𝗧𝗵𝗶𝘀 𝗰𝗹𝗮𝘀𝘀 𝗵𝗮𝘀 𝘁𝘄𝗼 𝗽𝗿𝗶𝗰𝗶𝗻𝗴 𝗼𝗽𝘁𝗶𝗼𝗻𝘀 - based on the type of interaction your learner prefers. 

★ With teacher feedback and interaction - the standard class price is set for learners who would like interaction with and feedback from the teacher. Interaction is asynchronous, meaning that we communicate through personalised video and classroom messages (not live meetings). 

★ Independent learning - a 35% discount will be provided for learners who want to work independently, and do not wish to share their projects or to receive feedback/ input about their class work (of course, administrative and course questions WILL still be supported!). This option generally suits homeschooling families who are confident in actively supporting their child's learning, and simply want to access this curriculum without active teacher support. The discount will be provided on request, at the end of the course in the form of a refund. 
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This is a FLEX class, and is most suited to learners who might:
✅ Prefer working more independently
✅ Prefer not to work in groups
✅ Like to have more one-on-one interaction with the teacher, rather than "sharing" attention
✅ Want to talk about their passions and ideas without the time restriction of live meetings

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Ｃｌａｓｓ　Ｄｅｓｃｒｉｐｔｉｏｎ

This is an inclusive, affirming and strengths-based class for any child who loves to immerse themselves in unique, unusual, or unexpected interests, passions, and ideas. 

Rather than using a pre-set or teacher-defined topic, learners will start this class by identifying their own interest or passion. Once they have chosen their topic, each child will then undertake and share a weekly, interactive mini-passion-project focused on their interest. There are five projects in total, each one allowing children to explore their interest from a different perspective. Each project is designed to provide a balance between ensuring children can engage freely and deeply with their interest, and also extend their skills in using flexible, imaginative, reflective, metacognitive, and playful/ creative thinking. 

 In this class, I am available to work interactively and personally with each child to support their projects, in their chosen formats and directions. Each mini-project can be undertaken in written, spoken/ video, visual (photo, drawing,  AAC), or another format, depending on each learner's preferences and strengths. Children can literally use any format that they like for their projects: from spreadsheets to interpretive dance! I will work interactively and personally with each child to support their projects, in their chosen formats and directions. 

𝗚𝗲𝗻𝗲𝗿𝗮𝗹𝗹𝘆 𝘀𝗽𝗲𝗮𝗸𝗶𝗻𝗴, 𝘁𝗵𝗶𝘀 𝗙𝗟𝗘𝗫 𝘃𝗲𝗿𝘀𝗶𝗼𝗻 𝗶𝘀 𝗽𝗿𝗲𝗳𝗲𝗿𝗿𝗲𝗱 𝗯𝘆 𝗹𝗲𝗮𝗿𝗻𝗲𝗿𝘀 𝘄𝗵𝗼 𝘄𝗮𝗻𝘁 𝘁𝗼 𝗳𝗼𝗰𝘂𝘀 𝗼𝗻𝗹𝘆 𝗼𝗻 𝘁𝗵𝗲𝗶𝗿 𝗼𝘄𝗻 𝘁𝗼𝗽𝗶𝗰 𝗮𝗻𝗱 𝗱𝗼 𝗻𝗼𝘁 𝘄𝗮𝗻𝘁 𝘁𝗶𝗺𝗲 𝗿𝗲𝘀𝘁𝗿𝗶𝗰𝘁𝗶𝗼𝗻𝘀 𝗽𝗹𝗮𝗰𝗲𝗱 𝗼𝗻 𝗵𝗼𝘄 𝗺𝘂𝗰𝗵 𝘁𝗵𝗲𝘆 𝗰𝗮𝗻 𝘁𝗮𝗹𝗸 𝗮𝗯𝗼𝘂𝘁 𝗮𝗻𝗱 𝘀𝗵𝗮𝗿𝗲 𝘁𝗵𝗲𝗶𝗿 𝘁𝗼𝗽𝗶𝗰.

In designing this class I have drawn from my personal background as a former Mensa member, combined with my professional teaching training in gifted & talented education, to design a range of learning experiences that honour, validate, nurture, and extend learners who:
-  are gifted, talented or twice-exceptional (2E);
-  are divergent, lateral, immersive, sensitive, or independent thinkers; 
-  have interests or learning approaches do not easily align with other class topics, or "fit in" with other learning communities. 

