Kinma School

Kinma is a unique child-centred learning environment that offers innovative programs for children in their primary and preschool years. It is a place where children genuinely love to learn, and where they acquire values and skills that will benefit them for the rest of their lives. Established in 1972, Kinma (an aboriginal word meaning ‘Awake’) is based on the philosophy of progressive education with democratic principles.

Non-denominational, co-educational and non-profit, Kinma Primary and Preschool has been leading the way in innovative holistic child-centred teaching and learning for over 40 years.  The founding families created a supportive and inspiring environment where teachers, parents and children share the decisions about the educational program.

Kinma's educational programme is accredited by the NSW Board of Studies and has been awarded the highest level of registration possible. Kinma delivers and meets all of the requirements of the NSW Board of Studies to a very high standard; we just don't do it in a 'tick-the-box" way. Kinma Preschool was given an NQS ranking of 'Exceeding National Quality Standards' by the DEC in November 2013.

Children possess an innate desire to learn. From an early age children pose questions, problem-solve, play and interact with their environment. Teachers at Kinma provide learning situations that encourage, stimulate and support the development of each child's inherent array of intelligences. Central to this individualised approach is the acknowledgement that humans possess multiple intelligences. As Howard Gardner outlines;

• Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
• Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
• Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
• Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
• Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
• Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.
• Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
• Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48).

Teachers at Kinma carefully take all these "intelligences" into account whilst programming.They allow students to utilise their natural intelligences and work with supporting new areas of learning modalities. For example, if a child is strong in musical intelligence, the knowledge of this strength can be used by the teachers to enhance learning in other areas. Subsequently, the child benefits by learning in the style that is most suitable to him/her.