Curriculum School Concept
This is merely an initial proposal. Creating an actual, final curriculum (for which the syllabus of each module is developed and time-estimated) goes far beyond the scope of this book.
The [1] or [2] after the module name distinguishes small from large modules (length of a segment in school weeks).
Level 2
These modules have no prerequisites other than reading, writing, and basic arithmetic.
Attending them is mandatory over the course of schooling.
• Computer Use [1]
using a GUI, browser, word and image processing, printing, touch typing
The school lends students laptops for the duration of this module (must be returned at the end; they will then be reset).
After passing this assessment, students may use the school website to manage their modules and introductions (until then, their teacher-advisors do it for them).
• Drawing [1] [outdoors]
Depicting what you see—highly simplified but recognizable.
faces, animals, plants, observing nature
• Everyday Mathematics [2]
working with larger numbers, division, percentages, simple equations to solve practical questions
• Grammar [2]
Sentence structure, tenses, parts of speech. How does language work?
• The Human Body [2] [mat room]
structure of the body, organs, senses, cells, circulatory system, digestion, aging, sex differences, reproduction (child-appropriate!), health
• Local Studies [2] [partly outdoors]
regional map, villages/cities/forests/rivers/mountains/... of the surrounding area (with pictures), regional history and special features, orientation, excursions nearby, regional animal and plant species (with rules of conduct), edible plants, local climate
This module can differ in different parts of the country!
• Logic [1]
inferences, thinking models, axioms, a look at reality
• Motivation [1] [mat room]
What do I want to achieve and why? setting goals, motivation strategies, learning strategies, meditation, sleep, human development (see Chapter 11.5)
Discussion of which goals are good and which lead to problems.
• Music [2] [mat room]
music theory, rhythm, singing, trying out instruments
• Nutrition [1] [teaching kitchen]
What kinds of foods are there? How should they be mixed? What are foods made of, and how are they produced? Consequences of poor nutrition.
• Planet Earth [2]
structure of the Earth, geological processes, world map, names of countries, metropolises, the most important mountain ranges and rivers
A view from space; creating awareness that we have only this one world and that everyone is responsible for it.
• Road Safety and Cycling [1] [traffic garden]
road safety, cycling, traffic regulations
After passing the assessment, children may come to school alone if they want to (and if their parents allow it).
Children are told that in emergencies they can come to school at any time. There will always be someone here to help.
• Swimming [I] [pool]
With an assessment, but not a module; takes place in the introduction time slot.
Learning to swim; safe and health-promoting use of this area; organization of its usage during lunch break.
After passing the understanding assessment, children can swim safely and may use the pool during lunch break.
• Tool Basics [2] [workshop]
Use of mechanical and electrical tools to make and repair objects.
hammering, drilling, screwing, sawing, sewing, knitting, braiding, ...
Level 3
These modules may require other modules from Level 2 or Level 3. Attending them is mandatory over the course of schooling.
After each module name, prerequisites are listed in parentheses.
• Animal and Plant Life (Drawing, The Human Body, Local Studies, Nutrition, Planet Earth) [2]
evolution, specialization, symbioses, food chains, life cycles, biodiversity
feats of animals and plants, animal behavior, requirements for thriving
• Drugs (The Human Body, Motivation, Nutrition) [1] [mat room]
Both recreational drugs and medications that affect mental state or carry a risk of dependence (e.g., sleeping pills). How does addiction arise, what are the consequences? Dangers of individual drugs.
• Empathy (The Human Body, Motivation) [2] [mat room]
psychology, ethics, putting yourself in others’ shoes, human development, trust exercises, theater
• Essay Writing (Grammar, Logic) [1]
structure, writing style, proper citations
• First Aid (The Human Body, Motivation) [1] [mat room]
Recognizing and behaving correctly in medical emergencies.
Behavior in other emergencies (fire, earthquake, flooding, ...).
Emergency measures until rescue services arrive.
• Handyman Skills (Tool Basics, Logic) [2] [workshop]
assembling/disassembling furniture, water connections, clogged pipes, wall plugs, spackling, putting up pictures/posters, window coverings, ...
• History (Local Studies, Planet Earth) [2]
From toolmaking to the present, only in broad strokes—an overview.
economy, politics, war, trade, society, education
• Measurements [1] (Everyday Mathematics)) [1 day lab]
units of measurement, converting (e.g., km/h to m/s), orders of magnitude, using a microscope, estimating
• Repair (Tool Basics) [1] [workshop]
changing batteries, light bulbs, or a bicycle tube; gluing cracks; ...
• Society (Computer Use, Logic) [2]
Social norms, politics, economy, laws, authorities, services of this society. Only in broad strokes—an overview.
• Cooking (Nutrition, Measurements) [1] [teaching kitchen]
safety (heat and poisoning), following recipes and adjusting them
properties of ingredients, experimenting
• Economics (Everyday Mathematics, History, Planet Earth, Society) [1]
How do market economy, supply and demand, companies work?
