Yearly Calendar
The following events will be a part of the calendar.
- Sports
- Outbound Learning Experience
- ASSET
- Parent Orientation
- Parent Teacher Meetings
- Navras (Ballet)
Timetable Structure
Timings: 8:00 am – 3.00 pm
10 periods in a day i.e. 5 X 10 = 50 periods per week
Each period = 40 min except 9th and 10th which have a 30 min duration.
2 breaks :
Snack time immediately after the sports period
Lunch time from 12.50 – 1.20
Sports
PHYSICAL EDUCATION: Sports and games are essential tool for the over all development of the children in school. Children who participate in sports demonstrate better concentration and lead happier lives.
Sports activities are not only beneficial to ones health but raises self esteem and self confidence. With sports. children joyously learn while remaining physically fit.
Various sports programs teach important conflict resolution skills including team work fair play and communications. It breaks down the geographical and racial barriers.
Sports in itself is a complete language.
Project Based Learning
Work is considered productive if there is a useful and meaningful outcome. Projects are long term, problem focused, and meaningful activities that bring together ideas and principles from a number of subject areas. The purpose of a project is to develop a child’s ability to do, think and relate through a medium of productive work. The idea is not to train the child for a vocation but to develop the capacity and skill to create, generate and solve real life problems. The objective of project based learning is to engage children in diverse kinds of productive work chosen from their real environment and making these work as a medium of teaching and learning.
Working on projects provides the much needed relevance and meaning to the whole education process and making connections with the social, political, economical, natural and physical environment of the child, which will enable him to understand and transform more complex systems later in life.
Working on a real work project with work experts and professionals in a real workplace and setting gives the child a better understanding of both Learning and real life i.e. Learning about life from life.
Integrated learning also happens through these projects. In real life, problems can’t be classified as physics, maths or history problems-rather we have to apply principle from various disciplines to solve life problems. So project work assignments help us to learn in an integrated manner. so it is not only a medium of teaching and learning but also leads to integration and balance of learning through head, hand and heart, which is miserably lacking in the present context. It is a balance engagement of doing things with hand, reasoning and applying cognitive skills, and emotional engagement, leading to the development of the child’s capacity to do, think and relate.
Providing opportunities to learn through diverse work assignments chosen from real life context of the child during the twelve years of the child helps the child to discover his strengths, preferred learning style, the way he/she relates to things and people and how to leverage them. This leads to real freedom- because real freedom comes when we understand self in context of the real world. And development of life skills like planning, problem solving, working in teams leveraging diversity, economic sense etc truly empower a child for life long learning. The child develops not only competencies and life skills but also the mindset of creations and possibilities –leading to an attitude “I Can” and which generates true confidence. And by working in small teams a child can understand the interdependence and interrelationships of life i.e. in the goodness of all lays the goodness of mine which leads to real understanding of peace and sustainable development in the society.
In the whole process of teaching and learning through productive work, teachers work more as a designer and a facilitator of the teaching learning process rather than the sole source of information and knowledge. The knowledge is co-created in the process of working through the productive work and children also feel the ownership of the created knowledge. The active participation of the children and teacher leads to multiple perspectives and understanding being generated, which leads to less dependence on teachers, textbooks and more validity to knowledge ,resources and insights available in the community and its people.
Designing a simulated experience does not engage the children and neither their learning is concretized –because real knowledge insights reside in the community network and relationships which can only be tapped while working with the community on real issues and in real context. We can’t get community and its insightful wisdom to the school because it is very vast, dynamic and subtle. The only option is to go to the community and make teaching and learning processes a part of it.
Teaching through projects is not a new idea. Project based learning has been tried before but they have been thought of as too difficult to implement as basic teaching skills. Our own experience on the other hand, shows that when carefully thought of, projects are manageable and educationally effective.
Assemblies
Every Monday : 2 types of assembly
Middle Program Assembly in the amphitheatre area : It will be conducted by a chosen class of the middle program on a rotation basis.
Flow of assembly
- stretching exercises
- meditation
- school prayer
- reflection on the stanza of the prayer sung
- idea roll call
- class presentation : Maximum number of students of the conducting class, will present their ideas, opinions, suggestions etc on the topic.
- presentation of work done in classes ( subject and activity)
- announcements and birthdays
- national anthem
- dispersal
March Past assembly in the field
Flow of assembly
- stretching exercises
- march past
- national anthem
- dispersal
Outbound Learning Experience
Proposed duration of OLEs : 5 Days, 4 Nights
We believe that "Real Learning " takes place in " Real surroundings". Everything cannot be learned from books or lectures. We all learn through experience - for example When we burn ourselves we learn to avoid heated objects. With this objective in mind, we have included Outward Bound Learning Experiences as an integral part of the curriculum for all our students in the academic session 2009-2010. Our students need space, freedom and challenging environment to discover and explore their " Real self", and take out the best within themselves. The modules of OLE are designed such that it will bring a paradigm shift in the attitude of the participants towards Self and others.
The learning sessions under a tree, beside a river or while climbing a mountain will remove boredom and facilitate learning in group dynamics, team work, Leadership skills and create a new and productive bonding among the students and the teachers. Last but not the least, is the fact that OLE's focus on all that nature offers and its study through keen observation of River , Mountain, desert , village settlement. OLE gives a magic wand to the teachers to clarify difficult concepts that they could never do within the four walls of the classroom. In the scenic ambiance of nature, Learning is quick,real and meaningful.
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