PROSPECTUS: Living School

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Accessing the local areas via excursions Our learning programs include excursions and expeditions. Living School has a key focus on sustainability and ecoawareness. We extend our learning beyond the classroom and beyond the campus. We utilise our amazing region's biodiversity as our learning spaces. Excursions play a key feature in our program. Accessing our natural areas grounds us in a broad holistic curriculum. We emphasis diversity in our teaching and learning practices in order to develop a love of Nature. The principles of biophyllia underpin our environmental studies: in short, once we truly love our land, respect our indigenous custodianship and customs, we empower our understanding of responsibilities to act sensitively and supportingly for our environment. Forming positive partnerships Living School forms partnerships with local businesses and enterprises to expand our network of connections and understanding. Such networks expand our teaching and learning programs. We collaborate with wildlife hospitals, care farms, rural communities, indigenous centres, diverse ecosystems (rainforests, rural pastures, wetlands, beaches and oceans). Our learners experience embrace the breadth of bio-diversity within the local area. Page 24
Learning Pods: living architecture Learning spaces in schools can be deliberately different. Living School focuses on ‘living architecture’, designs that are sustainable, empowering and crafted by the students. Having students design and build their own learning spaces enhances the sense of belonging - and respect for their handiwork. Using Bamboo and other natural materials teaches the principles of sustainability and create aesthetically pleasing, natural spaces. Learning Pathways: Living Learning Trails Living School wants learning to radiate through all areas of the campus. A key concern we hold for modern schooling is that students think ‘learning’ is the domain of a classroom under the control of a teacher, and when you leave that classroom, that subject ends. Living School intentionally builds learning pathways that offer exploration Learning Pods also inherit and educate students into the key principles of indigenous culture - basket weaving, ngunyahs, temporary structures. Learning Pods open up the campus away from the classrooms - and teach basic principles of construction and collaboration. These structures are intended to be temporary - so students learn how to refine and improve on designs. and discovery via the physical space between learning spaces/ learning pods. As students move along these trails, they explore via hands-on examples, such as PH test kits for soil, manipulatives for puzzles, hanging natural musical instruments. There are also information cards on plant types, cloud definitions and weather details. There are also innovative uses of technology for augmented reality, such as HPReveal and QR codes, which take the student via smart devices to the Internet & websites full of information created by students for students. Page 25 Page 11
Page 1 and 2: About the power of inspiring places
Page 3 and 4: The location choice of the Northern
Page 5 and 6: Parents are encouraged to share in
Page 7 and 8: "We are just an advanced breed of m
Page 9 and 10: Unique Keystones and Progressive Fr
Page 11 and 12: Governance and Contribution KEYS: m
Page 13 and 14: Living School acknowledges the Trad
Page 15 and 16: Funding Approach - the need for fee
Page 17 and 18: Living School Byron acknowledges th
Page 19 and 20: Lismore Campus - a co-learning hub
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Page 23: Purposeful design to stimulate awe
Page 27 and 28: Living School will adopt and adapt
Page 29 and 30: We purposefully develop capacity vi
Page 31 and 32: We structure learning beyond subjec
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PROSPECTUS: Living School

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