Understanding our Curriculum

Brighton Academy believes every child deserves an opportunity to learn and develop with all the tools the world has to offer, with no restrictions. We have created a unique curriculum which allows our team to offer eight different learning styles, when introducing, preparing, guiding, directing, and motivating our learners. We are not restricted by the following, but are proud to have the guidance and support of multiple learning modalities. In addition, we are always excited to adapt and extend our knowledge to align with current generations. 

Montessori

• Respect for the child: Acknowledging each child's individuality, strengths, and weaknesses, and showing respect by not interrupting their concentration.
• The absorbent mind: The belief that children up to age six have a special ability to absorb information, culture, and skills from their environment without conscious effort.
• Sensitive periods: Times when a child is particularly receptive to learning a specific skill, like language or order. Teachers observe and provide the right materials during these phases.
• The prepared environment: A carefully designed classroom that is child-sized, organized, and accessible, with materials that invite exploration and hands-on learning.
• Auto-education: The idea that children are naturally motivated to learn and can educate themselves through their own exploration and experiences.
• Freedom within limits: Children are given the freedom to choose their activities and work at their own pace, but within a structured environment with clear boundaries.
• Independence: A primary goal is to help children become self-sufficient by giving them opportunities for self-care and independent work. 

Waldorf

• Holistic Development: Addresses the physical, emotional, intellectual, social, and spiritual aspects of the child.
• Developmental Stages: Curriculum adapts to three stages (early childhood, middle childhood, adolescence) to match how children learn.
• Head, Heart, Hands: Engages thinking (head), feeling (heart), and doing (hands) through integrated academics, arts, and practical work. 

Reggio Emilia

• Image of the Child: Children are seen as competent, full of potential, and subjects with rights, not empty vessels.
• Hundred Languages of Children: Children express themselves in diverse ways (drawing, music, movement, print, etc.).
• The Environment as the Third Teacher: The classroom is thoughtfully designed to inspire curiosity, collaboration, and exploration.
• Role of the Teacher: Teachers are guides, researchers, and partners who observe, document, and facilitate learning, often called "co-learners".
• Documentation: Teachers record children's work and processes (photos, notes, transcriptions) to make learning visible and reflect on it.
• Collaboration: Strong relationships and communication between children, teachers, and families are vital for co-constructing knowledge. 

RIE

• Basic Trust: Believe in the child's innate ability to be an initiator, explorer, and self-learner.
• Safe Environment: Provide a physically safe space with cognitively challenging, age-appropriate materials for self-discovery.
• Uninterrupted Play: Allow for long periods of independent play, which is crucial for developing skills and motivation.
• Involvement: Include the child as an active participant in caregiving by explaining what's happening, rather than treating them as passive recipients.
• Sensitive Observation: Watch the child closely to understand their needs, cues, and development, stepping in minimally.
• Authentic Communication: Talk to the child  as you would another person, describing actions and emotions without patronizing praise.
• Consistency & Limits: Establish clear boundaries and routines to build security and discipline. 

Multiple Intelligences

• Multiple Modalities: Instead of one general intelligence (like IQ), humans possess several independent intelligences.
• Different Strengths: Each person has a unique combination, with some intelligences more developed than others.
• Education Focus: The theory encourages diverse teaching strategies and assessments to engage different intelligences, moving beyond rote learning. 

            The Eight (or Nine) Intelligences

1. Linguistic: Word smart; using language effectively.
2. Logical-Mathematical: Number/reasoning smart; logic, patterns, problem-solving.
3. Visual-Spatial: Picture smart; thinking in images, maps, designs.
4. Bodily-Kinesthetic: Body smart; using the body to solve problems or create.
5. Musical: Music smart; sensitivity to rhythm, pitch, melody.
6. Interpersonal: People smart; understanding and interacting with others.
7. Intrapersonal: Self smart; understanding oneself.
8. Naturalistic: Nature smart; recognizing and classifying elements in nature.
9. Existential: Life smart; pondering deep questions about life and death (often considered potential). 

DAP (Developmentally Appropriate Practices)

• Age Appropriateness: Knowing what children are typically capable of at certain ages (e.g., what concepts they grasp).
• Individual Appropriateness: Recognizing each child's unique strengths, interests, and learning pace.
• Cultural/Social Appropriateness: Considering the child's family, community, and cultural context.

EYFS (Early Years Foundation Stage)

The four principles of the EYFS framework

The EYFS framework is built on four guiding principles that shape how children learn and develop:

1) A Unique Child

Every child is an individual who develops at their own pace. The EYFS recognises that children have different interests, abilities, and backgrounds, and it values diversity and inclusion.

2) Positive Relationships

Children learn best when they feel safe, supported, and cared for. Strong relationships with parents, carers, and practitioners are at the heart of the Early Years Foundation Stage.

3) Enabling Environments

A well-planned environment encourages children to explore, play, and learn independently. Our campuses in Discovery House and Voyager House include both indoor and outdoor spaces to learn and play –something vital in supporting development.

4) Learning and Development

Children learn through play, exploration, and active engagement. The EYFS framework provides guidance on what children should learn and how practitioners can support that learning effectively.

High Scope

Core Components of HighScope

• Active Participatory Learning: Children construct knowledge by experimenting with materials, people, and ideas.
• The Plan-Do-Review Sequence: A defining feature where children plan their activities, carry them out (do), and review their learning with peers/teachers.
• Structured Environment: Classrooms are divided into interest areas (e.g., block, art, house) designed for independence; materials are accessible to promote self-directed play.
• Adult-Child Interaction: Teachers engage as partners, not just instructors, using scaffolding to support development and guiding conflict resolution.
• Child-Initiated Learning: Activities are primarily driven by children's interests, fostering intrinsic motivation, though teachers introduce scaffolded learning opportunities.