Establishing student agency from the start in the Junior School

Torben Vedelsby, Deputy Head of Junior School (Learning and Innovation) observes that it is natural for students to experience some sense of nervousness when moving away from friends and familiar structures and routines, so knowing each child from the moment they begin at Trinity is a priority.

‘There is a lot of work that is put in to ensuring that everyone values belonging and that differences are understood and celebrated,’ he said.

‘The teachers at Trinity are extremely compassionate and spend a huge amount of time to support those arriving at our school.’

The orientation and transition programs at Trinity allow children to gain a sense of the wider Trinity experience, make new connections and have a taste of the facilities and learning spaces.

‘The Junior School staff make it a priority to know each child and care for all students,’ Torben said.

A special part of the Trinity program is the buddy system. New students are allocated buddies before their first visit so that they have a connection within their classroom and have someone to show them around.

Samara Madden, Deputy Head of Junior School (Staffing and Operations) says that it reinforces the friendly and caring culture that is inherent at Trinity.

‘Orientation Day provides a chance for students to get to know their buddies better, so when they commence at Trinity the following year, they have a warm and welcoming face to greet them on day one,’ she said.

‘This personalised approach usually means that within a couple of weeks, students are engaged and feel like a strong member of the community,’ Torben agreed.

The core learning framework used in Trinity’s Junior School is the International Baccalaureate Primary Years Programme (IB PYP), of which student agency is a predominant theme.

‘From the ELC, where learning socially through "play" is a key component of their learning, agency is continuous,’ PYP Coordinator, Jon Knight said.

‘From Year 3, more agency is then offered, taking into consideration each student's “Zone of Proximal Development”; the space between what a learner can do without assistance and what a learner can do with guidance or collaboration.’

This focus on student learning agency also gives our young people the confidence and independence to navigate change when it arises, such as at key transition points during their Trinity journey.

Our aim is that from the moment our young people join Trinity, they feel supported within their new environment to adjust and adapt, enabling them to become the very best they can be.