Primary School
Kinma fosters critical thinking and self-awareness through rich dialogue, feedback, and supportive, multi-age classes—nurturing confident lifelong learners.
Curiosity Leads the Way
In Primary, learning begins with curiosity and connection to the natural world, which becomes an integral part of the classroom and learning experience. Students build strong foundational skills in literacy, numeracy, and communication through hands-on exploration, inquiry, and collaboration.
As they grow, they develop social-emotional skills that prepare them for High School and empower them to act as compassionate, confident changemakers in a global community. By the end of Primary, students are engaged, reflective thinkers ready to navigate the world with purpose and empathy.
Our program is grounded in child development and supports the whole child — nurturing social, emotional, and academic growth equally.
Class sizes are small, multi-aged and foster intrinsic motivation over peer comparisons with a high teacher-student ratio.
We take a personalised, non-competitive approach — looking beyond tests to understand how each child learns.
Our individualised and holistic approach supports academic excellence, preparing children to thrive in high school and beyond.
Education
Kinma’s education program is based on a comprehensive understanding of learning and caters for all aspects of development – social, emotional and academic. It is our aim to foster children to be independent, self-motivated learners and socially responsible members of the community. Our balanced curriculum provides for the development of creative and critical abilities in a cooperative, non-competitive atmosphere.
Our learning is self-directed, inquiry-driven, and grounded in intrinsic motivation. When children have input in their learning combined with meaningful purpose, they engage more deeply and develop lifelong habits of curiosity and critical thinking. Our approach to inquiry is shaped by the child’s perspective. Learning begins with their questions and unfolds through exploration, action, and reflection. This philosophy aligns with the work of educational thinkers such as Kath Murdoch and Alfie Kohn who emphasise the importance of autonomy, relevance, and genuine engagement in education. Students learn not for rewards, but because the learning itself is rich, purposeful and belongs to them.
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No Homework at Kinma
At Kinma, we believe that meaningful learning happens during the school day. After school, children need time to connect with family and friends, explore their interests, and engage in real-life experiences like cooking, playing, and resting, without the pressure of additional academic tasks.
Research supports this approach; studies show that homework in primary years has little to no academic benefit and can even lead to increased stress and reduced motivation.
Harris Cooper
Professor of Psychology and Neuroscience, Duke University
Instead of set homework, we encourage children to follow their intrinsic curiosity. When inspired, they may choose to take home a project, extend their learning, or explore a personal interest—and we support that! By respecting children’s time and interests outside school, we nurture a love of learning that lasts a lifetime.
Learning Cycle
Our approach follows a natural learning cycle: it begins with the children’s input and teacher’s knowledge of where they are at with their learning.
The thoughtful planning by our educators aims to engage and further develop the children’s learning and growth to allow them to meet their potential.
Acting on the plan drives explicit learning when needed and opens space for inquiry and discovery. Teachers draw on their professional autonomy to facilitate the flow of learning.
Reflection enables learners to make meaning—individually and collectively—by drawing on past and present learning and engaging in metacognitive processes (thinking about their thinking).
Evaluating the plan assesses the effectiveness of meeting the curriculum outcomes, conceptual understandings, skills and goals of the group and individuals.
This opens the next step in the cycle for a new plan based on these evaluations and reflections.
Sample Timetable
Theme and Inquiry-Based Learning
Our teaching connects key learning areas through rich, integrated themes that span the term. For example, in a project like “Let’s Cook”, students explore:
- Maths through fractions and measurement in recipes
- Science through food experiments
- Health and Wellbeing through discussions on healthy eating
- Technology through filming and editing
- English through planning, writing scripts, and presenting
This approach encourages deeper learning, creativity, and collaboration across subject areas.
Mathematics in Real Life
Maths at Kinma is hands-on, relevant and engaging. Children explore number, measurement, geometry, and data through real-world contexts like shopping, building projects, games, and nature play. We focus on building confidence, problem-solving skills, and a strong understanding of mathematical concepts increasing with complexity.
