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CURRICULUM |
Our curriculum is so designed that it has the scope to provide challenging opportunities to students, wherein they have the feeling of discovering something new everyday. This flexibility allows for individualistic growth along with development of attitudes and skills resulting in responsible, balanced, caring, reflective students.
The curriculum encompasses all the different types of learning experiences given to the students at the right time, in right order and at the right pace, so that the child can observe, absorb, rearrange and express. It is a vehicle, which facilitates students and the teacher to reach a specified goal.
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When biologists talk about an ecosystem they are talking about living things and how they relate to each other and to their environment. A school is also a kind of ecosystem with people relating to each other in a shared space, within a certain time.
On the other hand, in a school, even though the aim is enhancement of each individual, a teacher rarely interacts with an individual in complete isolation. A teacher’s direct action is through and in a group. He/she meets individuals mainly embedded in groups.
Many people still believe a group is just an arithmetical accumulation of numbers. But it is actually the teacher’s ability to manage an individual through group behaviour and cultivation of group atmospheres that are supportive of, rather than detrimental to the tasks of learning and growing as an individual. |
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In a differentiated classroom, the teacher coordinates what students learn (curricular content) by engaging in such practices as providing the broad content framework; delineating between essential learning in which all students will be involved and areas of learning in which students can choose to be involved; considering the impact of varying students needs, abilities, strengths, and interests on the identified content areas; locating and securing a variety of resources: and when appropriate, integrating the curricular content across subject areas. When differentiating what students learn (curricular content), teachers find it extremely helpful to utilize concept based teaching and learning.
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This approach to differentiating content allows the teaching and learning to move from whole to part by focusing on the pattern and relationships present in particular content areas, then moving to understanding specific aspects of a content area and incorporating relevant aspects of a content area and incorporating relevant skills in context of the identified concept.
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Clarity of concepts and desired outcomes is essential to planning coherent curricular content. From the perspective of brain-compatible instruction, assisting students to make connections between acquisition of the desired content and their prior knowledge is essential to the learning process.
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Calendaring the Curriculum facilitates development of interdisciplinary projects and team teaching. Our coaches have the experience to pull ideas and strategies together so teachers can see the bigger picture.
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