We don’t believe in a one-size-fits-all curriculum.
Sekolah Stella Mundi curriculum is multi-faceted, multi-lingual and dynamic, drawing upon years of research into best practice from around the world.
A truly effective curriculum is one that is most sensitive and able to adapt to the changing developmental needs of the child. It is continuously under careful review and inspection by our administrators, our educators and our students.
We believe that the child is the director of their own learning, and educators and the environment are facilitators of that learning.
Sekolah Stella Mundi uses the interests of the child as the backbone of their learning to create meaningful and stimulating play and project-based experiences for the children.
We develop programs which educate the whole child, not just their academic self, through intentional and personalised learning experiences that challenge them socially, emotionally, verbally, cognitively and physically. Through the setting up of appropriate learning spaces, recognising the importance of and allowing for play, and being acutely aware of when to change from instructors to facilitators, as a school we actively listen to each child and plan our programs around their developmental and learning needs.
To support our mission and vision, our work here will be guided by these principles:
- Acknowledge and treat students as unique individuals.
- Create a safe, welcoming and stimulating learning environment to encourage thoughtful play and strong academic rigour.
- Promote secure attachments and warm trusting relationships and interactions.
- Seek to strengthen resilience, critical thinking and informed risk taking.
- Promote communication and problem solving skills, together with social learning and awareness, and a capacity to express and acknowledge feelings.
Working in partnership with parents and families we will:
- Acknowledge the extensive and varied growth and development that has occurred in the home.
- Share knowledge and promote confident parenting through focus child meetings, parent-teacher conferences and seminars.
- Seek to develop and maintain positive relationships based on trust and mutual respect, two-way communication and participation in service decision-making.
- Respect and value the individual backgrounds and unique culture and customs of families.
- Building genuine reciprocal relationships between students, families, staff and educators that are strengthened and sustained over time.
As a community of learners we:
- Develop a caring, trusting and sharing climate that supports and stimulates self initiated learning.
- Document students’s experiences, and share these with students, parents and colleagues.
- Value and promote sharing of information and expertise between parents, staff and educators.
- Reflect on our practice, commit to continuous quality improvement, and support each other’s ongoing professional and personal development.
With regard to our wider community we:
- Connect students and families with each other and local child and family support services.
- Be an advocate for high quality early childhood and primary education, and share our expertise with the field.
- Welcome members from the community as valuable co-contributors to a rich and vibrant shared experience.
- Promote the value and contribution of our services within the community.