curriculum and organisation of learning ks1&2 final

7/28/2019 Curriculum and Organisation of Learning KS1&2 FINAL

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Maharishi Free School: the curriculum and organisation of learning

Overview

The Maharishi Free School curriculum provides an academic framework that encouragespupils to embrace and understand the connections between traditional subjects and thereal world, enabling them to become analytical, reflective and creative thinkers who areable to realise that the world is my family.

There is a body of teaching principles that constitute an integral part of Consciousness-based Education (CbE) and which form the common core of teaching philosophy andpractice at the Maharishi School. These teaching principles are organised under the fivefundamentals of Consciousness-based Education:

Receptivity Intelligence Knowledge Experience Expression

When these fundamentals are fully implemented, learning is easier, more successful andfulfilling. The learning environment is structured to support and nourish all studentsregardless of learning style, abilities, background, or gender. Primary emphasis inteaching is given to providing comprehensive learning experiences for students of all ages,

which allow them to move through the cycle of:

Knowledge Action Achievement Fulfilment

Students are encouraged to work actively with the knowledge they are gaining, and toshare it with others in a variety of ways. When these principles are fully enlivened in thelife of the school, the hallmarks of good education are realised, such as an enthusiasm forlearning and appreciation for the teacher.

The Maharishi Free School curriculum provides a framework tailored to age and ability fordeveloping an appropriate academic challenge that encourages pupils to embrace andunderstand the connections between traditional subjects and the real world, and become

analytical, reflective and creative thinkers. The curriculum has regard to the NationalCurriculum and associated guidance within the overall framework of the approach used byConsciousness-based Education.

Traditionally, education has focused primarily on what the students study the objectiveaspect of knowledge, the known. Little attention has been given to developing theabilities of the student to learn and the teacher to teach. Education has lacked asystematic means of developing the full value of the knower and the processes ofknowing, making the acquisition of complete knowledge impossible.

The quality of the students awareness their intelligence, creativity, and receptivity toknowledge; their sense of self and confidence in their capabilities; their ability to

comprehend both broadly and deeply is fundamental to successful educationaloutcomes. Truly successful education cannot lie solely in what the pupils learn or in whatthey are taught. Ultimately the degree of success of education depends upon thedevelopment of every pupils ability to understand and comprehend. Whereas othermethods and programmes depend for their effectiveness on whatever receptivity,intelligence, creativity, and neurophysiological integration the students may already have,this system of education directly develops these characteristics in all the studentsirrespective of their background, attitudes, gender, or abilities.

This understanding reflects a fundamental concept of Consciousness-based Education Knowledge is Structured in Consciousness this is the core of the educational

philosophy and motto of the Maharishi Free School. By developing the full potential ofeach student, Consciousness-based Education can bring success to any educationalendeavour and the highest ideals of education can be realised by every student.

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The Maharishi Free Schools commitment to systematically developing the full potential ofevery student and teacher is realised through their daily practice of TranscendentalMeditation or Word of Wisdom

Transcendental Meditation (TM) or Word of Wisdom is an easily learned, simple mentalpractice which promotes the ideals of education by directly developing the studentsconsciousness their ability to know and understand. Through this practice the students

latent potential begins to unfold. The wide range of cognitive, psychological andphysiological benefits from the practice of TM have been extensively validated byhundreds of scientific studies, conducted at more than 200 universities and researchinstitutions around the world.

The overall structure of the curriculum is to establish and build upon a secure framework ofnumeracy and literacy from the early years, with developing understanding of science andtechnology, the humanities, and the creative arts, along with integrative themes used ineach subject to help to connect disparate areas of knowledge. This approach, where apotentially fragmented range of subjects is integrated through the use of commonthemes which are then able to be related to the students own self, is a key component of

how CbE enhances the known the subjects studied by the student. This approach ofintegrating all subjects and then relating them to the pupils own life occurs in every subjectand at every age.

Primary curriculum (Reception to Year 6)

The purpose of the Maharishi Free Schools primary curriculum is to create the stablefoundation for all future learning and educational success. This curriculum is designed toenliven the children's experience of inner happiness and self-confidence, enrich theirimagination and provide varied opportunities for positive social interaction. The teacherscarefully select those learning materials and activities that refine and enliven the fivesenses in the context of a rich curriculum. A special emphasis in the primary curriculum is

the establishment of the tender bond between the teachers and children which nourishesthe young children in their first school experience. On this basis the childs receptivity tolearning is established.

The different subject areas with the percentage and amount of time allocated to them areshown below. These tables are used to construct timetables for each year group. Theoverall aim of the Maharishi School is to provide a broad, balanced and integratedcurriculum from the Reception class to Year 11. This breadth and balance is essential forthe pupils to fully realise the world is my family, a key principle of the Maharishi FreeSchool included in the vision. In order to access the content of subjects in the later primaryand secondary years, pupils need to develop an appropriate set of skills. These skills are

developed at all levels of the school but form a particular focus in the primary years.The subject areas taught are as follows: English, mathematics, science and technology,ICT, history, geography, music, art, and PE. Integrative themes are used in all subjects.

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A table showing the percentage allocation of teaching time to each subject during eachprimary school year is below. Over 50% of the curriculum is dedicated to English andmathematics, with more English than maths in the earlier years. The timetables in the nextsection illustrate how the allocation is made.

Reception Years 1 & 2 Years 3 & 4 Years 5 & 6

English 34 28 28 26

Mathematics 19 25 25 26

Science & Technology 11 11 11 11

History 6 6 6 7

Geography 6 6 6 7

Art & Design 8 8 8 6

Music 2 2 2 2

PE 9 9 9 9

ICT 5 5 5 6100 100 100 100

The allocations reflect the balance of both curriculum content and skills that the pupils willprogress through while at the Maharishi Free School. In the earlier years the balance ofthe curriculum and timetable reflects the need to establish numeracy and literacy skillswhich progressively includes more subject content as they move through the primaryyears.