How does the state exert influence (laws, taxes, tariffs)?
• Human Relationships (Empathy) [2] [mat room]
Importance of good relationships for one’s own happiness and self-confidence.
goal-based (e.g., work, school), friendly, romantic, economic (e.g., partnership/family); body language, facial expressions, verbal communication, networks and hierarchies
How do relationships begin/deepen? Small talk, flirting, showing weaknesses, finding common ground, shared activities, ...
• Mechanics (Measurements) [2] [lab]
gravity, acceleration, leverage, springs, conversion of force
• Microorganisms (The Human Body, Measurements) [2]
structure of cells, DNA, viruses, bacteria, immune system, soil, water
• Modern History (History, Society) [2] [no introduction]
From the Enlightenment onward; the emergence of the present.
• News (Computer Use, Logic, Society) [1]
dissemination, memes, history of media, culturepoints (see Chapter 5.3)
How are news stories created? How does media consumption influence us?
• Other Countries (Local Studies, Planet Earth, Society) [2]
geography, climate, economy, politics, society
Only a selection and an overview. If there is interest in a single country, it can be deepened in a corresponding module (if available).
• Particles/Waves/Forces (Measurements) [1] [lab]
atomic structure, electricity (current), optics (light), magnetism
• Planning (Everyday Mathematics, Motivation, Society) [1]
How can I plan my life or a project?
time estimation, dealing with risks, prioritization, organizational schemes, computer use, backups, selection, iteration, beta testing, ...
education system (module prerequisites for professions, see Chapter 7.7)
• The State (History, Society) [1]
Which areas of society does the state manage, and how?
How do politics and the judiciary work? Role-playing simulations of them.
Overview of the applicable laws. Police, court proceedings, punishments.
• Survival (Animal and Plant Life, First Aid, Tool Basics) [2] [outdoors]
making fire, building shelters, making simple tools, finding food and water, preparing food, preparing for emergencies
Equipment to be prepared for extreme situations.
• Chemistry (Measurements, Particles/Waves/Forces) [2] [lab]
periodic table, molecules, chemical reactions (only an introduction with as many practical examples and experiments as possible)
• Drawing 2 (Computer Use, Drawing, Measurements, Planet Earth) [1]
scale-accurate drawing (architecture, templates) by hand and with a computer; maps, projections, spatial drawing
• Network Thinking (Human Relationships, Modern History, News, Other Countries) [2] [mat room]
Segments: everyday life and the present, chaos theory, interconnectedness (?)
Explanation using examples of how complex the Earth system (including humans) is.
A way of thinking to navigate this complex system with confidence.
specialization, relationship networks, reliance on others, one’s own influence
• Smartphone Use (News, Planning) [1]
communication, organization, security, societal apps (school, health, culturepoints, ...)
The school lends students smartphones for the duration of this module (must be returned at the end; they will then be reset).
• Universe (Mechanics, Particles/Waves/Forces, Planet Earth) [1]
Newtonian worldview, our solar system, cosmos, spaceflight
How do we obtain our knowledge?
• Home Device Integration (Smartphone Use, Logic) [2] [special room]
cabling (power, USB, audio, ...), Wi-Fi, internet, AV receiver, media server, household robots, smart home, PD system (see 8.3)
• Parenting (Network Thinking, Nutrition, Planning) [2] [mat room]
Different parenting methods and their effects on the child.
methods of knowledge transfer and acquisition, child psychology, early childhood development, promoting self-development (see 11.5)
Level 4 (examples)
These modules require completion of all Level 2 modules, and they may require additional Level 3 modules. Attending their introductions is mandatory over the course of schooling.
From Level 4 onward, this list makes no claim to being complete. After all, it is only a list of options students can choose from. Some students will choose more here, others less. As long as the time required for the necessary introductory lessons doesn’t get out of hand, it is completely unproblematic to offer additional modules here as alternatives.
• 3D Printing (Drawing 2) [1] [special room]
types of devices, device settings and operation, designing objects, suitability for use cases
Each student designs and produces one or more objects.
• Aesthetics (History, Drawing 2) [1]
history of painting, sculpture, photography, architecture, fashion
Image composition, color theory
Criteria by which beauty was judged in the past and today.
• Algebra [2]
solving systems of equations, differentiation, integration
properties of function graphs (zeros, maxima, steepest ascent, ...)
• Antiquity (History) [2] [no introduction]
History from the emergence of the first city-states to the fall of Rome.
• Baking (Cooking) [1] [teaching kitchen]
• Computer Use 2 (Home Device Integration, Planning) [2]
structure and functioning of computers, historical development, fields of application, approaches to solutions, scripts
Each student solves a problem by connecting software components.
• Electronics (Particles/Waves/Forces) [2] [lab]
How do electronic components work? Building circuits.
• Future (Universe, Network Thinking) [2]
How will society change? What new technologies can we expect? What can the individual do to influence the future?
