Primary
Features of Birla Open Minds Primary Years Curriculum
- Thematic and integrated approach
- Value individuality
- Learn through varied mediums
- Nurture divergent thinking to foster creativity
- Making new connections leading to innovation
Scholastic and Co-scholastic Approach
Our Primary Years curriculum is age appropriate.It is based on learning outcomes and progressive teaching, integrating the concepts,processes and ways of thinking drawn from the diverse disciplines of subject areas. We begin the journey with the following subjects
Scholastic:
- English Language Arts
- Hindi
- Environmental Studies
- Mathematics
- Information and Communication Technology
Co-scholastic:
- Performing Arts (Dance, Music & Theater)
- Visual Arts
- Physical Education,Yoga & Sports(SPEED)
For Grades 1 to 4, the curriculum is planned to initiate the student into formal learning process. At Birla Open Minds International School, we understand that students at this phase of learning require professional facilitation by well trained and specialized educators.
Multimedia enabled learning methodology, integrated curriculum flow, in-class and off-class activities are designed to create curiosity and enquiry towards an array of subjects. The theme based approach to the classroom modules, encourages students to be engaged and participative.
The need to lay a strong foundation with the help of rigorous Scholastic and Co-scholastic activities have been provided in a neatly inter-twined symmetry. Best practices of different curriculum have been customized to the local and international context to give a wider platform of learning to the students.
Imbibing the 21st Century skills, is also an integral part of teaching pedagogy. The assessment is an on-going process. It guides the learner in their pursuit of learning. Theme end and Term end assessments ensure timely feedback on degree of achievement of individual as well as grade level outcomes. The assessment methodology is primarily designed to encourage and inspire a student to further his/her knowledge rather than to categorize his/her competence.
