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>M I'lltN I* \(iKli'- IM \I\I>KAI KR-WKDXESDAY. MARCH 16. Vcir Curriculum At MeHenry High Alternative Education...For Life Survival Skills is an integral part of the "Education For Life" curriculum. In the picture at left, two students work on rope-climbing during the physical education portion of the program. The purpose of the rope- climbing, according to instructor Marty Sobczak, is to eliminate fear of heights, which many persons have. Also, the rope climbing develops muscles and coordination. The particular rope shown was purchased for the "Education for Life" program. Regardless of the curriculum one is in, there are always tests to take. Here, two girls in the "Education for Life" program, are taking tests of different natures. Above, a girl has to show her proficiency on the balance beam, which requires the utmost in coordination, concentration, and skill. Gymnasts agree that the balance beam is the most difficult gymnastic apparatus, and the "Life" students spend much time and effort mastering the techniques of proper balance beam work. At left, a student takes a written test in comfort. Students are graded in the "Education For Life" curriculum just as students in the normal programs are, 'A' through 'F'. One of the students gripes has been that they feel there are more demands made on them than are made on other students in school. This is explained by the teachers using the "you're in Education for Life, you should know better," reasoning, a thought some of the students disagree with. The "Life" program includes students from all backgrounds and levels of ability, and is no way any sort of 'special' group of a chosen few. STAFF PHOTOS BY WAYNE GAYLORD Recognizing the individuality of students, McHenry high school East campus, has instituted an alternative to the traditional educational curriculum. The option is called "Education For Life," and involves approximately forty-five sophomores in McHenry High school. The basic premise of the option is that interdisciplinary teaching is a better method of learning, and that every student should be provided with certain skills in maintaining the home, the car, his social future, etc. Heading the option is Linda Elliott, who explained some of the benefits of the "Education For Life" program. "One of the real advantages is that it affords the chance to get students into a small group," she explained. "Lots of students get lost in the shuffle in a large high school, and it enables the teacher to keep a better tab on the student's progress, as well as affording the student an opportunity to learn skills that he can apply directly to evenday life." Subjects taught in this particular curriculum are physical education, social studies, science, English, and a subject called survival skills. Students are allowed to take other subjects in the morning, such as arithmetic or French, and begin the interdisciplinary teaching after lunch, approximately 10:45 a.m. Exactly what is interdisciplinary learning? Perhaps the best way to explain it is to give an example of it in action. Let's say the students have ai unit in science on the effects of germs. The science class studies germs under a microscope, and in English, the students write a paper on germs. Then, in history, the class studies the history of canning, and the development of the 'can.' Finally, the students would take a field trip to a cannery to actually see how the operation is done. That is interdisciplinary teaching-where the student takes his knowledge from one subject and uses it in another. A teacher in the curriculum, Pat Wirtz, explained another advantage to "Education For Life." "We had a 'mock' election in social studies," he began. "With the flexibility we have, we were'nt bound by time to just one class period We were able to take the entire afternoon." "If we take a field trip, it just isn't a 'science' field trip," Wirtz added. "All the subjects tie in." Wirtz also noted that in English class, the students must keep a daily journal, thereby applying what they learned in other classes to the skill of writing. Besides the interdisciplinary teaching, another part of the "Education For Life" option that is different from the ordinary classroom is that "hands on experience" is a major part of its philosophy, and actually taking part in field trips and other activities is a large part of the learning experience. Financially, the option is hard to beat. There is no cost to the school district in terms of extra material or extra time. The teachers are teaching in their regular classes, and are also devoting portions of their free time, ratio-wise, to the option. The "Education For Life" curriculum is the brain-child of assistant principal at East campus, Donald Seaton. i really started thinking about it in 1970," Seaton explained. "This is the first year of the program in operation, and one year is not enough to do everything. "Hands on experience, doing things, is the key to the curriculum," he added. The option has run into a few problems in this, its initial year of operation. "But that's to be expected of anything in its first year," Wirtz said. One of the students' complaints has been, that teachers in the "Education For Life" curriculum demand more of their students than other teachers do. That, and the fact that during the second quarter of the school year, the students didn't actually do anything outside the classroom, has contributed to the fact that applications for the option for next year are down significantly Indeed, mistakes have been made. But, hopefully,they have b$en corrected. The "Education For Life" students are extremely #ell known to the teachers involved, and the cooperation bet students and teachers has been one of the strongholds of program. - - "I feel closer to the kids now," Wirtz said. "Sometimes they look at you not Just as a teacher, but as a person. "But, sometimes," Wirtz added, "you become one of the guys instead of a teacher." Wirtz also noted that there was a problem getting students into the curriculum because their parents want them to go to college. The stigma associated with a different curriculum has always been that it is for 'dummies,' Wirtz said. But that isn't true at all. In fact, the students in "Education For Life" may learn more than the normal curriculum offers. Certainly the students do more writing, having to add to a journal in English daily. There is a bit of irony in all this. While students are now learning progressively, i.e. modern theory, "Education For Life" students are returning to basics. But the step back into the past just may become the wave of the future. At right, a student in the program works on the trampoline, developing coordination and confidence. During physical education class, "Education For Life" students have gone canoeing, and plans are being made for bike hikes, and other unusual activities. Instructors are also in the process of developing an obstacle course for the Survival Skills unit. The obstacle course is being constructed, pending an insurance okay, through the donations of time and supplies from various individuals and businesses. It will be constructed behind East campus, within easy access of the students. Survival skills also encompass units in car repair, proper etiquette, and how to use the subway system in Chicago. The instructors are also planning some overnight camping trips to get the students accustomed to surviving on theic own for a period of time without the usual modern-day conveniences. The classroom used for the "Education For Life" program is unlike the other classrooms in the school. The students sit together at round tables, suitable for discussion, and small group work, both frequently done in this program. Here. English teacher Ted Novak discusses an assignment with half of the "Life" students. The wall on the far right can be removed, creating a huge classroom when all forty-five students in the program are together, for a movie or lecture, for example.