Tinkuy is not a school. In order to implement a truly innovative model in Peru, we have to work as a homeschool alternative, which is recognized in the General Education Law as well as by Ministerial Resolution since 2006. Since we are not a school, that means that if you choose our services, you are withdrawing your child(ren) from the formal system and taking on the responsibility of guaranteeing their right to education. The families who do this are those who are convinced that their children will receive a better, more relevant education outside the traditional system than within it. Is that the case for you?

Tinkuy works with US University Pathways, a program that allows our Pumas to certify basic education from Kindergarten through grade 12 (K-12) in the United States. This is a diploma that is valid and recognized worldwide. The program not only offers certificates that are validated with the activities that the Pumas carry out in Tinkuy, but also provides access to complementary software and courses to be developed by each Puma at their own pace and autonomously. Participation in this program from Middle School onwards through Tinkuy is voluntary and has an additional cost, which can be waived with the commitment of the Puma and family to help build an ever larger and stronger learner-driven community.

In addition, as part of the Acton Academy network, Tinkuy is accredited by the International Association of Learner Driven Schools. This gives us recognition internationally.

Tinkuy does not issue official certificates recognized by the Peruvian Ministry of Education. However, in Peru, it is possible to validate independent studies at any time. According to RVM 094-2020-MINEDU the student or family has to request the procedure directly to any school. In turn, the Evaluation Working Team of the school plans and carries out the assessment, and then prepares a report (Acta), based on which the school issues the certificate for each grade the student was assessed on. Those documents are sent to the UGEL.

To transfer to a regular school, a placement assessment is requested at the destination school, which is usually free of charge and all schools are authorized to do it.

The Pumas direct their learning:

• We have guides, not teachers.

• We have multi-age studios, not grade-level classrooms.

• We have portfolios and exhibitions, not grades or tests.

• We have contracts and commitments, not rulebooks.

• We have Socratic discussions, not lectures.

• We build a program for pursuing you calling and excellence, not mere compliance with curricular standards.

• We have self-paced learning, not a standard program.

• We have adventures, real-world projects and apprenticeships, not assignments

You don´t have to "teach" them at home. Your children participate with autonomy in Tinkuy's activities on a regular daily schedule that is enough to meet their learning needs. If they wish, they can continue to work on whatever they are passionate about outside of that schedule, on their own. Parents do not need to sit and study with their children, much less teach them.

The important thing is that you take an interest in what they do, talk to them daily about what they are learning, what they like and are passionate about, what they find difficult and frustrating, their discoveries, their emotions, their goals. It is important that you set up a goal plan together so that they take your expectations into account when organizing their learning. They are responsible for their learning, but you are the responsible for providing their education, the one who finances it and chooses the best option. You must communicate effectively with your children.

Although we are not organized into traditional grade levels, we currently serve children ages 3-14 in two studios: Spark (3-6) and Discovery (6-11). We are currently accepting applicants between the ages of 3 and 10. In the future, we will open three new studios for older and younger children: Agora (11-14), Launchpad (14-17), and Explorer (1-3).

We respect and incorporate the philosophy of Maria Montessori, but we are not a Montessori program. We apply the best of Montessori: multi-age groups, freedom with limits, long blocks of autonomous work time, learning through discovery, freedom of movement.

We go beyond it in three key ways: using the best of 21st century interactive learning tools (e-learning), adopting the Socratic method as a way to stimulate critical thinking, and integrating more opportunities for group work, interaction and self-governance to strengthen a wide range of social and emotional skills from a very early age. We also use game- and project-based learning. 

No. We do not promote any specific religion but we do foster respect for religious freedom and diverse forms of spirituality. We do not accept that the religious beliefs of some restrict the freedom of others. If you align with the #conmishijosnotemetas movement, then Tinkuy is NOT for you, but by now, you've probably figured that out.

We believe that children learn best when they work with younger and older children rather than being divided into groups based on age alone (something that only happens in schools, not in real life). In addition to an individualized plan, Pumas of all ages work together in groups and projects.

At the heart of Tinkuy is our commitment to serving our Pumas and receiving transparent feedback. That is why we ask each family to participate in a weekly satisfaction survey, in which we ask them to rate us on a scale of 1 to 5 on how well we deliver on our promises. We then share the results with the community. These surveys are our most important metric of success in our learning community.

