At Miquon, we see curriculum as a series of learning goals for our students in nursery through sixth grade. We understand curriculum as a co-creation between teachers and students, something that develops over time through shared questioning and exploration. We base our practice on Reggio Emila’s idea of emergent curriculum, which means that we can’t say at the outset precisely what we will study over the course of the year, but we are certain that it will be rooted in the learners’ questions and ideas. Discrepancies between our practice and the published curriculum occur when our practice is adjusted to better support a student whose physical challenges or learning style require significant accommodation.
Our curriculum descriptions (frequently organized as a “scope and sequence”) are constructed as a continuum with typical grade levels indicated for progress toward mastery. We expect that students will advance through the curriculum goals in ways that relate to their individual learning style, cognitive development, maturity, interests, strengths, and vulnerabilities. This means students will not all reach the same levels of understanding and mastery in the same year. There are also a few areas in which no accurate sequence can be included; students revisit the materials and/or experiences many times and engage with them in ways that reflect their evolving understanding, personal goals, and creativity.
Integration of nominally-discrete subject areas is essential to our planning and to our children’s day. We look for opportunities to create interdisciplinary experiences. Art, science, mathematics, music, reading, writing, and physical education can connect with each other to provide skill development as well as new applications in a different context. Social studies themes are often the setting in which that occurs.