Curriculum and lessons address the whole child including, physical, emotional, social, cognitive, psychological, mental and all the possible needs of a child. This philosophy is based partially on Maslow’s Hierarchy of Needs.
By addressing the whole child, learning is guaranteed as individuals cannot learn unless their physical, emotional and psychological needs have been met
Learning happens when there is a need for certain information. A child who is curious about something and conducts research to learn about it, will learn much more than a child who is passively listening to a lecture that is irrelevant to their life. pupils are encouraged to lead their own learning by becoming curious (which can be done in a structured classroom) and finding ways to learn more. A teacher is there to support and facilitate. This allows for differentiation, personalization, and many skills that children can acquire including life-long-learning skills.
Pupil-lead learning is also encouraged through Peer Learning. In many cases, pupils learn better from their peers who have the same thinking processes and levels as they do. Pupils who teach their peers, and those who learn from their peers, gain many skills through this process. Giving and receiving feedback is a skill that needs to be taught and that most children do not possess. Collaborative learning allows pupils to learn how to accept and give feedback in a way that is acceptable. This also develops growth mindset in children. Most children think that the only person who can give them feedback is their teacher and therefore refuse feedback from anyone else. Peer learning changes this misconception and ensures a growth mindset.