" Students High Level of Enjoyment is Paramount in Lessons "
Curriculum
If there is anything Science has taught us , it is that you never when you might stumble upon your next great idea. This brings us to realize that learning a theory is very different from understanding it or implementing it this allows the Students to push themselves in to the next level of Learning.
Pre Primary Classes
At this budding stage feelings of love and protection are nurtured to make the toddlers feel at ease and comfort. In MDIS, we follow the First Touch Learning in which each child is treated and giving individual attention.
By this approach, they must feel happy and excited to come to school with a motivation to explore and understand their environment.
Talking with others about personal meaningful experiences.
Describing objects, events, and relations.
Having fun with language: listening to stories and poems, making up stories and rhymes.
Writing in various ways: drawing, scribbling, letter like forms. invented spelling, conventional forms.
Reading in various ways: reading storybooks, signs and symbols, one’s own writing.
Dictating stories.
Faculty
The School is led by an extremely Talented team of teachers. Each one of our teacher has an innate passion, not just to teach but also learn. Our teacher are skilled instructors in knowledge, in flexibility, in commitment and motivational skills.
The School also strongly believes in developing its teachers & encouraging them to enhance their skills by conducting in house training programmers.
Social and Emotional Development:
- Taking care of one’s own needs by giving individual attention to each child.
- Expressing feelings in words.
- Creating and experiencing collaborative play.
- Dealing with social conflict.
Physical Development, Health, and Well-Being :
- Moving in non-locomotors ways (anchored movement: bending, twisting, rocking, swinging one’s arms.
- Moving in loco-motor ways (non-anchored movement: running, jumping, hopping, skipping, marching).
- Moving with objects.
- Expressing creativity in movement.
- Describing movement by common to special beats.
Arts and Sciences:
- Tracing.
- Paper tearing and crumpling.
- Water colours- dabbing.
- Finger painting.
- Printing with vegetables.
- Care of materials.
- Clean up routines.
- Collage with wide variety of materials.
- Filling colours and Stamping.
Mathematical Skills:
- Number games through ABACUS .
- Finger plays.
- Number songs.
- Number stories.
- Counting objects in environment.
- Recognizing shapes-circle, square etc.
- Relating shapes to objects in the surrounding.
- Reinforcing activities.
Middle Curriculum:
At this stage children become capable of divergent thinking through challenging experiences which allow them to grasp the various academic and non-academic areas to move into the middle school level well equipped.
Language skills:
- English language skills (verbal and non-verbal) are done through various reading and writing activities.
- Various individual and group activities that develop writing as well as speaking skills.
Arithmetic and mathematical skills :
Arithmetic and mathematical skills are encouraged through the habit of practice coupled with a deep interest in logical reasoning and analysis.
Through abstract reasoning, measuring activities and cognitive abilities.
Scientific skills:
- Experimental investigation in laboratories.
- Enhancing their diagrammatical skills with the help of digital support.
- Research based projects to connect them with scientific world.
- Science exhibitions to explore their interpersonal skills.
Social studies:
- Social Studies can actually develop multiple skills of analysis where students interpret the past, compare it to the present and derive implications for the future.
- Analyzing the earth on which we live and the various planets that has shaped the present.
- Innovative activities ,plays, models for making the learning most interesting and challenging.
General knowledge and Moral values:
Value Based Education
The focus on value education still remains strong in KMPS. The students imbibe the essential qualities of honesty, fair play, empathy, courage, integrity, compassion,
loyalty and courtesy through morning assemblies, celebration of festivals and day- to- day interaction with the teachers.
The effort is to guide the students towards appropriate behaviour and development of a strong character.
Quiz, puzzles and various interesting games keep the students interested and well acquainted with the latest news.
Students learn essential morals, values and principles through story sessions, role plays and screening of value-based short movies, values in self-learning mode from an early age.
Secondary Curriculum
The secondary school curriculum acknowledges the fact that subjects like language, mathematics, science and social studies help the cognitive development of the child and, therefore require a greater academic emphasis. Further, school also envisions the all-round development of students in consonance with the holistic approach to education and therefore, emphasize integration of co-curricular domains with curricular activities in an equitable manner.
In operational sense, the secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, this curriculum encompasses seven major learning areas, from scholastic and co scholastic point of view.
| Scholastic Areas |
Languages
Social Sciences
Mathematics
Science |
| Co-scholastic Areas |
Health and Physical Education
Art Education |
Scholastic Areas:
The curriculum envisages individualized learning acumen and seeks to explore the potential of students in acquiring substantial acknowledge and skills through academic rigors. With greater academic orientation and research skills in core academic areas, students would evolve as judicious young adults with a sense of real self-estimate having true values and principles. The scholastic areas are as follows.
Languages include Hindi, English and other 36 languages (detailed in Curriculum Volume II). The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas in an effective manner.
Social Sciences (Geography, History, Economics and Political Science) intends to make learners understand their cultural, geographical and historical milieus and gain in-depth knowledge, attitude, skills and values necessary to bring about transformation for a better world. Social Science include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities and the incorporation of the above-mentioned learning. Learners appreciate and value everyone’s right to feel respected and safe, and, also understand their Fundamental Rights and Duties and behave responsibly in the society.
Science (Biology, Chemistry and Physics etc.) includes gaining knowledge about Food, Materials, The World of The Living, How Things Work, Moving Things, People and Ideas, Natural Phenomenon and Natural Resources. The focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life. This learning can be used to analyze, evaluate, synthesize and create. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge and develop attitude, skills and values to make rational decisions in relation to it
Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.
Co- Scholastic areas:
Only a healthy child can learn effectively and good health leads to better learning. Many activities are necessary for development of the affective and psychomotor domain. The activities like games and sport, art and music, craft work etc. are termed as co-scholastic activities. The term co-scholastic activities are used for both cognitive and non-cognitive development that can take place by exposing the child to the scholastic and non-scholastic subjects. Art Education including local art, craft, literature and skills, Health and Physical Education, Yoga, traditional games, indigenous sports, Scouts and Guides, Martial Arts etc. are integral parts of the curriculum and to be included in the routine of the schools for the holistic development of children. These are detailed below.
Art Education entails instruction in various art forms (visual as well as performing) with an aim to help children develop an interest for arts and encourage them to enthusiastically participate in related activities, thus, promoting abilities such as imagination, creativity, valuing arts and cultural heritage.
Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, wellbeing and the factors that contribute to them. Focus of this area is on helping children develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, yoga, self-defense, fitness and lifestyle choices.
These six learning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Children should get opportunities to think laterally, critically, identify opportunities, challenge their potential and be open to new ideas. Children when engage in practices that promote physical, cognitive, emotional and social development and wellbeing, connect different areas of knowledge, application and values with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth while transacting the curriculum.