A unique & innovative curriculum
“What happens in classrooms produces the architecture for any good school of the future. Bricks and mortar cannot transform education.”
Why curriculum innovation
What’s a curriculum for
A school curriculum is intended to provide children and young people with the knowledge and skills required to lead successful lives. Today, there is growing concern that the taught curriculum needs to be reconsidered and redesigned.
What is a curriculum for at this time? It comprises a challenging selection of subjects that help children and young people understand the world. It highlights skills necessary for learning throughout life, as well as for work, and for one’s personal development and well-being.
A curriculum fundamentally establishes a vision of the kind of society we want in the future, and the kind of people we want in it: it decides what the ‘good life’ is for individuals and for society as a whole.
The Premise of our curriculum design
To design a curriculum that is relevant and appropriate to the needs of today’s children, the content, teaching methods and co-curricular activities have been stream-lined and reorganized around the following aims of–
- Enabling all children to become successful learners
- Providing them opportunities to develop as confident individuals
- Creating a value-based climate for children to grow up as responsible citizens.
- Designing a transformational Curriculum which has the potential to rejuvenate subjects, to enhance interdisciplinary learning and to create meaningful and sustainable connections with the ‘real world’ that children experience outside school and to link academic and vocational knowledge and skills more coherently.
What is meant by ‘curriculum innovation’ and ‘innovation in teaching and learning’ is being creative and innovative in terms of what is taught, and how it is taught. Simply put, we view the school curriculum as the bedrock for exciting, new and innovative classroom approaches. We have been able to work towards this transformation only because we see the planning, research and practice are seen as a triangular framework for reconsidering and renewing curriculum design and related classroom practices.
Student Development through curriculum
- Child-first: Child is at the centre of the entire vision of Shikshantaram. Child is all - the means, the purpose and the outcome.
- Opportunity for all: All the children to get equal opportunities to excel in their life in their own special way. Everyone to get chance to participate in all the school programmes and activities.
- Competition with self: Competition is only a motivating tool for us that encourages children to push their limits and drives them to bring out the best in them. However we promote competition with self rather than with each other. It is about raising the bar from level to level once a child attains it. In the process, no one loses and everyone wins.
- Sampoorn Vyaktitv (Overall Excellence): The learning programme must look at developing the whole individual with a versatile all-rounded personality by training the head, heart, body and conscience through a Conceptual Interdisciplinary Academic Programme integrated with Enrichment Activities for multi-dimensional exposure, Cultural Education in performing and visual art, physical education in games, sports, health and fitness, character building through value education and life-skill programme & technical education through computer based and technology enabled learning programme.
- Inspiring School Climate to develop values, emotional/social & other life-skills in children: Though our curriculum is enriched with several out-of-box programmes specially designed to inculcate life-skills and values in young children, like, circle-time, school-cinema, inspire-time, yoga, whole school meditation, katha, open-house, class-presentations in morning assemblies, film-time & reflection, Hamari panchayat, promise-life skill programme, guest-speak, reading for enrichment, speak-your-mind, extempore, theatre-in-education, story-telling-sessions, Dus ka Dum morning ritual, personality plus etc, but we emphatically believe in creating an overall inspiring climate in our entire school where values and life skill wisdom is interwoven across its length and breadth & where each individual and each programme walks the talk and inspires through role-modeling.
- Activity based Curriculum :
The curriculum design of JM IS encourages our children to participate in multi-dimensional school activities that help them to discover their innate talents. I am glad that the National Curriculum Framework endorses this view of ours. According to the CCE guidelines given by the CBSE board children will be evaluated on their co-curricular activities along with sports.
If we have to enhance the self esteem of children, the best way to do it is to expose them to platforms where they can explore their talents. The boost it gives to their self esteem and self confidence is amazing, better still this confidence rubs off on other areas of their lives. For example the confidence painters or debaters get from their event gives them the confidence to face exams better or handle real life situations better.
In addition to confidence building the school co-curricular activities, events and competitions teach a lot of other important life lessons, values and life-skills to children.
