May 29 2015 | Our Introduction
"Children should be led to make their own investigations and to draw their own inferences. They should be told as little as possible and induced to discover as much as possible. Humanity has progressed solely by self-Instruction".
( British Social Philosopher )
•Learning by creating an experience, rather than by rote is encouraged at SSKP. This kind of learning is appealing as well as enduring and helps to reduce stress on one hand and promotes excellence on the other.
• Holistic education which entails mental, emotional and physical development of a student is given emphasis at the school. The curriculum thus encompasses the three domains cognitive, affective and psychomotor.
• We also give major focus in developing the following essential thinking skills so that the children develop as independent learners and thoughtful individuals.
Information Processing - to locate and collect information, sort, classify, sequence, compare, contrast, analyze part/whole relationships.
Reasoning - to give reasons for opinions, actions, drawing inferences, making deductions, using precise language to explain, make judgments and informed decisions.
Enquiry - to ask questions, pose and define problems, plan what to do, how to research, predict outcomes, anticipate consequences, test conclusions, improve ideas.
Creative Thinking - to generate and extend ideas, suggest hypotheses, apply imagination, look for alternative innovative outcomes.
Evaluation Skills - to evaluate information, value what they read, hear and do, develop criteria for judging the value of their own and others’ work or ideas, to have confidence in their judgments.
"A teacher affects eternity; he can never tell where his influence stops."
Henry Brooks Adams
Central to ou' philosophy of teaching is the belief that all children are individuals where every student has his or her unique style of learning. The students and the teachers share a common plane of understanding where the student's learning style matches with the teacher’s teaching style. The teacher involves the students in their learning journey, right from its planning, to execution moving on to assessment. Here the teacher, playing the role of a facilitator, solely tries to guide the students in their progress, assisting them in their difficulties.
Moving beyond ‘chalk-n-talk’, the teachers use technology, games, role-plays, audio-visual aids and other hands-on activities as their teaching tools. The teaching methodology facilitates ‘out of classroom’ learning.
The assessment system followed at SSKP is a ‘proportionate mix’ of Formative and Summative Assessment. The former focuses on the ‘process’ as opposed to the ‘product’. This means the student is being continually assessed during his/her learning journey and not only at the end of it. This system has proved to be helpful, particularly to lower achieving students because it emphasizes that students can improve as a result of effort rather than be doomed to low achievement, due to some presumed lack of innate ability. For Std I & II there is no formal examination system whereas students from Std III onwards undergo a Mid-Term and Annual Examination.
Students are assessed on the basis of the Grading System of Assessment. It is a student friendly system that rewards every effort made by the students, motivating them to enhance their performance.
Our Kindergarten section is a vivacious one that is activity based and is in tune with the philosophy that; it is important to first "educate the senses, and then educate the intellect’. The steps of learning any concept are analyzed by the facilitators and are systematically offered to the child. Here, a child is always learning something that is indirectly preparing him to learn something else, making education a joyful discovery instead of drudgery.
A variety of Montessori materials are used to create an environment, which helps the students to develop their psychomotor, sensorial, mathematical and language skills. The role of the teacher is to prepare and continue to adapt the environment, to link the child to it through well-thought-out lessons that facilitate the child's exploration and creativity.
The purpose of the curriculum followed in the kindergarten is to develop the whole child into a well rounded human being. Children enter this world with a natural desire to learn and to perfect themselves. The kindergarten environment is such where children are allowed the excitement of learning by choice rather than by force.