These immersive thinkers are people who are often drawn to deep exploration of ideas, objects or issues. Often, these interests are unappreciated or overlooked by others. However, no topic is too obscure or "out-there" for this class! Previous learners in this class have explored topics ranging from time travel, to calculators, cat fur collections and poems about fish!

During this five-week class, we will undertake five mini-projects. Activities are designed so that children are not passively "given" knowledge to memorise. Each child makes choices and decisions about how they do each learning experience. This ensures each child is an active creator, who influences and impacts their own learning experiences and directions. 

𝐖𝐞𝐞𝐤 𝟏: 𝐋𝐢𝐠𝐡𝐭 𝐌𝐞 𝐔𝐩!
This project involves describing our chosen topic in a meaningful and interesting way. Using an inquiry-based approach, children will be able to undertake their project in different ways. Younger learners may like to create a video or poster. Older or more experienced learners may like to create a mind-map or presentation to depict their interest. 

𝐖𝐞𝐞𝐤 𝟐: 𝐖𝐡𝐚𝐭 𝐈𝐟..?
This week, we will take our wonderings from last week, and investigate or explore our topic/ object/ idea in even more depth by asking "what if..?". For example, a younger child who is interested in radios might wonder "what if I took apart an old radio?", documenting their discoveries with photos or a video. An child who is interested in dinosaurs may like to write or tell a story about "what if dinosaurs still lived today?". Examples and guidance will be provided in the weekly video and project sheet. Additional support and individual feedback will be provided to learners who want that option. 

𝐖𝐞𝐞𝐤 𝟑: 𝐌𝐞𝐧𝐭𝐨𝐫𝐬 𝐚𝐧𝐝 𝐌𝐨𝐝𝐞𝐥𝐬
One of the most significant challenges faced by children who are divergent or lateral thinkers, is difficulty in finding role models and mentors who can "match" their intensity and knowledge, hold sufficient leadership to inspire them, and who share similar thinking and processing styles. This results in some children feeling misunderstood, isolated, and even excluded from learning. In this week's project, we will use publicly available resources - and particularly biographies - to find and learn about people who are experts, role models or achievers in areas related to our interests (either directly, or indirectly). As well as factual questions (such as what this person achieved, discovered, or did), we will also consider a range of critical thinking and perspective-taking questions. As with previous weeks, children may collate and present their discoveries in a variety of ways. 

𝐖𝐞𝐞𝐤 𝟒: 𝐁𝐞𝐲𝐨𝐧𝐝 𝐓𝐡𝐞 𝐅𝐚𝐜𝐭𝐬
This week we will challenge ourselves to think even more creatively, playfully, and imaginatively by exploring our interest topic in ways that are not "factual". Specifically, our project will be to depict or describe our interest (topic, idea, or object) using art. In the weekly video I will provide three, simple and non-threatening art techniques that children can choose from (no special "art skills" are required). They are also free to choose their own art style if preferred. This week's project is all about strengthening our capacity to consider that there are many ways of knowing about something (beyond the facts), and there can be many perspectives about any topic or idea. 

𝐖𝐞𝐞𝐤 𝟓: 𝐋𝐢𝐧𝐤𝐢𝐧𝐠 𝐌𝐲 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠
One of the most wonderful and important talents of divergent and lateral thinkers, is their ability to find links and relationships between ideas that seem unrelated to everyone else. Often, these relationships and links lead to novel solutions, ideas, or concepts. Therefore, for the final week of our class, we will consider how our interest from multiple perspectives which may relate to other parts of our topic...or other interesting ideas, topics, and objects. This week,  we will use a mind map to create our project.  

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Ｉｎｔｅｒａｃｔｉｏｎ　ａｎｄ　Ｐａｒｔｉｃｉｐａｔｉｏｎ

Learners may choose if they want to interact with the teacher in this class, or if they wish to learn independently. 

Independent learners have access to the course materials. However, they do not want to post their projects in the classroom, discuss their topics with the teacher, or receive guidance, suggestions or feedback about their projects. 

