curriculum and organisation of learning ks3&4 final

7/28/2019 Curriculum and Organisation of Learning KS3&4 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, and is an important aspect of the pupils development.

Secondary curriculum (Year 7 to Year 11)

Pupils who are have been enrolled in the primary school will experience the secondaryschool as a continuum in both content and teaching methods. The curriculum offered bythe Maharishi Free School is consistent with that offered by other state funded schoolsenabling pupils to transfer into the school at the start of Key Stage 3 with all the requisiteskills and knowledge to allow them to access the broad curriculum.

The central secondary curriculum consists of subject areas organised in four faculties:

English and other languages

English Language & LiteratureModern Foreign Language: French

Mathematics and ICT

MathematicsICT

Science and sport

Science and Additional Science

Sport and Physical Education

Humanities and arts

Humanities: Geography and History

Art

All pupils in years 7 to 11 take these subjects.

All of these subjects, apart from sport/physical education, lead to a GCSE qualification,with English Language & Literature comprising two GCSEs and science leading to twoGCSEs in Science and Additional Science.

In addition to these subjects, all students practise Transcendental Meditation (TM) twice aday. This is fundamental to the Maharishi Free School curriculum. The practice provides adeep experience of Restful Alertness, which systematically enhances creativity and

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intelligence, which in turn makes learning easier and more fulfilling.

Scientific research shows that brain integration and coherence starts to be developed fromthe very first session of Transcendental Meditation. It is the case that some of the childrenin the Maharishi School will have been practising Transcendental Meditation for a yearmore than other children but the proven effectiveness of the technique ensures that thepupils new to the practice are not disadvantaged.

All subjects include the application of the integrative themes.The integrative themes usedin every subject will be new to pupils joining the School in Year 7. As these themes arejust simple expressions which are easily related to the pupils own lives and in the worldaround them, they can be understood and assimilated by pupils new to them. This wasthe experience of the Maharishi School in Lancashire over 25 years.

The complete curriculum can, therefore, be understood in this way:

English Language &Literature

Transcendental meditation

Integrative themes

The practice of TM andintegrative themes taught

as part of lessons integrateall areas of the curriculum

and enable them to berelated to the experience of

the student.

Modern Foreign Language

Science and AdditionalScience

Humanities

MathematicsInformation &

Communication Technology

Art and Design Physical Education

Overall this curriculum covers the key areas of languages, mathematics, sciences,humanities (Geography and History), the expressive arts, technology and physicaleducation, together with the integrative themes and the profound experience of RestfulAlertness during Transcendental Meditation.

The GCSE subject areas offered in Maharishi School are similar to other schools andpupils can transfer into and out of the Maharishi School at any age having acquired theappropriate knowledge and skills.

In years 7-11 the percentage of taught time given to each subject is:

English Language & Literature15%

Modern Foreign Language10%

Physical & Biological Sciences15%

Humanities20%

Mathematics15%

Inf. & Communication Technology5%

Art & Design10%

Physical Education10%

In addition to the percentages given here there are, in addition, three sessions of

Transcendental Meditation each day. The sessions of Transcendental Meditation are atthe beginning, middle and end of the school day for pupils in Year 7 and above. Thesesessions are 10 minutes at the start of school day and before the lunch break, and 13

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minutes at the end of the school day.

Balanced development is at the heart of the Maharishi School with the twice daily practiceof Transcendental Meditation and the experience of restful alertness. Research has foundthat as a result of this practice life choices become more life supporting and behaviour isless damaging to oneself and to others. This is shown by reduced use of drugs,improvement in moral thinking, more harmonious relationships with peers and family and

greater appreciation of cultural traditions. Moreover the practice of TranscendentalMeditation, a state of inner silence, is at the basis of both improved student behaviour andoutstanding academic results.

The experience of Restful Alertness during Transcendental Meditation systematicallyenhances creativity and intelligence making learning easier, smoother and more fulfilling.Many peer-reviewed, published, neuro-physiological studies indicate that during thisexperience brain-wave activity becomes more coherent (orderly) both between brainhemispheres and from front to back. This provides a possible explanation for thesubjective experiences reported of clearer thinking. This is the reason why children fromall backgrounds and of all abilities will be able to successfully cope with this traditionally

academic curriculum.

We are confident we add value to the students outcomes whatever their level on entry tothe school. The smaller class sizes and the smaller scale of the school overall contribute toaccomplishing an increase in standards, enhancing the powerful effects of the MaharishiFree School approach.

Art and Design

Art and Design is chosen as part of the compulsory curriculum because it enables allstudents to participate fully. The GCSE examination enables students to explore anddevelop in the traditional areas of drawing and painting but also in photography,videography, textiles, three-dimensional studies (including sculpture), for example. Thishas the advantage of including all pupils regardless of their ability or opportunity outsideschool.

Sport/Physical Education (P.E.)

An important part of the schools ethos is mind body integration which is primarily anduniquely facilitated by the practice of Transcendental Meditation. P.E. also plays this roleby giving the students exercise which benefits neuro-physiological integration.

English, Science and Mathematics

Science and English each get a 15% timetable allocation, although two GCSE subjects aredelivered in this time: Science and Additional Science; English Language and EnglishLiterature. Maths also receives a 15% timetable allocation.

ICT

At the Maharishi School ICT is given a 5% allocation of subject time which is sufficient forpupils to attain a full GCSE in the subject.

Foreign Languages

One modern foreign language is offered, French.

Humanities

Both History and Geography are offered to GCSE level. These courses also include timefor Religious Education, in particular World Religions, and for pupils in year 10 onwards,work on careers choices.

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Creative and expressive arts

Art and Design leads to a GCSE course and allows pupils to work with fabrics, digitalmedia and sculpture, for example.

The Integrative Themes

The integrative themes link approaches to gaining knowledge through the study of thesimple aspects and themes that promote orderly growth throughout nature. These aspectsand themes are found to be common to all areas of study and to human life. Theapplication of these themes in all the subjects of the curriculum enable the students torelate the aspects or themes to their own experience. The result is that the object of studybecomes intimate to the students and not something foreign and separate to them.Students are naturally and spontaneously more interested in their subjects and this is onereason why the Maharishi School accomplished such excellent results. The application ofthese themes reduces the gap between the knower and the known and this, together withthe practice of TM by the students, explains why we expect children who might not

normally considered to be academic to flourish with a traditional curriculum.

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curriculum and organisation of learning ks3&4 final

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