Find the word definition

Wikipedia
Preshil

Preshil, The Margaret Lyttle Memorial School, is an independent, co-educational, non-denominational, Progressive, school located in Kew, an eastern suburb of Melbourne, Victoria, Australia. There are two campuses at Preshil, Arlington (Kindergarten and Primary Campus) and Blackhall Kalimna (Secondary Campus).

Preshil shares many similarities to the Philosophies of influential educational thinkers including Rudolf Steiner, Mary Montessori, John Dewey, Friedrich Froebel and our founding Principal, Greta Lyttle in the early 1930s, providing progressive educational models that form the basis of our approach to learning.

Preshil is not only Australia’s oldest progressive school, but was also influential in the development of progressive pedagogy at the local, national and international levels. Seminal educationalists such asAlexander Neill, Dorothy Howard, Jean Stirrat, Oscar Oesor, June Factor, Dorothy Ross, Henry Schoenheimer and Elizabeth Hanby were influenced by Preshil, and the school’s child-centred and play-based learning is today recognised in mainstream pedagogy.

Preshil offers classes for students from Kindergarten to Year 12 ( Victorian Certificate of Education).

Preshil – The Margaret Lyttle Memorial School is currently a *candidate school for the Middle Years and Diploma Programs and is pursuing authorisation as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Preshil believes is important for our students.

Preshil (Junior Campus)

The Margaret Lyttle Memorial School Junior Campus is the junior campus of Preshil. It was designed by Kevin Borland. The buildings that Kevin Borland designed at the Preshil School are experimental in design and uses triangular and hexagonal geometries together with diagonals in both plan and section. This creates a variety of internal and external spaces, irregular forms and buildings that strongly deviates from the conventional school buildings of that time. The precise forme of each building and its detailing is counteracted by the use of raw timber posts and beams.

The campus size is not much bigger than a large residential block in the area, which creates a lively density of play spaces, trees and buildings. The buildings are laid out in a labyrinthine, non-hierarchical and non-institutional way, integrating the new buildings with the existing 1930s cottage and the landscape on the site. The buildings were designed to accommodate the school’s approach to active learning, embodied in the child-scaled and multi-purpose buildings.