Page 8 - Reliance Foundation School, Koparkhairane Admission Brochure

ACADEMICS
ACADEMICS

Nurturing children's curiosity, enabling them them
Nurturing children's curiosity , enabling adopted and implemented by the school ed by the school
adopted and implement

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to excel by acquiring knowledge and skills, skills, to ensure creative and happy learning.
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values
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and developing in them sound values are at at STEAM activities such as Parachute Making,
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STEAM
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the core of Reliance Foundation School's s Construction of a Boat, etc., introduced in the
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academic
academic programmes. programmes. Pre-primary and progressing to projects like
Doers and Fliers, Chemsim, Solaris Orbitron
Doers and Fliers, Chemsim, Solaris Orbitron
The school's academic programmes
The school's academic programmes emphasise emphasise
(Mobile Application), Insignia (Indian Sign
c h i l d r e n ' s i n t e l l e c t u a l g r o w t h , e x p e r i e n t i a (Mobile Application), Insignia (Indian Sign
children's intellectual growth, experiential l
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Language converter/generator), Analeptic
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learning, creative exploration, emotional l L a n g u a g e c o n v e r t e r / g e n e r the Senior a l e p t i c
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Dewumen,
School
Masks, Dewumen, etc., in the Senior School
Masks,
etc.,
in
d e v e l o p m e n t , a c q u i s i t i o n o f s o c i a l s k i l l s help the students experience guided inquiry
development, acquisition of social skills, ,
help
students
guided
xperience
e
inquiry
the
physical
physical well-being and character building. . and creative process. The pedagogy is based
and
character
well-being
building
is
process.
The
creative
and
pedagogy
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With the aim to provide a meaningful l on approaches like scientific enquiry, real-
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approaches
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scientific
real-
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educational experience to children, the school school world problems, projects, case studies, play
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educational
xperience
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children,
problems,
studies,
world
projects,
case
play
integrates the best practices into teaching and learn, storytelling etc. An inclusive and The RAFT (Role, Audience, Format, Topic) transformation in the teaching-learning g
integrates the best practices into teaching and and
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learn,
storytelling
and
An
and
learning in the curriculum, thereby comprehensive Coding Learning Module has w r i t i n g s t r a t e g y i s a t e c h n i q u e w h i c h process and tak es us very close to the e
learning in the curriculum, thereby promoting promoting
writing strategy is a technique which
process and takes us very close to the expected xpected
comprehensive
Module
Coding
has
Learning
a culture of pedagogical e x
a culture of pedagogical excellence. cellence.
organized
and
.
learning outcomes. outcomes.
encourages
writing
creative
regular
curriculum
into
been
to
been integrated into our regular curriculum to encourages creative and organized writing. learning
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Transformative pedagogies like Science, , give young minds the cutting edge of I It helps in developing the writing skills

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The school promotes a dynamic curriculum, curriculum,
T e c h n o l o g y , E n g i n e e r i n g , A r t s , a n technology . The coding curriculum is divided of students in a fun and prolific way . A blend The school promotes a dynamic
Technology, Engineering, Arts, and d
technology. The coding curriculum is divided
of students in a fun and prolific way. A blend
that addresses the challenges of the ever--
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Mathematics (STEAM) and Role, A into courses for each grade level, where of inquiry-based learning, problem- - that addresses the challenges of the ever
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Mathematics (STEAM) and Role, Audience, udience,
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students explore topics at their own pace.
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Format, and Topic (RAFT) have been n students e xplore topics at their own pace. solving approach and e xperiential learning e v o l v i n g w o r l d . T h e c u r r i c u l u m d e s i g
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aligns students' thoughts with real-world promotes experiential learning, keeping in
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problems. These pedagogies are developed by perspective how children learn from
problems. These pedagogies are developed by
foundational
and
knowledge
level
skills
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a n a l y s i n g t h e h a b i t s , b e h a v i o u r, foundational level skills and knowledge to
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higher levels of application and competence.
interests
competencies, skills, interests and hobbies of higher levels of application and competence.
of
hobbies
and
competencies,
skills,
ensures
integration
V
the
ertical
of
curriculum
The
the students. The students have the freedom Vertical integration of the curriculum ensures
the
have
students.
freedom
the
students
a systematic formation of skills, concepts,
to
to think, explore and express their ideas and a s y s t e m a t i c f o r m a t i o n o f s k i l l s , c o n c e p t s ,
and
ideas
think
xplore
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and
knowledge and application from one grade
thoughts. knowledge and application from one grade
thoughts.
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The school has embraced the Design
T h e s c h o o l h a s e m b r a c e d t h e D e s i g n approach is built by the horizontal alignment
approach
horizontal
by
the
alignment
built
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Thinking Model, which is a structured of the curriculum, cutting across subjects.
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of the curriculum, cutting across subjects.
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gathering information, generating potential The wide array of effective and varied
gathering information, generating potential
assessment t
ideas,
and
solutions.
testing
solutions, refining ideas, and testing solutions. assessment techniques for continuous echniques for continuous
refining
solutions,
evaluation and comprehensive assessment of
The inclusion of mini projects, case studies,
The inclusion of mini projects, case studies, evaluation and comprehensive assessment of
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enquiries
and
studies
lively
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in
element
and enquiries in studies brings a lively element broad-based learning and behavioural
brings
outcomes make the assessment and
to the school curriculum. It brings a novel o u t c o m e s m a k e t h e a s s e s s m e n t a n d
to the school curriculum. It brings a novel
The
school
evaluation
of
unique.
the
model
structure to academics, which changes the evaluation model of the school unique. The
changes
structure
to
academics,
the
which
techniques
teachers
identify
assessment
help
all
vision
of
thought
thought process and vision of all stakeholders. assessment techniques help teachers identify
and
process
eholders.
stak
the
gaps.
They
and
learners'
learning
strengths
The educational focus now centres on he educational focus now centres on
T the learners' strengths and learning gaps. They
teachers
academic
help
design
individualised
nurturing competency -based education help teachers design individualised academic
nurturing competency-based education and and
bridge
learning
support
programmes
the
to
among
fostering
century
fostering 21st century skills among students. students. support programmes to bridge the learning
21st
skills
is
lifelong
it
kind
if
and
This kind of learning is lifelong and it brings brings gaps, if any. .
This
learning
of
gaps,
any
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