"Don't tell me what to do"
Between the ages of 15 and 19, students continue to explore social independence.
The high school curriculum is unique to Bloom in design. Youth are obligated to take a few mandatory core subjects, and are then able to expand on this foundation according to their interests.
The curriculum offers a broad view of the world, emphasising ecological interdependency; historical development and the inter-connectedness of ideas and events; and a trans-cultural perspective.
Our approach is developmentally–focused and tailored to meet the intellectual, social, emotional, and physical needs of adolescents. It teaches students to think for themselves and develop logical reasoning, research skills and higher-order thinking skills.
What are the sensitivities of adolescents?
Adolescence and early childhood are developmental periods that have a lot in common. Young children prefer to real life activities to academic work. Adolescents also need to experience real life work outside of their classroom. It is a way for them to understand who they are and what is their place in society outside of the family.
Heroes & Role Models
Youth are enabled to learn how to apply their knowledge. Students have large blocks of time to work without interruption. The schedule for group activities is flexible and allows the teachers to set aside the amount of time most appropriate for given activities. Using this approach, students continue to learn how to prioritise, pace themselves, and takeresponsibility for their work.
social justice, heroes and role models, personal dignity, belonging
...is on the
THEY CRAVE FOR...