Kaupapa and Policies

Kaupapa

Our Kaupapa is our way of doing things, and what we believe in.  We have strong values.

1 RANGIMARIE
We seek to be at peace with self, other and the environment and explore the values of education for peace- with grace, generosity and gratitude

2 WHAKAPAPA
We contribute to the Montessori education movement through furthering the work and legacy of Maria Montessori,

3 AKO
We position the child / adolescent / adult learner centrally in our curriculum and so consciously challenge conventional approaches to education – What if…?

4 WAIRUATANGA
We respect and acknowledge the dual heritage of the partners of Te Tiriti o Waitangi using Te Reo, and embracing the intent of the treaty to validate biculturalism in aotearoa. 

5 MANAAKITANGA
We recognize and show gratitude for the diversity of people from different ages, genders, cultures, nationalities, abilities, perspectives, and orientations; and acknowledge their contributions

6 TURANGAWAEWAE
We recognize our place and our time; here (location in Panmure,Auckland, New Zealand) and now (21st century and beyond)

7 RANGATIRATANGA
We recognise and use the strengths of ourselves and each other in our community

8 WHANAUNGATANGA
We are inspired by each other

9 KOTAHITANGA
We cooperate with others in youth education and adult education;

10 UKAIPOTANGA
We maintain the highest standards of respect, dignity, nobility, trust, professionalism and integrity.

Peace Experiment is a ASPNET school, associated with the NETWORK of United Nations Schools. We acknowledge our heritage with Montessori Education and the work of the United Nations.

Maria Montessori was central to the formation of UNESCO, and contributed ideas and support

UNESCO - United Nations Education and Science Organisation "The four pillars of learning"

The four pillars of learning are fundamental principles for reshaping education:
i) Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning.
ii) Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society.
iii) Learning to be: to provide self analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, effectively as well as physically, for an all-round ‘complete person.
iv) Learning to live together: to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony."

The Sustainable Development Goals are core to the curriculum.  Students choose to engage with the SDGs as part of their own studies. 

POLICIES

Health & Safety

School Rules:                    Safety First, Respect Always, Environment Matters.

HEALTH AND SAFETY POLICY IN THE EVENT OF EMERGENCY

  • Keep yourself safe at all times
  • Ensure the safety of others by raising the alarm
  • If we are to evacuate the building due to fire, earthquake or other trauma please meet outside on the far side of Clifton Court.
  • Assist others to ensure everyone’s safety
  • Report details of concerns, incidents, missing people or potential hazards to staff which are recorded in the incident book.
  • Note the First Aid Cabinet, and Fire Extinguisher are located in the kitchen

SOCIAL, CULTURAL, PERSONAL AND SPIRITUAL SAFETY

  • Safety including at Peace Experiment, or at home, or anywhere else, including cyber safety is paramount
  • It is your responsibility not to offend or hurt others; & to request others not to harm you
  • It is your responsibility to be safe and not risk others or the environment
  • Welcome others and help them feel safe through offering hospitality
  • Bullying - defined as deliberate, sustained and malicious undermining of a person’s physical, social, cultural and personal safety - will not be tolerated
  • Students and staff sign the IT use contract
  • If you are feeling unsafe, or suspect others might be, share these feelings with people who you believe may be able to help the situation
  • If you are feeling that you may hurt someone, find someone to talk to, and prepare a strategy
  • Language is to be inclusive – including personal pronoun preference. If unsure please ask. Let others know what helps you to feel safe. Swearing is not respectful.

PREVENTING SAFETY ISSUES

  • Notice the environment and report any hazards or potential problems
  • Speak to others about your concerns
  • Act in a way that minimises risk to self, others and the environment
  • Consider the implications of your actions, in the short, medium and long term; also consider 7th generation principles.
  • Restore the environment so that it remains safe and attractive to others
  • Respect and maintain nature as a place that is safe through careful planning, and wise choices around disposal of materials



EDUCATION FOR PEACE

Peace Curriculum


“Peace is what every human being is craving for, and it can be brought about by humanity through the child”.
Maria Montessori.

Peace matters.
Our experiment explores what education for peace looks like in our community and environment.

What if learning in a student centred, environmentally conscious, individually respectful,  and  prepared environment nurtures peace?

What if  education aims to support global human development? Peace Experiment, has a focus on modern learning, in a context of understanding peace.  There is much disruption in the world, so how can we find our own peace? through growing up with peace the students become part of a peaceful world. 

Peace Experiment is an opportunity to place peace as the centre of the curriculum to ensure that we consider how we interact with each other and the environment in a peaceful way. 

The experiment asks  what do we need to do to reconsider how we are doing things,
- as in many cases it seems, the current systems are not working.

Montessori Education for Peace

Co-ed - 11-18 years old - NCEA - NZ Curriculum

What do you think a Montessori secondary school might look like? What would work for you?

Montessori education is a type of learning where there is not such a formal structure placed on the students and they are free to learn in a way that suits them. The students negotiate a curriculum with the staff, and individually create their own learning paths.  The students’ interests lead the learning. When they are ready, with the guidance and support of the staff and community, students  study toward NCEA qualifications, as per the NZ curriculum.

Montessori education is a highly regarded approach to education and is over 100 years old, it is widely spread around the globe.

Through education for peace, Montessori provides a conscious effort to create a more peaceful world.

Our experiment explores what education for peace looks like in our community and environment.

Learning happens as students spontaneously explore each and every opportunity available to them; their curiosity and interest encourages their growth.Education for Peace is the central theme in our community: so - we're a creative learning environment.

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