Tinkuy is committed to creating a peaceful and safe learning environment designed to promote the continued development of our Pumas. A Puma who chooses to recurrently harm others or abuse their power, chooses to no longer be a part of Tinkuy. We honor that decision immediately, even if it is in the middle of the year. A Puma who owns up to their mistakes, asks for forgiveness and changes, is welcome back into our community.

There is a ZERO tolerance policy against abuse and violence against children by adults, in whatever role. We work with families to eradicate parenting practices that are not respectful towards children (yelling, insults, hitting, sarcasm) as these are not compatible with our approach. Our staff has clear limits and constant supervision on how they treat children, from the language used (no sarcasm, ever), to the physical approach for emotional support, to the application of firm limits in case of danger, among others. Our Policy against Sexual Violence establishes 12 institutional commitments to act against sexual violence so that the whole community knows the limits, expectations, procedures and actions we take to prevent it and the importance we give to it as an institution.

At the base of all contracts is the Code of Honor, which outlines the boundaries that should not be crossed, and the consequences of doing so, as well as the opportunities for redress. These are few, ideally 3 to 5, but they are the "hard limits". For example:

1. I will not intentionally inflict physical or emotional harm to another person.

2. I will not bully, harass or invade the privacy of my fellow Pumas.

3. I will not lie, steal, or cheat.

4. I will not betray the freedom I have earned.

Explorer has "guardrails", which are simpler but equally important limits (I take care of myself, I take care of others, I take care of Tinkuy). They also have the "Hero Code", which highlights physical violence (punching, kicking, biting) to work on in a special way with the Pumas and their families.

Pumas set daily and weekly goals for their Core Skills in coordination with their guides about what they want to achieve. Short-term goals allow them to achieve medium and long term goals. These should be SMART (Specific, Measurable, Achievable, Relevant and Tough).

In deciding their goals, the Pumas assess whether or not they meet these criteria. They also set SMART goals for learning to be, based on the feedback they receive from their peers (e.g., "I've been told I talk and distract a lot in Core Skills, next week I won't interrupt anyone once during Core Skills").

There are more and more online tools for self-learning, and they are becoming more user-friendly, versatile and stimulating. This allows Pumas to work at their own pace in math, writing, reading and English. Discovery Pumas use these apps for about two hours a day to develop their Core Skills, and the rest of the time is spent on stimulating, fun, challenging project-based learning or elective courses. We use Google Chrome as the operating system, and each student is loaned a Chromebook for independent work in the Studio. Spark Pumas share Chromebooks to familiarize themselves with Discovery work and prepare to move on to that studio. They do math and English on age-appropriate apps.

The year is divided into seven sessions of 4 to 6 weeks each, separated by a week's break between sessions, fifteen days on Fiestas Patrias, and a long break between December and January.

It is well known that the brain unlearns if it does not use what it has learned. That's why when students in traditional schools return to class after a vacation of several months, they don't remember much of what they learned the previous year and it's hard for them to get back into flow (just like when you stop going to the gym for a long time). In addition, it is a problem for many parents when their children have long vacations they cannot enjoy together. 

If a family decides to travel at a time other than breaks, the program is designed so that they can always continue their learning on their own or resume when they return, because they will not have missed out on any "units", as is the case in traditional schools. We firmly believe that family travel contributes to learning and personal growth.

Our day is divided into Core Skills work, Quest work, Writer's or Genre workshops, Socratic discussions, and art, music and sports workshops distributed evenly throughout the week. Schedules vary by Studio, coming in between 8 and 10 am, and leaving between 12:30 and 5 pm. or staying for enrichment activities they want or need (for an affordable additional cost).

At Explorer, the children start the day playing freely for three hours, arrive and join a quiet individual playtime in the studio, in which each child works autonomously, in silence, with concrete materials to develop literacy, graphomotor and math skills. When they want, they go out to play freely in the garden. After a community snack, workshops follow (art, music and Taekwondo), and on Tuesdays and Thursdays it's time for Nano Quest, which is an adaptation of Discovery's Quests, prioritizing imaginative play, creativity and sensory exploration. They end the day by tidying up and cleaning their studio, and telling a story in the goodbye circle.

