am Arrival time Children are encouraged to autonomously complete their morning routine E g unpack bags, wash hands
Children are then encouraged to choose an experience to start their day.
9.00am-9.15am Morning meeting time
9.15am-12.15pm Inside or outdoor play, with various provocations for learning that children may choose to explore, inquire about, examine, and investigate. Educators may also direct children to experiences that have been carefully designed to meet interests, areas of curiosity and needs
Specialist classes may run during this time
12.15pm-12.30pm Calm space or mindfulness experience.
12.30pm–1.15pm Lunch time outside wherever possible
1.15pm-2.00pm Siesta time for all children (some may sleep or some may engage in further mindfulness experiences).
2.00pm-3.00pm Indoor or outdoor play, investigations, or specialist classes
3.00pm-3.15pm Afternoon meeting, ready for dismissal for the day
3.15pm Departure time
“Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the known.”
– Loris Malaguzzi
These programs are designed to enrich the experiences of the children and appeal to the development of their many languages of learning and expression.
Children visit the Picture Story Book room in the Gipson Commons, located on campus
Children are immersed in Literature, and the sessions are run by our passionate and expert Library teachers. Children can borrow books from our extensive Picture Story Book (PSB) collection.
An evidence-based explicit and sequential literacy approach for teaching children to read, write and spell with confidence, introduced through games, music, crafts, puppetry and more.
Children participate in class routines, structured conversations and activities using teachermodelled tones and rhythms. They interact with simple written texts and contribute to class discussions that link with inquiries. Children listen to and view oral text. They are introduced to Chinese culture, or their knowledge of Chinese culture is further extended.
Children are introduced to beat, rhythm and pitch along with various musical instruments Children are encouraged to explore music through song, movement, and dance.
Children engage in a movement-based program which develops, extends and challenges their hand/eye and eye/foot coordination, fitness, balance, locomotion and problem-solving skills.
The program uses a variety of equipment and is taken by a specialist Physical Education teacher, supported by the classroom educators We will, at times, invite parents to also volunteer their time to assist
Our Pre-Prep program runs in the School gymnasium. Our 3-Year-Old program runs in Wilma Hannah Hall
In collaboration with the classroom teachers, our Visual Arts specialist teacher (atelierista) carefully provides opportunities for the children to explore a range of materials, linked closely to their investigations and interests
“I’m curious about lizards and crystals and EVERYTHING! And also, skinks.”
– Arthur (3.8 years)
We offer Before School Care, After School Care and Holiday Programs, which are approved for Child Care Subsidy (CCS) from the Department of Human Services. Families may choose to apply to Centrelink to determine their level of CCS
Our Before School Care, After School Care and Holiday Program are conducted by our own staff members. The Director of Outside of School Hours Care (OSHC) oversees the management and running of the OSHC Programs
Please visit stmichaels vic edu au/enrolments/junior-school-k-6/ for more information
Please visit servicesaustralia gov au/child-care-subsidy for information about the Child Care Subsidy or stmichaels vic edu au/enrolments/fees-and-charges for more information about
Fees and Charges
Preparing our students for their future beyond St Michael’s is at the very heart of what we do Students are supported by our committed teaching staff who recognise their personal and academic strengths and empower them to tread their own path and excel in their areas of choice� The time in our Junior School provides a strong foundation for a love of learning and a capacity to develop new skills that will prepare them for every stage of their education and life beyond school
“Caring is hugging and sharing and taking care of the environment.”
– Holland (4.2 years)
St Michael’s Grammar School
25 Chapel Street, St Kilda
VIC 3182 Australia
Telephone: +61 3 8530 3310
community@stmichaels vic edu au
stmichaels vic edu au
CRICOS Provider 00345G