We have been participating in a number of best practice Professional Learning opportunities to ensure we are offering a rich, relevant and varied curriculum that meets the needs of all the students who attend our school. Our Strategic Plan 2025-2028 guides our teaching and learning programme.
Our curriculum aligns with the outcomes set-out in the Victorian Curriculum
Multi-age learning
We believe that multi-age learning is beneficial to the development of children. Our classes are organised in multi-age groupings that support the school's strong philosophy of catering for individual development. Schools are the only places that group people by age. Traditionally children move through school classes based on age, instead children should be moving when they are ready. We believe in 'stage not age'.
The multi-age classroom is composed of children of different ages intentionally grouped for learning. The multi-age classroom recognises that all children develop and learn at different rates and supports the view that learning is a continuous process, and that we learn from and with other people.
The multi-age classroom seeks to challenge a child's interest and understanding, while at the same time matches skills to the child's developing abilities.
It allows for the individual growth of each child. They are free to find their own levels in social, intellectual and physical areas.
At Taradale we believe in working with children at the 'stage' of their learning, not teaching everyone according to their 'age'. I.e. stage not age.
Multi-aging provides an opportunity for a wider range of relationships and social experiences.
A more natural learning situation is established. Children work at their own pace with their programme not geared to the work of a single year but adjusted over multiple years.
Children are encouraged to develop responsibility and independence. Children are able to care for each other and are able to learn from each other both in behaviour and 'work'. Children can provide a variety of models for each other.
There is a sense of community within the multi-age classroom which helps build a child's self-confidence and feelings of security. In a multi-age classroom, children will be working with content and processes from a range of academic levels. Open ended experiences and inquiry based units of work allow for different levels of achievement. Peers teaching each other promotes active learning through direct interaction.
Benefits come to the older children from the quality of leadership and responsibility they develop. Children can be mentors and tutors to their peers, they go through the stages of learning as well as teaching and leading.
Whilst the year level combination of our multi-age classes may change, we have consistently offered a multi-age curriculum since 2011. In 2024 the school is structured as four classes: prep/one, two/three, three/four, five/six.
Links for further information about multi-age learning:
Are mixed-grade classes any better or worse for learning?
No classrooms, no year levels: How to build a new school in 2019
Strategic Plan 2024-2027
Here is our current Strategic Plan
English
At Taradale Primary School, the goal of our English programme is to develop lifelong readers and writers. We achieve this through daily reading, writing and speaking and listening.
Recently staff members participated in the Leading Literacy professional learning course offered by the Bastow Institute for Professional Leadership. This course has enabled us to continually improve the way we teach vocabulary, reading and writing through evidence based best practice. This year we have placed a strong emphasis on reading. Through our school budget we in the process of updating and enhancing our classroom reading materials.
Maths
Learning maths at Taradale is fun, yet challenging for all children. Like other learning areas, our maths programme is student-centred, catereing for the needs of each student. The learning in maths are mostly open-ended, integrated and relevant. The activities are based on real-life activities and situations to help make meaning for students; we don't only learn maths in the classroom, we are learning maths when we are outside for Investigations, gardening, play or any of our specialist classes.
We want our students to become mathematicians in their own right and develop a positive attitude and confidence towards maths. Like the res tof the curriculum at Taradale, maths actively encourages children to be independent, creative thinkers. Our students are encouraged to use the inquiry process to source the answers to their own problems. Language is an integral part of our maths programme.
Nature School, Projects and Outdoor Investigations
Nature and Play-Based Learning programme: Implementation at Taradale Primary School
Introduction
Nature and play-based learning is a pedagogical approach grounded in the belief that children learn best through hands-on experiential activities that take place in natural environments. Particularly within regional contexts this approach holds potential for deeply engaging students in meaningful culturally responsive and developmentally appropriate education. Play in nature supports physical health, emotional regulation, resilience, creativity and social development.
