WHAT IS DIFFERENT ABOUT LUMIAR?

Lumiar UK looks different, feels different and IS different. But it goes way beyond ditching school uniforms and wearing their hair however they like…

The children have a say 

We want to prepare our learners to participate in our democratic society – both now, and in the future. That’s why every child is encouraged to share their opinions and is involved in decision-making around what projects they will be working on. Every Friday, the whole school meets for Circle Time – led by the children – where issues are raised and discussed, votes are taken and decisions are made. This shows them that their voice matters and counts.

Learning happens through projects, not subjects

It’s not that we don’t think there’s value in learning history or geography. It’s just that we think it is both more engaging and true-to-life to mix the subjects together. So we design projects that expose the children to new knowledge and skills, engage their attention, and require their participation and collaboration – otherwise known as active learning. A project might last just one week or run for six but will always span a number of subjects – based on Lumiar’s Mosaic Curriculum. Take, for instance, our project on the Future of Housing which was sparked by a child’s question 'Why did we start living in houses?'. We looked at how our homes and lifestyles have changed over time (history); how the Earth’s rotation creates seasons (science); how the weather and landscape affects what we build (geography); and how to measure the area and perimeter of buildings (maths). The project culminated in a creative project to design a building (art, design). All of this was underpinned by the conscious development of skills such as critical thinking, collaboration and self-discipline. 

Learning is led by a team of inspiring people

At Lumiar, the role of the teacher is divided into Tutors (permanent teachers) and Masters (visiting project experts). The Tutor provides the day-to-day support and really knows each child, and their strengths and challenges. They support their social and emotional development, keep track of each child’s academic progress, and make sure they are meeting age-appropriate competencies. They are also responsible for identifying the interests and abilities of their students and then supporting them to devise projects that help them to practice their skills and grow new ones. Masters, meanwhile, are subject matter experts who come into the school to share knowledge on a particular areas. That might mean supporting a single project (like the architect who helped the children plan their houses in the project mentioned above) or coming into school every week – like our music and sport Masters. Often, Masters are not “teachers” in a formal sense, but individuals who know lots about something and are passionate about sharing their enthusiasm for a topic with the children.

We measure progress through continuous assessment, not exams

Instead of measuring success by how much knowledge a child has acquired about a particular subject, the Lumiar model aims to build student’s skills and competencies – we think things like critical thinking, communication, and creativity are more important than knowing lots of facts. So that’s how the Lumiar Mosaic Curriculum is structured: it is intentionally non-linear, freeing students from a timeline of knowledge acquisition and instead creating their own journey. Instead of long lists of fixed and standardised objectives, we use a circular mosaic format which contains all the competencies and content that the children are learning. Using a digital platform, both the tutor and student track which skills have been practised or acquired and can then see at a glance where further effort or opportunities are required. Students actively participate in planning activities that meet their learning needs, and then spend time reflecting on the extent to which each project has delivered that. In this way, we help the children to ‘own’ their education and teach them self-awareness and accountability. We know the expected levels of numeracy and literacy at each age and we aim to prepare our children so that they are fully prepared for their next stage of education be that in mainstream or alternative education.

Our classes mix up different age groups

In “real life”, children learn from, and socialise with, young people of all ages. Since we all develop at different speeds, it can be constraining to be pigeonholed in one year group. You might be really great at maths and need stretching. Or really struggle with reading and feel deflated by seeing your peers race ahead. So we teach the child, not the age. We allow interactions and experiences to unfold in a natural way, and give the children the experience of mastery by inviting them to teach others what they’ve learned. We also place great value on socialising together. Every day we head out into the playing field to get fresh air and play games, and every Friday we cook and eat lunch together.

We connect learners to the real world – and show them they can change it!

Today’s young people will need to rise to the challenges of a rapidly changing world and help find solutions to social and environmental issues. At the heart of the Lumiar approach is a belief that education is a vehicle to create positive and meaningful societal change. We encourage free-thinking, innovation, creativity and respect for our community and the natural world. Every week, we have ‘Reading the World’ sessions where we spend time discussing, debating and reflecting on local and global news stories and media, helping them to make sense of the wider world, consider alternative perspectives and form their own views. We also invite different voices into the classroom by welcoming Masters to share what they know and to participate in projects with the children. At the same time, we encourage every child to develop a sense of responsibility: we show them that their ideas count and their voices matter, and encourage them to think like citizens. Our aim is to show our students that they can be change makers!

We get them out of the classroom

The school is based on Stowford Manor Farm, a family owned and run working farm set around historic 15th century medieval buildings. Each week, the children spend either half a day at the farm’s Education Centre, or do woodland learning sessions when they visit the local woods to play, explore, and be creative. During these outdoor sessions the children learn many skills like milking, growing, animal care, cooking, woodwork and learn the fundamental importance of being part of the natural world.

We encourage the children to think about their impact on the world

The world is facing a climate emergency and it is this generation of children who will come of age in a unique time in human history – when mankind has to adapt to the mess we’ve made of the planet and take brave, radical, paradigm-shifting action to reverse the damage that has already been done. We help the children to understand the science behind issues like carbon and biodiversity, as well as empowering them to make a difference by changing their behaviour and speaking up.

To hear more about the Lumiar approach you can listen to its inspirational founder, Ricardo Semler, in this TED talk.