Fullfledge Ecology School will bring together the best contemporary educational practices, within a curriculum informed by child development and societal need. Our teachers will be creative, dedicated and both Steiner and State qualified. The school will be a unique, evolving educational experience for everyone who encounters it.
The FES curriculum and approach is a developed and modified version of the International Waldorf curriculum and integrates practical, artistic and academic activities within every lesson. In doing so it ensures each person has a wealth of opportunities to connect with.
“…Steiner (Waldorf) education successfully enables students to develop a strong sense of self, good life skills and strong academic and intellectual skills, and prepares them for meaningful work.” Professor Philip Woods (DFES research into ‘Steiner Schools in England’ 2005)
The Steiner curriculum is renowned for its breadth and balance. It naturally bridges the gap between academic and vocational learning ensuring that all children, including the most academically gifted, leave school competent in a broad spectrum of manual and life skills. We choose to use the Steiner curriculum as a foundation for the FES curriculum as a valuable and tried-and-tested tool in order to achieve our broader vision.
Steiner advocated teaching with a multi-layered approach. This meant that subjects connect with each other and should not be taught in isolation – this view is echoed by more modern educationalists like Sir Ken Robinson.
Fullfledge Ecology school prioritises preparing children for adulthood in the broadest possible way: socially, emotionally, academically and physically.
A child’s journey through school is individual. Our teachers will tailor-make a learning-space which is inspiring and engaging at every turn; cross-curricular, multi-layered, multi-sensory and valuing the arts as much as the sciences.
The FES curriculum does not endorse specialisation at an early age preferring to keep breadth of learning for as long as possible. It has been observed that children will often not discover their true talent until the end of their school lives, frequently surprising their teachers by excelling in and deciding to specialise in a totally different area by the time their school cycle is finished.
The FES curriculum should reflect where children are in their development in order to hold their interest and facilitate how they relate and connect with a subject. All teaching content should be age appropriate in the context of a child’s overall development; emotional, spiritual and physical.
