Research-backed and passion-driven work at Trinity’s Preparatory School
When Ms Naomi Bertram was considering her next career move in 2022, she was looking for a school that took a child-centred approach to learning, incorporating all the latest research into teaching and learning practices. When she landed at Trinity, she knew she’d found exactly what she was looking for.
In particular, Ms Bertram had a desire to use the knowledge she has accumulated in the context of boys’ education.
“It is so clear that boys learn differently from girls. I’ve had to really think about that when it comes to raising my own sons. Now I am involved in this shared venture with parents to really set their boys up for success.”
And being in this partnership is something that she really values, knowing that these early stages of education are the entry point to Trinity for many families. At the start of the formal academic journey, Ms Bertram knows there are so many opportunities at hand.
“It’s really rewarding working with families at this stage in their son’s development because there’s often such a huge shift and growth in the students,” she says.
“At the end of the day, we want to send our youngest learners out into the world being the best version of themselves,” she continues. “It’s really about looking at the child in front of us and realising the joy and richness that they bring and asking … how can we help them to reach their potential and help them to thrive?
“Being part of a culture where we’re always bringing our focus back to the child and the way we view the child is as competent, capable, and full of curiosity. We’re responsive in our approach to programming, not trying to compartmentalise or simplify learning it down to tick a box.”
In her time as Early Years Coordinator, Ms Bertram says that there has been a significant pedagogical shift in Pre-Kindergarten.
“We’re trying to look at everything with fresh eyes – not just maintaining what has been done in the past but exploring what is working well, what is possible, being guided by the latest research and what’s going to provide the ultimate experience for young learners.”
And providing this experience, she says, comes down to the resources available and the willingness of staff teams to embrace new ideas and pursue what truly works.
“We continue to look outside of the box, asking ‘What is the best way to do this for our boys?’. We have an idea, we look at the research, we try out a new idea, we reflect, and then we make it better. Within this cycle there is a lot of collaboration and endorsement from the leadership team.”
This support is what the Preparatory team utilised when implementing their Flexible Personalised Learning program for Pre-K students, creating a learning space where agency and self-management is nurtured.
“We have reimagined how our weeks are structured by support from the Executive team at the Preparatory School, as well as that of Dr Kimberley Pressick-Kilborn, has been invaluable.”
As for what’s next, Ms Bertram has hopes to start building a Pre-K network with other independent schools.
“I think it would be awesome to share and come together as Pre-K educators, sharing challenges and solutions. We’ve got some really great opportunities in front of us.”
