Does anyone have familiarity with how a kid who is educated in such a way might do once they get in high school where the subjects don't have any coordination?
I am fascinated by what to appears to be a no-ceilings approach. Some may say that a child in this education model through 8th grade would deeply learn to make connections. These may be connections to slices of information in other high school classes, or (better yet) connections to news, history, current events, displays at local museums, topics coming up in conversations, etc... connections to lived experiences... internal locus of control, owning one's education. Children educated in this way may also clearly grasp that there is MUCH to be learned about any subject, and that they are empowered to strive to reach for as much knowledge as they can get in each moment.
If the kid was in K the last time the learning cycle was on stars, and then it doesn't return to it before HS, that kid would have much less knowledge of stars than the kid who did that in 6th grade.
While this may be true, there may also exist the exciting possibility that the teachers possess the knowledge and the curriculum from having taught the thematic years... and may be more likely to entertain student questions and encourage student learning in areas of interest, even outside the thematic years... than an educator in a typical classroom who may be used to teaching one slice of knowledge repetitiously over the years throughout his/her career.
