CURRICULUM – PRE-PRIMARY

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 into concepts are expressed using dance, theatre and movement. 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 the 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 science activities.
8. Accelerated learning reading programs for math and English.
9. Reading enrichment programmes.
10. Extended learning opportunities in the form of Field trips and workshops.
11. Vertical learning groups: where students across grades work on activities together, enabling younger ones to learn from their seniors, and the older ones to learn soft skills like leadership, teaching patience and understanding. E.g. Assembly time.
12. Technology integration.
13. Ideal teacher-student ratio.
14. Weekly student-led assemblies.
    To achieve this strong foundation, young learners need to be nurtured in a safe and happy environment, – one where they can lead their learning, take risks, make mistakes, and learn from every new experience.

CURRICULAR PRACTICES IN MIDDLE SCHOOL

1. Integrated teaching through research and projects: our integrated curriculum views learning and teaching in a holistic way. This approach prepares children to use the latest technology, and research on topics given in class. Discussion and brainstorming are done to have a deeper understanding of the topic.
2. Practical-based learning and art integration are part of integrated learning.
3. Follow the NEP plan and skill-based learning is inculcated.
4. Differentiated learning: learning plans that cater to at least three levels of learners in a class.
5. Small group instruction.
6. Individual learning plans.
7. Assessments as per CBSE guidelines include a formative assessment which includes periodic tests, subject enrichment, multiple assessment and notebook evaluation. Summative assessment includes a written assessment at the end of each term to check the level of understanding.
8. Special activity weeks: including visual and performing arts, literary activities, math, and science activities.
9. Accelerated learning reading programs for math and English.
10. Reading enrichment programmes.
11. Extended learning opportunities in the form of Field trips and workshops.
12. Vertical learning groups: where students across grades work on activities together, enabling younger ones to learn from their seniors, and the older ones to learn soft skills like leadership, teaching patience and understanding. E.g. Assembly time.
13. Technology integration.
14. Ideal teacher-student ratio.
15. Weekly club activities to learn one skill.
16. Weekly student-led assemblies.
    In order to establish a solid basis, young students must be raised in a secure and joyful atmosphere where they are empowered to take charge of their education, take calculated chances, make errors, and grow from each new encounter.

CURRICULAR PRACTICES IN SECONDARY AND SENIOR SECONDARY

1. Integrated teaching through research and projects: Our integrated curriculum views learning and teaching in a holistic way. This approach prepares children to use the latest technology, and research on topics given in class. Discussion and brainstorming are done to have a deeper understanding of the topic.
2. Practical-based learning and art integration are part of integrated learning.
3. Follow the NEP plan and skill-based learning is inculcated.
4. Differentiated learning: learning plans that cater to at least three levels of learners in a class.
5. Individual learning plans.
6. Assessments as per CBSE guidelines include formative assessments which includes periodic test, portfolio, multiple assessment, portfolio and notebooks evaluation. Summative assessment includes a written assessment at the end of each term to check the level of understanding.
7. Grades X and XII have external exams with the CBSE Board in the year-end.
8. Preparation for university admission is done by giving career guidance.
9. Special activity weeks: including visual and performing arts, literary activities, math, and science activities.
10. Grade XI onward students select different subject streams as per their career choice.
11. Extended learning opportunities in the form of Field trips and workshops.
12. Technology integration.
13. In-house training is given for entrance exams for professional courses. (Engineering & Medicine)
14. Ideal teacher-student ratio.
15. Weekly club activities are incorporated to learn one skill.
16. Weekly student-led assemblies.
    In order to establish a solid basis, young students must be raised in a secure and joyful atmosphere where they are empowered to take charge of their education, take calculated chances, make errors, and grow from each new encounter.