Kindergarten

Our kindergarten aims to nurture each child’s potential, through love, care and encouragement. The early years have a crucial influence on later development and learning. Early childhood foundation makes a great difference to the future achievement of children. Whether our children become self-motivated learners and face the world with confidence, depends to a great extent on the stimulation, guidance and nurturing they receive early in life. The kindergarten programme The Bahrain Indian School Kindergarten offers the following groups – Pre KG KG1(LKG) KG2 (UKG) Curricular practices in kindergarten
    • Integrated Thematic approach: Each theme is taught through a unit of inquiry. Within these themes children learn all the major subject areas likeWriting, Letter Recognition,Beginning Sounds, Number Recognition and Counting, Reading Readiness, Attention and Following Directions language, social skills, art and craft. Our kindergarten education aims to promote a love for leaning. Children are encouraged to become independent learners with a whole range of skills to ensure that a firm foundation is built for the next stage of learning.
 
    • Language:  The language programme at the Kindergarten is an exciting blend of phonics and the whole language approach. Children work and play with words and objects to develop and improve speaking and language skills. The success of this unique programme  reflects in the Kindergarteners’ confident communication skills and their ability to read fluently and write with confidence.
 
    • Kindergarten Assessment: A gradual and comprehensive assessment of the child’s personality, physical and emotional development is done through the year. The primary aim of this assessment is to make the child feel happy, secure and loved and to make learning an exciting and happy experience.
 
    • Kindergarten Activities:A whole range of co-curricular and extra-curricular activities are organized for the KG kids throughout the year. The co-curricular activities include a fruit day, vegetable salad day, puppetry shows, theatre shows, story telling sessions etc. The colorful and exciting extra curricular include a day in the week for water play, mother’s day, father’s day, Music classes, Dance classes, recitation classes, PE classes.
 
    • Circle Time or Carpet Time: Skills of social interaction, listening, conversing, feeling, thinking, empathy and patience are learnt by sharing ideas and experiences with each other during Circle Time which is a thought provoking period of reflection and learning
   

Primary school :

The primary school curriculum at Bahrain Indian School is fuelled by the natural curiosity that children exhibit at this age. Children share ideas and experiences, and develop a sense of community and discipline through interactions with nature, people, objects and the environment. They explore and investigate, consolidate and connect what they learn, ponder over and question it, and then demonstrate their learning in multiple ways. Teachers have many roles too: they are facilitators, learners, guides and mentors. The classrooms and bulletin boards in school reflect the energy generated at this stage by the students. The displays are an explosion of ideas, creativity and pride, illustrating discoveries in languages, math and science. Insights in to concepts are expressed using dance, theatre and movement as well. Each class sets its own rules for expected behaviors, guided by a school-wide discipline policy. Responsibilities and expectations are clearly defined by the students themselves.

The Primary School Programme At the primary level, we follow an Integrated Thematic Curriculum based on NCERT (National council of Education Research and Training)

Curricular Practices in Primary School 1. Integrated teaching through Themes and projects: our integrated curriculum views learning and teaching in a holistic way (rather than as compartmentalized subjects) through meaningful themes and projects that reflect the wider world. This approach prepares children to take responsibility for their own learning and become lifelong learners. It also facilitates a sharing of ideas and a strong sense of community because student activities are done in collaborative ways.

2. Curriculum based on age- specific learning goals.

3. Differentiated learning: learning plans that cater to at least three levels of learners in a class.

4. Small group instruction.

5. Individual learning plans.

6. Presentations at the end of themes and projects.

7. Assessments: relevant, formative and continuous, they are based on observations, projects, activities, worksheets, research and presentations, and weekly reviews- linked to learning experiences in term of FA (formative assessment)

8. Summative reviews: To check for end of unit understanding.

9. Special activity weeks: including visual and performing arts, literary activities, math, and science activities.

10. Accelerated learning reading programs for math and English.

11. Reading enrichment programmed.

12. Circle Time.

13. Extended learning opportunities in the form of Field trips and workshops.

14. Vertical learning groups: where students across grades work on activities together, enabling younger ones learn from their seniors, and the older ones to learn soft skills likes leadership, teaching patience and understanding. E.g. Assembly time.

15. Technology integration.

16. Ideal teacher student ratio.

17. Weekly student-led assemblies.