1. VAST — learning and teaching scaffold
VAST names how we define and teach “soft” skills for success: Values, Attitudes, Skills, Trust. The point is to future-proof learners by doubling down on human traits—creativity, empathy, insight, wisdom—that machines do not replace. We teach, exemplify, and amplify those traits explicitly.
The model is intentionally shown as a flower: bloom times differ; growth is developmental and personal. The school resists age-cage racing (“behind”, “level”, “catch up”) and instead reinforces that it takes a community—the soil matters.
Traditional schooling often foregrounds outcomes-based attainment. Outcomes have merits for planning and monitoring, but a fixed fixation on standards is not the same as quality learning. VAST shifts emphasis to capacity: not “arriving at a level” but the learner’s conscious intention to grow—self-growth as the heart of education (Dewey: enhance capacities so we are not reduced to tools).
The scaffold is graphical and public for the community; elements are revisited across terms, semesters, and years.
Values — “new 3Rs”
Respect, Responsibility, Relationships — ethical foundation (see Values page for nuance).
Attitudes for success
Eight attitudes (leaves): Confidence (initiative; failing forward), Openness (curiosity; openness to change), Resilience (flexibility; growth mindset), Excellence (effort toward personal best). 4Ps: Passion, Patience, Positivity, Perseverance — each with deliberate pedagogical meaning (e.g. patience as slow learning and reflection; positivity tied to gratitude and service; perseverance and “grit” with growth mindset).
Blockers
Negative attitudes are named as blockers—anxiety, obstinacy, arrogance, over-dependence, mediocrity, apathy, impulsivity, self-doubt, etc.—so staff and learners can recognise and work with them honestly (paired in teaching with each positive attitude).
Skills
Eight focal habits: Responsible risk-taking (challenge by choice; comfort → growth), Organising (time, goals, control), Questioning (Socratic inquiry vs didactic recall), Thinking (critical vs creative moves), Purposeful practising (feedback, memory strategies), Communicating (incl. listening vs waiting to speak), Collaborating (structures), Synthesising (discernment in an information-rich world), Creating at the centre—innovation and authorship of learning.
Trust
Relational conditions that allow risk, reflection, and honest growth across the model.
2. Holo lens — holistic planning
Formative teaching expands divergently and responds to personal need; learning is like weaving—enough tension to hold pattern, enough variation for diversity.
Three threads: (1) Connections — integrated work through KeyStone themes in a large block; (2) Concepts — English, mathematics, science, technology for mastery; (3) Context — on- and off-site experience so learning “makes sense” in the real world. Aim: the “aha” moment. Learners are known: design honours what each person brings.
Interest-based learning: educators complement interests and skills while attending to beliefs (values, attitudes, experience). Interests sit at the centre; beliefs are internal; skills are external demonstrations of intent.
Four domains in learning design: EQ (e.g. self-awareness, regulation, empathy), IQ (working memory, reasoning, processing), PQ (motor, physical proficiency), XQ (expressive arts, media, performance).
EQ + IQ are internalised—how we think and feel; often only visible if we choose to show them; space for contemplation (“spiritual” in a broad sense). PQ + XQ are external in social context—powered by confidence and skill; often read as “talent.”
Using the Holo lens supports learning designers: lessons that genuinely touch all four domains tend to be engaging.
3. Cognito lens — critical & creative thinking
Overlay a timeline onto the four Holo domains to scaffold deeper cognition; place something to investigate at the centre.
Past: etymology; history and evolution of the object or idea.
Future: technology trajectory; consequences, sustainability, resources.
Micro axis: individual design and constituents; materials and construction.
Macro axis: collective packaging and markets; relationships, manufacture, transport, energy (adapt for natural vs manufactured; compare and contrast).
Use in social groups so conversation surfaces attitudes, biases, and misconceptions. Outer frame: Knowing, Being, Belonging, Becoming — past strengthens knowing; micro deepens respect for each being; macro situates belonging; future orients becoming.
4. Organisation of time
Time is space — intentional structure improves pedagogy. Living School uses two semesters, each with three six-week terms. The first week of each semester is orientation; the last week is revision — together these are The Challenge, foregrounding growth beyond comfort and building capacity in EQ, IQ, PQ, and XQ (aligned with Holo and VAST).
Between terms: breaks include dedicated professional development days for collective planning and craft. Rituals mark international/national observance days. Community programs extend before/after school and holidays; the long December–January block can host visitors.
The timetable may shift with seasons (e.g. later starts in winter when light and adolescent sleep patterns warrant it); unstructured play is protected daily.
Artisan (middle school): later start can pair with a before-school program; community specialists offer eclectic courses aligned to KeyStone themes—interest-based pathways and optional costs where appropriate.
5. Assessing VAST capacity
Assessment, from Latin assidere — to sit beside. If we teach human traits, we evaluate how each learner flourishes and reflect on our teaching.
VAST is qualitative: observation, dialogue, judgment in social contexts. Assessors need shared understanding—professional learning is essential.
Challenge Week offers diagnostic experiences across EQ/IQ/PQ/XQ and builds relationships. Revision week supports summative reflection on VAST. Formative opportunities sit in every term, week, and lesson.
Radar / spoke charts can plot capacity over time; the vertical axis may carry engagement and creativity. The chart is a flag for conversation, not a percentage or level—student, teacher, and optionally parent judgments can be compared and tracked over time (Bruner: education widens views and strengthens the will to explore).