TAS News

Principal’s Blog

White Rock Junior Chess Championships 2020

Date:August 21, 2020

On Thursday 20 August, a record 112 WRJ students from Year 2-6 participated in the WRJ Chess Championship 2020. All


FNQ Interschool Chess Championships Report Rd 2 2020

Date:June 15, 2020

Round 2 of the Far North Queensland Interschool Chess Championships was held on the 12th of June. The wizardry of


FNQ Interschool Chess Championships Report Rd 1 2020

Date:March 5, 2020

Round 1 of the Far North Queensland Interschool Chess Championships was held on 3 March. The Bishop Centre was bursting


Principal’s Welcome Event- 2020

Date:January 6, 2020

Principal Paul Sjogren and the TAS teaching community would like to welcome all TAS parents, new and existing, to join


FNQ Interschool Chess Championships Finals 2019

Date:August 26, 2019

The Far North Queensland Interschool Chess Finals were held in the Bishop Centre 22 August. Dedication, preparation and good sportsmanship


2019 Gala Concert | Friday 30 August

Date:August 5, 2019

No entry fee – all welcome.    


Parents and Staff – Rethinking TikTok

Date:August 18, 2020

Your privacy matters Currently, there are multiple conversations being held around the world as to the safety, security, privacy, addiction


Leo Lin (Year 12) reflects on his recent QUT STEM Internship

Date:July 23, 2020

Recently Grace Belson & Leo Lin (Year 12), were awarded a place in the QUT STEM Research Internship program. 2020.


Principals Blog: Edition 3, 2020

Date:June 15, 2020

Dear TAS community,  Every now and then I receive an email that I feel the need to share, because it


Independent Schools Queensland (ISQ) stance on Year 11 & 12 return to school

Date:April 27, 2020

Independent Schools Queensland (ISQ) have called on the Queensland Government to allow all Year 11 and 12 students to return


Principals Blog: A deeper look at the data – the story of a regional standout

Date:February 17, 2020

We were delighted to see the TAS class of ’19, the last group to ever receive an OP, placed #24


Principals Blog: Edition 1, 2020

Date:February 4, 2020

Dear TAS community, As a Principal, receiving communications such as the one I recently received is one of the role’s


Early Learning Centre

The early years of schooling are an integral and fundamental part of a child’s education. Research tells us that positive early learning experiences help shape brain development and set the foundation for success in later learning, behaviour and health.

The TAS Early Learning Centre’s program follows the Queensland Kindergarten Learning Guidelines and includes an inquiry-based approach that is balanced through formal and informal learning activities.

TAS encourages strong family and school relationships. We work in partnership with our parents and carers to ensure we are providing the best educational opportunities for each child. By working together, we can help them to establish a love of learning.

We hope your family will enjoy being part of the TAS community and we look forward to being able to assist your child in reaching their own unique potential.

View our TAS Early Learning Centre policies online.

The Program

At TAS Early Learning Centre (ELC) we recognise the importance of each child’s unique qualities. The Kindergarten year provides continuity between the children’s prior experiences and their future learning, supported by the underlying principles of independence, social learning, health and physical development, and language development. An understanding of early literacy and numeracy, the ability to think and solve problems, the development of imagination and creativity and a positive approach to learning, all provide a balanced, integrated curriculum for young children.

At TAS ELC we:

  • Provide rich, stimulating and challenging programs that are based upon and reflect the principles of the Queensland Kindergarten Learning Guidelines (QKLG).
  • Foster a warm, caring and nurturing family atmosphere in the context of an Anglican school community.
  • Have dedicated and experienced staff who are committed to, and have a passion for, early childhood education.
  • Have required child to staff ratios with qualified educators including a director.
  • Have an open, spacious indoor learning environment that supports learning for young children through play, real‐life situations, investigations, focused learning and teaching, and routines and transitions.
  • Integrate modern technologies into the teaching and learning program including the use of iPads and Interactive White Boards.
  • Have secure outdoor playground areas with well-equipped resources for age appropriate skill development.
  • Have Library, Buddies and PMP (perceptual motor program) sessions, as available.
  • Provide a holistic education that is inclusive of Chapel services, visits from the Chaplain and Christian and Values Education.
  • Further enhance learning experiences through excursions and incursions.
  • Participate in school activities with the Junior School, where applicable to the children.
  • Have an integrated process to prepare students for the Preparatory year of formal schooling.
  • Encourage strong partnerships with parents and families through regular communication.
  • Have access to a variety of Junior School resources and facilities.
  • Adopt a Growth Mindset to encourage children to choose a challenge, find a solution and use good strategies
  • Provide explicit teaching of numeracy and literacy with differentiation to cater for varying abilities.

The QKLG are based on the Early Years Learning Framework. The framework supports the vision that all children experience learning that is engaging and builds success for life.

The educational program provided contributes to the following outcomes for children:

  • children will have a strong sense of identity;
  • children will be connected with and contribute to his or her world;
  • children will have a strong sense of wellbeing;
  • children will be confident and involved learners; and
  • children will be effective communicators.

Staff will document the children’s experiences and participation in the educational program provided. Parents can request information on the content and operation of the educational program as it relates to their child, as well as information about their child’s participation in the program. This information is readily available through the displayed Kindergarten program, children’s portfolio and work sample scrapbooks that are available at all times and will be provided to parents to take as keepsakes at the end of the year.

Literacy and Numeracy

Early Literacy

The early years, from birth to age five, form an indelible blueprint for your child’s long-term learning success. Early behaviours and skills associated with successful reading development used to be described as readiness skills, but we now use the term pre-literacy. This umbrella term covers far more than a child’s ability to identify letters, numbers, or shapes. It includes important skills such as oral language and phonological and phonemic awareness (the awareness of sounds), as well as knowledge of the alphabet and an understanding of common print concepts (print goes from left to right and from top to bottom on a page).

By the time your child enters Preparatory, the teacher will expect children to have some pre-literacy skills, especially the ability to conduct a brief conversation. Your child will also be expected to begin to pay attention for sustained periods, react to stories, to know the letters of the alphabet and their corresponding sounds, as well as some basic print concepts, such as knowing that printed words convey meaning. These are all skills derived from living in a language and print rich environment.

Although knowing letters and sounds is important, perhaps the most significant factors in your child’s reading success are oral language skills. Language is the foundation of reading development and is strongly tied to your child’s growth in reading and writing. Research shows that by about five years of age, most children have learned approximately 5,000 words, however those words are not acquired through passive listening alone. Rather, language is supported through verbal interactions and experiences with others. Within the classroom environment, the children will be exposed to rich oral language such as books, media, theatre and other art forms.

Early Numeracy

Numeracy learning builds on children’s curiosity and enthusiasm, and challenges children to explore ideas about patterns and relationships, order and predictability, and logic and meaning. Consequently, quality instruction occurs in environments that are rich in language, encourage children’s thinking, and nurture children’s explorations and ideas. These ideas include the concepts of number pattern, measurement, shape, space, and classification.

Co-curricular Opportunities

TAS ELC children enjoy a range of activities throughout the year, as available:

  • Perceptual Motor Program (PMP) – a strategy to assist the development of children’s gross motor skills and therefore assist with the development of fine motor skills, essential in the learning of reading and writing.
  • Library visits are a regular part of the program. Children learn how to use the Library borrowing system to take story books home to read with their families.
  • Big Buddy Program assists children with the transition into the wider school environment.
  • Little Buddy Program assists children with their transition into the Preparatory year.


2021 Calendar


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