At Spark they gather in the welcome circle to greet each other, tell each other how they are doing, and see what they will be doing for the day. Then they begin their individual quiet play visiting the different "islands" of their journey (math, reading, writing, English, art, practical life), also for about three hours. After an hour of free play and snack, workshops follow (music and Taekwondo) or Mini Quest, which is also an age-appropriate version of the challenges and themes worked on in Discovery Quests. At Spark the Pumas have imaginative playtime (make believe playtime), focused on developing self-regulation and imagination through role-playing. They close the day cleaning their studio, and talking about their day.

In Discovery, Agora and Launchpad the day begins with a Socratic provocation and discussion relevant to the session we are on. Then the Pumas work independently and at their own pace on the Core Skills of reading, writing, math and English. In Agora and Launchpad they do Genre (writing in different literary genres). Then they participate in music and Taekwondo, or in Civilization discussions. After some free time for lunch and play, they start the Quest, working in teams, competing and collaborating. They close the day cleaning their studio, and talking about their day.

In Launchpad the Pumas will spend part of their time outside of Tinkuy in apprenticeships, volunteering, starting their own businesses and pursuing their dreams. 

Independent work focuses on the Core Skills of math, reading, English, and writing. These comprise the basic toolbox that our young heroes need to master for lifelong learning. Other areas are developed in depth through Quests or specific learning sessions, such as writers' workshops, in which the Pumas find and develop their own style in different literary genres.

Math skills. Basic math skills can be developed through a number of adaptive programs such as Prodigy Game, Khan Academy, IXL and such. Since it can be overwhelming for dads, moms, and guides to track individual progress in various software, Pumas can use any of them to learn, but should proof their skills in Khan Academy.

Enjoy reading. Our goal is for our young heroes to love to read. We don't assign books or readings, but allow the Pumas to start with whatever they enjoy and are interested in. Over time, they naturally begin to read more and more difficult books, if the subject matter interests them. We encourage them to keep a record of what they have read and recognize them when they recommend a book to a classmate and convince him or her to read it.

Experiment with forms of communication. Our main emphasis in communication is on writing, but the Pumas will also experiment with presentations, infographics, video, photography, speeches, proposals, and many other forms of communication. Most days they will write at least one page in their blog, which they may periodically share in a journalism contest. The journalistic question of the day is usually chosen by the Pumas themselves, and will have some link to a Core Skills goal, a Quest, or an issue involving our learning community.

Young learners collaborate and sometimes compete in a series of real-life projects, integrated as games. Each Quest lasts five to six weeks (one session) and involves a series of interactive and social group challenges, connected by a narrative and leading to a showcase of completed work. They are designed to develop 21st century skills and create something useful for oneself, the community or society. Through the Quests, science learning is developed, applying artistic, reading, writing, math and English skills. In Agora and Launchpad, the Quests are associated with a Genre (writing challenges) that is also worked on daily. For example, if the Quest is Medical Biology, the Genre consists of writing a medical research project proposal.

Les guides offer: (1) a narrative, using Socratic discussions, decoration, role-playing, etc.; (2) a series of challenges, with weekly goals; and (3) game rules and scoring. Cougars lead their Quest while their guides step back and watch.

An important part of Quests is that almost all have some way to measure and monitor results in a way that closely mirrors the real world. For example, if they are going to build a bridge, costs are calculated based on the time and materials required; benefits are calculated based on the estimated useful life of the bridge (how much weight/traffic it will hold and for how long); and aesthetics will be based on feedback from citizens or by a panel of experts.

Through special blocks of time, as well as integrated into the Socratic Quests and Discussions, young heroes develop competencies integrating history, geography, social studies and economics. The overarching question form civilization is, "How can lessons from the past help us make decisions in the future?" Our heroes explore why some civilizations rise while others fall, investigate the reasons behind turning points in history, and study the women and men who made difficult decisions. All this both in Peru and around the world.

