Early Learning

Catholic schools recognise the importance of the transition from home and prior to school settings to school and transitions across the early years of school.

Transition to school

Catholic Schools of Maitland-Newcastle recognise that transition to school is a process of continuity, change and connection which occurs over time both for the child and family, placing significant importance on supporting the child’s developing sense of belonging and valuing the child’s capabilities, knowledge, interests, strengths and story.

The significance of a positive transition to school has been highlighted in the research literature over recent decades. The Australian Early Years Learning Framework (EYLF) and the Australian Curriculum recognise the significance of this milestone for children and families.

We work to provide Catholic schools that get ready for your child.

Catholic schools in Maitland-Newcastle recognise the importance of play as a pedagogy and self-determined play for our early learners.

Our schools plan for and deliver both play as a pedagogy and self-determined play within the early years of school (K-2).

Play as pedagogy

Play as pedagogy, or play-based learning, is the play which accesses the curriculum for the child. It is an evidence-based, developmentally appropriate pedagogy that supports continuity and learning for the Early Learner. Play as a pedagogy is essential for students in the early years of school.

Self-determined play

Self-determined play is the play the child engages in during recess or lunch; time where the child is able to make choices and decisions about how, where and what to play.

The importance of self-determined play is recognised in Catholic Schools of Maitland-Newcastle. Our schools plan to consider the significance of the school playground as an accessible, equitable and engaging outdoor space which provides opportunity and accessibility for different constructs of play for the Early Learner.

Our Catholic schools have beautiful indoor and outdoor environments that invite, enable and enrich learning and support environmental sustainability. Our priority is to create an environment of safety and belonging where each child is known and valued as an individual member of the school community with their own sense of worth and identity.