Educational Philosophy

More often than not, the biggest limit a child has to learning is imposed by the adults in his/her world. We now know that the brain has unlimited capacity to develop beyond what we ever thought was possible – especially at an early age. If we take the time to develop our teachers with a skillset that helps them identify each child’s uniqueness, we believe the child’s development can be accelerated.

    • Our model thus aims to give children the best start in life by:

      • Employing top academic talent and ensuring they keep their skills fresh, relevant and up-to-date.
      • Promoting diversity: we want teachers who have worked in banks and have built houses; teachers who are writers and artists, because we know that nothing can replace life experience. We believe in diversity in every aspect – from cultures to skillsets to teachers’ unique journeys to becoming educators.
      • Promoting continuous learning & access to top content: we are on a learning journey throughout our lives and we want to encourage students to always be aware of their capacity to grow and develop beyond what we could even give them.
      • Providing a safe & beautiful learning environment: schools no longer need to be a place of endless corridors and desks in straight rows. As our way of teaching changes, we want to create spaces that excite children and energies them.

 

Educational Model

Student-centred: Every student is recognised as a unique individual with the ability, ambition and support to learn and grow beyond what she or he thought was possible.

High academic standards: Reflected in 100% university qualification of our students, 100% of our students perform at or above grade level in every grade, and success in inter-school academic Olympiads and fairs allowing access to international universities post matric.

Problem solving skills

Leadership: Structured leadership development that include academic seminars, campus roles and reflection.

Our leadership and entrepreneurship programme will include three elements:

  • [1] personal leadership capabilities, such as self-awareness, psycho-social stability, time management, goal-setting and planning;
  • [2] people leadership which is a focus  on leading others and leading teams, and
  • [3] entrepreneurship.

African studies

 

 

Curriculum

A school’s curriculum defines the academic content taught and the structure of lessons. As South African schools, we are governed by the CAPS national curriculum guidelines, but for Future Nation Schools, this is just the initial base we work off.

Our curriculum is designed to not only meet the minimum state standards, but in addition, incorporates best practice from around the world to supplement these standards with further content and skills. Whilst our children write an IEB-based final year exam (which is aligned to South African independent school standards), we firmly believe that the skill set they require once they enter the “real world” is over and above that which they are tested on in matric. Our curriculum is thus modeled with both the matric exemption pass and the requirements of a successful university student and/or career person in mind.


curriculum

What is project based learning?

Remember that feeling of being so excited to get to school because you were doing something that energised you? It may have been an art project or a play at school or a rugby match, but it engaged all your senses because it meant something to you. Now imagine your child having that feeling every day. THAT’S the power of the academic model that Future Nation Schools will be using and it’s called Project-Based Learning. Project-based learning refers to students designing, planning and carrying out an extended project that produces a publicly-exhibited output such as a product, publication, or presentation. It is related to enquiry-based learning (also known as inquiry-based learning), and problem-based learning. The distinctive feature of Project-Based Learning is the publicly-exhibited output.

Future Nation Schools has elected to use Project-Based Learning in all grades and subjects because it encourages enquiry in students and allows for students to experience how the theory they are taught is applied in the real world. By incorporating public exhibition of the projects created by students, parents see first hand what their children are learning. It also motivates the children and teachers to see the outputs of their learning process. Projects serve as physical reminders of their achievements and development and don’t end up hidden away in a drawer or storeroom as they become features in the school.

Project-Based Learning allows children to answer the question: How will I use this in the real world? It also allows them to use what they are learning in the classroom to solve problems that they see in and around their own community.

Project-Based Learning creates a new position and role for the teacher which allows them to facilitate learning and co-create the learning experience with students rather than for students. Children have a wealth of knowledge available to them and have access to information more easily than any other generation before. They learn best when they are engaged by content that excites them and teaches them new things. Teachers, through Project-Based Learning are also able to find and explore new ways of teaching through designing projects for their students in a way that ignites a shared passion for learning in both students and teachers.

The use of Project-Based Learning also allows for the development of a wide range of skills, such as time management, collaboration, and problem solving that students will need at college, university and in the workplace. It also means that learning can be better tailored to suit students with a wide range of abilities and learning needs. Project-Based Learning is a tool for Future Nation Schools to bring learning to life and thus bring out the unique potential that exists within each child.

Extra-murals
  • Participation at the preschool and primary level: Choice is not as important as in high school, as the child’s development goals are around social and individual integration rather than self-identification and expression. Hence the principle at this level is participation over specialization
  • Sport, Music, Art, Theatre in various forms will be provided, with the emphasis on participation for all. From Intermediate phase, those students showing specific talent in a particular sport or cultural activity can be directed to individual coaching as an add-on
  • We will introduce e-sports (computer gaming) and provide adequate facilities. e-sports will be used to further skills development and participate in local and international competitions
  • Field trips and exposure to real life are also an important part of the extra-curricular program, and serves as an opportunity for integrated learning and contextualisation of content learned in the classroom
  • Community Service-Learning at Future Nation will extend outside the classroom to the involvement by students in community projects