Spaces Without Walls – Getting Down and Dirty
This visit to two quite different learning environments looks at spaces without walls where powerful learning occurs. Both schools are R-12 and integrate the natural environment into their curricula.
Tatachilla Lutheran College
Tatachilla Lutheran College established their Eco – Classroom in 1997, just 3 years after the College was founded. The 2.4 hectacre site is progressively moving backwards to pre- European ecosystems of the Willunga Basin and walking trails lead through seven distinct ecosystems. The Kaurna Tappa indigenous interpretive trail was formed in 2006. Endemic native flora along with Bettongs, Potoroos and Tamar Wallabies share the safety of the site. An Eco-Skills Centre of Excellence has been established at the Centre to enable the College to provide VET programs in Conservation and Land Management and serves as a regional resource for other schools and community groups. The underpinning philosophy is to develop a sense of wonder and of the importance of the natural processes in the environment and to foster responsibility towards the world.
The school's Environmental Coordinator is a dynamic catalyst for the continuing development of the Eco – Classroom and the use of the facility is embedded in the school curriculum at all levels. During our visit we will investigate how the learning program has evolved since 1997, what things work and what has been left behind, and what are the elements which continue to captures the energy and imagination of students.
Willunga Waldorf School opened in the late eighties as a kindergarten and then expanded into primary over the following years. The school was recently registered as K –12.
By using a rich curriculum and innovative teaching methods, teachers nurture the whole child, developing clarity of thought, balance and depth of feeling and initiative in action. Teaching methods engage a wide variety of senses, allowing children to learn by listening, seeing and doing.
This is a small school nestled within a bushland setting where the inside / outside divide is less clear and with many buildings of a domestic scale. What does this mean for learning? What is the experience of the child in this environment?
This page last updated: Tuesday 13 May 2014