Interactive and collaborative learners are welcome to engage in whatever ways are most meaningful and comfortable for them. Children may share questions photos, videos or comments about their projects along the way, as well as each of their final projects. I provide video feedback to each individual child about their questions, strengths and discoveries, with an emphasis on reinforcing these discoveries, sparking deeper curiosity and motivation and to foster a joyful and interesting 'conversation' centred around each child's interest. Typically, I respond to children within one to three days: this is because all my feedback is individualised to each child and I sometimes need time to research their questions and interests before responding! 

Interaction has many benefits, particularly for children who have not been affirmed or valued in a class setting before. 

𝗘𝗺𝗮𝗶𝗹 𝗳𝗲𝗲𝗱𝗯𝗮𝗰𝗸 𝗳𝗿𝗼𝗺 𝗽𝗿𝗲𝘃𝗶𝗼𝘂𝘀 𝗹𝗲𝗮𝗿𝗻𝗲𝗿'𝘀 𝗽𝗮𝗿𝗲𝗻𝘁: (shown with permission)
𝘐 𝘸𝘢𝘯𝘵𝘦𝘥 𝘵𝘰 𝘴𝘦𝘯𝘥 𝘺𝘰𝘶 𝘢 𝘵𝘳𝘶𝘭𝘺 𝘩𝘦𝘢𝘳𝘵𝘧𝘦𝘭𝘵 𝘢𝘯𝘥 𝘵𝘩𝘰𝘶𝘨𝘩𝘵𝘧𝘶𝘭 𝘵𝘩𝘢𝘯𝘬 𝘺𝘰𝘶 𝘮𝘦𝘴𝘴𝘢𝘨𝘦. 𝘐 𝘢𝘮 𝘣𝘦𝘺𝘰𝘯𝘥 𝘨𝘳𝘢𝘵𝘦𝘧𝘶𝘭 𝘵𝘰 𝘩𝘢𝘷𝘦 𝘧𝘰𝘶𝘯𝘥 𝘺𝘰𝘶 𝘢𝘯𝘥 𝘵𝘩𝘦 𝘘𝘶𝘪𝘳𝘬𝘺 𝘘𝘶𝘰𝘵𝘪𝘦𝘯𝘵 𝘘𝘭𝘶𝘣! 𝘐 𝘩𝘢𝘥 𝘣𝘦𝘦𝘯 𝘳𝘦𝘢𝘥𝘪𝘯𝘨 𝘢𝘯𝘥 𝘭𝘪𝘴𝘵𝘦𝘯𝘪𝘯𝘨 𝘵𝘰 𝘴𝘰 𝘮𝘢𝘯𝘺 𝘱𝘰𝘥𝘤𝘢𝘴𝘵𝘴 𝘵𝘩𝘢𝘵 𝘦𝘯𝘤𝘰𝘶𝘳𝘢𝘨𝘦𝘥 𝘴𝘵𝘳𝘦𝘯𝘨𝘵𝘩𝘴-̄𝘣𝘢𝘴𝘦𝘥 𝘢𝘯𝘥 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵-̄𝘭𝘦𝘥 𝘭𝘦𝘢𝘳𝘯𝘪𝘯𝘨 𝘧𝘰𝘳 𝘢𝘶𝘵𝘪𝘴𝘵𝘪𝘤 𝘺𝘰𝘶𝘯𝘨 𝘱𝘦𝘰𝘱𝘭𝘦,̓ 𝘸𝘩𝘪𝘤𝘩 𝘪𝘴 𝘸𝘩𝘺 𝘐 𝘯𝘦𝘢𝘳𝘭𝘺 𝘫𝘶𝘮𝘱𝘦𝘥 𝘧𝘰𝘳 𝘫𝘰𝘺 𝘸𝘩𝘦𝘯 𝘐 𝘧𝘰𝘶𝘯𝘥 𝘺𝘰𝘶𝘳 𝘤𝘭𝘢𝘴𝘴! 𝘐𝘵 𝘸𝘢𝘴 𝘦𝘷𝘦𝘳𝘺𝘵𝘩𝘪𝘯𝘨 𝘐 𝘤𝘰𝘶𝘭𝘥 𝘩𝘢𝘷𝘦 𝘩𝘰𝘱𝘦𝘥 𝘧𝘰𝘳 𝘢𝘯𝘥 𝘴𝘰 𝘷𝘦𝘳𝘺 𝘮𝘶𝘤𝘩 𝘮𝘰𝘳𝘦. 

