SEEDING AGE CHARACTERISTICS
WHAT DO CHILDREN AT THIS AGE – RANGE NEED?
WHAT DOES THE SEEDING DOMAIN AIM TO NURTURE?
- Love of learning: The seeding domain cultivates the foundations of the natural curiosity and hunger for learning inherent in each child, and creates the conditions for the development of each child’s unique expression. In this, we try to reduce the use of pedagogical instruments that tend to “turn off” this curiosity and love of learning.
- Literacy: The seeding domain is designed to cultivate the seeds of student literacy in a variety of languages - Hebrew, English, mathematics, and technology.
- Code of Honor: We believe that human values need to be seeded in the fertile soil of young ages. These include the ability to define for themselves and among their peers the values and derivative behaviors of respect, based on the assimilation of the reasons that drive those values.
- Exercising Choice: Providing multiple opportunities to choose is at the essence of the seeding domain, allowing the students to develop their confidence in their ability to make choices and see them through. This element plays a central role in the two pillars of the concept of “Reali 2030”.
WHAT IS THE PRACTICAL MANIFESTATION OF THESE PRINCIPLES?
Following are some elements that characterize the seeding domain:
Flexible learning: This is the leading pedagogical approach, which has a founding role in providing structured choice spaces for children, and in developing the skills of the independent learner. Flexible learning is a comprehensive approach to teaching-learning. This approach flexibly combines a variety of learning methods that address differences between learners and their optimal advancement in relation to learning goals. In this way, a personal learning path for each individual is formed, in collaboration between the teacher and the student. In this, the curriculum is structured to enable flexible learning.
Learning spaces: In a gradual process, the school creates flexible learning spaces that allow each student a variety of learning situations and “break” the “classic” class structure, while breaking through classroom boundaries and using other indoor and outdoor spaces.
Assessment as Learning: One of the key tools for cultivating curiosity and love of learning, as well as regulation and self-responsibility, is the assessment tools available to us. In the sowing space, self-esteem, formative assessment, assessment according to a personal curriculum and assessment based on skills are used. These are tools that are widely used in the world’s leading education systems.
Multi-age learning: In addition to the heterogeneity it allows in learning, one of the main added values in multi-age learning is related to the development of children’s social skills (Social Emotional Learning – SEL). At the pedagogical level – it is important to note that at all stages of the process some of the subjects will be taught in a single-age layer, and some in a multi-age format.
Moving to a closer mentoring: Similar to the world’s leading models, and in light of the positive experience we had learning in small groups during the Corona period, we will try to create as many classes as possible with three teachers mentoring two classes, thus reducing learning groups and allowing more close mentoring and differential learning whilst applying collaborative teamwork between teachers.
Changing the organization of the duration of the learning and the agenda: In order to increase the mentoring ratio, along with the need to preserve the duration of the learning week at young ages (unless there is a change in the issue at the national level), we will keep the learning week in the sowing area Throughout six days a week within the existing hours, at the same time we will increase the initiation ratio in some of the classes while providing a solution for smaller learning groups.
(*) The Hadar complex will continue to hold five school days a week in the sowing area as well.