• Geometry (Drawing 2) [1]
Calculations with geometric shapes and angles.
• Health (Empathy, Microorganisms) [2] [mat room]
How do I live a healthy life? (nutrition, sport, hygiene, happiness, meditation, sleep, ...)
Recognizing illnesses and physical or mental problems.
• Household Appliances (Chemistry, Home Device Integration, Mechanics) [1] [special room]
How household appliances like dishwasher, washing machine, refrigerator, microwave work and how to use them optimally.127
• The Human Body 2 (Chemistry, First Aid, Microorganisms) [2] [1 day lab]
structure of the body, organs, senses, cells, circulatory system, digestion, aging, sex differences, reproduction, health
This time with the existing background knowledge about cells, DNA, the immune system, chemical processes, ...
• Language Competence (Empathy) [2]
levels of understanding/meaning in language, expression, rhetorical devices
language differences within society (youth slang, everyday language, written language, official language, administrative language, technical language, ...)
• Lifesaving [E] [pool]
fast swim styles, CPR, helpful devices, situational awareness
• Literature (Modern History) [2]
Engaging with important literary works.
The books to be covered are presented in the introduction. Students who want to participate read them beforehand.
• Massage (Human Relationships) [1] [mat room]
theory and practice, different types of massage
• Metalworking [1] [workroom]
cold-forming metal, welding, forging?, casting?
⇒How much can be done here depends on what the school can provide in a classroom...
Each student produces one or more objects.
• Middle Ages (History) [2] [no introduction]
History from the fall of Rome to the beginning of the Enlightenment.
• Music History (History) [1]
Development of musical instruments
music styles, their emergence and change, historical context
• Neural Networks (Network Thinking) [2]
How neural networks work and are trained; understanding AIs.
• Origins of Humanity [2] (History) [no introduction]
History from first toolmaking to the emergence of the first city-states.
• Pets (Animal and Plant Life, Empathy) [1]
Pros and cons of different pets, costs, care, training (dogs)
• Philosophy [2] (Empathy, History)
• Prehistory (Animal and Plant Life) [2]
changes in landmasses and climate, dinosaurs
How do we obtain our knowledge?
• Probability (Planning) [1]
Probability of past and future events, Bayes’ formula (epistemology), impact on planning
• Programming [2]
• Religion (Empathy, History, Other Countries) [2]
Introduction to the different religions of the world.
• Renovating (Handyman Skills) [2] [workroom]
painting, wallpapering, laying flooring, tiling, ...
• Sex Education (Network Thinking, Drugs) [1] [mat room]
roles of sex (reproduction, pleasure, mate choice), erogenous zones/arousal, seduction, fetishes, media (book, film, advertising, music, dance)
• Theory of Relativity (Universe) [1] [1 day lab]
speed of light, wave/particle duality, observer context, E=mc², gravity versus acceleration
• Textile Work (Drawing 2) [2] [workroom]
Knot-tying, rope making, sewing, weaving, knitting
Each student produces one or more objects.
• Woodworking (Drawing 2) [2] [workshop]
cutting, carpentry, carving, sanding, varnishing
Each student produces one or more objects.
Level 5 (examples)
Modules from Level 5 onward may require arbitrary modules.
Attending these modules and their introductions is optional.
• Other Cultures (Human Relationships, Other Countries) [2]
social norms, relationships, customs
• One Specific Other Country (Cooking, History, Other Countries) [1]
Geography, climate, economy, politics, society, history, language, cuisine, ... of a single country.
• Gardening (Animal and Plant Life, Planning) [1] [partly outdoors, 1 day teaching kitchen]
Bundled theory of what “foreign language” teaches practically over years:
growing, harvesting, processing crops
soil, fertilizers, sowing and harvesting times, processing/preserving
• Object Manufacturing (3D Printing, Metalworking, Textile Work, Planning, Woodworking) [2] [workroom]
Making complex objects (in terms of materials or skills).
Each student produces one or more objects according to their own plan.
• Writing Creative Texts (Language Competence, Literature) [2]
poems, short stories, screenplays, ...
(a lot of freedom for students regarding what each wants to write)
• Mathematical Proofs (Algebra, Geometry) [2]
• Politics (Empathy, Other Countries, The State) [1]
Explaining political processes. How can one get involved in politics?
• Quantum Theory (Theory of Relativity) [1]
• Rhetoric (Human Relationships, Language Competence, News, The State) [2]
Speaking in public, convincing others of one’s views.
• Pottery [1] [workshop]
Making objects from ceramics.
Each student produces one or more objects.
• Negotiations (Human Relationships) [1]
contracts, agreements, bargaining, legal requirements
• Scientific Studies (Essay Writing, Planning, Probability) [2]
types of studies, hypotheses, ethics, planning, procedure, evaluation, publication, the scientific enterprise
Includes carrying out an example study as practice.