𝘛𝘩𝘦 𝘦𝘹𝘱𝘦𝘳𝘪𝘦𝘯𝘤𝘦 𝘸𝘢𝘴 𝘧𝘢𝘯𝘵𝘢𝘴𝘵𝘪𝘤 𝘧𝘰𝘳 [𝘤𝘩𝘪𝘭𝘥] 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘪𝘵 𝘳𝘦𝘢𝘭𝘭𝘺 𝘱𝘶𝘴𝘩𝘦𝘥 𝘩𝘪𝘮 𝘵𝘰 𝘦𝘹𝘱𝘭𝘰𝘳𝘦 𝘩𝘪𝘴 𝘵𝘰𝘱𝘪𝘤 𝘪𝘯 𝘯𝘦𝘸,̓ 𝘪𝘯𝘵𝘦𝘳𝘦𝘴𝘵𝘪𝘯𝘨 𝘢𝘯𝘥 𝘴𝘰𝘮𝘦𝘵𝘪𝘮𝘦𝘴 𝘤𝘩𝘢𝘭𝘭𝘦𝘯𝘨𝘪𝘯𝘨 𝘸𝘢𝘺𝘴. 𝘐𝘵 𝘸𝘢𝘴 𝘦𝘲𝘶𝘢𝘭𝘭𝘺 𝘸𝘰𝘯𝘥𝘦𝘳𝘧𝘶𝘭 𝘧𝘰𝘳 𝘮𝘦 𝘢𝘴 𝘩𝘪𝘴 𝘮𝘰𝘮 𝘢𝘯𝘥 𝘵𝘦𝘢𝘤𝘩𝘦𝘳 𝘵𝘰 𝘴𝘦𝘦 𝘢𝘭𝘭 𝘵𝘩𝘦 𝘢𝘴𝘱𝘦𝘤𝘵𝘴 𝘰𝘧 𝘭𝘦𝘢𝘳𝘯𝘪𝘯𝘨 𝘵𝘩𝘢𝘵 𝘤𝘢𝘯 𝘤𝘰𝘮𝘦 𝘧𝘳𝘰𝘮 𝘰𝘯𝘦 𝘵𝘰𝘱𝘪𝘤 -̄ 𝘵𝘰𝘶𝘤𝘩𝘪𝘯𝘨 𝘰𝘯 𝘩𝘪𝘴𝘵𝘰𝘳𝘺,̓ 𝘢𝘳𝘵,̓ 𝘚𝘛𝘌𝘔,̓ 𝘳𝘦𝘢𝘥𝘪𝘯𝘨,̓ 𝘸𝘳𝘪𝘵𝘪𝘯𝘨,̓ 𝘰𝘳𝘨𝘢𝘯𝘪𝘻𝘪𝘯𝘨 𝘵𝘩𝘰𝘶𝘨𝘩𝘵𝘴,̓ 𝘥𝘪𝘧𝘧𝘦𝘳𝘦𝘯𝘵 𝘧𝘰𝘳𝘮𝘴 𝘰𝘧𝘱𝘳𝘦𝘴𝘦𝘯𝘵𝘢𝘵𝘪𝘰𝘯𝘴,̓ 𝘦𝘵𝘤. 

𝘈𝘯𝘥 𝘵𝘰 𝘵𝘰𝘱 𝘪𝘵 𝘢𝘭𝘭 𝘰𝘧𝘧,̓ 𝘰𝘧 𝘤𝘰𝘶𝘳𝘴𝘦,̓ 𝘵𝘩𝘦𝘳𝘦 𝘸𝘢𝘴 𝘠𝘖𝘜! 𝘠𝘰𝘶𝘳 𝘦𝘯𝘵𝘩𝘶𝘴𝘪𝘢𝘴𝘮,̓ 𝘤𝘶𝘳𝘪𝘰𝘴𝘪𝘵𝘺 𝘢𝘯𝘥 𝘱𝘰𝘴𝘪𝘵𝘪𝘷𝘪𝘵𝘺 𝘸𝘢𝘴 𝘴𝘰 𝘪𝘯𝘧𝘦𝘤𝘵𝘪𝘰𝘶𝘴. 𝘠𝘰𝘶𝘳 𝘷𝘪𝘥𝘦𝘰𝘴 𝘸𝘦𝘳𝘦 𝘢 𝘩𝘪𝘨𝘩𝘭𝘪𝘨𝘩𝘵 𝘢𝘯𝘥 𝘥𝘦𝘭𝘪𝘨𝘩𝘵 𝘵𝘰 𝘰𝘶𝘳 𝘸𝘦𝘦𝘬𝘴 𝘢𝘴 𝘸𝘦𝘭𝘭 𝘢𝘯𝘥 𝘸𝘦 𝘢𝘳𝘦 𝘵𝘳𝘶𝘭𝘺 𝘮𝘪𝘴𝘴𝘪𝘯𝘨 𝘵𝘩𝘦𝘮 𝘯𝘰𝘸 𝘵𝘩𝘢𝘵 𝘵𝘩𝘦 𝘤𝘰𝘶𝘳𝘴𝘦 𝘪𝘴 𝘧𝘪𝘯𝘪𝘴𝘩𝘦𝘥.

