In order to ensure that science emerges as one of the strengths of the school, the whole discipline underwent a complete shift.
The complete science syllabus from classes 3 to 12 has been mapped and key concepts identified. As per the guidelines given by the NCF, Environmental sciences(EVS) has been introduced in classes 3 TO 5.
For the middle school science programme, the science teachers of The Heritage School, Gurgaon and The Heritage School, Vasant Kunj are working together on their unit plans to follow common methodology and practices. The topics to be taken up from March to May have been decided and the teachers are going to attend workshops conducted by the ‘Eklavya’ group from Bhophal, to enhance their skills in ‘Learning by Doing’. Apart from this, Project based Learning(PBL) is mostly based on science topics and a grid is being prepared around it. Further, an ongoing process of inviting experts in the field of science has been put in place to enhance the skills of the teachers in the academic session 2009- 2010.
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 provide 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.
Internship
An intern is one who works in a temporary position with an emphasis on on-the-job training rather than merely employment, making it similar to an apprenticeship. Interns are usually college or university students, but they can also be high school students seeking skills for a new career. Student internships provide opportunities for students to gain experience in their chosen subject, determine if they have an interest in a particular career, and create a network of contacts.
An internship at High school is an agreement between Educational institution and a company or organization for a fixed period of time. The students agree to work for them and they agree to mentor and teach them; internships can offer valuable insight into a particular field or career. The internship can be a unique opportunity from which the students can learn about the nature of a particular job, career, organization or industry and most importantly about themselves. It would definitely develop an active and reflective learning rather than merely a passive one and this aid in grasping more of what the internship experience has to offer.
Objective behind introduction of internship at high school level are following:-
- It provides an enhancement of one’s interpersonal and practical skills.
- It helps to validate the student’s choice of career.
- It helps the student discover more about themselves.
- Also complements a student’s class related work, by linking the classroom teaching to the “Real World”.
- It develops competitive spirit among the students.
- Students develop an understanding of the working of organizations and skills and abilities required for achieving success in a particular field.
Taking up a career wherein one has no interest leads to frustration, it also involves wastage of time and energy. Getting into a particular field soon after school life should be a conscious decision made by our students and not because it was imposed on them. Wouldn’t it be great if one could get the real feel of a career before stepping into it and taking it up as “ One’s chosen field” It is here that internship plays an important role by equipping our students with real experience of working in their “ future organization”. After all, the sole aim of education is to prepare our young minds to take on the “real world to the best of their capabilities”!!!!
Assemblies
Every Monday : 2 types of assemblies
Senior Program Assembly in the amphitheatre area : It will be conducted by a chosen class of the senior 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 : 6 Days, 5 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 Experieences 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 OLEs 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 ambience of nature, Learning is quick,real and meaningful.
Effective Citizenship
Each school plays the role of a potter and shapes the future citizens of India. It fosters the virtue of “effective citizenship” through creating of awareness regarding self and their responsibility towards their community. The sensitization of the students about the problems and building in them the resolve to find ways to solve it, nurtures leadership qualities which in the long run will make them “Effective Citizens’ and “Watchdogs of our Democracy”.
National Council for the Social Studies (NCSS) believes that preparation for democratic citizenship should be part of the education of every student at every level.
According to NCSS, an effective citizenship education program ensures that:
- Civic knowledge, skills, and values are taught explicitly and systematically at every grade level.
- School and classroom management and culture exemplify and demonstrate core democratic values.
- Citizenship education is integrated throughout and across the curriculum.
- Students have meaningful opportunities to participate in class and school governance.
- All students at every grade level are provided with opportunities to participate in the civic life of their school and community.
- Learning activities extend beyond the school with the active participation of parents and the community to work with students.
- Students are provided with opportunities to participate in simulations, service-learning projects, conflict resolution programs, and other activities that encourage the application of civic knowledge, skills, and values.
- All students are provided with instruction on our nation's founding documents, civic institutions, and political processes.
- All students are provided with instruction on the people, history, and traditions that have shaped our local communities, our nation, and the world.
- Preparing students to be effective citizens is explicitly recognized as an important part of the school mission.
If the classroom functions as a place where civic virtue is cultivated and inspired, strong citizens and therefore a stronger democracy will be created.
The Essentials Forum
The Essentials Forum of the Heritage School is an endeavour to establish a common value system encompassing the various aspects that go into building a well balanced posterity. In short it advocates not just the development of the human mind but also celebrates the human spirit.
The forum proposes to delve into programs like –
- The ‘Discovery of India’ – through tours and excursions to explore the rich heritage and enjoy the cultural diversity of our land.
- The Art and Science of living – through Yoga asans and attunement to life affirmative values.
- Developing Psychomotor connections through Art and Music
- Organizing camps and events (e.g. an evening of performing Arts) for parents, students and teachers.
- Adolescents – Acceptance and Understanding.
- Delhi Diary – providing information and organizing visits to the various happenings in our city, such as ongoing festivals, exhibitions, poetry and reading, performances, workshops, concerts etc.
The Forum also proposes a code of ethics with respect to classroom conduct on issues such as –
- Labelling
- Coping with violence
- Language
- An allowance of thoughts and dialogue for the reticent.
- Dress Code
We also believe in providing an environment which helps the child develop his uniqueness and reach his full potential. We don’t believe in comparison as a means to self – growth.
Competitions sow the seeds of inadequacy and are more means of demotivation rather than motivation.
According to Howard Gardner (Author – Multiple intelligences) each individual has nine intelligences –
- Verbal – Linguistic Intelligence
- Mathematical-Logical-Intelligence
- Musical Intelligence
- Visual-Spatial Intelligence
- Bodily-Kinesthetic Intelligence
- Intrapersonal Intelligence
- Naturalist Intelligence
- Existential Intelligence
The system should recognize each child’s unique gift (intelligence) and make an effort to strengthen the other areas of intelligences. The focus is on reinforcing the child’s strength rather than exposing his weakness.
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