The program

The ELC program at CGGS is play and inquiry-based, integrating the Australian Department of Education’s Early Years Learning Framework (EYLF) with the International Baccalaureate Primary Years Program (PYP). These two contexts work together harmoniously to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

Every day, we provide opportunities for children to develop their sense of identity, physical skills, cognitive and thinking capabilities, emergent literacy and numeracy understandings, and creative expression. A strong emphasis is placed on social and emotional learning, given its importance across the early childhood years as children embrace learning about themselves and interacting with others.

The IB Learner Profile method also plays a central role in our ELC program. Through this, children are guided to consider and embody positive, successful IB learner qualities.

A child-centred learning environment

Drawing from the Reggio Emilia philosophy, which views the environment as the ‘third educator’, ELC classrooms and outside spaces have been meticulously designed. Children are encouraged to interact with a variety of materials, textures and modes of expression – both inside and outside – to provide a multi-sensory learning environment.

The ELC has a separate and secure dedicated playground for ELC students to explore and inquire freely in a safe and supported environment.

ELC students access a range of benefits due to the centre’s close proximity to the CGGS Junior School, including:

  • regular library and music sessions with specialist teachers
  • fortnightly gross motor sessions with a specialist PE teacher (Pre-Kindergarten)
  • weekly French sessions with a specialist language teacher (Pre-Kindergarten, Semester 2)
  • regular visits to the Junior School, such as to the vegetable gardens, School oval and hall.

Educators seek to develop strong links between home and school, and involvement by parents and carers is encouraged. Communication with home is facilitated each morning with ‘settling in’ time, welcoming parents and carers into classrooms to engage with displays and learning experiences.