- Avid Readers & Writers: Reading and writing programme is significantly focused at to develop children with remarkable language proficiency through a very thoughtfully designed language curriculum, reading for enrichment , DEAR (Drop Everything and Read) programme, creative writing schedules, Literary contests, Innovative formative assessments in language, activity clubs, workshops and lots of other activities.
- Effective Communicators: Communication is crucial to belonging, being and becoming. Children are social beings who are intrinsically motivated to exchange ideas, thoughts, questions and feelings.
Children feel a sense of belonging when their home language, interaction styles and ways of communicating are valued. They have the right to be continuing users of their home language/hindi particularly in the period assigned for Hindi language but besides that English is the compulsory CAMPUS LANGUAGE for communication throughout. Competence in English communication along with home language is vital for successful learning across the curriculum.
Literacy and language competence is the capacity, confidence and disposition to use language in all its forms. It is developed through our specialized language development programme and is complemented by a wide range of activities and practices across the curriculum which include music, movement, poetry, role-play, dance, theatre, debate, discussions, reviews, power-point presentation, creative writing, storytelling, DEAR, print-rich classrooms and corridors, visual arts, performing art, media and drama as well as talking, listening, viewing, reading and writing.. To grow up into life-long learners, our children also learn to use information and communication technologies to access information, investigate ideas and represent their thinking.
- Teaching-Learning based on Multiple Intelligences: Howard Gardner's Theory of Multiple Intelligences honors and promotes the development of all seven avenues of intelligence in young children - Verbal/Linguistic, Logical/Mathematical. Musical, Visual/Spatial, Kinesthetic, Interpersonal & Intrapersonal This approach provides a framework to identify how children learn; to build on their strongest assets; to help them become more intelligent by exposing them to a variety of ways of learning; to better individualize for their interests and needs; and to use teaching strategies that make learning more efficient, successful, and enjoyable for all children. We aim to foster meaningful learning experiences by using multiple teaching tools and strategies and by building positive, supportive relationships with children, through environments that offer a variety of stimulating, hands-on materials and by developing classrooms and other learning spaces as learning centers that provide natural opportunities to move, be active and fully engaged in either solo or small group experiences.
- Innovative Teaching Methods (learning beyond textbooks, learning beyond classroom)
I hear and I forget. I see and I remember. I do and I understand
We feel very strongly that we need to take advantage of every opportunity to develop “real” understanding not simply looking for rote methods for marks-oriented education which offer nothing more than mundane practice of abstract ideas. Learning should no longer restrict just to the classroom and students must venture outdoors to learn how to connect with their environment.
Understanding can only be developed if there are regular opportunities to apply the skills in everyday situations, going outside and allowing learners to explore and find maths, science, history, languages etc for themselves is the way to life-long learning. We have seen a lot of growth and boost in confidence in students which ultimately makes them life-long learners.
Possibilities for learning beyond textbooks are endless and so are the benefits provided by them. For learning outside classroom and beyond textbooks, school ground in itself is a great place to start. There is no end of places you can take the pupils - Museums, galleries, farms, bank, gram panchayat, rain harvesting plant, botanical garden; handicraft centre, organizing workshops, meeting people, community walk etc can be of great interest where they can find out how things are made and how things work at local level. It enriches the learning experiences of children in many ways:
- Makes learning relevant
- Lets the abstract concepts come alive
- Learning through dramatic play facilitates learning through the whole body.
- Acquisition of Sense of discovery through experimentation
- Develop interest in the environment and wider surroundings
- children get exposed to new opportunities
The ability to apply skills is, according to a recent study, critical to employability yet absent in many school leavers. Providing situations where learners can apply their skills and problems solving is essential if we are to develop young people who are able to “think”, “innovate” & “function” adequately in society.
“The most important lessons in life are usually not learned in the classroom”.
