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C.B.S.E Affiliation No:C.B.S.E/AFF./2730315
Class Teacher Parent Meeting (Pre- School to XII) more...
11 May 2013
Special Assembly on ''Respect in its diverse forms '' more...
09 May 2013
Special Assembly on ''Teamwork'' more...
06 May 2013
Special Assembly on 'Masks that we wear in daily life' more...
02 May 2013
Special Assembly on 'Friendship' more...
30 Apr 2013
Special Assembly on 'Founder's Day Celebration' more...
23 Apr 2013
Class III A: Assembly on Celebrating Diversity more...
17 Apr 2013
Class XI- Session on Stream Selection Criteria more...
11 Apr 2013
EXPERIENTIAL LEARNING CYCLESui genesis to any entity is its quintessence; the purest and the most authentic expression of being. The Heritage Quintessence, that which delineates and differentiates us from the rest, is founded on the following principles, practices and the way of life in our campuses:
Children learn best by doing. This hands-on approach enables them to grapple with a problem,issue or concept using all their senses. The learning experience thus becomes multi- dimensional and an internal, cognitive, sensory and emotional process. The level of engagement pushes them onto the second stage.
After having had meaningful experiences, followed by reflection and dialogue, the learner arrives at his/her destination, a richer and more fulfilled being. This helps the child to think and act independently. This manifests itself not only in terms of grades or marks but also real and meaningful understanding.
The second step sees children examine their learning critically and creatively. Through sustained inquiry they are able to probe further into the problem, concept or task at hand. This takes the child on to the third stage.
The questions that assail a child’s mind after having experienced and reflected upon a problem seek a million plus answers via the dialogic approach. Dialogue helps the child to see the bigger picture, think outside the box, and engage collaboratively with others. It helps to focus on intrapersonal and interpersonal learning outcomes.
|Our Four-fold path to education and learning also helps to emphatically affirm our Areas of Focus. We at the Heritage unconditionally believe and live the following:
|Focus on each child
We believe that each child is born with a unique gift and it is the primary responsibility of educators and parents to discover this gift. The Heritage Curriculum acknowledges and celebrates the uniqueness of each child and helps them assume ownership of their own style and pace of learning.
Listening to the Child
One of our aspirations is to be able to listen to the hundred languages of the child; to understand through her words, physical expressions and language, her silences and her creations; it is only by listening that we can truly educate children.
We live in an era of rewards, incentives, deals and material motivations. Heritage has eschewed this approach. Instead, we empower our children to draw their sense of accomplishment from within by bringing excellence in whatever they do.
We believe that self discipline is the most critical element for success in life and that this is best developed at a very early age by dialoguing with the child and helping them see reason and finding their own truths.
Discipline in children is often confused with having a set of punitive consequences that compel a child to behave in a certain way in a controlled environment. But what happens when the environment changes or is no longer controlled?
True discipline is what comes from a person’s own sense of reasoning, discernment and awareness. It is more often about the right questions rather than the right answers.
Every year, on an average, a Heritage teacher undergoes approximately 300 hours of training and development. The learning processes never stops. The training includes domain development, curriculum-building, leadership skills, communication processes, child psychology and more.
The school organises study missions to the best schools in the country and around the world to learn and exchange views. A culture of collaborative planning, reflection, peer-learning and group-learning permeates the campus.
Teachers are constantly challenged to question their paradigms, concepts and familiar methods to evolve new and better ways of reaching out to children.
Parents as Partners
The responsibility of nurturing children into youths is enriching and challenging for the adult community. It is impossible for this process to reach its goal without the combined efforts of educators and the parent community. At Heritage, we welcome parents as our active partners in the process of nourishing young minds.
We are proud recipients of abundant faith and confidence bestowed upon us by past and present parents. We organise several workshops, orientation programmes, events and festivals to engage parents in the process of learning so that they and the school are in sync and take equal responsibility for the child’s growth and development.
The Reading Festival in the Junior school is one such opportunity for the parent of each child to interact with children. Parents are invited to share stories with children every morning in the month-long festival. It is this engagement with children in the world of stories and books the parents became participative in enabled children to get a taste of the diverse, multicultural and rich community they are a part of.
We believe the school should be seen as the centre of the community. Sustainable changes in society can only happen through education of individuals. Schools are the spaces where this evolution will first conceptualise and crystallise.
The Heritage way of being and doing is unique. Breaking away from the industrial mindset where education often stifles human potential and ability, we have taken the road less travelled to make a genuine difference.