Channelling wonder through inquiry
Moorditj Yonga Mia, meaning “Strong Kangaroo House” in Noongar, represents the energetic leap children make as they move through the early primary years. Like young yonga learning to explore new terrain with growing strength, our Year 1 and 2 learners extend themselves academically, socially, and emotionally.
Yonga Mia is a vibrant, connected learning space where children continue building the foundations established in Bindi-bindi Mia while taking brave steps toward greater independence and resilience. The class is guided by Jacey Long, an experienced and passionate classroom teacher, with the dedicated support of Education Assistants Belinda Allen, Carolyn MacDonald, and Lora Guarino. Rooted in our values of Connection, Courage, Curiosity, and Compassion, Yonga Mia nurtures learners who feel safe to explore, question, collaborate, and grow.
Transitioning from Bindi-bindi Mia to Yonga Mia
Parents often wonder how children move from the play-rich world of Bindi-bindi Mia into the more structured routines of Yonga Mia. This transition is intentionally gentle and developmentally grounded.
While days begin to include longer learning blocks and more explicit teaching, play and inquiry remain central — they simply evolve to reflect children’s growing skills, interests, and ability to collaborate.
Play still lives here – it just looks different
In Yonga Mia, play becomes:
- More purposeful
- More collaborative
- More anchored in inquiry
- More connected to the curriculum
Learning areas are thoughtfully designed to invite play and respond to emerging interests. Throughout the classroom, play touchpoints remain an intentional and valued part of daily learning, including block corners, home corners, and soft spaces or cosy nooks that encourage imaginative, creative, and social play. These spaces provide opportunities for children to role-play, build, negotiate, and explore ideas in ways that feel safe, familiar, and meaningful. Over the years, inquiries have grown organically from student questions and passions, including:
- a Beyblade inquiry exploring force, design, and physics
- a tadpoles-to-frogs inquiry documenting life cycles and environmental change
- Lego city projects investigating habitats, natural disasters, and community design
The play becomes more sophisticated, but it remains child-led, imaginative, and deeply meaningful.
A place where learning comes to life
Learning in Yonga Mia continues to be hands-on, collaborative, and grounded in curiosity. It unfolds through:
- literacy and numeracy lessons blending explicit teaching with games and practical tasks
- inquiry investigations led by student questions
- collaborative games, sports, and fundamental movement skill development, supporting coordination, teamwork, confidence, and wellbeing
- outdoor learning in our Wild Space
- creative arts, storytelling, design, and construction
- real-world problem-solving challenges
As children grow, technology is introduced purposefully as a tool that enhances learning — never as a replacement for hands-on experiences. In Yonga Mia, digital tools support engagement in mathematics through visualisation, interactive games, and problem-solving tasks, while also allowing students to document and share their learning using platforms such as Book Creator and PicCollage. Children begin exploring early coding and robotics, developing sequencing, logical thinking, and persistence, and use technology to plan, test, and reflect on design ideas alongside physical materials. Digital tools sit comfortably alongside blocks, loose parts, outdoor play, and creative construction, offering multiple ways for children to think, create, and communicate.
Learning remains playful, purposeful, and connected to children’s wonder and ideas.
Growing as capable, confident learners
After their time in Yonga Mia, learners are typically:
- self-managed and increasingly independent in daily routines
- engaged communicators who contribute thoughtfully in group discussions
- curious investigators exploring questions and possibilities
- collaborative problem-solvers who share, negotiate, and work productively with peers
- growing readers, writers, and mathematicians applying foundational skills confidently
- idea connectors who link concepts across experiences and learning areas
- emerging regulators who recognise emotions and use simple strategies to stay balanced
- responsible contributors participating in class decision-making
- community-minded learners who begin to see their role in supporting others
They leave Yonga Mia with independence, curiosity, and a strong sense of themselves as capable, reflective learners.
Parent involvement in Yonga Mia
Parent involvement continues to enrich learning, though the nature of support naturally shifts as children become more independent. Families may contribute by:
- sharing expertise or participating in inquiry projects
- supporting reading, creative tasks, or group activities
- joining class events, picnics, and celebrations
- assisting with home reading and simple classroom routines
- contributing to community jobs across the school
We continue to balance connection with growing courage — encouraging meaningful involvement while giving children space to step forward confidently.
A connected step forward in learning
Yonga Mia is a lively, nurturing space where curiosity deepens, courage strengthens, and learners grow into active, compassionate community members.
By the end of Year 2, children are ready to transition into Yokine Mia with confidence, belonging, and a strong foundation for lifelong learning.