- Learning for life (EXPERIENTIAL LEARNING): Children must become life-long learners and learn for the examination of life rather than only cramming for marks. JMIS is the best School in india for Experiential Learning. We motivate them to gain practical wisdom via EXPERIENTIAL LEARNING by connecting learning with the ‘REAL WORLD EXPERIENCES’ through a wide range of innovative teaching methods and activities like Discovery-Hour, Conceptual Activities, Experiments, Research N’ Referral (R & R) programme, Demonstrations, Study-projects, Audio-visual teaching methods, School-Cinema, Theatre-in-Education, Newspaper-in-education, Excursions, Camps, Workshops, Symposiums, Quiz sessions, Training Programmes, Aptitude tests, Olympiads, JMIS-Mentor programme, Learning by doing and many more.
- Competence/Excellence in GK, Current Affairs, Reasoning & Numerical Aptitude: Preparation for the challenges of the life outside school begins right from the JMIS-UPVAN(Kindergarten) in several interesting child-friendly ways of acquiring , analyzing and applying knowledge gradually turning out to be a robust GK, Current Affairs and Aptitude programme including GK, Current-Affairs, Aptitude and Newspaper-in-Education slots in the Time-Table, the Morning Assembly Quiz, many Quiz contests across the year, Extempore, Excursions, several Olympiads and the National Talent Search Examination (NTSE).
- The Global Dimension in the curriculum:
J M International School is the proud recipient of the ‘INTERNATIONAL SCHOOL AWARD’ by BRITISH COUNCIL for outstanding development of international dimension in the curriculum. JMIS has been recognised one of the best school in delhi for development of international dimension in the curriculum.
Whenever you make learning an exciting experience it leads to joyful learning. This learning experience is enriched with judicious mix cultural, religious & linguistic areas that are deemed to be vital for enabling our students globally competent. The curriculum framed is enriching with creating activities & projects to foster international understanding with the help of video conferencing, exchange-programmes, interacting globally through mails, and special assemblies on US Day, Canada Day, Russia Day, etc. It was a window opening which brought in many visitors & friends from Australia & china under UNESCO Educational & Cultural Exchange. The bonds developed gave a better insight in human relations. We realize the potential to influence the opinion of global citizens of tomorrow. It is our responsibility to groom them into decision makers with equal empathy for people from different parts of the world & work consistently towards our school motto “Indian Values Global Outlook”.
- Computer aided learning (Techno-savvy):
" raising literacy standards of Information Technology from basic to advanced levels in computer proficiency”.
We teach kids technologies that help them get ahead with a two-pronged objective.
1) To improve children’s basic learning levels using information technology (IT)
2) Ensuring that children receive relevant and practical IT knowledge and skills
Each classroom at JMIS is a smart classroom with a smart board, screen, overhead projector, magnifying spot camera device.
Children learn and understand the abstract concepts through audio-visual modules and short-films, the entire system coordinated by the specialized learning centre facilitated by a learning centre resource person. It not only enhances the interest, understanding, learning and application but also results into an overall improvement in the performance of all kind of learners.
THE INNOVATIVE CURRICULUM
THE INNOVATIVE TEACHING METHODS
THE TRANFORMATIONAL PEDAGOGY
Principles of ‘TRUE’ Teaching:
Lecture-teaching/Dictate-teaching may not end up in ‘real-learning’: The first principle of true teaching is that ‘nothing can be taught’. The teacher is not an instructor or task master; she/he is a facilitator, a helper and a guide. His business is to suggest and not to impose. He does not actually train the pupil's mind, he only shows him how to perfect his instruments of knowledge and helps and encourages him in the process. He does not impart knowledge to him; he shows him how to acquire knowledge for himself. He does not call forth the knowledge that is within; he only shows him where it lies and how it can be habituated to rise to the surface...
One’s own mind and desire must participate in one’s own growth: The second principle is that ‘the mind has to be consulted in its own growth'. The idea of hammering the child into the shape desired by the parent or teacher is a barbarous and ignorant superstition. It is she/he himself who must be induced to expand in accordance with his own nature.... Everyone has in him something divine, something his own, a chance of perfection and strength in however small a sphere which God offers him to take or refuse. The task is to find it, develop it and use it. The chief aim of education should be to help the growing soul to draw out that in itself which is best and make it perfect for a noble use.
