Curriculum

A holistic Academia & Arts infused education!

PEACE Curriculum

PEACE School’s vision is for a K-12 education system that approaches learning from a holistic perspective, working from an innovative step beyond technology, and provides our children with a new brand of enlightened education, within an inspiring and engaging classroom setting, in a self-sustainable environment.

PEACE launched a grade K to 6 school in September 2013, with plans to add one grade each ensuing year, up to grade 12. The PEACE K-6 curriculum guideline (download here), founded on an infusion of enhanced Academics and the Arts, is designed and developed with flexibility, to adapt to student capability, needs and learning styles, so they discover and nurture their individual, innate gifts. Through a virtual portal, students have the opportunity to visit global classrooms to connect, collaborate and share their cultures and customs. Key elements of these programs address our interdependent relationship with nature and all life forms, environmental awareness and the responsibility we have for the living Earth that sustains us.

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“Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”

Sir Ken Robinson

A key attribute of the PEACE holistic education system of infused Arts and Academia is the involvement of all stakeholders in curriculum planning and delivery. All faculty inspire, motivate and guide students by implementing appropriate learning styles, to enable expression of students’ highest potentials. PEACE curriculum delivery is founded on the principle of employing highly trained, enthusiastic Facilitators, to model the highest expectations, while inspiring students to experience the wonders of being, so their life long learning journey is filled with meaning and fulfillment.

Positive and respectful relations between students, parents, faculty, artists, volunteers, and community contributors motivate and embrace student commitment to development of competencies, while encouraging them to take responsibility for their own learning. Mutual cooperation and reciprocity is encouraged, to move both faculty and student in a rhythmic dance towards fulfillment of the vision, through inquiry, sharing ideas and discoveries that bring meaning to one’s learning and life.

Students are provided options and choices in a variety of learning styles (based on Howard Gardiner’s Multiple Intelligences), to assist in tailoring their unique curriculum. They share their learning with peers, reflect on findings, relate this to present experiences and apply what they have learned to their daily life.

Faculty provide prompt feedback, to ensure learning is in alignment with the student’s ability, and assess levels of knowledge/awareness and competency through performance, based on the individual potential. Students explore their gifts and talents, developing their abilities and skills as purposeful tools to navigate, restore and renew the Earth.  Faculty model respect for diverse talents and learning styles.

Students have opportunities to display their talents and skills in the classroom and through their daily life experiences and are encouraged to explore new methods and techniques to help them achieve fulfillment. Students receive immediate feedback and guidance to build esteem and encourage them to move to the next level.

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