The Voyagers' Curriculum
The Cycle of Learning
We recognize that each child is strong, confident and capable. We bring these tenets alive in the classrooms through a deep understanding of educational theory and cutting-edge pedagogical practices.
We provide children with meaningful experiences for play and exploration, which is their work, while nourishing their potential as individuals. In our space children learn in a continuum; they move from easier to more difficult material and from simple to more complex strategies at their own pace, rather than being promoted once a year or waiting until the next school year to move forward in the curriculum.
Children take part in the entire cycle of learning: Interest, investigation, questions, inquiry, research, dialogue, connections, reflections, expression… Interest
Developing curriculum through mapping is approached that enables faculty to lookout a course of study from all angles. Curriculum mapping includes:
- A statement of topic.
- An answer to the questions, “Why Bother?” and “What enduring understandings are desired?”
- A list of essential questions and big ideas.
- An anticipation of direction, changing direction and possibilities
- specific skills that can be integrated across curricular and tied to other projects
- An anticipation of student needs. “How will I reach all types of learners?”
- Areas/ ideas for possible project culminations.
- Opportunities for assessment
- Materials that may be required
- Resources in the community (field trips/ visitors/ community members) and books, videos, websites, etc.
- Past experience and advice
- How does this meet our School learning philosophy/image of the child?
- Individual Learning Assessment
Individual Learning Assessment
Each child has a set of goals developed by the faculty based on age, grade, prior knowledge, current skills and a sense of possibility. We measure, assess, review, and keep track of children’s learning based on these goals. We embrace all the skills and abilities the student possesses, rather than assessing based on academic performance alone. Students who struggle with certain skills, whether social, emotional, or academic, are given tools, direct support, and additional assistance.
Our assessments show the process of learning from start to finish rather than compared to an end result.
For example, when a new class is proposed, teachers create a curriculum map that follows students’ curiosities and interests. A class description is written and the course of the class is documented. Throughout the class, the teacher documents student work in various forms and returns to the curriculum map to plan the course’s direction. The teacher further documents each student’s performance and participation by recording anecdotal notes regularly in each student’s digital portfolio.
Parents are given access to their child’s portfolio online supported by Seesaw, where they can see their child's work through images, video, and audio recordings. They also see the teacher’s reflections and assessment through written narrative. The parent comes to understand their child’s performance in each class, as well as their social/emotional development, community involvement, and general academic progress. Parents can even add their own comments, words of praise, and questions.
High School students receive a report card three times each year. They earn a Grade Point Average (GPA) and receive an official transcript. Parent/Teacher/Student conferences are scheduled up to three times each year.
An open line of communication is kept between the parents and teachers at all times
Our High School Graduates
Voyagers’ Community School is a place where a child can grow and learn as a whole person. Voyagers’ is recognized for excellence in the depth and breadth of its academic, cross-curricular, constructivist pedagogy. Voyagers’ offers an integrated approach to education through engaged, project-based, experiential and vigorous studies, supported by an involved school community.
Graduating seniors know how to:
- Maintain thinking and working attitudes that continue to empower them to take responsibility for their own growth.
- Continue in life with vision, tenacity, initiative, imagination, generosity, and a deep sense of curiosity.
- Show a bounding level of excitement, enthusiasm, creativity, ingenuity, inquisitiveness.
- Find their voice and participate in a democratic society.
- Work effectively and collaboratively as part of a team.
- Help define their own life-long learning goals.
- Remain resilient in the face of adversity.
- Participate in all aspects of life as discerning global thinkers who are able to examine,
- Assimilate, and integrate a wide body of information.
- Understand that hard work and perseverance are part of learning.
- Effectively evaluate evidence, consider diverging perspectives and draw conclusions.
- Rely on and recall well developed academic skills.
- Adapt to change and calculate risk.
- Use their higher-order thinking skills for post-secondary school success, where knowledge and perspective must constantly be adapted to a rapidly changing world.
Voyagers’ graduates see themselves as citizens of the world. They understand that they are part of a democratic nation and a global society. They recognize the adage “with privilege comes responsibility.” They are unabashedly vocal about the environment, human rights, global justice, and world issues. They are inclined to be politically and civically active and socially engaged.