3.5 - 6 Years
Monday to Friday
08:45 to 13:00
A day at School
Small Group Activity Time
The focus is on the overall development where we put children in situations where they need to use 21st-century life skills. Along with academics, we focus on the social, emotional development and overall wellbeing of the child.
Children move from CG1 to CG2 and then to the CG3 programme. CG2 and CG3 programmes have increased focus on reading and writing, science-based concepts and experiments. CG3 children are also supported to work more in teams and collaborate in newer ways to innovate and create. CG3 children also have more interface with the community through community participation.
We start introducing children to Literacy and Numeracy in CG2 and build it up in CG3. We create different invitations for children every day to explore literacy and numeracy in a concept-based way to make sure that math and literacy are introduced in their entirety and not as learning of letters and numbers alone.
The classrooms are equipped to enable experiential learning with plenty of manipulatives including many natural materials such as sea shells, pinecones, twigs and sea shells. Children are encouraged to choose to work in the Art, Reading, House, Construction areas amongst others – to learn through real life experiences and hands on experiments. Incorporating creative movement in everyday content to learn in Kinesthetic ways is how we facilitate children to harness their natural instincts to use their bodies to explore the world. an integral part of what we do.
Role of the Facilitator
An inquiry-based approach encourages children to explore their environments, ask questions and share ideas. Facilitators. Observation is key to plan and execute the emergent curriculum that is at the heart of what we do. Facilitators also work together with children to put together their portfolios that tracks their development.
We introduce children to project based learning; it is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. In this extended period, children come across real-life challenges and come up with real-life solutions. We do two mega projects and four small projects in one academic year.
Children planned, procured, understood that to buy things money is required, learnt how to make lists and project plans. They decided what and how their farm would look like. The farmland (a small 2x2 foot tray) had a farmhouse, cow shed, garden and a farm. Challenges faced were the learning experiences for real life problems – such as the bricks falling apart repeatedly while constructing the farm house, or the coriander crop being wiped out due to heavy unexpected rain. Each project has a project portfolio where collective observations of all stages are recorded.