the PRIMARY CURRICULUM is the core
foundation for everything!
Nature is The True Home of Culture
- Nils Faarlund
- Nils Faarlund
"Nature is the foundation for all the arts, sciences and technology; that is, all the gifts of civilization."
"Nature’s first requirement for the child is love of activity coupled with the desire to accomplish things.
The second fundamental requirement is independence.
“Help me to do it by myself.”
- Montessori
Finland's educational model is based on direct interaction with Nature. The Friluftsliv ("free-air-life") philosophy plays a vital role in Finland's educational system, which consistently ranks as one of the world's top three countries in academic performance.
"Nature’s first requirement for the child is love of activity coupled with the desire to accomplish things.
The second fundamental requirement is independence.
“Help me to do it by myself.”
- Montessori
Finland's educational model is based on direct interaction with Nature. The Friluftsliv ("free-air-life") philosophy plays a vital role in Finland's educational system, which consistently ranks as one of the world's top three countries in academic performance.
At Another Way, we emphasize the following principles:
The primary elements at Another Way are:
- Respect for the child
- Movement is basic
- Activity and Independence
- Individual development
- Freedom for self-development & self-realization
The primary elements at Another Way are:
- A prepared learning environment
- Individualized education
- Self-education using self correcting teaching materials
- Trained staff
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The Prepared Environment:
The prepared environment reflects order and is designed to meet the child's need for:
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Individualized Education:
A spiraling curriculum is used. Children work from the "Big Picture" and then move toward increasing levels of detail and complexity. This is the natural learning process. It is the way the child sees the world.
Materials are matched to each child's stage of development as all children go through the same stages though at different rates.
Children move at their own pace so that skills can be easily absorbed and practiced to mastery. Each child is perfect in the moment and is met exactly where they are developmentally. Education at Another Way is totally individualized.
Self-education is self-motivating. External rewards from praise to tokens are not required. The motivation is intrinsic.
Self-Educating Materials:
The purpose of the materials in the classroom is to give order to the impressions the child already has. Skills and concepts move from concrete to abstract. The Montessori self-educating materials at Another Way are matched to the child’s needs. The materials are graded not the child. Order within materials lead children to more abstract levels of understanding.
The children’s own activities lead them to spontaneously discover and internalize order through the influence of order in the environment. All activities have a built-in relationship to other activities that follow at a later stage . This is termed “indirect preparation” or transfer.
Task analysis is done on all materials to isolate the difficulty. Order within materials lead to more abstract levels
of understanding.
Trained Staff:
Learning is an active process leading to self-education. The dynamic link between the child and the environment is:
A spiraling curriculum is used. Children work from the "Big Picture" and then move toward increasing levels of detail and complexity. This is the natural learning process. It is the way the child sees the world.
Materials are matched to each child's stage of development as all children go through the same stages though at different rates.
Children move at their own pace so that skills can be easily absorbed and practiced to mastery. Each child is perfect in the moment and is met exactly where they are developmentally. Education at Another Way is totally individualized.
Self-education is self-motivating. External rewards from praise to tokens are not required. The motivation is intrinsic.
Self-Educating Materials:
The purpose of the materials in the classroom is to give order to the impressions the child already has. Skills and concepts move from concrete to abstract. The Montessori self-educating materials at Another Way are matched to the child’s needs. The materials are graded not the child. Order within materials lead children to more abstract levels of understanding.
The children’s own activities lead them to spontaneously discover and internalize order through the influence of order in the environment. All activities have a built-in relationship to other activities that follow at a later stage . This is termed “indirect preparation” or transfer.
Task analysis is done on all materials to isolate the difficulty. Order within materials lead to more abstract levels
of understanding.
- Learning is an active process leading to self-education.
- The teacher is the dynamic link between the child and the environment.
- Self-education is self-motivating.
- External rewards from praise to tokens are not required.
- The motivation is intrinsic.
Trained Staff:
Learning is an active process leading to self-education. The dynamic link between the child and the environment is:
- The teacher prepares and maintains the environment in perfect order.
- The teacher observes the children carefully as they work within the environment.
- The teacher holds the entire curriculum in consciousness.