Each year, there is an overarching question that also helps them understand the decisions past heroes had to made, their own role in society and the times we live in. This year´s Overarching Question is “When does a Hero submit to authority?”. Through projects and challenges, our heroes will ask themselves when -for the greater good, for peace or for justice- do they yield to the tribe, to society, to agreements, or to their leaders, and when do they question, rebel or contest what they feel is unfair, unjust, abusive, excessive or out of control.

Pumas experiment with entrepreneurs, scientists and community leaders to develop their talents as they find their calling. Launchpad Pumas spend part of their time working off-campus, in volunteer programs, labs, universities or companies, in areas that excite them or spark their curiosity. We help them select programs and mentors carefully to ensure a valuable, enriching and safe experience. Your mentors will be leaders in their field, with a vocation to share their experience and love for their work with new generations.

Both Tinkuy and the National Curriculum for Basic Education (CNEB) have a competency-based approach. We believe that our methodology is perfect for ensuring that Pumas master the competencies of the National Curriculum and much more, but we approach our own model through Badges that certify mastery of Learning to Learn, Learning to Do, Learning to Be and Learning to Care goals, which are expected to be achieved at each level of the journey in Tinkuy.

Our guides are bilingual in English and Spanish. English is part of our Core Skills but is also present in many of the activities we do. In order for our Pumas to be fully autonomous in their learning, they must be able to understand and express themselves in English, and thus take full advantage of the various tools and adaptive software available today. We introduce English as early as Explorer with games, songs and dialogues that allow them to acquire vocabulary and accustom their hearing. At Spark, the guides use English regularly in launches, closes and during quiet play, and we also use software in English that offers math, logic and vocabulary games (Khan Academy, Khan Academy Kids, Duolingo).

From Discovery onwards, the environment is mostly English immersion, they work with Duolingo, NoRedInk, and Spelling City, and use Khan Academy in English. The launches and closes of the day, and the Quests videos are in English. Civilization, Writers' Workshops and Quests are in Spanish.

Yes! Children have a variety of opportunities to work with art materials and participate in music education. We believe that involvement in the arts positively impacts learning in math, science, reading, cognitive ability, critical thinking and verbal skills. Exposure to art and music can improve motivation, concentration, confidence and teamwork.

We incorporate the arts into each Quest as well (e.g., designing art for a game or web page, dramatizing a situation) and also schedule separate time for exploration of music, visual arts and theater.

Developing a lifelong love of health and sports is important to our program. We offer yoga and Taekwondo, sports that stimulate concentration, discipline and balance between thought, emotions and body.

Tinkuy's goal is for Pumas to take responsibility for doing their work and achieving their goals. We encourage parents to ask their children about their projects and goals to promote communication. In addition, we offer real-time feedback on their child's progress through the Tinkuy online platform, created exclusively for Tinkuy Pumas. 

The tracker is used for all studios. The guides (in Explorer and Spark) or the Pumas (in Discovery, Agora, Launchpad) update the app daily with the work they have completed. At the end of each session, Pumas take home their individual portfolios to showcase their writing, project work, and overall accomplishments. In addition, they create a virtual portfolio with writings, videos and photos of their work and reflections. Parents have access to all the software their children use and can see in real time the competencies they are developing. The Quests end in a tangible public Exhibition of what they learned.

The responsibility for progress rests with each Puma. Both guides and parents can know exactly what a Puma is learning. This allows progress to be monitored and areas of difficulty to be identified. Guides offer guidance, encouragement and equipment to Pumas when they find them struggling and offer them choices to move forward. Multiple opportunities for collaboration, for example, in communities of editors, Civilization discussions, and math games, allow Pumas to learn from each other and strengthen their skills by helping each other. This results in us having a much higher mentoring ratio than any conventional classroom. The Puma chooses to be distracted or focused, to give up or persevere, to rely on a victim mentality or act as the hero of their story.

Not everyone is ready for the tremendous responsibility of a system like Tinkuy. In some cases, monitoring systems reveal the need to provide a Puma with specialized support, and in this case their Guide alerts the family to seek that support.

A lot. Much, much more than in a class that is in lockstep. At Acton Academy, on average, your Pumas are 3 to 5 grades ahead of what would be appropriate for their age. There is no upper limit, as there is in a traditional school, where the units for each grade are counted. But there are minimum requirements.

