Junior School
At Kambala, building a Culture of Thinking has become a central pillar of our educational philosophy, deeply informed by the work of Dr Ron Ritchhart who fulfils the role as Academic in Residence. His research, particularly through Project Zero at Harvard, emphasises that the environment in which learning occurs is just as important as the curriculum itself. Embracing this mindset, our journey began with the belief that thinking must be made visible—not only through student work, but through the way teachers speak, plan, and interact. Classrooms have evolved into spaces where curiosity is valued, ideas are shared respectfully, and intellectual risk-taking is encouraged. It’s not just about what students learn, but how they engage with learning itself.
As our staff engaged more deeply with Ritchhart’s principles, we began embedding his “Cultural Forces” into the fabric of our teaching practice. Teachers collaborated to intentionally shape routines, language, and expectations that promote deep thinking. Thinking routines such as See-Think-Wonder, Claim-Support-Question, and I used to think... Now I think... have become part of the daily rhythm, helping students to slow down, reflect, and articulate their thought processes. Professional development sessions and reflective practice have been key to this growth, enabling teachers to design learning that fosters understanding, not just knowledge acquisition.
The impact on our learning culture has been profound. Students are now more metacognitive, aware not only of what they are learning but how they are learning. A shared language of thinking has empowered even our youngest learners to engage with complex ideas and to see themselves as capable thinkers. At Kambala, we are not just teaching content—we are nurturing a community where thinking is valued, visible, and central to all we do. Dr Ritchhart’s work continues to inspire our journey, helping us shape a vibrant, thoughtful learning culture that prepares our students to thrive both in school and beyond.
Mr Stuart Coppin
Deputy Principal - Head of Junior School
Student Free Day - Friday 6 June 2025
Friday 6 June is a Student Free Day, and our Teaching Staff are excited to be spending the day working with Academic in Residence Dr Ron Ritchhart from Harvard’s Project Zero Classroom.
Please also note that Monday 9 June is the King's Birthday Public Holiday.
Exploring URSTRONG and the Language of Friendship - Recording
At Junior School, building a strong foundation of social-emotional learning is a key priority, and one of the most impactful ways we do this is through our involvement in the URSTRONG program. Last week we hosted a webinar on the Language of Friendship.
This globally recognised friendship program empowers your daughters with the skills and language they need to foster healthy relationships. With engaging lessons, role-playing, and thoughtful discussion, URSTRONG helps our students become more empathetic, confident, and resilient friends.
**LANGUAGE OF FRIENDSHIP RECORDING - CLICK HERE
Year 3 Term 3 Saturday Sport Registration
Please click here to access all the information in regards to the Year 3 Saturday Sports offer for Term 3 2025.
The girls will have two Saturday Sport options to choose from – Netball or Minkey Hockey. Girls can only register for ONE sport, as they will both take place Saturday mornings.
Please note that the final day for registrations is Friday 13 June. The Google Registration form can be found at the bottom of the letter.
Design Thinking in Year 4: Embracing Curiosity and Humanity
In Year 4, students recently embarked on an exciting journey using the Stanford d.school’s 5-stage Design Thinking model to design a robot aimed at solving a real-world problem. This project wasn’t just about building a robot; it was about learning how to think critically, empathise with others, and collaborate effectively. The first and most crucial stage, Empathise, taught the students how to truly understand the needs of others by putting themselves in others' shoes by utilising the Harvard Project Zero thinking routine - Step Inside . This stage was essential in helping the girls grasp the real-world implications of their designs and provided the foundation for a meaningful design.
The Design Thinking process was a perfect opportunity for our students to develop not just problem-solving skills, but also a growth mindset. As they faced challenges in designing their robot, they learned that learning is not about getting the perfect answer or being flawless. It’s about embracing curiosity, pushing through challenges, and constantly improving. Whether it was in brainstorming ideas or refining their designs, the students saw firsthand how important it is to embrace the learning process, even when things didn’t go as planned.
