To inculcate a love of learning
Learning Corners based on Domains of Development
To empower the child to make their own choices and decisions
Developmentally appropriate practices - Curriculum planned is age appropriate.
Discovery of the world - Aesthetic and Creative Expression -Language and Literacy - Socio-Emotional Development - Motor-Skill Development & Numeracy.
Project based learning develops children to be thinkers .
To provide age-specific experimental learning to promote optimal growth and holistic development
To respect the needs and rights of the child
Thematic study help children understand concepts clearly and hence the whole curriculum is structured into ‘themes’.
To provide an inspirational environment of creativity, curiosity, inquiry and exploration
‘T is for Themes’ is a specially prepared set of books for Junior Kindergarten and Senior Kindergarten.
‘T is for Themes’ introduced in 2009 has been upgraded to suit the recent universal curriculum.
For the Junior Kindergarten there are a set of two books: a Picture book and an Activity book.
For the Senior Kindergarten there are a set of four books: a Picture book, an Activity book, an English Workbook and a Math book.
The picture books are highly colourful and informative. The activity books cater to the skills needed for school readiness. The activity books, English Workbook and Math book have tear off sheets so that the teacher can file them easily.
The earlier editions have been a great success with the children and teachers.
The books are specially designed for the purpose of developing pre-reading, pre-writing, pre-numeracy, creative thinking and reasoning skills.
Ongoing assessment is an integral part of the learning and development process of school programme, to know the extent of understanding of the children and to know what to do next.
‘Assessment is not just to find child’s weakness and inabilities, but also his strengths and competencies in all areas of development.
A Portfolio is a purposeful collection of a child’s work illustrating a child’s effort, progress and achievements. The Portfolio is intended to display the individual character and ability of a child over a period of time. In a Portfolio core developmental items are designed to show the growth and the quality of work expected from the child over time and across the curriculum.
Good – quality documentation can assess the child’s progress over time
The assessment is to be in five stages Stage
I June Entry Stage
II August First Midterm Stage
III October End of First term Stage
IV December Second Midterm Stage
V March End of the year
TRYING - The skills, knowledge, behaviour or accomplishment described by the checklist item is yet to be demonstrated
IN PROCESS - The skill, knowledge, behaviour or accomplishment described by the checklist indicator is emerging and not consistent
PROFICIENT - The child reliably demonstrates the skill, knowledge, behaviour or accomplishment described by a specific indicator
A child friendly assessment helps the teacher and the parents understand the child’s interests and talents. This is not merely a record of the child’s academic achievement, but also the reflections of his/her development of sense of self and understanding of the world, which requires credit and encouragement. The continuous and comprehensive assessment helps to reflect and evaluate the all- round potential of the child. A portfolio is maintained with the child’s achievements.
Indoor and outdoor space of the school
The physical arrangement influences the emotional climate of the class
It also affects children’s learning and their well-being
Children should feel that they are respected
Must have learning goals
It refers to the emotional and social aspects of the environment
Helps children be engaged intellectually and socially
Build positive relationships with others
Regulate their behaviours
The time and space for activities such as routines and transitions between activities
Children need sufficient time for play, individual and group work
Teachers need to decide how to effectively and meaningfully use the time that children spend in school
The six learning areas are:
Aesthetic and Creative Expression
Discovery of the World
Language and Literary
Motor Skills Development
Social Emotional Development
Clearly defined learning centre
Easy access to material
Variety of learning material
Freedom of choice
The ample open space in the premises provides opportunities for vigorous movement and free play. It is equipped with essential play materials and colourful slides, swings, a jungle gym and seesaws that enhance physical motor skills. A sand pit is provided in a secure enclosure to encourage the child to engage in physical motor activities and socio-dramatic play. There is plenty of space for age appropriate games, exercises, drama, yoga and dance and music.