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CURRICULUM Of Alpine - A Montessori School in
Gurgaon |
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Our Curriculum Approach
High Quality early
education leads to lasting cognitive and social benefits
in children.
| 1. |
Meet children's social,
emotional, physical, cognitive, and language
development needs. |
| 2. |
Become good observers of
children. |
| 3. |
Assess children's needs, interests,
and abilities in order to plan
appropriately. |
| 4. |
Use a wide range of teaching
strategies that call for different learning styles
by children and levels of teacher
involvement. |
| 5. |
Create classroom
communities where children learn to work together,
explore and solve problems. |
| 6. |
Establish the structure
that has to be in place for teachers to teach and
children to learn. |
| 7. |
Plan meaningful learning
experiences for children that build on children's
interests and knowledge. |
| 8. |
Integrate the learning of
appropriate skills, concepts, and knowledge in
literacy, math, science, social studies, the arts,
and technology. |
Methodology
DISCOVERY LEARNING Through Thematic
Approach
The school curriculum and the
teaching methodology are designed in such a manner, so
as to prompt a child in a world of 'Discovery Learning'.
It is based on the latest thoughts and trends in
education. A need based, activity oriented and play way
curriculum is followed. Stress has been laid the
teaching of English language through Phonetics. The
activity based curriculum has been designed keeping in
view the age groups of children and their heterogeneous
mental level.
Focus:
Growth and development of the whole child - physical,
emotional, social and intellectual.
Basic skills
we want our children to acquire and imbibe:
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1. |
Language & literacy skill |
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2. |
Human & social skill |
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3. |
Spiritual & moral skill |
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4. |
Physical |
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5. |
Numerical skill |
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6. |
Environmental skills
(Ecological) |
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7. |
Aesthetic & creative
skills. |
All this to be
targeted through an integrated system.
Assessment, Evaluation, and Reporting of
Learning
Educators at Alpine a Montessori
School in Gurgaon continually observe, monitor,
document, and evaluate children's learning, and
regularly report on their achievement to parents and the
children themselves. The assessment and evaluation of
children and programs are focused to improve learning
and to ensure that programs are effective. Assessment is
essential to enable teachers to determine how well their
planned activities and teaching strategies are working,
and to make any changes needed to enable children to
achieve the learning expectations. Some children may
need individualized or modified programs or assessment
methods to achieve the expectations to the best of their
ability.
Teachers assess children on an ongoing
basis, taking into account both the process of learning
and the results achieved. The data gathered on each
child is reliable and valid and it reflects actual
abilities and the progress is recorded through the grading system, made over a period
of time, and measure children's achievement in relation
to the learning expectations.
Because children
in the first year of school are going through the
process of adjusting to the school setting, they are
given ample time to demonstrate their abilities. It
should be remembered that the period of adjustment is
longer for some children than for others.
Young
children demonstrate their abilities in many different
ways. What's more, their ability to demonstrate what
they know or are able to do will also vary, depending on
such factors as the time of day, the situation, the type
of questions asked, familiarity with the content, and
facility with the language of instruction. To allow for
the range of influences that may affect a child's
performance at any one time, Kindergarten teachers
assess children on an ongoing basis in the context of
everyday classroom activities, using a variety of
methods. All children are given frequent opportunities
to demonstrate their abilities. At Alpine a Montessori
school in gurgaon we strive hard to provide the much
needed personal attention to each of our students.
The major tool used in Kindergarten is
observation, with comments recorded in anecdotal notes,
although a variety of other methods (e.g., portfolios,
checklists, developmental profiles, videotapes) may also
be used to gather and record assessment data. It is also
important for teachers to seek the children's own views.
Using their own observations and those of the children,
as well as suggestions from other teachers and adult
observers, teachers identify any modifications that need
to be made to the learning environment, the classroom
routines, the materials/resources, and plans for
individual and group activities. Individual students'
observation log is maintained by the teachers, for
closely monitoring the child's progress.
It is
especially important in the early years for parents to
be involved in discussions regarding their child's
progress. The teacher need to gather as much information
as possible from the parents and consult with them when
assessing the child's adjustment to school and
achievement of the learning expectations. Parents are
invited to observe the child in the classroom setting
and to discuss their observations with teachers. Also,
since parents are familiar with a child's abilities in
the home setting, teachers consult with them when
interpreting the results of assessment.
ACTIVITY BASED TRAINING
The
school curriculum and the teaching methodology are
designed in such a manner, so as to prompt a child in a
world of 'discovery learning'. It is based on the latest
thoughts and trends in education. A need based, activity
oriented and playway curriculum is followed. Stress has
been laid the teaching of English language through
Phonetics. The activity based curriculum has been
designed keeping in view the age groups of children and
their heterogeneous mental level.
The emphasis
is on probing child's curiosity further to make him/her
understand the concept. It attempts to promote the
overall development of a child. The personalized tender
care stimulates the innocent minds to explore,
understand, learn & appreciate the finer aspects of
life so that the children are well equipped to handle
day to day situations without any stress thus giving
them strong foundation for success in life. The school
follows the C.B.S.E pattern of education with English
being the medium of instruction. The school appreciates
the importance of adopting the Western way of teaching
in terms of Modern scientific temper blending it with
the traditions and culture of our country. The broad
objective thus is to imbibe in the child an amalgamation
of Indian culture and modern scientific temper, which is
reflected in our curriculum and teaching methodology.
THE CO-CURRICULAR
ACTIVITIES
The co-curricular activities
are very important for the overall development of a
child. Various CO-curricular activities such debates,
skits, Flower decoration, rangoli, and creative
workshops etc. are organised for an all round
personality development of child. To inculcate the
spirit of secularism in the students, various festivals
like, Holi, Dussehra, Diwali, Id, Christmas etc. are
celebrated in traditional manner.
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