Learning cannot be enforced, Learning must happen: The third principle of education is to ‘work from the near to far', from ‘what is’ to ‘what shall be’. The basis of an individual's basic instinct or nature is almost always, her/his heredity, her/his surroundings, her/his immediate cultural climate, his country, the soil from which he draws his sustenance, the air which he breathes, the sights, sounds, habits to which he is accustomed. The learning or the moulding must begin from there and the new learning must build itself upon that already exists. So we must begin from’ inside’, If anything has to be brought in from ‘outside’. Learning is a life-long-phenomenon and not a one-time-event. So Learning must happen, it must be offered, it must be made to flow within and not forced upon the mind.
PEDAGOGICAL PHILOSOPHY OF
A UNIQUE & INNOVATIVE CURRICULUM
JMIS-SHIKSHANTARAM is a child-centered that is democratic, ever-progressive, interactive, enquiry based and experiential learning based innovative curriculum whose architecture rests on the foot-hold of the following scientifically researched pedagogical components that foster and support its intentions:
Teaching-Learning based on Multiple Intelligences: Howard Gardner's Theory of Multiple Intelligences honors and promotes the development of all seven avenues of intelligence in young children - Verbal/Linguistic, Logical/Mathematical. Musical, Visual/Spatial, Kinesthetic, Interpersonal & Intrapersonal This approach provides a framework to identify how children learn; to build on their strongest assets; to help them become more intelligent by exposing them to a variety of ways of learning; to better individualize for their interests and needs; and to use teaching strategies that make learning more efficient, successful, and enjoyable for all children. We aim to foster meaningful learning experiences by using multiple teaching tools and strategies and by building positive, supportive relationships with children, through environments that offer a variety of stimulating, hands-on materials and by developing classrooms and other learning spaces as learning centers that provide natural opportunities to move, be active and fully engaged in either solo or small group experiences.
Collaborative Learning – (a significant life-skill for the futuristic learners of 21st century): It is an important life-skill to learn to collaborate and work as a group. Once children learn to appreciate their own strengths and differences, collaborative learning methods help them put their knowledge and skills together to work towards common endeavors. The energy and time is invested in excelling as a group rather than wasted in trying to defeat each other. It is a win-win proposition for all, where no one loses, the learning multiplies and enriches due to collaborative efforts and the learners become the true winners in life.
Learning through Integrated & Interdisciplinary study-projects: Learning cannot be in isolation. The subjectivity of learning calls for different perspectives and view-points to learn and critically analyze in the context of the real world around. They become better able to make things happen. Integrated and Interdisciplinary study projects offer opportunities for learners to bring together perspectives from different disciplines and thereby reach at the problem-solving to several important issues, concerns and situations which do not have tailor-made solutions but whose solutions need to be researched and explored creatively.
Constructivism in practice: It provides each child the chance to discover her strengths and learn within a caring, stimulating and supportive environment. It equips its students socially, academically, philosophically and morally for their journey through life.
Educating the ‘Whole Individual’ not just training the ‘mind’: It educates the ‘whole self’ and not just teaches merely the ‘syllabi’ to its students. It intends to meet the needs of the individual child, nurture her unique learning style and help her acquire skills and knowledge to enjoy a lifetime of discovery and learning. The learner-centered environment at school acts as a great teacher. It informs and engages the viewer.
B A L A concept in curriculum: It is about utilizing the entire building as learning-aid. Our Classroom interiors have aesthetic displays of project work and are interspersed with arrays of interesting objects collected by the children and learning material. There are clearly designated spaces for large and small-group activities.
A ‘thinking’ & ‘challenging’ curriculum: With extensive community service, a well- developed leadership program and a variety of co-curricular activities, the hallmarks of the kind of education we offer at JMIS we would like our children to grow into thinking individuals, capable of taking responsibility for the choices and decisions they make as that would determine the quality of life they would lead in future.