Why Choose Currambena?
Every decision has been made for the good of, and the future of, the children who attend our school
Shaping capable, compassionate, confident humans
and preparing children for life
What sets Currambena apart:
Democratic Schooling
Currambena proudly embraces our identity as a Democratic School and adheres to our commitment to democratic principles, specifically:
- Democratic governance: Meetings that all members of the school community can participate in.
- Providing autonomy for our students to manage their own learning process—without homework and with a degree of personal choice. (More on what that looks like here.)
Our democratic approach to learning helps children to develop self-motivation, self-responsibility and a lifelong passion for independent learning.
Through weekly class meetings and school meetings, students develop well-honed communication and listening skills and learn how to cooperate with others effectively.
They grow the courage and confidence to voice their opinions, while respecting the voices of others.
Child-led Learning
At Currambena, students are allowed to participate in shaping their education, which provides an intrinsic motivation to learn and stay engaged in classes.
At Currambena, our lessons are not set in stone. They adapt and shift as students engage with each topic, ensuring that the learning process is always dynamic and engaging.
Children can also focus on areas of interest by choosing ‘Personal Interest Projects’ (PIPs), allowing them to pursue their passions within the NSW curriculum framework.
Through this approach, children evolve into curious and passionate learners, independent thinkers and open-minded, creative problem-solvers.
This flexible, research-backed approach also values and supports each child’s unique learning journey—enhancing their progress and enjoyment of school.
Play Based Learning
Play is essential to learning: it’s through play that children construct knowledge, refine their learning, develop creativity and imagination and gain control and confidence.
Play sparks curiosity in learning, experimentation, exploration, and increased engagement.
At Currambena, we place a greater emphasis than mainstream schools may on the following:
- Active, hands-on learning
- Interactive teaching
- Indoor and outdoor environments that are rich in opportunities to explore and create
- Use of both indoor and outdoor environments during classes
We value play, and it is used within lessons as a means of achieving the NSW curriculum outcomes and learning valuable life lessons and skills at all ages and stages
Conflict Resolution
Children at Currambena learn a program of practical conflict resolution skills from preschool—not only helping them in the classroom and playground but also building an essential skill for life.
Friendships, family dynamics, work relationships, intimate relationships, and even bullying behaviour are all things your child must navigate in life.
Learning conflict resolution skills at a young age will give them the tools to become more resilient, responsive, and less reactive when these areas get challenging.
Armed with this ability to navigate relationships, forge strong connections, develop emotional resilience, and resolve conflict effectively—children can also focus better on school, find joy in learning, and feel more settled within themselves, making their educational journey a more positive experience.
Strength Based Learning
Strength-based (stage-based) learning is a cornerstone of our educational approach.
This approach enables a child's full academic and social development while encouraging independent learning, problem-solving, and confidence in socialising across age groups.
Teachers at Currambena are well-versed and highly experienced in conducting programs in stage-based classes—ensuring all children are appropriately challenged, while playing to their strengths and supporting areas of academic development.
We carefully assign class groups, including discussions with parents in our process.
No formal, comparative testing
Currambena teachers use observations for assessment to ensure children are keeping up with the NSW curriculum, rather than standardised comparative testing such as NAPLAN. Learn about our assessment process here.
This lack of formal testing is beneficial on multiple levels:
- It creates a non-competitive culture for friendships to flourish.
- Parents are non-competitive with other parents, building a stronger sense of community.
- Each child’s learning is intrinsically valued without being compared to others.
- It allows children to uncover their strengths and avoid labels that limit their confidence, self-image and learning (such as: “I’m bad at maths”), which come as a direct result of comparative testing.
Delve Into The Reasons Behind Our Educational Philosophy
Our small class sizes and high teacher-to-student ratios enable us to work with each student to develop a challenging and inspiring program while providing freedom of choice that builds a deep and lasting love of learning.
Our children are placed in classes according to social and academic maturity, friendships and age. They move to the next group when they are ready, and the transition can take place any time in the school year.
Children usually work as individuals or as members of a small group. In this way, we believe that the different talents and needs of each child can be addressed.
Currambena has always had mixed age classes.
Working with children across an age range is a lovely concept that offers opportunities for creative teaching and dynamic learning. It broadens children's social groups and strengthens their ability to socialise in wider contexts.
The school aims to have all its class groups mixed in age, with 'elders' guiding and assisting younger children in each group. This is a philosophical choice, facilitating broader learning and socialising, as well as a necessity in a small school.
At Currambena, every child is unique and valued as part of the community. This extends to factors of social and cultural connections, awareness and connection to the community around us and the world as citizens.
We believe that strong relationships between staff, parents and students create a supportive and positive learning environment. We encourage open and respectful communication, and a collaborative approach to allow every learner's voice to be heard and each student to steer their learning journey.
We provide children with opportunities to step out of their comfort zones, explore new experiences, and make mindful decisions. These guided challenges help them grow in confidence, develop resilience, and take greater responsibility for their own learning.
The children share the playground and free time is coordinated so that all class groups have the opportunity to play together. The playground has been designed to provide as many play opportunities as possible for the children. There is room to run, climb, hide, build, dig, work, play sport and have quiet time.
Preschool is a physically integrated part of the school. There is no division in the playground between the preschoolers and the older children. The open and shared physical space is fundamental in supporting the learning philosophies of the school. The older children enjoy visiting the preschool classroom and the preschoolers also visit the big kids in their classrooms to play with friends and begin their own personal transition into primary school.
There is a strong sense of community that comes from parents, children and teachers working together on school management, classroom activities and social events. Collaboration creates a warm and caring environment where the children can feel safe and secure.
Parents and carers are valuable members of the wider school community, and are frequently involved at various levels in the school. Involvement may range from volunteering for Council or canteen, sharing knowledge or expertise in the classroom, or joining one of the committees that contribute to the school in a variety of ways.
A very careful selection process ensures that teachers are well qualified to teach in our unique environment. They contribute a vital balance of academic qualifications and caring sensitivity to individual needs. Only motivated and committed teachers are chosen and they are expected to participate in continual professional development. They also critically evaluate the latest trends in education according to Currambena philosophy.
Part-time specialist teachers are employed to offer the children a wider curriculum such as in craft, language and music.
Interested in enrolling? Want to visit Currambena, tour the school and talk to our teachers?
The Preschool enrolment process begins in August or September of each year for entry into preschool at the start of the following year.
To kickstart the enrolment process, download and complete an expression of interest form so we can get to know you and your family a bit better—and then join us at an Information morning to talk with the wonderful Currambena team!
This is an essential chance for you to feel the magic of Currambena first hand before joining us.
