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Amanda Williamson, Director of Infants, Kindergarten to Year 2

The early years of school are a remarkable time in a child's life. In these first years, children are shaping their identity as learners, friends and communicators. What happens in Infants (Kindergarten to Year 2) lays the foundation for the habits, confidence and attitudes that will carry them through their whole school journey and beyond.

At ÁñÁ«ÉçÇø, we recognise that every child’s learning journey is unique. In the Infants years, our nurturing environment and expert teaching team support each child to grow in confidence, curiosity and independence. With access to specialist programs in Music, Languages, Sport, Library and Visual Arts, and a purpose-built Junior School campus, students are encouraged to explore their interests and discover their strengths.

From Kindergarten to Year 2, students are immersed in experiences that build essential learning habits. They develop focus, persistence and problem-solving skills, while learning routines and how to collaborate. In our supportive environment, children engage with meaningful challenges and take ownership of their learning. In doing so, they begin to build the competencies needed for lifelong success (Fullan et al., 2018). More importantly, they start to see themselves as capable learners who can take on challenges and grow with confidence.

When children experience early successes, their motivation grows. Our teachers foster curiosity, creativity and a growth mindset, encouraging students to keep exploring and persist through challenges. These moments build confidence and nurture a positive relationship with learning, helping children see themselves as capable, resilient learners from the very beginning.

Literacy is a journey from speaking and listening to reading and writing. Children learn how sounds work in words, how letters link to those sounds, and how words carry meaning. Systematic phonics instruction is essential for building reading proficiency in all students (Buckingham et al., 2019). Through a carefully sequenced program delivered daily from Kindergarten to Year 2, children receive explicit instruction in all foundational literacy skills, with regular small group teaching ensuring every child develops strong reading and writing foundations.

Mathematics in the Infants years begins with hands-on experiences in counting, patterns, addition and subtraction, helping children think mathematically from the start. Our approach helps children understand why mathematics works and how numbers and concepts connect (Charles & Carmel, 2005).

Flexible learning spaces support both collaborative problem-solving and focused small group instruction, enabling teachers to provide targeted guidance while encouraging students to articulate their thinking and apply strategies in meaningful ways.

The early years are also critical for social and emotional development. Through regular lessons, children learn how to regulate emotions, navigate friendships, resolve conflicts and work cooperatively. These competencies, including character, collaboration, and citizenship, are essential foundations for thriving in today's world (Fullan et al., 2018). They help children build a picture of themselves not just as learners, but as friends and members of a community who are valued and capable of contributing.

Our teachers are attentive and responsive, noticing what each child needs and celebrating every step forward. They use evidence-based teaching strategies including clear explanations, modelling and guided practice; approaches proven to have high impact on student learning (Rosenshine, 2012). Through ongoing one-to-one assessments, teachers gain a clear picture of each child's strengths and next steps, using this information to tailor their teaching and support each child's ongoing growth.

At ÁñÁ«ÉçÇø, we believe the early years are not simply about learning ABCs and 123s. They are when children learn who they are as learners and as people. These years form the habits, attitudes and self-belief that shape the whole of their education and their lives beyond it.

References:

• Buckingham, J., Wheldall, R., & Wheldall, K. (2019). Systematic and explicit phonics instruction: A scientific evidence-based approach to teaching the alphabetic principle. In R. Cox, S. Feez, & L. Beveridge (Eds.), The alphabetic principle and beyond: Surveying the landscape (pp. 49-67). Primary English Teaching Association Australia.
• Charles, R. I., & Carmel, C. A. (2005). Big ideas and understandings as the foundation for early and middle school mathematics. Journal of Mathematics Education Leadership, 8(1), 9–24.
• Fullan, M., Quinn, J., & McEachen, J. (2018). Deep learning: Engage the world change the world. Corwin.
• Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19.