Curriculum

INTRODUCTION

Valiants Academy believes in child centred, child initiated, based on the child’s interest.   It is dynamic and provides experiential learning.  The academic planning fosters learning practices which promote children self-esteem, self- confidence and self – learning.  The strategic leadership aligns its philosophy with the same objective and designed a curriculum based on scientific principles for early learners too. It provides CBSE syllabus as per recommendations of the Board with the guidelines.   The school envisions a holistic approach with a dynamic, vibrant, conducive environment promoting child centred learning processes.  It nurtures children to be independent learners.   The main objective of the school is to develop confident, enterprising global citizens with high adaptability to future learning to live in harmony and peace with Indian ethos and culture. 

​

It is in accordance with National Educational policy in some of its core philosophy. The teachers ensure a conducive atmosphere to express themselves, ask questions and also are free to voice their views and realise their ideas academically. 

​

PLANNING OF THE CURRICULUM & TEACHING METHODOLOGY

​

The specific objectives for academic planning adopted:

• Academic calendar is prepared for the whole year including scholastic and co-scholastic areas of all classes.

• The pedagogical plan is focused on the competencies:  a) Innovative teaching methodologies to accomplish the learning outcomes. b) Interdisciplinary approach) research-based projects for honing skills to learn d) Goal setting for effective teaching learning processes. e) systematic lesson plans and evaluation of self-evaluation methods for teachers. f)  proven classroom practices, age appropriate which creates interest g) use of technology while drawing lesson plans.

Curriculum Plan:   The year plan is designed term wise for all subjects for all grades.  The year plan is available with the Principal, teachers and children.The year plan is a collaborative effort with all subject teachers and inputs are laid down by all. The plan is inclusive of teaching methodology, resources and assessment procedures- cognitive, social, emotional and health for all grades. 

​

The gradation of the written curriculum progressively enhances from one grade to another both in content, and skills in all subjects linked without learning gaps.

​

As suggested the instructional objectives include diverse learners with different styles of learning such as visual, auditory, verbal and physical.  The curriculum plan includes specific strategies and also assessment ideas for inclusion of children with special needs.  We do use Montessori materials for them in special cases.   Our curriculum is planned providing opportunities for children to reflect and progress in learning, knowing more beyond text book.  Teachers are empowered for such pedagogical practices too. 

We use technology in teaching – learning methods, incorporate and encourage independent, critical thinking, problem solving and decision-making skills in teachers and children as well. 

​

The time schedules, time line, periodic review helps us in giving early guidance to teachers when needed and also support them from the beginning of the implementation of the curriculum

The methodical review helps us to realise the learning outcomes and also modify the proposed plan with newer ideas, favourable procedures to work in tandem with children’s progress. 

Our framework of pedagogy builds on classroom instruction and enhances the learning using projects, activities, seminars and focused group discussions that encourage children to pursue independent learning agenda through exploratory research on concepts and their own interest on areas in the range of subjects prescribed by the curriculum.  These kinds of learning programmes help us to discover individual talents and skills. Children tend to acquire critical thinking skills, analytical skills, problem solving skills and build an ability to work collaboratively in peer group discussions. It deepens their knowledge of concepts and also understanding the key aspects and also their application in real life

We further make a conscious effort to support and broaden their opportunities beyond academics with a variety of programmes like field trips, excursions, outdoor activities, cultural and national celebrations, environment awareness programmes and also sports activities.   

​

Our children develop aesthetic sense and appreciation for art, nature, environment thus imbibe values of global citizenship in addition to our own School Culture and philosophy.

​

OPERATIONAL STRATEGIES:

​

The environment thus focuses on reflections, connecting to the world around them, creating and enriching their knowledge.  The role of a teacher purely an observer who would encourage collaborative learning, creates opportunities for the development of multiple skill sets through generous use of resource materials, presentation, an integrated approach in disseminating the curriculum. 

Teachers are aware of the different learning styles of the children, and pay individual attention to tap the potential of each child. 

​

We have a holistic approach to education and emphasize the integration of co-curricular domains equally.  In the operational level, the learner is motivated to think of the concept in an interdisciplinary way, applications as seen in real life situations includes aesthetic sense, sports and value systems as exists whether it be history, science, geography or maths.  We believe competition is meaningful only when it fosters core competencies in scholastic learning but also a good human being!

​

Children see opportunities, open forums in our school to think laterally, critically and also select their opportunities, challenge themselves to strive with individualistic ideas.

​

We engage them in good practices that promote physical, cognitive, emotional and social development and wellbeing.

​

The academic calendar is a blend of academics and cocurricular activities that includes, sports, arts and cultural activities

​

Annual curriculum planning is prepared chapter wise as a Unit plan.  The e- unit plans are chapter wise, subject-wise, class wise are designed by the teachers as per CBSE syllabus prescribed from Grade 1 to 7.  Each year's plan is segmented into a month wise plan and in turn weekly with daily lesson plans.  The lesson plan is a document for one session in a day for a subject that integrates all areas of pedagogic and cognitive domains with all activities included in the lesson plan.  

​

The plan is based on child centric methodology with learning experiences inset with coherence, balance, integrity and continuity across all the domains. It includes the interdisciplinary linkages like the new initiatives of Art Integration, Health and Wellness, Life Skill Education creating linkages to newer knowledge that is vital to learning in the 21st Century.  For instance, the mathematical data handling and interpretation can effectively be applied in Geography and Science.   Their language skills like comprehending skills, writing skills will make them express and present their understanding of a concept in an appreciable manner.

​

The learning objectives are clearly stated and the teacher is prepared and it is very well supervised and monitored for the completion of the syllabus and implementation of learning processes in each grade.   The year plan defines the periodic tests and examinations as per the remodelled assessment. This includes each Unit Plan. The effective methods are used to widen the scope so that children explore more. 

Teachers share resources and resource materials to bring in the best practices to the environment.  Collaborative learning not only applies to children but also to teachers.  The teachers exchange their innovative methods and their learning experiences with regard to children’s progress.  

​

We further make a conscious effort to support and broaden their opportunities beyond academics with a variety of programmes like field trips, excursions, outdoor activities, cultural and national celebrations, environment awareness programmes and also sports activities.   

​

Our children develop aesthetic sense and appreciation for art, nature, environment thus imbibe values of global citizenship in addition to our own School Culture and philosophy.

​