Every parent or carer always has a few questions on starting a new school. Here are our most frequently asked questions, with links to point you in the right direction. If your question is not featured here, please contact us via email.
How can we enrol our child, understand about catchment area, and organise a school tour?
An enrolment enquiry form along with information about catchment areas, school tours and a virtual school tour video can be found on the Enrolment page.
Where can new families find out more before starting at the school?
Once a place has been offered, new families will receive an email from the school with information about how to prepare for their first term.
The school’s P&C (‘Friends of the Village’) run a new parent programme. The FOTV welcome programme includes an opportunity to speak to current families and share your contact details so you can stay connected.
Walking - there are pedestrian footpaths leading to the school. See our guide.
Bikes and scooters - we have dedicated cycle paths and bike parking at our school.
Buses - bus route 565 from (Chatswood to Macquarie University) travels from Lindfield and Roseville Stations to the bus stop at the school on Eton Road. The timetable is available here.
Trains - the closest station is Lindfield Station, approx. 25 minute walk.
Car - if driving, follow the signs on school grounds. Please note that the speed limit on school grounds is strictly 10 kilometres per hour.
What is Kiss and Ride, and who can use it?
Kiss and Ride is for families with primary-aged students only.
To use the Kiss and Ride zone please register your car licence by submitting the Kiss and Ride form.
License plate recognition technology is used to register cars that enter the zone and processes which student it is associated with for pick up, to provide a safe environment. A digital board informs the child/children as you approach.
The Kiss and Ride zone is located adjacent to the southern side of the school. Vehicles turn around using the loop at the end of the access road before entering the waiting area. ALWAYS drive to the FRONT of the waiting zone.
The zone operates between 8.30 to 8.55 am and 2.55 to 3.20 pm. Carpooling is strongly recommended.
The speed limit on school grounds is strictly 10 kilometres per hour.
Is there a school map, and which gate should I use?
All students arriving on foot or bike should enter through the front gate - Pedestrian Gate P1.
If you are collecting your child early (e.g. for an appointment or because they have become sick at school) - your child will typically be at Student Services. You should enter at Pedestrian Gate P6 on Level 4.
Does the school provide Out of School Hours (OOSH) care?
The school has partnered with TheirCare to provide Out of School Hours care (OOSH), before and after school on site.
Students can also purchase food during break times. In-person payments may be made with cash, credit/debit card, or Spriggy card.
We also have a student-run café called Roasted, where our school chef and trusty hospitality students are keen to get some authentic service experience! The Roasted Café is currently closed for 2023.
Is there a school uniform?
LLV has no formal school uniform.
We offer an optional range of comfortable, durable 'multiform' pieces available for purchase. The multiform was co-designed by our students. It gives students flexibility and choice whilst also allowing students to express their own identity.
Students have the option to wear all multiform items, mix their own clothes with items from the school multiform, or to wear all their own clothes.
Items from the multiform can be purchased from the Friends of the Village website. They are delivered to the school and can be collected there. You will receive an email with information of when and how to collect your purchase.
What are the Bring Your Own Device (BYOD) requirements for students?
Students in Years 3–12 are expected to bring their own computing device to school every day. This personal computing device needs to meet device specifications in the link above. There are the same device specifications for all students regardless of their stage.
For a copy of the agreement for the Use of Electronic Devices at LLV which we request students and parents or guardians sign, click here.
What is the school's mobile phone policy?
Our updated policy for 2023 is an 'off and away' approach to mobile phones, in line with the mandatory state-wide mobile phone policy. Students are expected to keep their mobile phones turned off and stored away in their bags throughout the entirety of the school day, unless explictly instructed by teachers (e.g. for taking photos of their work).
The school prioritises teaching students to be responsible users of all forms of technology including mobile phones. Technology offers incredible opportunities for learning but can also have the potential to be a negative influence. We will work with students to support them to find a healthy balance in their use of technology which is appropriate to their age and stage of development.
How does the school respond to student behaviour?
When students are not meeting our community expectations around appropriate behaviour, we work with the student to resolve the cause of the problematic behaviour. We use a process called Collaborative & Proactive Solutions ('CPS') that allows for both student and adult expectations to be discussed, and for both perspectives to be considered in the solution to the problematic behaviour.
Education at LLV
What is the philosophy behind LLV?
Lindfield Learning Village is building the new innovative educational model which will shape the global education revolution over the next decade. The school is the flagship ‘school of the future’ in NSW. It takes an evidenced based approach to education drawing from leading educational academics and practices from around the world.
Learning is collaborative, transformative, reflective, student-driven, and supported by educators who all share LLV's philosophy. Learning is fun, dynamic, and celebrates failures as much as successes. Our focus is on growing emotional intelligence, transdisciplinary connections, and developing an innate capacity for self-driven learning.
