– Developing Curiosity for the area of study
“I have no special talent; I am only passionately curious!”
Learning has to be inspired, and we believe that at the heart of inspired learning is curiosity. In the foundation years, curiosity is the inherent characteristic of the behaviour of a child. We follow the Montessori way of teaching at the pre-primary and primary levels.
Our learning pedagogy is built on encouraging curiosity. With CDDT at the centre, and by using methods of Montessori learning we focus on individual learners and create opportunities for students to engage in learning opportunities that are self-directed and exploratory.
Our safe, stimulating and vibrant classrooms are filled with teaching aids, interactive games and age-appropriate books. The children’s inherent curiosity and love of learning is encouraged as they engage with
stories, dance, songs and take the first steps towards exploring academic content under the guidance of our well-trained facilitators.21
To ensure that our students have strong language skills, we have integrated Jolly Phonics in our curriculum. Jolly Phonics is a multi-sensory approach where each child learns 42 letter sounds, blending, letter formation, blending, segmenting and exploring trick words.
For Mathematics, our facilitators have been trained by Jodo Gyan and use different manipulatives to build the foundational mathematical skills among students
– Building Focus – understanding the here and now of the areas of study
Immersing ourselves in a discipline (subject) is at the core of finding joy in whatever we learn. We recognise that in today’s Volatile, Uncertain, Complex and Ambiguous, world, learning can be hard and full of distractions.
For our grades 4 and 5, our focus is to ensure that our learners learn early on the importance of Dhyana – focus. With an integrated approach, we work at building a student’s intellectual ability, emotional intelligence, socio-emotional skills and physical wellbeing. Every subject that the student takes up in school – academic subjects like Mathematics, History or Science, or subjects such as Yoga, Music and Arts all encourage students to delve deeper, investigate, draw inferences, build hypotheses, do experiments, understand the cause and effect and create deeper learnings
We deliberately stretch students’ ability to focus, so that they feel the joy of learning and are more ready for the rigorous work that will be expected of them in higher grades
Seeing our students engrossed in reading, debating, experimenting and discovering we know that they are engaged and would work towards building deeper knowledge in their areas of interest. We provide them with opportunities to work in-depth in areas that they are passionate about and for which they have an aptitude. Our state of art STEM labs provides spaces to tinker and innovate continuously. Our ICT program engages students in coding exercises and our Reading and Writing programs build the skills for research and discovery through all subjects. Blended learning integrating innovative ICT tools is part of the teaching-learning process in all subjects. Personal talent is cultivated and we encourage students with common interests to collaborate in the learning journeys.
– Dedicated and sustained practices to build expertise in the areas of study
Sādhanā is a discipline undertaken in the pursuit of a goal. Abhyāsa is a repeated practise performed with observation and reflection. Kriyā, or action, also implies perfect execution with study and investigation.
Therefore, sādhanā, abhyāsa, and kriyā all mean the same thing. A sādhaka, or practitioner, is one who skillfully applies…mind and intelligence in practice towards a holistic goal. – BKS Iyengar
In the modern world, we think our students must be able to cultivate self–discipline and a feeling of inner resolve to work towards their own goals. While with Dhyana they attain focus, with Sadhana students in grades 6 to 8, deepen their knowledge and competencies. Our educators work along with our students to ensure that students practice and build their skills constantly. With open space for making mistakes and encouraging support from the facilitators, our students excel in diverse fields be it academics or co-scholastic
– Enabling Students to build their own knowledge, belief systems and considerations
“Do not follow where the path may lead. Go instead where there is no path and leave a trail.”
-Ralph Waldo Emerson
Traditionally schools were set up to prepare our young for future success, organised systems of information were shared with students and facilitators were the agents through whom this knowledge is shared and rules of conduct enforced. We believe Education must be in harmony with the principles of growth. Our personal growth comes from our ability to make meaning of our experiences. Through rigorous research, we ensure, the learning experiences created for students of senior grades are engaging and at the same time deep. Moving from the world of books, we inspire our senior students to question, investigate innovate and create new knowledge. Our STREAM programs, support them to explore and innovate with the best of technology
Through our socio- emotional learning programs – we work on making our students reflective of their own experiences, of their identities as well as the stereotypes they form. We encourage them to question the normal or accepted belief’s and develop their own belief systems.
Performing art is an integral part of the curriculum at Aravali International School.
The courses broadly provide an introduction to the study of music, dance and the development of oratorical skills.
AIS focuses on the performance aspect of each dance and it undertakes specialised training in Indian and Western genres. In the Indian context, the teaching experts help the children excel in Kathak, Bharat Natyam, Folk and contemporary dance forms.
Oratorical skills and performance prowess are enhanced in every child through regular exposure during the annual fiesta and other functions providing a range of cultural experiences and opportunities each year. Collaborative opportunities for participation in all performing arts are provided through inter-disciplinary learning such as mathematics with music.
At Aravali International School integrate performing arts into educational experiences that help the students in learning other subjects, such as science, as well as help them develop various non-arts-based skills. As children grow, engaging them in performing arts can help them meet developmental milestones, including those for motor skills and psychosocial skills.
Art is a subject that has no substitute. Visual art has various forms that help to let out human emotions & skills. Visual Art at school education can help students in bringing out creativity as well as developing an overall personality. It helps them in fundamental thinking while improving their psychological as well as creative aptitudes.
Visual arts are termed as the study of ceramics, printmaking, sketching, crafting, painting, textile design, drawing, Digital Painting, photography, sculptures, filmmaking, videography, architecture, artworks, as well as short movies, and documentaries. To learn visual arts, we at Aravali focus on individual practice for long periods so that the students can put their imagination, creative mind, and creativity adequately.
“We cannot live only for ourselves. A thousand fibres connect us with our fellow men.” – Herman Melville
An indispensable part of the curriculum at Aravali is the Community Outreach Programme. Aravali in its spirit of spearhead the growth of a thought process, which is distinguished by inclusivity and empathy, has begun a programme of community reach involving students. This endeavour aligns with Aravali’s vision of creating thinking, feeling and caring Aravalities. We are designing diverse activities to engage our students in service to their community, society and nation. Sensitization, awareness building and learning to respect others are the qualities we hope to inculcate among our students.
Sport plays a primary role in youth development; including improved academic achievement, higher self-esteem, better psychosocial skills and fewer behavioural problems. We focus on the effects of sports emphasizing on the five C’s – competence, confidence, connections, character and caring. The many facets of playing sports are Discipline of training, Learning Teamwork, Leadership skills and learning to lose as well, helps develop lifelong skills. Sports activities help to nurture the qualities like competitive spirit, interpersonal skills, coping mechanism, personal conduct and hygiene and also inculcate sportsmanship and team spirit. Bearing this in mind the club offers several activities so that students can opt according to their choice and acumen. The club helps to promote the development of skills and co-ordination through a structured Physical Education Programs.
Assessment is a vital tool in the modern teacher’s toolkit and takes a variety of forms. Teachers use a range of assessment methods to identify areas of strength and trouble-spots for students, making them better equipped to plan effectively to meet their students’ needs. Academic rigour is reinforced by standards-based assessment. We believe that assessment should be on-going and lead to improvements in student learning by providing necessary inputs to make informed decisions at class-curriculum levels. Assessments, therefore, must be developmentally appropriate and designed to allow students to succeed by showing what they have learned — never designed to force them into ‘proving’ that they have failed to learn. We create a range of assessments that draw on the learning strengths and preferences of our students and allow maximum flexibility.