The Victorian Early Years Learning and Development Framework (VEYLDF) and the Victorian Curriculum F–10 both support holistic child-centred learning experiences. This document outlines the implementation of a nature and play-based learning programme at Taradale Primary School in Victoria, Australia.
School Context
Taradale Primary School is a Prep to Year 6 school with approximately 75 students. It is located in a regional township with access to bushland, the Back Creek, the Coliban River and large open school grounds. The student population includes children from many families who have moved to the area from Metropolitan Melbourne, farming families, local businesses and Indigenous communities. The school is committed to embedding Indigenous perspectives and environmental stewardship into its curriculum.
Teachers have expressed interest in deepening student engagement and wellbeing and families have voiced support for outdoor learning experiences. Taradale Primary School aims to have approximately three, one-hour outdoor learning sessions per week as part of our outdoor academic and social learning programme.
Goals of the programme
- To foster curiosity, wonder and environmental responsibility among students
- To enhance physical, cognitive and emotional development through unstructured and structured play (see relevant documents)
- To integrate Indigenous knowledge and respect for Country
- To align learning experiences with the Victorian Curriculum in authentic and contextually meaningful ways
- To improve student engagement and wellbeing, especially for learners who thrive in non-traditional settings
Implementation Strategy
- Develop outdoor learning spaces using natural materials (e.g. logs, rocks, mud kitchens)
- Schedule nature play sessions across the week for each class across all seasons and weather conditions
- Conduct professional learning for staff on nature pedagogy including risk assessment
- Partner with local First Nations people to guide the inclusion of local stories, language and knowledge
- Involve families in working bees and excursions
Teaching and Learning Approaches
- Inquiry-Based Learning: Children ask questions, explore natural materials and co-construct knowledge
- Seasonal Learning: Activities and investigations adapt to seasonal changes in local flora, fauna and weather
- Cross-Curricular Integration:
- Science: Observe life cycles, conduct water testing and identify plant species (Victorian Curriculum Science Levels F–6)
- The Arts: Create sculptures using natural materials and draw seasonal landscapes (Victorian Curriculum Visual Arts)
- English: Maintain nature journals and write reflective narratives (Victorian Curriculum English Writing)
- Health and Physical Education: Explore physical movement and risk in natural settings (Victorian Curriculum HPE)
Partnerships and Community Engagement
- Collaborate with Traditional Custodians to embed Aboriginal and Torres Strait Islander perspectives (Victorian Curriculum priority)
- Invite local rangers, farmers, Landcare, community and conservation groups to run workshops and excursions
- Establish a Nature Play Committee including staff, parents and community representatives
- Share student learning via school newsletters, open days and digital platforms
Evaluation, Assessment and Reflection
- Use student portfolios and teacher observations to track engagement and learning
- Conduct pre- and post-programme surveys with students, staff and families
- Hold regular reflection meetings with teaching staff to refine the programme
- Celebrate student voice through presentations and documentation displays
Conclusion
The nature and play-based learning programme represents a powerful shift toward responsive place-based education that aligns with the values of the Victorian Curriculum. In a regional context it strengthens community ties, enhances student wellbeing and cultivates a lifelong respect for the natural world.
References and Curriculum Links
- Victorian Curriculum F–10: https://victoriancurriculum.vcaa.vic.edu.au/
- VEYLDF (Victorian Early Years Learning and Development Framework): https://www.vic.gov.au/victorian-early-years-learning-and-development-framework
- Nature Play Australia: https://www.natureplay.org.au/
- Australian Association for Environmental Education: https://www.aaee.org.au/
- Education for Sustainability (VCAA): https://www.vcaa.vic.edu.au/curriculum/foundation-10/resources/Pages/sustainability.aspx
- Bush Kinder Framework (Early Childhood Australia): https://www.earlychildhoodaustralia.org.au/
At Taradale, our students learn both inside the classrooms and outside in nature. We learn through multiple hands on experiences including play. Our students are provided with many opportunities to learn in a natural environment which is then linked to their personal learning programme.
