Since the pandemic five years ago, there have been numerous disruptors in the way we work, shop and socialise with the increased use and development of technology. The one particular exception is education which has remained largely unchanged over the past 150 years. This is surprising given there was a need to rapidly transition to remote teaching, with children learning from home either online or independently using worksheets and projects. This enabled parents for the first time, to observe first-hand, what and how their child was learning, often with unexpected outcomes. Although the emphasis at the pandemic's conclusion was on resuming 'normal' school, there was a realisation that it was possible for learning to happen outside the walls of the physical classroom. This could also co-exist with parents who worked remotely online away from the office. Whilst there was a growth of many excellent online schools and advances in educational technology, there was a common mis-apprehension that by working remotely, children were at a disadvantage in respect of personal, social and emotional development and did not benefit from practical hands-on activities and community connections that they would enjoy by attending full-time school. Hybrid education resolves this problem by combining online learning with in-person attendance at a physical school. This alternative type of learning is ideal for those children who for whatever reason, are unable to attend full-time regular physical school for example, if they have special education needs or disability, who have anxiety or suffered bullying, wish to follow a sport or other personal interest, to suit their family lifestyle or purely as an option of personal choice. Mont21hub, is the first UK primary hybrid micro school based in Cambridge. We follow Montessori pedagogy where each child is treated as a unique individual who benefits from personalised learning and where we blend digitial learning with practical hands-on experiences to develop essential human skills they will need for the future. To learn more about how we are revolutionizing learning for the 21st Century and beyond, visit www.m21hub.org

In a fast-changing world, the traditional education system faces significant challenges. One promising method becoming popular in education is Project Based Learning (PBL). This method not only sparks interest among learners but also provides them with vital human skills to navigate the complexities of tomorrow's world . What Is Project Based Learning? Project Based Learning is a method that encourages learners to acquire and develop further knowledge and understanding of academic subjects by applying these through a hands-on, practical approach to solving real-life problems. This cultivates independence, responsibility, agency, curiosity, creativity, collaboration, communication, teamwork, adaptability, resilience, and a positive growth mindset. As projects reflect actual challenges and issues, this makes learning more relevant and impactful increasing learner's interest and motivation signifiantly. A 2018 study found that learners engaged in PBL showed an increase in retention rates by up to 50% compared to traditional learning methods. This intrinsic motivation helps create a life long love of learning. Project Based Learning encourages partnerships with the local community and industries, bridging the gap between education and the real world. This can include inviting guest speakers or working on community projects. As the purpose and relevance of traditional education continues to be questioned in the face of technological advances and changes in society, Project Based Learning continues to grow, with many leading, forward-focused schools now choosing to adopt this proven methodology for the benefit of their community. For example, High Tech High (HTH) in California is well-known for its project based curriculum that focuses on real-world experiences https://www.hightechhigh.org How We Do Project Based Learning At Mont21hub. At Mont21hub, our mixed-age ability groups follow a termly topic that integrates the national curriculum with one of the Sustainable Development Goals to provide true relevance to learning. Our learners follow a predetermined process developed by HTH: Launch, Plan, Create, Critique, Exhibition, and Reflection. Under the guidance of our mentors, our learners develop the knowledge and skills that they will need to solve a problem ending with a final product which they showcase to their peers, staff, visitors and the local community. What Does This Look Like In Practice? Within our adaptable learning setting, our learners will arrange the movable tables and chairs according to their preferences. Mixed-age groups will collaborate on various aspects of the project, guided by a chosen team leader. Some learners will conduct online research, while others will write or sketch at tables or work on the writable walls. Additionally, some will be creating artwork, engaging in desktop publishing, or developing physical prototypes. It is a bustling hub of concentrated activity where learners are fully engaged and enjoying their work. Typical Examples Our long-term project planning encompasses issues like urban poverty, marine pollution, gender inequality, affordable alternative housing, water scarcity, and the conservation of polar bears, among others.

While there are numerous online schools that follow the traditional teacher-led approach to ensure optimal academic outcomes for students, only a few prioritize a student-centered approach by offering personalized, self-paced learning paths and relevant real-world experiences. Mont21 offers an online Montessori-inspired program that integrates the most up-to-date AI digital learning of the British National Curriculum with hands-on project-based learning and entrepreneurship for children aged 7 to 11. We believe that children should be empowered to guide their own learning by having the freedom to choose within set boundaries, while receiving guidance and assistance from a skilled mentor. They should be allowed to advance at their own speed to guarantee a thorough grasp of each idea before proceeding. Additionally, they should have the opportunity to expand their knowledge without encountering the artificial constraints often present in conventional educational settings. This approach promotes independence, self-assurance, self-motivation, time management skills, and a genuine passion for learning. While acquiring knowledge and understanding is crucial, it is also important to explore how this knowledge can be expanded upon and utilized in real-life situations to demonstrate the relevance of learning and its potential to address real-world problems. Participating in project-based learning through thought-provoking questions based on the UN Sustainable Development Goals is a key component of our innovative program. This culminates in a public exhibition of the end product and the creation and launch of their own enterprises aimed at addressing a crucial societal need. Our online school forms an integral part of our hybrid micro school based in Cambridge where our UK based learners regularly connect via live link and who regularly meet-up in person as a whole community to deepen friendships and to enjoy social activities. We believe that schools should be tailored to meet the unique needs of each child, rather than expecting children to conform to traditional mainstream education. Therefore, we provide a range of options, including full-time or part-time attendance. Currently, we are in the process of seeking voluntary accreditation from the UK Department of Education to guarantee the highest quality standards in online education. To learn more visit, www.m21hub.org/online-school 121 views 0 comments 1 like. Post not marked as liked 1

There has been little change in how and why we educate children since compulsory schooling was introduced nearly 150 years ago. Although the introduction of the National Curriculum in 1988 provided a bench mark for what children are expected to learn primarily through the memorising of content for the passing of tests and examinations, there have since been no other fundamental changes. It is therefore difficult to understand why given the ever increasing pace of technological advances with the use of computers, the internet, robotics, artificial intelligence and biotechnology as well as the growing urgency to protect the planet and social changes. The most obvious reason is political ideology, control and ambition and a desire not to upset the status quo for a system that has seemingly worked for so long for the benefit of the nation's economic prosperity. This is all very well but are we doing the best for the happiness and prosperity of our children who will be living and working in a world that it is becoming increasingly difficult to imagine in 2033 and beyond. There are a growing number of pioneering schools around the world that are already providing different educational paradigms that will be relevant for tomorrow's world. Whilst remaining to follow established national curriculums, these are delivered in a very different way that is student-centred and interdisciplinary where different subjects are entwined to promote self-enquiry and relevance to learning. They also foster those human skills and attributes that will become essential to compliment technology as well as sustainability and to develop learners to become global citizens. It remains the hope that these forward-focused schools supported by leading organisations that include some of the world’s most influential entrepreneurs, will be the pathfinders of long overdue educational change. To learn more about how we are part of this change, visit www.m21hub.org