Plans for Sapana School through Sapana College

Counselling

from intial education through crafsmanship and academic level

Research

play is the highest form of research

Result / Evaluation

every result and evaluation leads to more insights

Phase VI:

When the students want to continue their learning they can choose according to their interest/vision of their life after 18. They can choose for: working, craftsmanship, continue their vocational preference or continue their academic preference.

Students can admit themselves to a different institution, for example when they want to do a regular school leaving examination. This can be prepared by studying for a state exam at the Sapana School or this can be prepared in collaboration with one of the governmental schools in Chitwan.
The Sapana School offers study guiding, a staff member chosen by the student.
Next to this students can organize courses, trainings and lectures according to the interest of a group of students. The school can offer room for these activities with professionals from Nepal or abroad.


Phase VII continuing in Sapana College and Sapana Vocational Brigades (polytechnic):

For the future of the 18 year old students of our school we are planning more possibilities to extend their knowledge in self chosen fields. We want to enable them to take their own decisions for their preparation for a professional function. They will be designing their own learning track with self chosen challenges.

The further study then focuses on the areas of knowledge, attitude and skills required for future professional practice. The study consists of both an increase in the theoretical and practical background, the theoretical and practical specialization and the skills required to work independently and in groups of specialists with and or for specific target groups and / or clients; whether it is about social work, manual work, academic work or scientific work.
Also in this part of the study the Sapana School offers study guiding, a staff member chosen by the students themselves and support to manage their planning of their learning track.
Next to this students can organize courses, trainings and lectures according to the interest of a group of students. The school can offer room for these activities with professionals from Nepal or abroad.
In phase V and VI the students are total responsible for their own learning track. The financial consequences of their choices will be discussed with the financial director/ manager of the college.
For some subjects the students, in cooperation with the Sapana College and SVSI, can decide to open a training or course for people from outside, as example like a vocational training or a course in ecological gardening.

Note: the ages of the students are connected with the common school ages. The students of the Sapana School can be much earlier or later in those phases of their development.





Future of the Sapana School

The entire educational system of the Sapana School is based on the following starting points:

  • Each child is unique and learns in his or her own space and time.

  • The inner drive of children to develop and learn what they need is trusted and respected.

  • All subjects are interconnected, that means that the school has a holistic approach.

  • The four pillars of the 21th century education given in the UNESCO report of Delors:

To know - acquire knowledge, understand and apply the process of learning in an effective way.

To do - to translate knowledge in to practice and practice into knowledge – making and inventing things and expressing them.

To be - to learn who you are, develop personal abilities, develop emotional and social skills, communicate and cooperate effective.

To live - learning to integrate all knowledge to settle, to provide own livelihood, to live a healthy and satisfactory life.

In the unconditional and child centered approach the four pillars are interweaved. At first the understanding of the four pillars is still unconscious and beyond words for the students. During their development the pillars become established and integrated in their learning process.

During the years at the Sapana School the students give presentations of what they have learned in both individual and group settings in front of other students and/or the parents. The presentations can be in words, visualized presentations (visual art), acting, dancing etc..

We can divide the entire leaning track of students of the Sapana School in several phases:

Phase I:
In pre-school the students from 2,5 till 6/7 years old develop by playing a strong self esteem, become independent and learn to take responsibility for their own wellbeing in daily life according to their age. They get the freedom to research the world around them according to their inner drive of curiosity to learn and develop. The teachers guide the students in an unconditional way in their social- and emotional development, their linguistic development and understanding the rules of the school and the society where they live in. Their natural curiosity, creativity, resourcefulness/inventiveness and problem solving abilities are fostered and stimulated by the approach of the guiding teacher/ counselor.
In this phase the brain of the children can develop in a natural way. The base of TO BE, one of the four leading pillars of the 21th century education, becomes established (= to learn who you are, develop personal abilities, develop emotional and social skills, communicate and cooperate effective.)

Phase II:
At the age around 6 or 7, sometimes later and sometimes earlier, the brain of children starts to be ready for more cognitive and academic approach and skills.
The students are guided to discover and decide themselves what they want to learn and in which way the want to do this. The skills writing, reading, math, social science and science are offered and in a holistic approach.
The curriculum of the Sapana School is based on the elements described in the National Curriculum. Visual arts and crafts, music, dance and theater/ dramatic expression are connected with the cognitive (academic) elements in a natural way.