The LLV learning characteristics are the values and dispositions we believe that all humans should develop. These characteristics are explicitly taught, assessed and integrated into the curriculum.
Our aim is to create independent, resilient and adaptable learners who possess the learning dispositions for success in their life within and beyond school.
What evidence supports LLV's educational model?
The development of Lindfield Learning Village has been drawn from the work of leading educational academics and practices from around the world. For a selection of research articles which support LLV's mission and visions, visit the research and evidence section of our website.
How does 'stage not age' work practically?
Students across the school engage in simultaneous learning experiences across the stages. For example between 9am - 11am, K-6 will engage in numeracy, exploring a specific maths-based concept. Due to the similar subject matter across the stages, a student is able to move up or down the stages according to their skill level, without sacrificing content or knowledge or leaving their hub.
A ‘Stage not Age’ approach enables students to be fluid in their learning contexts. With frequent cross-stage collaboration, e.g. through hubs, students increase interactions with other age groups and perspectives, fostering meaningful school connections and a deep appreciation for others.
What is the approach to homework?
Additional homework is not typically prescribed by classroom teachers.
In primary school, students are encouraged to continue working on projects at home and developing skills such as reading and writing independently.
In secondary school, it is expected that students will complete all tasks set by the teacher each day and catch up on any missed classwork, which may require additional time allocated at home. Students are also expected to prepare for assessments, and submit completed projects at various points throughout the school year.
What subjects are covered at school?
From K-10, students study all the required Key Learning Areas (KLA's) as identified in the NSW Curriculum. This includes English, mathematics, science, human society and its environment (HSIE), personal development, health and physical education (PDHPE), art, music, drama, religion or ethics, and more.
In Stage 6 (Years 11 and 12), students have an opportunity to select subjects of their own interest and according to their chosen post-school pathway. Subject offerings are subject to demand and availability, and may vary each year. Generally, our school offers the following subjects for the Stage 6 HSC:
Community & Family Studies
Design & Technology
Society & Culture
How are the classrooms and learning spaces designed?
Drawing on the work by futurist David Thornburg, there are three archetypal learning spaces at the school across all years – there is the Campfire (learning from experts), the Cave (contact with self), and the Watering hole (contact with peers).
A Campfire space is for group interaction and for a small group to interact with an expert. A Cave space is for individualised learning, allowing the student to focus.
How are students assessed?
When students are assessed, they are referred to as either a Master, Expert, Practitioner, Apprentice or Novice instead of the traditional level grade of an A, B, C, D or E.
This shift in language allows learners to maintain a growth mindset regarding their learning and the next steps in their learning journey.
Our learning continuum is mapped to the NSW Educational Standards Authority (NESA) A-E Common Grade Scale.
Will my child receive one-to-one learning support with complex learning needs?
Our approach is not to remove students from their classroom for learning support.
For children with diagnosed learning disorders, we can apply for specific additional funding from the Department of Education. It is not guaranteed that this funding will be approved.
If you believe that your child may be in need of additional learning support, please provide the school with as much information as possible on the nature of their learning needs and/or difficulties. Our wellbeing team and support staff take a case-by-case approach when determining how they might best support your child.
My child has a specific learning need, such as ADHD or dyslexia. How will they be supported at LLV?
The specific support provided depends on the severity of the learning disorder and the age of the child.
For students with less complex needs, options may include scaffolded/differentiated work, wellbeing breaks, or other in-class adjustments. Classroom teachers can make these adjustments in liaison with our support staff on a case-by-case basis.
For students with more complex or specific learning needs, our support team may create a learning plan to distribute to all teachers of your child. Your child may also have allocated periods for a Student Learning Support Officer (SLSO) to assist in their classroom.
Reporting and observations are ongoing throughout the school year and learning plans can be updated as required.
Can I meet with the learning support team to discuss my child's individual needs?
Our learning support team receives a large number of requests for individual conversations.
We do prioritise the importance of meeting every child’s learning needs. For individual students with diagnosed or complex learning needs, we seek to arrange interview times to discuss these needs as part of our enrolment process.
However, please be aware that due to the size of our school, we are unfortunately unable to speak to every family interested in a place at our school about their individual circumstances.
Is the flexible learning environment at LLV suitable for students with sensory issues?
The learning environment at LLV is designed to be fluid and flexible. Some students thrive in these environments, where they may work at their own pace and in a manner which best suits their needs. On the other hand, some students may find it difficult to self-regulate in these environments, particularly in relation to noise levels in collaborative activities and the less rigid structure of self-driven learning.
For students who are sensitive to processing sensory stimuli, our teachers and support staff are well-equipped and understanding of strategies, including:
Providing explicit learning intentions for each lesson to help students understand what is expected of them
Allowing students to work either individually or collaboratively depending on the task and their preferred method of learning
Offering choices in learning so that students may select an activity or area of study which interests them
Allowing students to select physical spaces for learning which make them feel safe and comfortable.