- The teacher's goal is to meet each child where they are developmentally and help Awaken the Mind.
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Movement: Movement is the foundation of all learning. The human body is optimized by the quality of movement. In other words, in activity-based learning, "the child first moves, learns from that movement, learns to move, and then, moves to learn." - Kephart "Movement is the foundation for all learning. Life without movement is unthinkable." - Moshe Feldenkrais |
Movement is fascinating to children. They move to learn about whatever attracts their attention. With a unique ability to absorb information from the environment until the age of six, they are capable of imaginably stepping into another life form to experience it.
Children master an activity that engages their interest, and then, move on to the next material that attracts their undivided attention. The environment must be designed to meet the biological imperative for movement.
Children master an activity that engages their interest, and then, move on to the next material that attracts their undivided attention. The environment must be designed to meet the biological imperative for movement.
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Science
Science is hands-on as it is not separated from the "big picture" of the formation of our world. The materials the children use to understand scientific concepts are three dimensional and hands-on. Children then move to two dimensional illustrations, films, books and computer software. The children develop a life long interest in observing nature; discovering more about the planet, its life forms and recognizing our oneness with it. Physical geography starts with understanding the earth as children learn:
Children come to understand planet earth and her ecology on a practical level. Physically working with the globe and world map help the children see where people of diverse cultures live, work and play. The Sciences in the Curriculum:
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Art
Art is an integral component in the curriculum and woven into handwriting, anatomy, physiology and geometry in ever increasing complexities.
Anatomy and Art are woven together as the child explores how the human body works. Children learn to see how form follows function. Comparisons are made between a horse and a human skeleton. The skeletal framework morphs to fit the function.
Geometric shapes can be seen in all forms. The shape of the horse's head is rectangular, the neck cylindrical, the shoulder an oval, the body a cylinder … When the shapes are seen, drawing any form is simplified, Can you made a dot, draw a straight line and a curved line? Then, you can learn to draw anything in the physical universe.
Art is an integral component in the curriculum and woven into handwriting, anatomy, physiology and geometry in ever increasing complexities.
Anatomy and Art are woven together as the child explores how the human body works. Children learn to see how form follows function. Comparisons are made between a horse and a human skeleton. The skeletal framework morphs to fit the function.
Geometric shapes can be seen in all forms. The shape of the horse's head is rectangular, the neck cylindrical, the shoulder an oval, the body a cylinder … When the shapes are seen, drawing any form is simplified, Can you made a dot, draw a straight line and a curved line? Then, you can learn to draw anything in the physical universe.
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Children learn the Domain Relevant Skills of a task:
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Mathematics
Mathematics is the universal language of the cosmos: In our curriculum the entire purpose of the math curriculum is to make the abstract concrete. The child can then close her eyes and visualize mathematical processes at work. As the child progresses the materials become less concrete and more symbolic. (Seldon and Epstein)
Math actually begins with practical life and sensorial work. Working with these activities develops essential movements along with visual and tactile discrimination.
The wonder of the world of Mathematics occurs once the child connects the concept of number values with symbols from one to ten. The key to exploring the decimal system is the knowledge of values to ten. The child is then ready to explore the Golden Bead material and new mathematical concepts.
Mathematics is the universal language of the cosmos: In our curriculum the entire purpose of the math curriculum is to make the abstract concrete. The child can then close her eyes and visualize mathematical processes at work. As the child progresses the materials become less concrete and more symbolic. (Seldon and Epstein)
Math actually begins with practical life and sensorial work. Working with these activities develops essential movements along with visual and tactile discrimination.
The wonder of the world of Mathematics occurs once the child connects the concept of number values with symbols from one to ten. The key to exploring the decimal system is the knowledge of values to ten. The child is then ready to explore the Golden Bead material and new mathematical concepts.
