How we organise learning across the school
Our groupings are intentionally flexible, designed to support different types of learning across the day. We balance the social benefits of mixed-age learning with each student’s developmental and academic needs, maintaining a clear sense of flow between group structures.
Unlike traditional schools, students are not taught by a single classroom teacher in the primary years. Instead, they learn with a team of core teachers who specialise across developmental stages. Students also work with other staff through specialist and interest-based learning, meaning they may learn with many teachers across a school year. Teachers work across age groups: a secondary-focused teacher may teach Geography or Ceramics to younger students, while primary-focused teachers may offer electives to older students.
Mentor groups (ages 4–16)
Each day begins and ends in small mixed-age mentor groups supported by one teacher. These groups act as a family unit and are thoughtfully formed based on a range of factors including strengths, interests, learning preferences and social balance.
Mentor groups support leadership, empathy and belonging. Students meet again during the day for shared lunch, community responsibilities (including cleaning and wash-up), reading time and participation in kitchen and kitchen garden programs.
Literacy and numeracy groups
For literacy and numeracy, students work in smaller groups based on their stage of development and mastery, not age. Groups are intentionally small, fluid and responsive, allowing students to progress at different rates while receiving targeted support.
Developmental and interest-based groups
Broader developmental groupings are used for interest-based learning such as workshops, science, music, history, visual arts, bush skills and fitness. Grouping reflects the complexity of the learning or skill involved, with different expectations for primary and secondary learners within similar subject areas.
Where appropriate, students may join older or younger groups to continue developing an area of strength or interest, provided the social and emotional balance is right. If not, their learning is extended in other ways to ensure continued challenge and growth.
Explorations (project-based learning)
Explorations is a cross-curricular, inquiry-based project class shared across the school. Students investigate an overarching theme over two terms (e.g. Voice, Monsters, Fire) and develop individual or group projects that grow from their learning journey. Each cycle concludes with a community Exhibition where students present their work to families and visitors.
Early Learning (Kindergarten & Prep)
For our youngest learners, play is central to learning and development. Through play, children build relationships, resolve conflict and explore ideas in science, maths, art, building and literacy. Teachers intentionally extend children’s interests and curiosity within rich play-based learning environments.
While there are moments of small-group learning, much of the day is shared with older students, supporting collaboration, independence and belonging. Group sizes are deliberately small, and children are supported to make decisions, regulate their behaviour and pursue individual interests.
Mixed-age learning
Mixed-age grouping reduces pressure to perform at age-based expectations and honours where each child is developmentally. It allows students to support one another academically and socially, builds strong relationships, and fosters a family-like culture. Groups typically span around three year levels, with flexibility where needed.
We monitor students’ development across academic, physical, social-emotional and self-direction areas. Intellectual rigour, wellbeing and belonging are interdependent priorities in our learning design.
Older students spend time working with developmental peers while also taking on leadership roles and supporting younger students, strengthening empathy, responsibility and community connection.
Camps and Outdoor Education
All students from Prep to Grade 10 attend two camps per year as part of their learning program. Camps are co-designed with students and support independence, resilience and connection across the school community.
Camps may be mixed-age or interest-based, ranging from adventure and arts to place-based and cultural experiences. Groups are typically small (10–18 students) with staffing adjusted to student needs. Past camps have included Surfing, Rafting, Arts, Mountain Biking, Port Arthur, Photography Road Trips and a student-led international camp to Japan in 2024.
Our approach
Our approach is strengths-based and grounded in Self-Determination Theory, recognising that people learn and grow best when their needs for autonomy, competence, and connection are met. We draw on contemporary research in learning sciences, inclusive education, relational practice, and adaptive leadership to guide how we design learning, support wellbeing, and lead as a community.
We aim to create learning environments where young people and adults feel a strong sense of belonging, develop confidence in their capabilities, and are supported to take meaningful responsibility for their learning and contribution. Learning at Peregrine is shaped through relationships, thoughtful challenge, and reflection, enabling students to pursue meaningful academic and personal goals, while learning how to contribute positively to the world around them.