Where a subject delivers a large number of skills, for example English, the amount of timeallocated in the timetable differs due to this.

In practice there is a lot of cross-curriculum work within the subject strands, with literacyand numeracy taken across the curriculum as far as possible. In the same vein, some ofthe themes in English will cover other areas such as humanities and the world we live in,and drama will also feature where appropriate. We ensure that in all subject slots there isa balance of activity; for example listening, speaking, reading, writing and comprehensionin English.

Integrative themes such as growth is an aspect of life are explored within every subject insettings familiar to the children from the earliest years. This approach provides organisingprinciples to allow pupils to make better sense of what they learn and who they are. Theintegrative themes link approaches to gaining knowledge through the study of the simple

aspects and themes that promote orderly growth throughout nature. These aspects andthemes are found to be common to all areas of study and to human life. The application ofthese themes in all the subjects of the curriculum enable the students to relate the aspectsor themes to their own experience. The result is that the object of study becomes intimateto the students and not something foreign and separate to them. Students are naturallyand spontaneously more interested in their subjects and this is one reason why theMaharishi School accomplished such excellent results. The application of these themesreduces the gap between the knower and the known and explains why we expect childrenwho might not normally considered to be academic to flourish with a traditionalcurriculum.

In the earlier years, some of the subject areas are less distinct, with knowledge andunderstanding of the world and continuous provision timetabled to give more flexibility.Continuous provision refers to the provision of a range of activities around the classroom

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painting, construction, toys etcetera which the children can choose and participate in foras long as they like.

In the Reception Class, children will be encouraged to be independent learners and toexperience achievement, enabling them to grow in confidence and gain an enjoyment oflearning. On entry, the Reception teacher will focus on identifying all childrens specificstrengths and needs. The curriculum will be flexible to incorporate individual learning

needs and interests. Their progress will be monitored and the skills taught will bedifferentiated as necessary. Children will be encouraged to enjoy reading, be introducedto early phonics to support early reading and writing skills. Opportunities for developingliteracy and mathematical skills will be encouraged through planned play opportunities.Assessment will be in line with Government requirements, currently against theFoundation Stage Profile. Currently the national curriculum for the Foundation Stage isunder review. The school will follow the recommendations of the new curriculum when it isavailable.

As children move into Year 1, they will build on the early skills that were introduced in theReception Class. They will experience a more structured approach to the teaching of

reading and writing, developing their ability to use blending and segmenting when readingand writing new words. The informal learning in mathematics will begin to becomeestablished, with children encouraged to record their work. There are daily lessons thatfocus on the teaching of communication, reading, writing and mathematics. Subjects suchas geography are taught across the curriculum, enabling children to form links betweentheir learning and to practise literacy and mathematical skills in different contexts. Forexample, children will use mathematics to support investigations in science and problemsolving activities. In Year 2, children will continue to develop these skills, enabling them tobe confident readers and writers, and skilled in using mathematics in simple problemsolving activities. By the end of Key Stage 1, children have experienced a broad andbalanced curriculum. There is an emphasis on ensuring that basic skills are taught in

communication, reading, writing and mathematics which will provide a firm foundation aschildren move into Key Stage 2. Teachers will regularly assess childrens progress andattainment is closely monitored by the Deputy Head. For children who appear to bemaking insufficient progress, systems are in place to identify and support such children.Teacher assessments are used to inform Year 3 teachers of the attainment of all thechildren.

In Key Stage 2, the children will begin to experience subjects taught in greater depth.Themes are used to develop cross-curricular learning, extending their learning anddeveloping skills. Daily lessons are taught which focus on English and Mathematics. TheFoundation subjects, such as Science and Technology, Geography, History, Art, Music,

PE are taught throughout the week as shown in sample timetables in Section D2 below.ICT skills are timetabled to be taught but teachers will ensure that ICT skills are also usedwithin other subjects to enhance their learning. There is tracking of childrens progressacross Key Stage 2, ensuring that not only the lower attainers make good progress butalso that more able children are challenged in their learning to reach their highestpotential. All teachers will be aware of the standards required for children at the end ofKey Stage 2 and the statutory obligation of national assessments for this age group.

The Primary Curriculum is currently under review nationally and when it is available, therecommendations will be incorporated into weekly planning. Lessons in all Key Stageswill take into account the different levels of ability of the children and be differentiated

appropriately. Understanding that all children are individuals and have their own styles oflearning, teachers will ensure that lessons incorporate elements of visual, kinaesthetic andauditory elements to motivate all children.

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The inclusion of the practice of Word of Wisdom and the use of integrative themes are afundamental experience which will enable all pupils, regardless of their starting ability, tomake good progress. The teaching and support staff, as practitioners of TranscendentalMeditation, will all be able to ensure that all lessons are natural, effortless and enjoyablefor the children. It is widely understood that unless children are feeling secure, happy andself-assured, their learning and mastering of skills will not flourish.

Until children reach the age of 10 they practise the Word of Wisdom technique for fiveminutes at the beginning and end of each school day. It strengthens and integrates theirnervous system and develops greater orderliness, creativity and intelligence in theirthinking and behaviour. Word of Wisdom is done silently and with eyes open whilewalking, either around the classroom, school or outside in the school grounds when theweather is fine. The regular practice of Word of Wisdom cultures the nervous system ofthe pupil and is an ideal preparation for learning Transcendental Meditation. Oncechildren reach the age of 10 (in year 6) they can learn practise Transcendental Meditationinstead of the Word of Wisdom.

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curriculum and organisation of learning ks1&2 final

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