English Across the Day
English is integrated purposefully throughout all learning. Children develop reading, writing, speaking, and listening skills through stories, project work, journaling, and real-life communication. Our approach supports language development at each child’s individual pace, focusing on meaning, creativity, and clear expression
Choice and Wheels
Once a week, students choose how to spend time in ways that matter to them such as finishing projects, riding bikes or scooters, playing, or simply unwinding. This helps build self-awareness, autonomy, and confidence.
Morning Flow Games
Each day begins with student-led group games that support social connection, physical activity, and a smooth transition into the learning environment. Children set the rules, lead the play, and build teamwork skills.
Multi-Age Learning and Mentorship
Activities like Buddy Reading allow older and younger students to connect and learn from one another through shared reading, storytelling, and mentoring. These relationships foster empathy, confidence, and a strong sense of community.
Group and Whole School Meetings
Students and teachers meet regularly to discuss ideas, make decisions, and reflect together. These meetings support democratic processes, giving children a voice in shaping their school experience and community life.
Multi-Aged classrooms
At Kinma, learning thrives in multi-age classes that reflect real-world diversity and collaboration. With low teacher-to-student ratios, we focus on each child’s developmental stage, not only their age, creating tailored, responsive learning. Our three groups (Wulaba, Garraway, and Wugan) mix ages and abilities, nurturing cooperation, communication, and mutual respect. Teachers guide and support flexible, dynamic learning that builds critical thinking, emotional intelligence, and a deep sense of belonging.
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What are the Benefits of Multi-Age Classes?
Multi-age classrooms offer a range of benefits for both children and teachers, supporting a more holistic, child-responsive approach to education. Rather than following a one-size-fits-all model, learning is tailored to each child’s interests, strengths, and developmental stage.
Flexible groupings allow children to work collaboratively, often taking on both student and teacher roles with their peers. This environment fosters social and emotional growth, encouraging pro-social behaviour, cooperation, and a strong sense of community. Younger children are inspired by older peers, while older students develop leadership and responsibility.
Teachers can build deeper connections with students over multiple years, enhancing continuity of learning and fostering strong, trusting relationships. The result is a dynamic, interactive learning environment where movement, curiosity, and collaboration are integral to the educational experience.
What Happens in a Multi-Aged Class?
In a multi-age classroom, learning is dynamic, collaborative, and personalised. Children, teachers, and families work together as a community of learners, engaging in both child-initiated and teacher-guided experiences.
Students develop essential cooperative skills such as listening, mentoring, and conflict resolution, while working independently or in flexible groups based on shared interests, abilities, or learning needs. Through inquiry-based learning, children explore topics of personal and global relevance, using a variety of thinking strategies and tools like mind mapping, role play, and reflection techniques.
Literacy is embedded in meaningful contexts, including print, digital, and environmental texts. Students are encouraged to take risks, make choices, and learn from mistakes, while also mentoring one another and reflecting on their growth. This approach nurtures confident, thoughtful, and self-directed lifelong learners.
Whole-School Programs at Kinma
At Kinma, we celebrate connection, creativity, and community through whole-school programs that bring together children, staff, families, and local community members.
- Tinkering happens once a term and is one of the most anticipated days in the Kinma calendar. The entire school engages in mixed-age learning pods led by community members, staff, and students, exploring high-interest areas such as cooking, sports, design, arts and crafts, drama, science, and music. These sessions foster curiosity, collaboration, and friendships across ages and stages.
- Buddy Reading pairs older and younger students for shared reading experiences in nature. These pairings change each term to encourage new relationships and build a love of literacy through real-time, meaningful practice. Reading outdoors adds a sense of calm and wonder, deepening children’s engagement with texts and each other.
- Wheels and Choice, held every Friday afternoon, offers children the freedom to explore passions and projects across the school. Teachers provide offerings like drawing, music, games, gardening, woodworking, and shelter-building, while children are free to bring their “wheels” to ride and roll in supervised spaces. This time supports cross-age friendships, non-competitive risky play, and opportunities for children to pursue larger collaborative projects in a safe and structured environment.
- Creativity Festival
- Whole school camp
- Whole school meetings
- Welcome circles, held at the commencement of each year to celebrate togetherness. Members of the community, young and old share their hopes and plant intentions.
