At The British School, we have synthesized the skills of the Cambridge curriculum with the content of the Indian syllabi. This combination will help to develop a ‘global child’. Our skill oriented curriculum focuses on the development of the whole child through the use of various learning materials and offers a dynamic individualized learning environment to meet the needs of each student. TBS curriculum caters to the developing mind of the child. The International curriculum is so designed as to take the children away from the boredom of the blackboards and introduce them to a world of internet, video, CD and TV.
Students are taught by a well trained qualified teachers supported by Cambridge renowned teaching assistants. We have prepared our own schedule wherein students are taught with a targeted approach field trips and experimenting in class-rooms is a regular feature of our studies. This pursuit of excellence extends beyond the classroom. On the sports field and across our huge range of cultural and leisure activities, every child has endless opportunities to discover his/her individual talents and is encouraged to set and pursue his/her personal goals. The basic aim is to develop the child in all aspects of disposition, attitude, self-confidence and self–control.
Our methodology is to make the education stress free, all the while preparing them for a bright future.
LEARNING ENVIRONMENT
We pride ourselves on teaching with a "whole child" perspective and do not follow any hard and fast rules when it comes to educating children. Every child is different, every child is unique, and what applies for one may not be the same for another. At TBS, we respect and encourage each child's individuality. Each child is directed by the teacher, who helps foster the development of whole education. Your child will experience the joy of colouring pictures all the while preparing him/herself for future skills required in writing. He/She will also take part in such things as learning and identifying the continents of our world, manipulating three dimensional geometric shapes, reciting poems and story telling in order to learn the phonetic sound and caring for both the indoor and outdoor environment at the school. TBS environment captures the inquisitive mind of the young child!
We offer a comprehensive learning environment, with personal freedom and the richness of varied activities. The British School philosophy translates to adventure in the classroom through :-
Making learning significant to our students by fueling new insights and understanding
Creating a supportive "go for it" environment, to challenge pre-conceived notions of success and failure
Igniting healthy excitement and stimulation of thought that set the stage for the "Aha's!" of learning Encouraging the joy of mastering new skills and concepts to experience personal satisfaction and make learning more effective.
FOUNDATION YEARS (Children aged between: 2½ - 5½ years)
INTRODUCTION
Children need to feel safe, and have classrooms that combine wonder and energy, while fostering a tone that allows even the most quiet and sensitive child an equal opportunity to interact with the teachers and helpers. For the Foundation years children. We have a beautiful park providing Swings, Sliding chutes, Rocking Boats, Attractive & Educational Toys, Play way system and teaching aids. We have advanced multimedia gizmos and gadgets as well as the arrangements for providing education through a well equipped Computer Lab, so as not to give feelings to the small children that they are burdened in any way.
Children learn through their senses and movements through everyday activities i.e. Imitation, Practice & instruction. Each day in school is different and filled with new discoveries. Education here is a joyful, creative and an exhilarative experience.
SPECIAL FEATURES:
The Child’s World Widen
In the Foundation years, the child has an opportunity to like a number of other children of approximately his/her/own age. He/She learns to make friends to participate in group activities.
The Child’s Growth through Play
Play activities consume most of the child’s time and through play he/she is learning about himself/herself and about his/her place in the world. This play world stimulates all phases of the child’s growth such as physical, social, emotional and intellectual growth.
Physical Growth
The Foundation Years equipment and material is specially planned to meet the child’s needs. The child is challenged to use his/her large and small muscles by slides, swings, play, using drawing paper and other equipments. They enjoy the freedom of rhythm.
FOUNDATION YEARS (Children aged between: 2½ - 5½ years)
Social Growth
The child learns that he/she is now a member of a large social group. It is helpful if they know few children who will be in their group; they gradually begin to find friends and learn to take criticism. They reach a better understanding of their relationship with their parents.
Emotional Growth
As the child comes in contact with many children, they have to learn eventually to share both their possessions and affection with others. They find satisfaction in independent activity as well as pleasure in group experience.
Intellectual Growth
The child learns to take interest in Mathematics through concept of numbers, through wide variety of concrete Materials, Simple Addition and Subtractions are taught.
Science and Health Science and Health are taught as one of the major subjects to increase the interest, appreciation and knowledge of the natural beauty of child’s surrounding. Challenging materials and learning experiences in the class, both indoor and outdoor and on the playground help the child develop independence in solving his/her own problems.