𝘐 𝘮𝘶𝘴𝘵 𝘢𝘭𝘴𝘰 𝘵𝘦𝘭𝘭 𝘺𝘰𝘶 𝘵𝘩𝘢𝘵 𝘺𝘰𝘶𝘳 𝘬𝘪𝘯𝘥 𝘸𝘰𝘳𝘥𝘴 𝘢𝘣𝘰𝘶𝘵 [𝘤𝘩𝘪𝘭𝘥] 𝘮𝘦𝘢𝘯𝘵 𝘦𝘷𝘦𝘳𝘺𝘵𝘩𝘪𝘯𝘨 𝘵𝘰 𝘮𝘦. 𝘐 𝘥𝘦𝘤𝘪𝘥𝘦𝘥 𝘵𝘰 𝘩𝘰𝘮𝘦𝘴𝘤𝘩𝘰𝘰𝘭 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘐 𝘬𝘯𝘦𝘸 𝘩𝘦 𝘸𝘰𝘶𝘭𝘥 𝘣𝘦 𝘭𝘢𝘣𝘦𝘭𝘦𝘥 𝘢 "៉𝘣𝘦𝘩𝘢𝘷𝘪𝘰𝘳 𝘱𝘳𝘰𝘣𝘭𝘦𝘮"៉ 𝘪𝘯 𝘴𝘤𝘩𝘰𝘰𝘭. 𝘐 𝘥𝘪𝘥𝘯'́𝘵 𝘸𝘢𝘯𝘵 𝘩𝘪𝘴 𝘶𝘯𝘪𝘲𝘶𝘦 𝘢𝘯𝘥 𝘲𝘶𝘪𝘳𝘬𝘺 𝘴𝘱𝘪𝘳𝘪𝘵 𝘵𝘰 𝘣𝘦 𝘤𝘳𝘶𝘴𝘩𝘦𝘥 𝘶𝘯𝘥𝘦𝘳 𝘵𝘩𝘦 𝘸𝘦𝘪𝘨𝘩𝘵 𝘰𝘧 𝘤𝘰𝘯𝘧𝘰𝘳𝘮𝘪𝘵𝘺. 𝘐 𝘴𝘦𝘦 𝘴𝘰 𝘮𝘢𝘯𝘺 𝘨𝘪𝘧𝘵𝘴 𝘢𝘯𝘥 𝘴𝘵𝘳𝘦𝘯𝘨𝘵𝘩𝘴 𝘪𝘯 𝘩𝘪𝘮,̓ 𝘣𝘶𝘵 𝘐 𝘥𝘰𝘯'́𝘵 𝘵𝘩𝘪𝘯𝘬 𝘮𝘢𝘯𝘺 𝘰𝘶𝘵𝘴𝘪𝘥𝘦 𝘰𝘧 𝘰𝘶𝘳 𝘤𝘭𝘰𝘴𝘦-̄𝘬𝘯𝘪𝘵 𝘤𝘪𝘳𝘤𝘭𝘦 𝘥𝘰 𝘢𝘨𝘢𝘪𝘯 𝘣𝘦𝘤𝘢𝘶𝘴𝘦 𝘰𝘧 𝘩𝘪𝘴 𝘰𝘶𝘵𝘸𝘢𝘳𝘥 𝘣𝘦𝘩𝘢𝘷𝘪𝘰𝘳 𝘰𝘳 𝘥𝘦𝘮𝘦𝘢𝘯𝘰𝘳. 𝘉𝘶𝘵 𝘺𝘰𝘶 𝘴𝘢𝘸 𝘩𝘪𝘮 𝘢𝘯𝘥 𝘦𝘮𝘣𝘳𝘢𝘤𝘦𝘥 𝘩𝘪𝘮 𝘴𝘰 𝘦𝘢𝘳𝘭𝘺 𝘰𝘯 𝘢𝘯𝘥 𝘪𝘵 𝘮𝘢𝘬𝘦𝘴 𝘮𝘺 𝘩𝘦𝘢𝘳𝘵 𝘴𝘪𝘯𝘨. 𝘠𝘰𝘶 𝘢𝘳𝘦 𝘵𝘳𝘶𝘭𝘺 𝘢𝘯 𝘢𝘮𝘢𝘻𝘪𝘯𝘨 𝘵𝘦𝘢𝘤𝘩𝘦𝘳 𝘢𝘯𝘥 𝘢 𝘨𝘪𝘧𝘵 𝘵𝘰 𝘵𝘩𝘦 𝘖𝘶𝘵𝘴𝘤𝘩𝘰𝘰𝘭 𝘤𝘰𝘮𝘮𝘶𝘯𝘪𝘵𝘺. 𝘐 𝘥𝘰 𝘩𝘰𝘱𝘦 𝘸𝘦 𝘤𝘢𝘯 𝘫𝘰𝘪𝘯 𝘶𝘱 𝘢𝘨𝘢𝘪𝘯 𝘵𝘰 𝘩𝘢𝘷𝘦 𝘢𝘯𝘰𝘵𝘩𝘦𝘳 𝘦𝘹𝘱𝘦𝘳𝘪𝘦𝘯𝘤𝘦 𝘭𝘪𝘬𝘦 𝘵𝘩𝘪𝘴 𝘰𝘯𝘦! 𝘜𝘯𝘵𝘪𝘭 𝘵𝘩𝘦𝘯,̓ 𝘐 𝘸𝘪𝘴𝘩 𝘺𝘰𝘶 𝘢𝘭𝘭 𝘵𝘩𝘦 𝘣𝘦𝘴𝘵 𝘢𝘯𝘥 𝘵𝘩𝘢𝘯𝘬 𝘺𝘰𝘶 𝘧𝘰𝘳 𝘢 𝘸𝘰𝘯𝘥𝘦𝘳𝘧𝘶𝘭 𝘤𝘰𝘶𝘳𝘴𝘦.