Why is Play Important?
Social and Emotional Development
During play, children also increase their social competence and emotional maturity. Smilansky and Shefatya (1990) contend that school success largely depends on children’s ability to interact positively with their peers and adults. Play is vital to children’s social development. It enables children to do the following:
Practice both verbal and nonverbal communication skills by negotiating roles, trying to gain access to ongoing play, and appreciating the feelings of others (Spodek & Saracho, 1998)
Respond to their peers’ feelings while waiting for their turn and sharing materials and experiences (Sapon-Shevin, Dobbelgere, Carrigan, Goodman, & Mastin, 1998; Wheeler, 2004)
Experiment with roles of the people in their home, school, and community by coming into contact with the needs and wishes of others (Creasey, Jarvis, & Berk, 1998; Wheeler, 2004)
Experience others’ points of view by working through conflicts about space, materials, or rules positively (Smilansky & Shefatya, 1990; Spodek & Saracho, 1998)
Play supports emotional development by providing a way to express and cope with feelings. Pretend play helps children express feelings in the following four ways (Piaget, 1962):
1. Simplifying events by creating an imaginary character, plot, or setting to match their emotional state. A child afraid of the dark, for example, might eliminate darkness or night from the play episode.
2. Compensating for situations by adding forbidden acts to pretend play. A child may, for example, eat cookies and ice cream for breakfast in play, whereas in reality this would not be permitted.
3. Controlling emotional expression by repeatedly reenacting unpleasant or frightening experiences. For example, a child might pretend to have an accident after seeing a real traffic accident on the highway.
4. Avoiding adverse consequences by pretending that another character, real or imaginary, commits inappropriate acts and suffers the consequences. Children whose television viewing is monitored at home, for instance, can pretend to allow the doll to watch indiscriminately and then reprimand the “bad child” for unacceptable TV viewing habits. (J.P. Isenberg| M. R. Jalongo, 2019)
Links for further information and news about Nature Schooling and play:
Play - Stick Play
Stick play offers children a wealth of opportunities for imaginative, creative, and physical development, allowing them to build, explore, and engage in a variety of activities with natural materials.
Benefits of Stick Play:
Imagination and Creativity:
Sticks can be anything a child wants them to be – wands, swords, fishing rods, or building materials.
Fine and Gross Motor Skills:
Lifting, carrying, and manipulating sticks strengthens muscles and improves dexterity.
Problem-Solving and Spatial Awareness:
Building structures, creating mazes, and using sticks for various tasks encourages spatial reasoning and problem-solving skills.
Social and Communication Skills:
Working together to build or move larger sticks promotes teamwork and communication.
Nature Connection:
Stick play fosters a connection with nature and allows children to explore the natural world.
Move Mindfully Around Corners: When you’re near a corner, walk slowly and carefully to make sure you can see and avoid any obstacles or friends.
Point Sticks Gently: Hold your stick at a safe angle and use it to explore the world around you. Keep it pointed towards the ground or in front of you—never towards people.
Swing Safely: If you’re using your stick to play, make sure to swing it gently and in an open space, away from others. Be aware of where your stick is going at all times.
Keep the Stick at a Safe Height: Hold the stick in a comfortable position, low and steady. Avoid holding it above your head so you can stay safe from any accidents.
Be Aware of Others: Always check that there’s enough space between you and your friends while playing with sticks, so everyone can play safely.
Use Sticks for Creative Fun: Explore ways to use sticks for building, drawing, or creating games, but always in a way that ensures everyone is safe and having fun.
Take Turns: If playing a game with sticks, make sure to take turns so everyone has a chance to enjoy the play safely.
Links for further information about stick play
Community Early Learning Australia
Play - Structured and Unstructured Play
Structured play
Structured play (organised play) usually includes rules, time limits or special equipment. Examples of structured play include sports games, swimming lessons and dance lessons.
