Boodjar Kaatajin

Continuing our journey of learning in the Wildspace

Our Wildspace is a very special and unique place in which to see our nature pedagogy come alive. Students are very familiar with and fond of the use of the Wildspace for play. Communities are formed and dissolved. Trading occurs. Risks are taken as children take on new challenges. While learning through play at Bold Park is clearly evident to educators and parents, students are less accustomed to the idea of the Wildspace as a ‘classroom’ and as a rich environment for intentional learning. Throughout last year, we engaged in a dialogue with students about learning in the Wildspace. This allowed us to hear of their curiosities and wonderings which, in turn, has helped to inform our ongoing development of a rich program of learning through the lens of our nature pedagogy.

Every primary class group has a designated time each week when the Wildspace becomes their classroom. In consultation with Neville Collard, our school’s Nyoongar Elder, we are calling this “Boodjar Kaatajin”, Nyoongar for knowledge of country. While our educational focus will be primarily be on science based learning and Aboriginal knowledge, we will also integrate literacy, maths, HASS, design and technologies as it fits within each class’s interests and learning needs. These opportunities will enrich the students connection to the space, and in turn, enrich their play.

With the Wildspace as one of the unique, rich learning environments at Bold Park Community School, students will have ongoing opportunities to engage with and learn from nature here in our own community and can also use this time to venture out into the world beyond. It’s going to be a great year of learning in the Wildspace!

Leslie Ray, Outdoor Provocation Specialist, BPCS

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“One of the things that has been wonderful about the Bold Park Community School is its opportunity to respond to the needs that are specific to the child ... it is reassuring when a school can deliver at a pace and style that is respectful of the individual's differences and needs AND to demonstrate the relevance of curriculum issues into the application for real life and living.”

Dr Trevor Parry

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