If you are unsure about whether you want your child to take this class in an interactive format, or as an independent learner, please feel free to contact me and I am happy to discuss this with you!

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Ｔｅａｃｈｉｎｇ　Ａｐｐｒｏａｃｈ

This information will help you decide if my approach is a "good fit" for your child.  

This class is designed to ensure each child has the best possible child-led, personalised learning experience. I believe that learning comes not from memorising abstract facts, but though children being able to create and make sense of new ideas. To guide this learning, children need to have immersive, playful experiences which allow them to think and engage deeply. 

Child-led learning means that your child decides how they participate and what they focus on in our class. In this class, I do not tell children what to think about, or what to focus on. While I sometimes offer opportunities for them to expand their thinking, I do not "push" or "force" children to be uncomfortable. Instead, my goal is to respond to your child's unique internal motivation. I do this by using stories, creativity and conversation to spark engagement. I then support each child to respond to these ideas and to follow their interests in a way that the class content and material comes to life for them. This helps make their learning become meaningful and sustained. 

You may see some differences in my classes, from the traditional US-based pre-K/ K/ early elementary and seated classroom approach. My aim is to extend your child's learning beyond our allocated screen time, through teaching and classroom practices such as:

🦋 Child-led learning (not teacher-led instruction)

🦋 Shared understanding (not imposing meaning)

🦋 Individualised and humanising relationships (not standardised expectations)

🦋 Hands-on, authentic play (not lectures)

🦋 Deep experimentation with creative, scientific, mathematical and relational process (not factory produced products or worksheets)

🦋 Collaboration and meaning (not rote memorising)

🦋 Imaginative resourcefulness (not mundane replication) 

🦋 Growing children's passions (not their performance)

🦋 Reading and responding to children’s cues, behaviours and signals (not managing, pathologising or fixing them)

🦋 Being an adult who is in calm control (not an adult who is battling for control and compliance)

My teaching approach tends to suit families who are seeking a humanising and wholistic learning experience for their young child.