Students from 6/7 till 10 years in age are guided to the basics of TO KNOW becomes established (acquire knowledge, understand and apply the process of learning in an effective way). In this phase the talents and abilities of each individual child become more clear.
If students want to test themselves in relation to their friends in governmental or private school at the end of phase II, they can do tests, just as reference.

Phase III:
Also at the ages from 10 till 12/13 years students follow their own interest and research what attract them most according to their talents and abilities. They will enlarge their general academic knowledge and skills given in the curriculum. The basis of TO DO becomes established in this period (to translate knowledge in to practice and practice into knowledge – making and inventing things and expressing them).
The knowledge of using internet as source of information is one of the first steps in this phase. The students who are interested get the guidance to use this source of information in a practical way. Also the use of study books are an attention point.
Skill labs and broader study in self chosen subjects / directions / fields of interest give the students the possibility to widen their knowledge and do research. Self chosen projects in small groups or alone are the main approach in this period.
When they want to do examination on governmental school level they get the support they ask for.

Phase IV:
Till the age of 16 the students orientate themselves on their future career according to their talents and abilities. The staff of the school becomes more and more student counselors and gives them the support they need. The base of TO LIVE becomes established (learning to integrate all knowledge to settle, to provide own livelihood, to live a healthy and satisfactory life).

Orientation traineeships outside the school, to experience certain jobs and skills, are common. Handicraft, technology, health care, law and security/safety, lab work, agriculture and education can be experienced in real life situation due practice as apprentice/ trainee outside the school. The trainee places have to be arranged by the students themselves with support of the school.
Students can try-out several orientation tracks, till they find their real interest. After their temporal choice they focus more on the preparation of their future occupation in a holistic way.

Phase V:
After the age of 16, if possible at an earlier age, the students work both individually as in groups at self initiated holistic projects. They choose counselor/teachers to support them to learn skills and to support them to stay on the track that they made for themselves. These counselor/teachers can be staff members at the Sapana School and if needed specialists from outside the school like professionals. Some examples of professionals: cook, scientist, farmer, nurse, car mechanic, physician, accountant, business manager.
This phase will be ended by writing a thesis in a self chosen direction. The thesis will be presented before the entire Sapana School family.
In this phase students have the choice to start working or study on a deeper level of their interest.

Phase VI:
When the students want to continue their learning they can choose according to their interest/vision of their life after 18. They can choose for: working, craftsmanship, continue their vocational preference or continue their academic preference.

Students can admit themselves to a different institution, for example when they want to do a regular school leaving examination. This can be prepared by studying for a state exam at the Sapana School or this can be prepared in collaboration with one of the governmental schools in Chitwan.
The Sapana School offers study guiding, a staff member chosen by the student.
Next to this students can organize courses, trainings and lectures according to the interest of a group of students. The school can offer room for these activities with professionals from Nepal or abroad.

Phase VII continuing in Sapana College and Sapana Vocational Brigades (polytechnic):

For the future of the 18 year old students of our school we are planning more possibilities to extend their knowledge in self chosen fields. We want to enable them to take their own decisions for their preparation for a professional function. They will be designing their own learning track with self chosen challenges.

The further study then focuses on the areas of knowledge, attitude and skills required for future professional practice. The study consists of both an increase in the theoretical and practical background, the theoretical and practical specialization and the skills required to work independently and in groups of specialists with and or for specific target groups and / or clients; whether it is about social work, manual work, academic work or scientific work.
Also in this part of the study the Sapana School offers study guiding, a staff member chosen by the students themselves and support to manage their planning of their learning track.
Next to this students can organize courses, trainings and lectures according to the interest of a group of students. The school can offer room for these activities with professionals from Nepal or abroad.
In phase V and VI the students are total responsible for their own learning track. The financial consequences of their choices will be discussed with the financial director/ manager of the college.
For some subjects the students, in cooperation with the Sapana College and SVSI, can decide to open a training or course for people from outside, as example like a vocational training or a course in ecological gardening.

Note: the ages of the students are connected with the common school ages. The students of the Sapana School can be much earlier or later in those phases of their development.