Characteristics:
Clear objectives or outcomes
Adult guidance and instructions
Activities with rules or a set structure
Examples:
Board games
Puzzles
Organised sports (e.g., football, soccer, swimming)
Educational activities with a specific learning objective
Following instructions to complete a task
Role-playing with a prescribed scenario and roles
Benefits:
Helps children develop specific skills
Encourages focus and problem-solving
Promotes social interaction and cooperation
Can be a powerful tool for learning and skill development
Helps children learn to follow rules and instructions
Unstructured play
Unstructured Play is a form of play where children can explore, create and engage with the world without specific guidelines or set goals. It includes games that are made up on the spot, imaginative and spontaneous activities initiated by the child, driven by their interests and curiosities.
This might include imaginary games, artistic and musical exploration, or spending time on the playground and allows children to use the equipment around them as they like. Anytime a child can play and explore freely, either alone or with other children, they experience the many benefits that come with this type of play. Other examples include playing at the park or playground, imaginative play with make-believe stories and dancing to music.
Benefits of Unstructured Play:
Fostering Creativity and Imagination: Without set rules, children are free to make up their own games and create their own rules. They might even invent new worlds or languages. Encouraging imagination from an early age helps develop other important skills as they grow, including problem-solving, communication, and emotional regulation
Social and Emotional Development: Through unstructured play with others, children learn important social skills such as co-operation, independence, negotiation, and resolving conflicts. They also learn the value of taking turns, sharing and making decisions as a group. In addition, it helps them understand their emotions better and how to manage them, which is vital for building strong relationships with others
Exploration and Discovery: Taradale Primary School already emphasises hands-on learning. When combined with unstructured play, this allows children to explore their surroundings, discover their own interests, and engage with materials in a meaningful way. This sense of exploration encourages a love for learning that extends beyond just this stage of education
Resilience and Problem-Solving: During unstructured play, children are often faced with challenges and obstacles, both on their own and when interacting with others. These moments provide chances for them to develop resilience and problem-solving skills. As they work through conflicts, they learn that making mistakes is okay, and persistence can lead to success
Play - Rough-and-Tumble Play
Rough-and-tumble play, also known as play fighting, is a form of physical play where children engage in activities like wrestling, chasing, tumbling, and grappling, often involving body contact, but without the intention of causing harm or genuine fighting.
Definition:
Rough-and-tumble play is a type of play where children engage in physical activities that involve some degree of rough handling, such as wrestling, chasing, or tumbling, but without the intent to hurt or harm.
Examples:
· Wrestling
· Chasing
· Tumbling
· Grappling
· Playful fighting
Benefits:
· Physical Development: Rough-and-tumble play helps children develop gross motor skills, coordination, and strength
· Social-Emotional Development: It provides opportunities for children to learn about boundaries, conflict resolution, and cooperation
· Cognitive Development: Rough-and-tumble play can enhance children's ability to regulate emotions, take risks, and problem-solve
Importance:
Rough-and-tumble play is a natural and important part of childhood development and it's crucial for children to have opportunities to engage in this type of play.
Distinguishing from Aggression:
It's important to note that rough-and-tumble play is different from aggression. In rough-and-tumble play, children are typically smiling, laughing and enjoying the interaction, while aggression involves intent to harm or cause pain.
This link gives more info about Rough-and-Tumble play at Taradale PS
Links for further information about unstructured play and rough-and-tumble play
Community Early Learning Australia (CELA)
Play - tree climbing
Tree climbing offers children numerous benefits, fostering physical development, cognitive skills, and emotional resilience, including improved motor skills, spatial awareness, confidence, and problem-solving abilities.
Physical Development:
· Gross Motor Skills:
Tree climbing strengthens large muscles in the legs, arms, and torso, improving coordination, balance, and flexibility.
· Strength and Endurance:
Climbing builds upper body strength and cardiovascular endurance as children pull themselves up and reach for branches.
