Village School employs an Integrated, Differentiated and Negotiated curriculum and addresses all key learning areas in this way.
We acknowledge the following key learning areas:
We also include:
An integrated curriculum
- We make the curriculum come alive, integrating the disciplines within meaningful and relevant learning topics.
- We acknowledge that it is not what you learn but how you learn, and then recognizing how you learn, that is important.
- We do not have a hierarchy of knowledge outcomes; these will vary according to attitudes and aptitudes. i.e. environmental influences, personal interests and needs determine the topics covered.
- Every learning discipline does not necessarily appear in each topic.
- Sometimes the whole school follows the same topic.
- More often learning topics are chosen by individual groups, taking into account the different interests and abilities of the different age groups.
- These skills are transferred to other types of learning and used for life
A differentiated curriculum
- We acknowledge that learning progresses at different rates and in different ways and therefore whole group teaching does not usually address individual differences
- Small group learning with intellectual peers is often used to present new skills
- Individual instruction can address difficulties with skills and understandings
- Grouping students with different strengths and weaknesses can help them work cooperatively to achieve a common goal
- Parents with special gifts or talents may work one to one or with small groups to extend children with those particular gifts or talents
- Choices within the topics ensure that different learning styles are catered for and acknowledged as equally valid
A negotiated curriculum
- Learning topics are often chosen by the student or adapted from that already suggested by the teacher.
- Projects can change to suit the child’s needs and abilities because the negotiation is ongoing
- Self initiated studies often lead to life-long passions
- Negotiating learning ensures that the students take more responsibility for the learning process
- When a child is negotiating they are already ‘engaged’ with the learning process