Learning Common 3

Nestled within our school, is a space where you find our youngest learners.  A place where the magic continues, a place where ideas and views matter, a space to redesign learning.  Here in LC3, our learners continue to thrive in an environment that truly supports and values transition into school life.  Teachers create a culture where supporting our learners are lived through our school values. Through our relationships, we continue to foster and support personalised learning, their interests and strengths in a collaborative learning environment.  Our environment is designed to engage and inspire young minds to develop a love and curiosity of the world around us.

As is common across the rest of our junior school, we set the scene for what learning is all about, even in the most subtle of ways, as our role is to determine our young children's view of themselves as a learner.  We treat our role with careful consideration and create learning spaces to nurture curiosity and wonder.  Children are natural inquirers and play is a vehicle through which children investigate their world, test their theories, explore and create.  Our teachers are mindful of creating opportunities for rich, sensory, play-based experiences for their children as part of their programme.  Children engage in investigations that are of interest to them and hold meaning.  They may work individually or in groups and through these learning opportunities we not only teach traditional academic content but more importantly develop key dispositions of learning, including social and emotional skills.

We take inspiration from the Reggio Emilia approach so children are not reliant on a teacher sitting in front of them to direct their learning as learning can take place anywhere and at anytime.  The physical environment is thought of as 'the third teacher' therefore it is thoughtfully designed so that children have access to materials and provocations to ignite their curiosity and wonder.  Children learn from their peers, materials, experiences and teachers.  The primary role of the teacher is in guiding and supporting the children towards new understandings, knowledge and skillsets through their natural interests and questioning,  We help them to make sense of the world around them and their place within it.  One of our key tasks is in taking natural learning moments and turning them into 'teachable moment's as we observe and react to what we notice.  


Our learning environment is very much a shared space where we begin to teach our children to have ownership and with that come different roles and responsibilities.  The children learn to manage the resources, materials in it and are active participants in developing an inclusive and safe environment through a restorative approach to conflict resolution.