The real change is to notice one child amongst many and to look at the world through her eyes. Current research has reconfirmed that children have differing gifts and there is no one, prescribed way for them to display their talents. Inventuring, the foundation programme at Inventure Academy, is formulated to glean the rich, varied ways in which students learn and how they engage with the world around them.
The idea of Inventuring is to learn to BE – with oneself, with others and with the environment. Using contemporary theories of education like Multiple Intelligences (M.I.X), the theory of Constructivism which advocates experiential learning, and our very own Core Values, at Inventure Academy, we seek to achieve the following outcomes:
- Discovering Oneself – To make children aware of their innate strengths and make them believe in themselves; to challenge mindsets and fears.
- Learning To Learn – Understanding the many ways in which true learning happens, as well as ‘metacognition’, or thinking about learning.
- Interdependence – Encouraging a respect and love for nature and the environment; existing in a vital and interdependent school community; acquiring skills of teamwork and understanding group dynamics.
Some of the skills Inventuring develops are:
- Investigation & Enquiry
- Recording & Documenting
- Higher Order Thinking Skills- Application, Evaluation, Synthesis
- Connecting with oneself
- Understanding Strengths and Weaknesses
- Overcoming Fear
- Confronting Challenges
Attitudes & values
- Facing Challenges & Fears
- Conservation of the Environment
Inventuring happens on our sprawling campus at the start of every academic year. Our first Inventuring was conducted on a farm and was so successful that it became an integral part of our tradition. Students from Grade 1 onwards, both old and new, are oriented (or re – oriented) into the culture of the school through exciting projects and experiences. Bonds are forged with peers, teachers and the school itself. There are Multiple Intelligences – based treasure hunts; hands-on projects like building ponds, tree houses, a ‘rainforest’; there are nights – out and camping activities, outdoor adventure activities, circle times for sharing of learnings, and golden time for reflection and journal writing. Each of these experiences is designed to develop specific skills and attitudes in children, forming the foundation of their approach to life and learning in the years to come.