The Pre-nursery year’s foremost focus is to settle learners into a loving and comfortable school environment. They are encouraged to express themselves creatively using different techniques and equipment. Our programme facilitates the development of basic concepts that enhance the learners’ awareness and understanding of the complex yet wonderful world around them. Through the play-way methodology, concepts of Math, Language, Science, Social Studies and Art that are seamlessly blended in the curriculum are introduced to learners. Their physical development is fostered through a combination of guided indoor and outdoor play which emphasizes on the fine motor and gross motor development of the child. Overall, our programme focuses on developing their emotional, cognitive, social and communication skills in an atmosphere that is sufficiently challenging and one that encourages learners to take their first steps towards self-confidence, independence and adaptability.
The Nursery curriculum focuses on developing essential Pre-Math, Pre-Writing, cognitive and language skills. Learners listen to and sing nursery rhymes and songs, communicate with others in 1 to 1 conversation, respond to simple directions and use familiar words to express what they want. They gradually develop a vocabulary focused on objects and persons important to them. They enjoy listening to and joining in with stories and poems. They show interest in printed illustrations in books and begin to become aware of the way stories are structured. Their phonic awareness grows to the level that they can enjoy rhyming and rhythmic activities and distinguish one sound from another. They draw and paint, sometimes giving meaning to their scribbles and engage in activities requiring hand-eye coordination. As more complex thinking skills develop, they begin to link cause and effect and to use talk in pretend situations. The thematic conceptual integrated learning is cultivated and it runs in everything they do. Co-curricular activities are a part of the school hours and each day is balanced through the ‘mind-body-soul’ philosophy.
Learning in Junior Kindergarten is aimed at developing awareness about self and the environment and gently yet surely directing them towards healthy habits and attitudes. At this stage, learners start becoming more independent and they develop and hone basic language skills – listening, speaking, reading and writing in English – which will help the learners to understand and communicate in English. They are also exposed to the rhythm and melody of English through poems and rhymes. Their math programme is aimed at developing simple pre-number and number concepts. The concept is drawn from the immediate surroundings of the child and promotes logical thinking and problem solving. The thematic conceptual learning that takes place through a wide range of activities through the year along with co-curricular activities helps them build multiple connections to make the mind, body and soul work hand in hand.
The Senior Kindergarten programme is designed to build on the learners’ natural inclination to learn. Learners are introduced to various number concepts like shapes, comparisons, patterns, spatial relation, measurement, addition and subtraction. The language curriculum introduces learners to the spoken and written word and fosters an appreciation for books and literature. Since oral language is the basis of literacy, there is an emphasis on language-based activities that provide opportunities for thinking, problem-solving and experimenting. Through opportunities to listen and respond to stories, children are encouraged to attempt independent writing and reading. The thematic conceptual programme allows the learners plenty of time and opportunity to explore, experiment, and learn about their world and, in turn, to use and stimulate that innate curiosity which is the root of all higher learning. Emphasis on language development, communication skills, creativity, self expression, co-curricular activities fosters self-esteem, confidence and independence within learners as they bridge the gap towards primary school.