Language Arts
The overall aim is to develop skill in all phases of communication listening, speaking and writing.
Refreshment
Teachers make sure that children finish their tiffins and also make them learn basic table etiquettes. They enjoy the refreshment. It is a step forward towards their physical growth.
NB: Reception period is embedded in Foundation year I for the children between (2years to 2years5 months). They move to FY-I after 3 months depending upon their performance and after a meeting of parents and the management.
KEY STAGE DEPARTMENT (Children aged between: 5½ - 11½ years)
INTRODUCTION
Teaching at Stages is student-centered, project-based, and incorporates the multiple intelligence concept. While the International curriculum is followed by every student, he or she is also encouraged to develop talents and interests in personal areas of academic interest, and in sport, theater music and dance, for which facilities are outstanding. Homework is given to encourage and develop independent study skills and to complement particular fields of study.
We aim to give students a broader, deeper, richer educational experience by recognizing each student's strongest talents and building on them in order to ensure that all the areas of talent are developed. Different individuals have different aptitudes. By using the strongest aptitudes or ‘intelligence’ as a starting point we can educate more effectively by teaching different students the same topic in different ways according to their particular ‘intelligence’:
LINGUISTIC
Developed at The British School through such activities as creative writing, literature, theater, debating and public speaking.
LOGICAL - MATHEMATICAL
Developed at The British School through such activities as science and maths projects and experiments, industrial design, stock-market games and helping to run the student store.
MUSICAL
Developed at TBS through such activities as playing, directing studying, and composing classical and contemporary music.
PHYSICAL FITNESS
Developed at TBS through such activities as sports and athletics, yoga, aerobics, gymnastics, gardening, contemporary, music and classical dance.
SPATIAL
Developed at TBS through such activities as sculpture, drawing and painting, clay modeling, photography and geography.
NATURALIST
Developed at TBS through such activities as ecology, gardening, wild-life observation, biological and chemical experiments.
INTER-PERSONAL
Developed at TBS through such activities as group projects, peer teaching and counselling, media work (including student magazines and the Yearbook) and international exchange programmes.
INTRA-PERSONAL
Developed at TBS through self-awareness training, counseling and the creation of physical and personal space for meditation, reflection and tranquility.
CURRICULUM SUBJECTS
contribute to environmental education and education for sustainable development.
HISTORY
History at TBS is a vibrant discipline that can offer myriad insights into the world we live in and the people who have lived in it. We try to give each student a sense of History and hope that the subject can also be fun.
ICT
At TBS we recognize that ICT has now become an important part of our everyday lives. It is therefore essential that we play our part not only in introducing students to the technology of today but also in providing them with the knowledge, skills and understanding so that they can assume a productive role in the world of tomorrow. Computer education begins from Foundation Year I. In the lower grade computers are also used to learn other subjects.
MATHEMATICS
From his/her study of mathematics at TBS a child will be prepared to take his/her place in the world of science or finance, should that become his/her chosen field; however the Maths Department seeks to ensure that, above all, a child should enjoy his/her time spent in the math labs /classroom. He/she should gain the ability to think logically and to feel at ease in the application and meaning of numbers and spatial relationships while gaining genuine pleasure in the studies with mental math.
MUSIC
Music at TBS offers a carefully structured curriculum. Pre-Prep lessons are informal and aim to develop musical (especially vocal) skills. Contributions to the musical life of the school are encouraged from all students, acknowledging that music is for everyone to enjoy, whether they feel musically gifted or not!
ASSESSMENT
As with the other academic programmes assessment is both Formative and Summative.
Individual portfolios of student achievement are kept which serves as an important mechanism for documenting progress. However, there is no formal examination till Foundation Stage-III, we keep accurate records of what your child is doing at school and base the academics on individual skill and interest. We do have report cards and have parent/teacher conferences each year and work hard to establish open communication with every parent. Setting goals for success at school is important and we take into account every child's family expectations and wishes, as well as the child's own interests and abilities.
There is a concerted effort to establish a fit between the teaching styles and methodology and the learning patterns of our students. Great care is taken to ensure that personalized and customized action plans are drawn up to accommodate those with special requirements. Parents receive a comprehensive report that includes a qualitative assessment of all those aspects outside the scope of the classroom.