· Dexterity and Fine Motor Skills:
Adjusting grips on branches and navigating uneven terrain enhances dexterity and fine motor skills.
· Spatial Awareness:
Climbing requires children to be aware of their body's position in space and how it relates to surrounding branches and the ground, improving spatial reasoning.
Cognitive and Emotional Development:
· Problem-Solving:
Children learn to assess risks, find stable routes, and strategize their climbing paths, developing problem-solving skills.
· Confidence and Resilience:
Overcoming challenges and reaching new heights builds self-confidence and resilience.
· Focus and Concentration:
The activity demands focus and concentration as children navigate the tree, enhancing these cognitive skills.
· Social Skills:
Playing together in trees can foster social interaction, co-operation, and communication skills.
· Nature Connection:
Spending time in nature through tree climbing can promote a connection with the environment and a sense of wonder.
· Risk Assessment:
Tree climbing provides opportunities for children to learn about and manage risks in a safe and controlled environment.
Links for further information about tree climbing
Science
All classes participate in weekly science lessons
Art
Every Friday we have our art classes. Our art teacher Kate offers a range of engaging activities for the children. Each week we are joined by volunteers who work with us and share their expertise and knowledge with our students in areas including woodwork, sewing and knitting.
Drama
On Monday's we are joined by talented drama teacher Charmaine for our drama classes. All students participate in a one hour class.
Physical Education
All children actively participate in Physical Education classes with our PE teacher Sam each Wednesday, inter-school events (including athletics and cross country running) and an intensive swimming programme each year.
Library
Every Wednesday classes participate in library classes with our visiting library teacher Jocelyn Russell, Jocelyn arrives with a van packed with booked for children to borrow and read.
Stephanie Alexander Kitchen Garden Programme
Our gardening and cooking classes are held each Tuesday. See our Stephanie Alexander Kitchen Garden page for more information
Assessment
We use a range of assessment both formative and summative to gauge student progress and to ensure our programme meets the needs of each child.
Respectful Relationships
Respectful Relationships is a curriculum programme of the Department of Education that supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches children how to build healthy relationships, resilience and confidence.
Taradale Primary School is a Respectful Relationships lead school. The role of leading schools is to lead the way on implementing the whole-school approach to Respectful Relationships, this includes modelling good practice, leading and mentoring partner schools.
Leading schools are provided with professional development, support and funding, to implement a whole school approach within their own school, and for mentoring partner schools.
click for more information
Camps and Excursions
Our students are very fortunate to be able to participate in a number of camps and excursions each year.
In year 2 our students attend their first camp, an overnight visit to Boomerang Horse Rach.
In years 3/4 our camps alternate between Swan Hill and Lady Northcote
In years 5/6 our camps alternate between Anglesea and the Urban Camp
Before and After School Supervision
Student safety at Taradale Primary School is our highest priority and the safe and appropriate supervision of students is an important element of our duty of care to students. Part of this duty is ensuring parents and students are aware of our student supervision arrangements before and after school.
Before school: School grounds are supervised between 8.45am and 9.00am each day, with staff members greeting students and families at the Lyell St entrance. Students arriving after 9.00am are to report to the office to sign in and obtain a late pass
After school: School grounds are supervised from 3.30pm to 3.45pm each day, with staff members farewelling students and families at the Lyell St entrance. Any students remaining unsupervised after 3.45pm will be brought into the office and families contacted.
Students on school grounds outside these times will not be supervised (unless they are attending a before or after school care programme or supervised extracurricular activity).
Parents/carers are requested to ensure that students do not attend school outside of these supervised times unless they are attending before or after school care, or a pre-arranged supervised activity (i.e. sports practice).
Families are encouraged to contact Chris Burgess for more information about the before and after school care facilities available to our school community or if you would like any further information about our student supervision arrangements.
For a copy of our school’s Yard Duty and Supervision Policy please refer to the policies page or visit the office. This policy includes Taradale Primary School’s student supervision arrangements across the school day, including before and after school.