We are pleased to announce that Schools of Early Learning is a candidate school* for the PYP. We are pursuing authorisation as an International Baccalaureate World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our children.
Schools of Early Learning have incorporated an inquiry-based approach to learning for many, many years. Children are engaged in long term investigations using literacy, numeracy, science, geography, history, design, technology knowledge and skills to develop dispositions for learning and inquiry, communication, thinking, personal and social skills that are shared with other children, families and the wider community.
Our values of Integrity, Curiosity, Mindfulness, Resilience and Leadership are manifest in our belief in capable, competent children learning in a beautiful, inspiring and inviting environments and supported by reflective practitioners who work together with the children collaboratively.
Our children have been active citizens, mentoring other children, contributing to community gardens, building relationships with a school in Kenya, writing to local councils, contributing to a food bank, fundraising for charities and visiting seniors in retirement homes.
In our constant search and research to support children to ‘break new ground’, SOEL educators have explored the philosophy and practice of school systems, approaches, theorists and futurists. We have visited the municipal schools in Reggio Emilia, participated in World Forums and been active members of the Australian Childcare Alliance, Perth Reggio Network and Early Childhood Association.
The International Baccalaureate provides SOEL with an international link to schools with similar educational philosophies, to educators researching children’s learning and to tools that strengthen educators’ abilities to listen to children, respect their dignity and rights, support their agency, nurture their curiosity, develop their resilience and enable them to take responsible, thoughtful action.
We are excited by the opportunities the PYP provides SOEL to continue to strengthen our practice.
* Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes visit http://www.ibo.org.
We have found our Why, documented our inquiry approaches to learning, focused on guiding children’s behaviour, emphasised the power of the learning environment as the third teacher, developed the ‘100 Languages’ of learning and explored the pedagogy of play.
 Sinek, S., Mead, D. and Docker, P. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team, London, UK, Random House
 Britt, C. and McLachlan, J. 2015, Unearthing Why: Stories of thinking and learning with children, Mt Victoria, New South Wales Pademelon Press
 Giudici, C., Krechevsky, M. and Rinaldi, C. 2001. Making Learning Visible: Children as individual and group learners. Reggio Emilia, Italy. Reggio Children
 Porter, L. 2008. Guiding Children’s Behaviour. Melbourne, ACER
 Curtis, D. and Carter, M. (2003). Designs for Living and Learning: Transforming early childhood environments. St. Paul, MN: Redleaf Press
 Edwards, C., Gandini, L. and Forman, G. 2012. The Hundred Languages of Children: The Reggio Emilia Experience in Transformation (Third Edition). Oxford, England, Praeger
 Dockett, S, and Fleer, M. 1998. Play and Pedagogy in Early Childhood: Bending the rules. Australia, Cengage Learning.