Since starting this process I have become aware of other schools which have similar approaches and beliefs, I hope to share these with you on this blog. I would really love your thoughts and feedback and would be so excited to find anyone who might like to help me turn this idea into a reality...
My Objective
- To create a learning environment which embraces and builds on a child’s natural curiosity, diverse interests and desire to learn.
- To develop a personalised curriculum for each child, through which they can acquire the knowledge, skills and understanding necessary for them to thrive in the 21st century.
- To nurture the dispositions and attitudes that will enable young learners to become happy, fulfilled and successful members of their communities, equipped for life long learning.
My aim is to create an environment that embraces these new approaches while still giving children the time, space, equipment and friends to fully explore their own ideas. School should be an exciting and engaging space for children. A place which opens up their learning opportunities and horizons. A place which ultimately belongs to them.
The Curriculum/ Learning Approach
The approach has its basis in my experience in the early years, my first school was heavily influenced by Reggio Emilia, and learning through play. The children will lead the learning with the adults there to carefully scaffold and enhance each child's journey.
When a child expresses an interest in a topic, they will then work alongside an adult to create a plan. This would include what they know and what they would like to find out and achieve. This plan would be displayed and anyone in the school community would be able to offer thoughts and ideas.
Similarly if any other child is interested, they could join the project. Children developing the skills to work independently and collaboratively would be actively supported and the projects would last as long as the children’s interest and motivation.
The adults would work to map these experiences against the specific learning goals to ensure the children's progress and that they have the necessary skills and knowledge to gain qualifications. The exact style and content of these plans would obviously develop with the children, but fundamentally all children would use a similar approach regardless of age.
When a child expresses an interest in a topic, they will then work alongside an adult to create a plan. This would include what they know and what they would like to find out and achieve. This plan would be displayed and anyone in the school community would be able to offer thoughts and ideas.
Similarly if any other child is interested, they could join the project. Children developing the skills to work independently and collaboratively would be actively supported and the projects would last as long as the children’s interest and motivation.
The adults would work to map these experiences against the specific learning goals to ensure the children's progress and that they have the necessary skills and knowledge to gain qualifications. The exact style and content of these plans would obviously develop with the children, but fundamentally all children would use a similar approach regardless of age.
As the children progress, they will also be given the opportunity to work on briefs set by real organisations. They would work through the process from research to pitch, during this process the teachers would help identify and scaffold the skills the children need to complete the task. In this way children would have contact with industry from a young age, facilitating better understanding as well building relationships.
The Staff
The staff will be a mix of educationalists and skilled workers (experts) in a range of fields. The educationalists will take responsibility for groups of children’s learning, monitoring their individual progress and ensuring they are developing the skills they need. They will also work closely with the experts to help them create valuable learning opportunities and experiences that enhance each child’s interests.
I envisage the experts to initially be a craftsperson, chef, musician and gardener. Then as the school grows, so would the range of experts. These individuals would all be provided with workshop, or similar, space and encouraged to work on their own projects within the school environment. To do this, they would of course need to have a proportion of their working day/week allotted to this. The aim of this would be to ensure good role models for the children and enthusiastic and engaged staff.
I envisage the experts to initially be a craftsperson, chef, musician and gardener. Then as the school grows, so would the range of experts. These individuals would all be provided with workshop, or similar, space and encouraged to work on their own projects within the school environment. To do this, they would of course need to have a proportion of their working day/week allotted to this. The aim of this would be to ensure good role models for the children and enthusiastic and engaged staff.
The Physical Space
The physical space would be more of a campus style environment than traditional school, ideally with outside space - preferably with some woodland/wild space as well as open space for games and sport.
The rooms/ buildings I would like to begin with are an early years area, a library-quiet space, a studio/ office-containing computers and work stations, a workshop (this would be for all forms of making and initially art activities) and finally, a kitchen with an eating area.
As the school grows, new areas would be added. While somewhat opposite, a theatre and science lab feel important additions as at the heart of the school's ethos will be offering a breadth of experience. The children would have access to the whole environment and would be able to move freely between the areas as they choose.
The physical space would be more of a campus style environment than traditional school, ideally with outside space - preferably with some woodland/wild space as well as open space for games and sport.
The rooms/ buildings I would like to begin with are an early years area, a library-quiet space, a studio/ office-containing computers and work stations, a workshop (this would be for all forms of making and initially art activities) and finally, a kitchen with an eating area.
As the school grows, new areas would be added. While somewhat opposite, a theatre and science lab feel important additions as at the heart of the school's ethos will be offering a breadth of experience. The children would have access to the whole environment and would be able to move freely between the areas as they choose.
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