This project also launched the students’ study of The Wild Robot, a novel about a robot named Roz who learns to navigate the wilderness and solve problems. The connection between their robot designs and Roz’s journey sparked deep discussions about empathy, technology, and problem-solving.
Through this project, our Year 4 students not only learned about collaboration and creativity but also discovered how Design Thinking can help solve real-world problems and make a positive impact.
Ms Helen Maynard
Teacher Year 4
Problem Solving- Inquisitive Minds
“All children have remarkable abilities to learn substantial mathematics when provided learning opportunities that emphasize sense making and problem solving” (National Council of Teachers of Mathematics, 2020).
Problem solving and critical thinking skills prepare students to understand and critique their world, preparing them to be contributing leaders in society. They are skills that all individuals need in decision-making, in the workforce, in their communities, and in daily life.
When approaching challenging problems in Mathematics, students are required to:
▪ explore and connect mathematical concepts
▪ build understanding and fluency
▪ choose and apply efficient techniques to solve problems
▪ communicate their thinking and reasoning coherently and clearly
Recently, our girls in Years 3-6 immersed themselves in an engaging incursion called Inquisitive Minds. The workshops foster a love of mathematics in students as they learn cooperatively to solve challenging problems and brain teasers using logical reasoning and strategic thinking. The girls were able to apply the skills of problem solving that they have been learning in class. They displayed a growth mindset with their perseverance, resilience and willingness to tackle challenging tasks. We are proud of our girls for displaying enthusiasm, enjoyment and cognitive engagement in their mathematical thinking.
Quotes from students:
I got to learn more about Maths. Some of the questions were hard and I reminded myself that I can do anything because if you try hard then anything is possible.
Ava Pyne Year 3
At first, I felt a bit nervous, but I learnt that I am more resilient than I thought I was. I realised that I was capable of solving challenging problems because I used a growth mindset.
Maelys Paoli Year 3
Time flies by when you’re having fun, even when it’s really hard.
Emma Kennedy Year 4
I liked that we had to work together as a team, and we were cooperative. Some of the questions were complicated and we had to draw out our thinking.
Celine Gui Year 5
Ms Ky-Lee Murphy
Director of Curriculum
Year 4's Heartwarming Service-Learning Trip to Summitcare Elderly Home
Recently, our 4U students had the opportunity to visit Summitcare Elderly Home as part of their service-learning program. This trip was not only a chance for the girls to engage in meaningful community service but also an opportunity to live out the Kambala value of Humanity. All Year 4 classes will be visiting over the coming weeks.
Before the visit, each student wrote a heartfelt letter to a resident of the home, sharing stories, introducing themselves, and offering words of kindness. When the girls arrived, they were paired with the resident they had written to, forming a personal connection right from the start. The residents were genuinely touched by the letters and enjoyed the conversations that then ensued.
One of the highlights of the visit was a fun game of balloon hockey, which had everyone laughing and cheering. The residents enjoyed the energy and enthusiasm the girls brought to the game. The girls also serenaded the residents with a selection of songs, filling the room with warmth and joy. These interactions were a powerful reminder of the importance of companionship and kindness, especially for those who may not often have visitors.
Through this experience, the students learned a valuable lesson: giving back doesn’t always require grand gestures. Sometimes, the most meaningful way to serve others is by simply offering your time and attention. Whether through a friendly game or sharing a song, the girls saw firsthand how small acts of kindness can make a big difference in someone’s day.
The trip to Summitcare was a beautiful example of how service learning can teach empathy, foster connections, and give students the opportunity to live the value of Humanity. The joy and gratitude from the residents were evident, and our Year 4 students left with a deeper understanding of the power of giving back to others.
Ms Helen Maynard
Teacher Year 4
Kambala Flat Our Bear
Introducing the Kambala FLATOUTbear supporting the Country Education Foundation.
Unbelievably soft, irresistibly snuggly and naturally soothing, each unique FLATOUTbear is made from 100% Australian sheepskin.
Cost is $55, for collection at Reception. Postal option available. Clickhere to order.
