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Pre-Primary

NEO TWINKLERS – THE PRE PRIMARY

Core Values – Care, Kindness, Explore, Understand. Children are born with an incredible capacity and desire to learn. It is important that children are provided with rich experiences through play and activities that develop critical thinking and problem-solving, understanding about themselves which are age and developmentally appropriate.

Pedagogical practices must include activities and experiences for all domains of development such as-cognitive, socio-emotional, language and literacy, physical-motor and creative and aesthetic which are interlinked.

The children under the age group of 1 to 6 years are supposed to get growth and expansion in the field of school academics as pre-schoolers. To afford the holistic development akin to cognitive, social, expressive and interacting skills or in general the development of the kids counting with a variety of maturity and knowledge in a childlike significant, emotional, exciting, mental, ethical, fine motor, gross motor, verbal communication, education, admiring, response etc. with other uniqueness at this phase.

Pre- Primary curriculum is created intensively-researched, technology-enabled content that focuses on 21st century skills and caters to diverse learning needs, abilities and styles of students so that no student is left out.

In our ever exciting journey of 2022-23 through preschool, we’re at a point where we are actually trying to write out preschool curriculum learning objectives. While the way we are teaching the toddler is in no way a rigid classroom-type structure, the learning objectives for the year would be a great way to ensure that even if we don’t get to every monthly learning themes, each objective in preschool curriculum would be approached and hopefully mastered by the end of the year.

Generous and plenty of opportunities should be provided to explore, understand, experiment, experience and transform information into meaningful content and skills.

Pedagogical Approaches for Curriculum

⦁ Theme based approach

Theme-based approach is commonly used by the educators across the world. It attempts to tie in various skills and knowledge to be acquired by children, into a coherent whole, organized around a specific theme, such as myself, plants, animals, fruits, vegetables, Community helpers etc. A deliberate focus on a given topic enables even very young children to be more efficient in acquiring skills and processes required to gather and process information in later life.

Theme teaching is generally carried out according to a detailed predesigned lesson plan. Such an approach is largely teacher-directed with very limited scope to allow for child-initiated learning.

⦁ Play based approach

Play is not a hindrance to academic learning, nor is it lazy teaching. Purposeful play practices can be built to create deeper learning experiences that a child will ponder and adopt.

Children learn best through play. Children should engage in play activities which are neither too challenging nor too easy for their developmental level. In a play based approach exciting materials and activities are made available by the teacher and children self-select activities according to their own interest at each point of time and learn at their own pace. The teacher’s role is that of a facilitator and she does not carry out any specific structured activities. It should be free play learning.

Play stimulates curiosity and exploration and leads excelling in body controls, encourage creativity and social skills, and develop emotional balance and language skills.

⦁ Activity based approach

Activity based learning analyses the process of interaction between a child and the world around them, which occurs as they complete a task.

The primary belief of activity-based approach is that children learn through participation in activities, which provides opportunities for exploration and experimentation with different teaching learning material.

Learning Objective

⦁ Behaviour & Social Skills

⦁ Demonstrates ability the ability to resist the temptation for an immediate reward and wait for a later reward (Delayed Gratification)

⦁ Helps clean, tidy a space, and knows where items belong.

⦁ Engages and is attentive for longer periods of time.

⦁ Has a sense of self and self-care.

⦁ Recognizes personal space & polite behaviours – Learns to not interrupt and recognize private conversations and when someone wishes to be left alone.

⦁ Cooperates in both large group and individual settings.

⦁ Cognitive & Developmental Goals

Arts & Social Sciences

⦁ Demonstrate an understanding of diversity – Can identify differences in people, but appreciate the oneness that we are all human and experiences similar emotions.

⦁ Appreciates music – May dance, sing, hum, or participate in some way while listening to music.

⦁ Language & Literacy Skills

⦁ Recognize both upper and lower case letters

⦁ Work on learning letters sounds and pronunciations

⦁ Numeracy & General Awareness Skills

⦁ Can identify shapes easily

⦁ Can make comparisons and matches

⦁ Replicates and draws basic shapes like circles and squares

⦁ Quantifies using numbers and measurements

⦁ Shows a basic understanding of money, its use, and its finite quantity

⦁ Physical Development Skills

⦁ Learns to use scissors and other tools that require both coordination and safe handling

⦁ Actively plays and uses ⦁ gross motor skills (such as kicking, rolling, jumping, and standing on one leg)

⦁ Can pedal and or maintain balance on a tricycle, bicycle or balance bike

⦁ Demonstrates ⦁ fine motor skills through lacing, threading, stacking, and drawing.

Primary School

Classes 1 to 5

Our primary school curriculum has been created to be a joyful experience for children between 6 to 11 years – an age when their physical and mental development is quick and all-encompassing.

Every child’s physical well-being necessitates primary schooling.

The Central Board of Secondary Education (CBSE) is widely regarded as one of the most successful curricula for developing high-level reasoning skills and effectively applying practical information. In addition to being one of the most well-known education boards in India, CBSE is noted for unlocking the real potential of students’ in various areas of academics and personality development.

The CBSE curriculum equips students with all of the abilities they need to handle real-world challenges and succeed on a global scale. The curriculum helps students achieve exponential academic growth, while preparing them for further education.

We’ve combined the rigours of CBSE education with a variety of co-curricular activities for primary students, allowing them to hone their natural abilities, learn new skills, and flourish in different areas of cognitive development.
The schools affiliated to the CBSE board use a holistic approach to learning, covering all possible knowledge areas needed for students from different classes. The NCERT curriculum offered in these schools adapts learning to a child’s age and IQ level.

Middle School

Classes 6 to 8

Our primary school curriculum has been created to be a joyful experience for children between 6 to 11 years – an age when their physical and mental development is quick and all-encompassing.

Every child’s physical well-being necessitates primary schooling.

The schools affiliated to the CBSE board use a holistic approach to learning, covering all possible knowledge areas needed for students from different classes. The NCERT curriculum offered in these schools adapts learning to a child’s age and IQ level.