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The curriculum of Ignatius Early Years is based on the characteristics of Jesuit education and influenced by the schools of Reggio Emilia. There are many parallels between our Ignatian ideals and those of Reggio Emilia. The curriculum is also informed by the National Document The Early Years Learning Framework Being, Belonging and Becoming. Ours is a curriculum that emphasises the formation of the whole person: body, mind, will and heart. We want our young people to become spiritually alive, responsible global citizens who live justly and who possess a life-long love of learning.

The Reggio Emilia approach to early learning is seen as world best practice. Central to our curriculum is the image of children who are competent, strong and amazing individuals who have rights and responsibilities as global citizens and need to realise their potentials. Children are encouraged to express themselves in a variety of ways, referred to as ‘The Hundred Languages’.

In other words, our curriculum and teaching methods seek to provide children with the freedom to make meaning using a variety of media, e.g., drawing, movement, painting, music and puppetry.

Our programs are play-based and developmentally appropriate. Children are given many opportunities to develop socialisation, self regulation, literacy and numeracy skills in ways that are meaningful to the child. We are also a ‘Little Scientist School’ which means we provide many opportunities to enjoy Science, Technology, Engineering and Mathematics. This provides a sound foundation and confidence for the more formal reading, writing, mathematical and scientific learning at school.

Our curriculum is organised around four ‘big ideas’ or concepts. These are “ Me, Myself and Us –Becoming a Community of Learners, Our Environment, Scientific Thinking and Transition and Change”.

Ignatius Early Years’ curriculum embraces the interests of the children and is responsive to their curiosity and thinking. Through the enquiry process children explore, wonder and construct meaning about themselves, their community and the wider world. The classroom, both inside and out, plays a role as the third teacher by providing many provocations and stimuli. The goal is not necessarily product driven but to find out how each child learns best and how they use their personal experiences and knowledge to construct meaning, theorise and draw conclusions.

Our educators search for a topic as a vehicle for exploring a big idea, something they predict or hypothesise that the children will warm to and want to be engaged with over an extended period of time. These proposals become our ‘documents of intent’. Sometimes these topics will change because of an intense interest indicated by the children that will also address this key idea. This process is very flexible and has many pathways and much spontaneous learning, but will always be related and connected to the central idea. Our educators ask provocative questions to enrich and extend the children’s theories, to encourage debate and to take children to deeper and deeper levels of understanding, knowledge construction and thinking.

Once children see themselves as authors and inventors, once they are helped to discover the pleasure of enquiry, their motivation and interest explode.

Loris Malaguzzi, founding father of Reggio Emilia