Assessments & Reporting at Kinma
Assessment at Kinma is an ongoing process focusing on and understanding each child’s unique learning journey. Rather than employing standardised tests, we focus on how children learn, what excites them, and how they grow across academic, social and emotional domains.
Our approach is guided by the NSW and Australian curriculum frameworks, ensuring students meet educational outcomes in meaningful and authentic ways. Importantly, we prioritise assessments that uphold student wellbeing and self awareness, building motivation and supporting the development of a life-long love of learning.
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Assessment Tools That Reflect the Learner
- Student portfolios
- Teacher-student learning conferences
- Self and peer reflections
- Diagnostic tools in literacy and numeracy
- Observations across key learning areas including social and emotional
- Informal discussions between teachers and families
- Students self-reports
- Formal family-teacher interviews
- Detailed half-yearly reports
These tools are used flexibly and formatively to inform next steps in learning.
Progress, Not Pressure
- We measure a child’s development considering their own learning and growth, not compared against others.
- We do not focus on standardised tests as they don’t reflect the richness of our children’s learning or values. Instead, we prioritise developmental assessments that capture the whole child.
Alfie Kohn
Alfie Kohn
Transition to High School
Preparing for High School at Kinma
Our approach to high school transition focuses on building the skills, confidence, and mindset children need to thrive in new environments, both academically and socially. Across their Kinma journey, the pre-high students (Year 6) have spent time reflecting on how they learn best, and how they solve problems and relate to all sorts of different people. These skills support them to become engaged and passionate learners in high school, and we receive regular feedback about how well Kinma students make this adjustment.
Drawing on their confidence, social and emotional skills, Kinma alumni are well equipped for this important transition.
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Collaboration & Communication
- Work effectively in teams, share ideas, and solve problems together
- Build confidence in speaking, listening, and presenting in group settings
- Respect diverse perspectives and communicate with care
Self-Management & Emotional Readiness
- Strengthen independence, resilience, and self-awareness
- Use strategies to manage stress, adapt to change, and stay motivated
- Take ownership of actions and learning in a respectful, responsible way
Learning & Study Skills
- Develop homework habits and take responsibility for independent tasks
- Understand and follow structured timetables and schedules
- Learn to stay organised, prioritise tasks, and manage materials
- Practice sitting formal tests calmly and managing time, then going through the tests together
Peer Support from Past Students
- Former Kinma students return to share real stories, tips, and encouragement — helping current students feel reassured, inspired, and ready for what’s next.
Pre-High Opportunities at Kinma
- Leading in play and learning both in and out of the classroom
- Active involvement in school tours to share their opinions and experiences of Kinma
- Meetings with Educational Leaders and Head of School in regards to school policy, learning opportunities and proposals
- Organising and running events
- ‘High school experience’ offerings such as exams and homework when requested by the children. These are always accompanied with rich discussions to reflect and grow.
- Visits from Kinma alumni to provide insight for what’s to come
- Lesson planning and delivery within their classroom
- Personal Interest Projects (PIPs)
- Increased access of technology (e.g. Google Classroom, Canva)
- Involvement and therefore ownership in termly calendar and daily timetable
- Extra learning opportunities when requested, such as Calculator Club.
- Goal-setting which is frequently revisited, analysed and actioned throughout the year.
- Writing and delivering a speech at the Terrey Hills community Anzac service
- Walking to the shops to buy lunch
- Camp to Canberra alternating years with a leadership and exploring camp
- Pre-high dinner
- Pre high farewell where the children reflect on their Kinma journey with the Community.
Kinma Programs
Kinma Play Group offers nature-based play for young children every Monday, 9:30–11:00am. No booking needed. $5 casual sessions during school terms.
Kinma’s Bush Preschool offers play-based learning in a child-centred, nature-rich setting. Open 9am–3pm during term, with option for extended hours Tuesday – Thursday.
Kinma’s After School Hours Program offers a calm, small-group setting for play and relaxation on our bushland campus. Open Tuesday–Thursday, 3–6pm during term.
Kinma Primary offers diverse in-school and after-school activities like swimming, surfing, taekwondo, music, Spanish, and drama to enrich student learning.
