PRIMARY YEARS

BOMIS incorporate the latest trends in the field of education to prepare the future generation of learners to meet the challenges of ever advancing knowledge based society and a dynamically cha king environment. It is imperative the children are equipped with a repertoire of skills and a positive attitude with a sensitised perspective to become successful citizens in a globally competitive society.

LEARNING ENVIRONMENT

Learning Environment is an affirmative and enabling one. It encourages the development of life skills, learn from each other, develop their knowledge and skills and an understanding of key strategies to achieving success. The learning environment VALUE children, RESPECT individual differences, provide EQUAL opportunities and meet learning needs of ALL children.

OUR CURRICULUM METHODOLOGY

BOMIS primary years curriculum is thoughtfully planned to ensure that each child at school enjoys these years in learning, discovery and creative engagement. Research on how the brain learns best, developmental appropriateness, the theory of Multiple Intelligences and the National Curricular Framework, 2005 have guided the planned curriculum.

WELL RESEARCHED AND CHILD CENTRIC CURRICULUM

As a school, BOMIS promotes creative thinking, shift away from rote methodologies and nurture sensitivity within in all aspects. Every child differ in terms of intelligence and hence their approach towards the surroundings. This approach helps every individual to learn about the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.

Integrated approach to teaching-learning is to enable children to comprehend learning experiences as a unified whole, to help them see meaningful linkages within and across various subject areas. Instead of moving from one topic to another learning information is compartmentalised which aims at helping children to make sense of life’s experience by connecting and correlating knowledge and experiences around.

The curriculum follows a ‘theme based’ approach in all the areas rather then ‘topical approach’. The themes facilitates in addressing the issues related to the area under study in the holistic manner. IN addition the curriculum fir Arts Education at the primary level has been developed as a core area along with theme based approach. This type of learning leads to provide scope for creative expressions, appreciation and working together.

The curriculum is ‘child centred’. The identified concepts, skills, issues and concerns are age- appropriate so that the understanding of the child develops gradually from self to the immediate surrounding and further to the wider environment. For example, information related to child and his/her family member may be given before introducing him/her before neighbourhood. Thus, the child moves from simple to complex, concrete to abstract, informal to formal concepts in a logical and phased manner.

CHILD DEVELOPMENT AND ENGAGEMENT

We make sure that when the children are in school every single minute is utilized in exploring something new. Activities are planned in a way that these young minds can engross themselves and come out with innovative outcomes manifesting their ideas and approach. These interesting tasks make them discern things practically, discover nature or the outside world and experience the neoteric way of learning.

Child mentor bonding

Stimulating critical and creative thinking

Go beyond the books

Nurture sensitivity towards environment, economy and society

Wide range of learning experiences

Connect knowledge to the life outside the school

MIDDLE YEARS

BOMIS incorporate the latest trends in the field of education to prepare the future generation of learners to meet the challenges of ever advancing knowledge based society and a dynamically cha king environment. It is imperative the children are equipped with a repertoire of skills and a positive attitude with a sensitised perspective to become successful citizens in a globally competitive society.

LEARNING ENVIRONMENT

Learning Environment is an affirmative and enabling one. It encourages the development of life skills, learn from each other, develop their knowledge and skills and an understanding of key strategies to achieving success. The learning environment VALUE children, RESPECT individual differences, provide EQUAL opportunities and meet learning needs of ALL children.

OUR CURRICULUM METHODOLOGY

The Middle School Curriculum at Birla Open Minds though unique, merges seamlessly with the ICSE/CBSE/IB/IGCSE boards. Till class 7, Birla Open Minds offers a unique Birla curriculum and Class 8 onwards the curriculum is designed keeping in mind the culminating Board examination. The subject areas in the curriculum have been organised in a matrix format. Each subject follows a theme based approach and the Learning Outcomes are identified.

WELL RESEARCHED AND CHILD CENTRIC CURRICULUM

The curriculum follows a ‘theme based’ approach in all the areas rather then ‘topical approach’. The themes facilitates in addressing the issues related to the area under study in the holistic manner. IN addition the curriculum fir Arts Education at the primary level has been developed as a core area along with theme based approach. This type of learning leads to provide scope for creative expressions, appreciation and working together.

The curriculum is ‘child centred’. The identified concepts, skills, issues and concerns are age- appropriate so that the understanding of the child develops gradually from self to the immediate surrounding and further to the wider environment. For example, information related to child and his/her family member may be given before introducing him/her before neighbourhood. Thus, the child moves from simple to complex, concrete to abstract, informal to formal concepts in a logical and phased manner.

The curriculum follows a ‘theme based’ approach in all the areas rather then ‘topical approach’. The themes facilitates in addressing the issues related to the area under study in the holistic manner. IN addition the curriculum fir Arts Education at the primary level has been developed as a core area along with theme based approach. This type of learning leads to provide scope for creative expressions, appreciation and working together.

In our curriculum framework, assessment and evaluation are viewed as different processes that are both necessary, important and are integral part of the teaching learning process in all the classrooms. Purpose of assessment is to identify strengths, weakness and problems faced by children. Provide timely corrective inputs for future improvements, monitor academic progress along with improvising teaching learning practices and methods. Evaluation is the process of collecting information- evidences regarding progress of a child. It focuses on the actual level attained by the child over a certain period of time.It refers to judging quality of child’s work on the basis of learning done in school.

CHILD DEVELOPMENT AND ENGAGEMENT

These are the years that help children form a strong substratum on which their future will be built. A time when instead of feeling hesitated with their teachers they open up to express themselves well. The technology gets them trigger their minds. These years are apropos to instill in them the qualities of leadership along with working in cooperation. The most apt time to inculcate the feeling of sensitivity towards earth and earthlings.

Child mentor bonding

Stimulating critical and creative thinking

Leadership Skills

Nurture sensitivity towards environment, economy and society

Child centred curriculum

Connect knowledge to the life outside the school