What learning looks like at Cedarwood
Learning & projects
Our programme is project-based, connecting traditional subjects, Maths and English, with self-directed enquiry, outdoor work and real-world skills. The central thread running through all of it is the link between knowledge and skill, with subject, connection and self at the core. Within this framework, children are supported to follow their own interests as part of their self-directed study. When a subject matters to a child's inner life, it becomes less abstract and more real — and that is when genuine learning takes place.
Areas of study
Mathematics
Maths at Cedarwood is experienced concretely before it is abstracted. Montessori materials allow children to hold mathematical ideas in their hands before moving to symbols. Real-world contexts, from cooking and garden measurement to nature patterns, make number meaningful.
Creative expression
Art, music, craft and construction aren't timetabled lessons, they're how children make sense of what they're learning: a way to explore, test and express in a way that words alone can't hold. Open-ended materials are always part of the prepared environment, ready to support whatever a child is working on.
English & Communication
Reading, writing, speaking and listening are woven through everything we do. Children are given rich language experiences — storytelling, poetry, journaling, discussion. Non-Violent Communication practices also support children in expressing themselves clearly and with emotional intelligence.
Self-directed enquiry
One of the defining features of the Montessori approach is trust in the child's own curiosity. Children have structured time to pursue topics, questions and projects that genuinely interest them. Building skills of research, concentration and independent thinking.
Environmental Studies
The estate at Seale Hayne is our classroom as much as any room. Children study ecology, the seasons, food and farming, soil science and local wildlife through direct observation and hands-on investigation. This is not a subject — it is a way of seeing.
Food growing & ecology
We are building an organic garden at Seale Hayne that will be fully integrated into our programme. Children follow the seasons, care for culinary and medicinal herbs, and explore the full journey from seed to plate, connecting food, ecology, soil science and community.
Learning by doing
Project-based learning
Projects at Cedarwood cut across subject boundaries. A term's project might weave together maths and measurement, ecology, creative writing and practical making — all held together by a real question the children are genuinely trying to answer. Below are examples of the kinds of projects children might encounter.
“Hands, Heart & Head” – Satish Kumar
Seed to plate
Following the growth of food from planting through to harvest and cooking. Connects soil science, ecology, maths, nutrition and environmental responsibility.
The living estate
Exploring the meadow and our green area at Seale Hayne, mapping flora and fauna, studying seasonal change and developing a sense of stewardship for a specific place.
How things are made
Tracing the story of everyday objects and materials, from raw ingredient to finished form. Connecting manufacturing, economics, sustainability and design thinking.
A day at Cedarwood
The rhythm of the day
Our days have a gentle rhythm, predictable enough to feel safe, spacious enough to allow for wonder. We use the beautiful grounds of the Seale Hayne estate to the full, moving between indoor and outdoor spaces in response to the season, the weather and the children's curiosity. Below is a sense of how a typical day unfolds.
9.15am — Arrival
Welcome & morning gathering
The day begins with the community coming together — a moment to settle, connect and set an intention for the morning. Children arrive ready to engage with the prepared environment, which has been thoughtfully arranged the evening before.
9.30–10.30am
Work period
The heart of the morning is a sustained, unhurried period of learning. These are teacher-guided sessions, working with Montessori materials, engaging in writing, maths, environmental studies and the arts. This is a time for self-paced exploration. and with outdoor tasks, from ecology walks and herb garden care to specialist sessions, group work and expeditions on the estate.
10.30am — mid morning
Snack & outdoor time
12.30pm
Children bring their own snack. This is a time to sit and chat as we eat together. Snack time is followed by time in the meadow, the garden or the wider estate grounds. Then we continue with work until lunch.
Lunch
1.30–2.45pm
A relaxed lunch break shared together. As the organic garden develops, children will increasingly eat food they have grown themselves — a direct experience of the 'seed to plate' journey we are building into our programme.
Food & the environment
Children bring their own snack and packed lunch to enjoy during the day. We'd love it if food could come in reusable or recyclable packaging where possible — a small and easy way for families to be part of the environmental care that runs through everything we do at Cedarwood.
As our organic garden grows, we plan to incorporate seasonal produce into snacks and lunches, made together with the children.
Afternoon programme
Afternoons are often more project-led, children focus on more self-directed projects, there are guides available to support them with their chosen work. They also have regular NVC sessions and collaborative art projects — the afternoon holds space for deeper exploration.
2.45pm — 3.00pm
Closing circle & home
The day ends with a closing moment, a chance to reflect and to prepare the space for the next day. Parents and carers are welcomed at the gate for a brief handover as part of our triangular communication approach between home and setting.