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Understanding the Golden Bead material is the foundation for comprehending any number system and numbers
to infinity. Math is everywhere - in the seed pattern in an apple, in a flower, in the beat of a drum, in poetry, in art as seen in the golden mean, in a sun dial, in a compass, in a clock and in a melody. Mathematics has a beauty that quietly and subtly unfolds when one learns to truly see the wonder that we are and all that surrounds us. |
Practical Life
Practical Life involves the children in their immediate world. Mastery of these practical activities of daily life help the child build:
Practical Life involves the children in their immediate world. Mastery of these practical activities of daily life help the child build:
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Repetition and unlimited opportunity to practice skills is built into the materials and every part of the curriculum.
Perfect practice makes perfect skill development. Students learn to pour, dress, clean, mend, cook, care for the environment and much more. All the Practical Life works/activities develop skills that lead to personal independence. Integrated into Practical Life activities are Lessons of Grace and Courtesy (etiquette) leading to:
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Grace and Courtesy foster the child's ability to build and maintain powerful, loving relationships.
Sensorial
Sensorial materials are designed to:
Sensorial materials are designed to:
- help the child develop minute discrimination by sight, sound, touch, smell and taste
- foster intellectual development based on the ability to differentiate, discriminate, compare and contrast
- Refine abilities until the child is easily able to recognize subtle distinctions in the environment.
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Sensorial materials give the child hands-on foundational experiences in:
Working with these activities develops essential movements along with visual and tactical discrimination. Mathematics begins with the understandings and skills developed by the child in Practical Life and Sensorial works. |
Language
"Language lies at the root of the transformation of the environment that we call civilization.”
- Montessori
Under language and Intellectual Development are Science, Art, History, Mathematics, Geography and Culture. A global perspective is fostered as the roots of humankind and gifts of civilization are explored.
Another Way's environment is enriched with opportunities to:
"Language lies at the root of the transformation of the environment that we call civilization.”
- Montessori
Under language and Intellectual Development are Science, Art, History, Mathematics, Geography and Culture. A global perspective is fostered as the roots of humankind and gifts of civilization are explored.
Another Way's environment is enriched with opportunities to:
- Listen deeply
- Refine the ability to differentiate, discriminate and make increasingly more subtle distinctions
- Move quietly and feel the environment
- Understand symbols and their meanings
- Write and to read
- Communicate clearly, and effectively, and
- Above all, to do so, with respect
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Language development is encouraged through:
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Geography and Cultural Studies
Geography and Cultural Studies are integrated throughout the curriculum. Using three dimensional, hands-on materials first, graduating to two dimensional materials; our students then use the M.E.C.S. computer program to compliment their
hands-on work in these studies.
Children come to understand planet earth and her ecology on a practical level. Physically working with the globe and world map help the children see where people of diverse cultures live, work and play. This is integral to helping children understand:
Cultural studies start with the Native Peoples of North America and then extend out to European cultures and beyond based on first contact.
Geography and Cultural Studies are integrated throughout the curriculum. Using three dimensional, hands-on materials first, graduating to two dimensional materials; our students then use the M.E.C.S. computer program to compliment their
hands-on work in these studies.
Children come to understand planet earth and her ecology on a practical level. Physically working with the globe and world map help the children see where people of diverse cultures live, work and play. This is integral to helping children understand:
- Who they are
- Where they are
- Where they are going
- What their purpose is
Cultural studies start with the Native Peoples of North America and then extend out to European cultures and beyond based on first contact.
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Children begin to see that no matter how different surface appearances may seem, all people share the same basic need for food, shelter, transportation, defense and spiritual expression.
Every one has the sames fears and the same need for love and acceptance. This is integral to helping children understand:
These studies help awaken the child's mind to the inter-relatedness of all life and foster the biological imperative to co-create in peace, in beauty and in love. The child comes to learn that the arts and sciences are really about appreciation, gratitude and transformation. |
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"The first essential for the child's development is concentration.
The child who concentrates is immensely happy."
- Montessori
The child who concentrates is immensely happy."
- Montessori
Another Way's Primary Classroom is open-ended with self-correcting educational materials that cross disciplines and move inter-dimensionally. As the dynamic link between the child and the environment, we are committed to the development of the whole child.
Our Responsibility: Modeling the very best of who we are and promoting Highest Good
Our Focus: Carefully observing and following the Child
Our Goal: Firing the child's passion and curiosity to foster the Awakening of the Mind