Our promise is that the your child will be well prepared for any selective university in Peru and the world. However, many universities still put too much weight on standardized tests, which are easy to master once you learn the tricks. But when your child gets proficient at test-taking, their portfolio and critical thinking skills will be an important complement to their application, especially abroad. Most importantly, they will be prepared to shine in the real world, regardless of whether they choose to go to college full time, part time or another route. 

We believe that all children have the capacity to lead their own learning, specially if they developed autonomy and self-regulation in their early childhood. Thus, children who join in Explorer have greater chances of success later on, because the foundations for independent learning are laid out early on. 

Pumas who come to Tinkuy from traditional schools first need to adapt to the new freedoms Tinkuy grants them. Not every child is equipped to manage their learning responsibly.

The Pumas who thrive are the ones who have the unconditional support of their families and who are allowed to fail early, cheaply and often enough to learn from their mistakes and take responsibility for their decisions.

Those who struggle the most in Tinkuy Marka -and eventually do not thrive- are those who are raised without clear boundaries and do whatever they want, as well as those who cannot make any choices because everything is decided for them. Neither extreme fits well with Tinkuy Marka: those who when they make mistakes are punished harshly or get away with it without facing any consequences; those who do not experience frustration or grief because their families shield them from any inconvenience, and those who are constantly frustrated and suffer because they do not feel looked after or listened to by their parents. Children who have a hard time at school are not going to solve what is causing their pain just by switching to Tinkuy. If they do not receive professional psychological support to heal the wounds of the past, they will not thrive in Tinkuy either.

At Tinkuy Marka Academy we only accept families who are fully committed to the independent learning of their children, who trust them and are excited about the idea that their children's learning is geared towards the pursuit of their calling. Families that model for their children the value of effort and hard work, the importance of honesty and respect. Families that fulfill their commitments and participate. Families who are proud of who they are and who value being part of a diverse community. Families that teach their children to accept and respect everyone, whatever their gender, social status, ethnic origin, abilities, religious beliefs, or sexual orientation.

We believe in inclusive education and are preparing to serve children with disabilities. We believe that their integration into our learning community it benefits everyone. We are a program designed to cater to diversity, and we believe that we provide a nurturing environment for children with some disabilities to reach their full potential. We carefully balance the needs in each studio to ensure that these benefits are achieved, and we are always transparent about our capacity to serve them well.

We work hand in hand with their families to ensure that these children have the support they need, both inside and outside Tinkuy, to make the most of their learning. Unfortunately, we are not equipped to serve children who require very specialized or personalized care. 

If your child has a disability and you would like more information to help you decide, you can review this document.

Tinkuy is an emotionally and academically demanding place for children and families. We accept children with a great diversity of characteristics, conditions and needs, but we are not the best choice for every one.

Culturally, we are very different to what most adults and children in Peru are used to. This demands adjusting and questioning the way we raise our children and relate to each other. Not everyone feels comfortable or has the disposition to carry out this radical cultural transformation.

This is why we take great care in the audition process to ensure that, while maintaining diversity and inclusion, the children who join our community are able to thrive in an environment of autonomy, responsibility and freedom and will be able to receive, through this, the education they deserve to reach their full potential.

Many of those who come to Tinkuy do so thinking that because it is a different place we will be able to care for their children who have had bad experiences in other places, or who find it difficult to adapt to school environments. Unfortunately, if a child has not been able to adapt to school, it will be even more difficult for them to adapt to Tinkuy. That is why in the past year, only 1 in 10 applicants were admitted, even though we have available spots.

What matters is making sure that each child finds the place where they deserve to be, and if this is not Tinkuy, it is better to know it beforehand.

We are here. We moved to 1510 Reducto Avenue, Miraflores, two blocks from Melitón Porras Park. 

We plan to grow gradually until we reach the end of high school. Each site will house a maximum of 100-120 Pumas, depending on capacity. We will open as many sites as needed based on demand. Our goal is to offer learning spaces close to your home, so that your children do not spend hours in traffic, and thus contribute to the reduction of commute and traffic in Lima. We will establish a careful growth plan to ensure that the educational experience is true to our mission, and that our promises are kept.

Our admission process is through our website. Click the button below to start your application.