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What we learn?

We offer a cosmic education which presents the children with a view of the universe- both their micro-environment and the greater world. This is achieved through a spiral curriculum that commences at the beginning of time on a galaxy scale and circles down to our direct environment and circumstances today. This funneling knowledge stream draws the abstract into meaning and helps the child understand their place in the world. 


The most effective learning is meaningful(it is content that the child relates to and has an interest in).  Many children have a thirst for both knowledge and a real connection with their environment. As a result we present plenty of information about our environment in cultural folders that children can choose at their whim. 


Our curriculum is interdisciplinary with history telling stories that lead to scientific investigations. When a topic catches a child's interest then they are able to depart on that tangent and investigate it further. As a result we concentrate on teaching children skills instead of information. If they are shown how to research, investigate and classify data then that are empowered to learn about every detail that interests them. We encourage the children to work collaboratively on these projects which in turn helps them develop their social skills of debate, organisation and compromise. 

How we learn?

This is what we are aiming for









As this video illustrates, the children are active in and responsible for their learning. The teacher acts as a facilitator in this learning process, presenting information as interesting stories that capture the children's interest and inspire them to work. This action-based and child-led learning is empowered by a freedom of choice and well-equipped and enticing environment. 

Going Out

​Most of our life learning occurs outside the classroom and so we practice "Going Out".  The children are invited to design and plan educational excursions that they think will help them with their research projects. They present these ideas to the teachers for approval. 


​Our system for assessment starts from a place of trust: we believe that the child wants to learn and will whole-heartedly participate in their learning. As work is collaborative, the children are often the judge and jury for their peers. We do not believe in marking work as there is so much behind an item written in a test. Rather, we conduct informal assessments and constant observations that allow us to maintain the children's Individual Learning Plans. Sometimes, the children request formal assessment and in these cases we gladly prepare items for them.

Following Interest

We curate the content of the children's work based on their interests. Here is a simple example:

Interest: Greek Mythology

Activity goal: listening and comprehension skills as well as communication and instruction giving

Activity: Draw your own Greek God and then partner up with someone. Explain what your God looks like without showing them your drawing. While you are telling them, they need to draw their version of your God. When complete, swop roles.

Extension 1: Write a story about your Greek God

Extension 2: Convert your story into a comic book

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