As children move into middle school, our curriculum and programmes begin preparing them for the challenges of high school. Children in this age group have a growing, if unarticulated, need to shoulder responsibility and be allowed independence. We give them opportunities to meet these needs, against the backdrop of the structure and support required to be successful in their efforts.
The focus is on both academic content and the development of essential skills like critical thinking, intellectual curiosity and the ability to speak and write effectively. Children are divided into separate houses and all group activities within the class are done according to house-based grouping. This teaches them to cooperate and work as a group. It also teaches them to help each other as they soon realise that the chain is only as strong as its weakest link.
Children are also encouraged to take part in all cocurricular activities and to be actively involved in intra-mural and inter-school events. Yoga is introduced to help in improving learning skills. The emphasis is on taking part, irrespective of winning or losing. Everybody takes part in everything. ‘Growing up’ classes are also introduced, along with counselling on a regular basis, depending on individual needs.
In Middle School, students are provided an option of choosing second language and one of activity related vocation (art, drama, music) as per their interests and comfort level.
The middle school English curriculum is expanded beyond the primary school emphasizing on understanding of different varieties of prose, poetry, drama, and non-fiction texts.
To cultivate and nurture self reading habits, the school has a fully fledged School Library with over 1,000 titles related to various topics and subjects.
The students are introduced to a wider range of scientific topics as it’s a critical phase of transformation towards more rigorous academic work. The curriculum has been designed providing students with ample opportunity for practical investigations and proper understanding of the concepts.
The curriculum fosters problem solving, logical reasoning and analytical skills development. The teaching process even at the middle school is just an extension of what is practiced in the primary section i.e. conceptually learning by relating it to the real world scenarios by extensively using ICT and several other models.
Social science enables students to become aware of the community, their immediate environment, the neighborhood as well as distant lands and their people. A clear understanding of the political/social structure of the government and the democratic processes is given through role-play, mock sessions and visits to relevant places. Availability of the interactive boards in each class room makes each experience much more real and tangible.
As students move into the final years of their schooling, we ensure they are guided, engaged and motivated in a more adult-oriented manner. Teaching techniques become more comprehensive. Assignments demand more involvement and independent thinking.
Students are taught to learn to lead and also to be role models. They learn to handle stress and teenage-related problems. They also realise that they have to make choices.
Their growing maturity is acknowledged through increased responsibilities, in a demanding, yet supportive, environment. Critical thinking and analytical skills are honed, in preparation for the undergraduate environment they will soon be entering. Even though they have a full schedule, each student participates in at least two cocurricular activities: one physical activity and one from the Art/Performing Arts/Club category.
Now the emphasis is on learning to be masters of their own destiny, with the breadth of thinking, perspective and self-confidence this requires.