The School recognises that some students may require support in order to achieve success and while it is accepted that it may not be possible to have an ideal programme for every student, every effort will be made to be as inclusive as possible. The principal objective of the Learning Support (LS) programme is to provide each student with the support necessary for him or her to achieve maximum success in mainstream classes.
English as a Second Language
The school recognises that students from non-English speaking background sinter our school with proficiency in their mother tongue, valuable life experiences, and varying degrees of formal schooling but without full proficiency of the English Language in its written and oral forms. The school’s mission is to assist these students to acquire or to improve their written and oral communicative skills in English. The aim is to enable new students to become independent and confident listeners, speakers, readers, and writers in the English language, to become full participants in the academic programmes of the school, and to integrate quickly in all school activities.
The holistic Learning Programme
A typical environment for children to learn critical skills that will help them lead a meaningful life.
To ensure that children are provided these opportunities, learning should be experiential, based on real-life experiences. The emphasis is on a spirit of open and continuing inquiry, practical work rather than mere repetition and theory.
Children will engage in a series of real-life projects both within the school and outside. Children of differing ages, working in groups on different projects at the same time are sure to learn the skills of thinking and planning together, negotiating mutually acceptable outcomes and sharing responsibility for execution. It will also prepare them for efficiently allocating available resources and managing competing deadlines.
Classroom sessions are an integral part of learning process. This ensures that children learn the required skills and the relevant conceptual knowledge and that there are no gaps in the curriculum of the school. These sessions will develop, for instance, necessary Maths skills where they cannot be developed through the project methodology. Similarly, classroom sessions are also important for exposing children to the literary and aesthetic aspects of languages.
Assessment of the children’s work provides them regular feedback.
There will be no formal examination for learners of Kindergarten (Nursery to Upper Kindergarten). They will, therefore, be free from pressure-learning and fear of examinations. This is primarily to ensure that they are able to learn in an environment devoid of stress and that creative learning takes place in the learners’ minds.
These learners who reach Std.1 will be armed with many innovative skills learnt over the years. They will be far more prepared to meet the academic requirements of the prescribed syllabi. Stand. to 5 the emphasis will now shift to an in-depth preparation of academic requirements of learners through Continuous and Comprehensive Evaluation in which efforts grades are awarded. Std 6-12 follow curricular of their choice and prepare for Terminal Examinations
Their work will be assessed for content, academic skills and life skills. Some elements of content are specific learning of physics, biology or history and their application in curricular activities. Children often learn different and significant things from others of their own age. Hence, peer-evaluation by children is encouraged to develop their spirit of impartiality and capacity for critical review.