Terra Moyo International School is a nature/forest based, Reggio & Montessori inspired school!
We are...
Nature-based: Not creating harm to the environment and prevent as much harm from occurring to the environment through our interactions with it. Using the natural world around us as a learning aid and inspiration.
Experiential: Focus on providing learning, which is an engaged learning process whereby students “learn by doing” and by reflecting on the experience.
Creative & open-ended: Themes & subjects taught through creative and tangible methods. Encouraging children to freely express their imaginations, desires and creativity with no right or wrong solutions. Welcoming unexpected processes and outcomes as a natural part of learning.
Social-emotional: Focusing on establishing crucial life skills through SEL (Social-emotional learning), including the ability to understand themselves, develop a positive self-image, take responsibility for their actions, and forge relationships with the people around them.
Project-based: Approaching learning in a project-based manner, integrating a variety of subject areas. Allowing children to explore their personal interests through personal projects.
Real life learning: Acquiring knowledge and skills that are valuable to real life, i.e. social skills, real life problem solving, relaxation techniques, health & well-being, survival skills (forest), cooking and cleaning.
Encouraging independence: Encouraging children to be independent as this goes hand in hand with building a healthy self-esteem.
Collaborative: Children working, teaching and helping each other, during research, projects, meal times and free exploration. Maintaining a non-competitive approach, whether in academics, sports & games or any other aspect of school life.
Age-integration: Children across the different age groups integrate in meaningful ways, sharing knowledge/skills and creating a sense of community and connection with the other classes in the school.
Ongoing evaluations: Continuously monitoring and documenting children’s experience and progress, strengths and challenges rather than through timed tests or exams.
