Page 9 - Reliance Foundation School, Koparkhairane Admission Brochure

ACADEMICS
ACADEMICS

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

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to e x cel by acquiring knowledge and t to ensure creative and happy learning.
to excel by acquiring knowledge and skills, skills,
and developing in them sound values are at at
STEAM activities such as Parachute Making,
and developing in them sound values are STEAM activities such as P arachute Making ,
S

t the core of Reliance Foundation School's s Construction of a Boat, etc., introduced in the
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Pre
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-primary
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academic programmes. programmes.
academic Pre-primary and progressing to projects like
Fliers,
Chemsim,
Orbitron
Solaris
and
Doers and Fliers, Chemsim, Solaris Orbitron
Doers
The school's academic programmes emphasise emphasise
The school's academic programmes
(Mobile
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Application),
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children's intellectual growth, experiential l (Mobile Application), Insignia (Indian Sign
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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 r Senior a l e p t i c

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School
Masks, Dewumen, etc., in the Senior School
etc.,
Dewumen,
Masks,
in
development, acquisition of social skills, ,
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 e xperience guided inquiry
help the students experience guided inquiry
physical well-being and character building. .
physical well-being and character building and creative process. The pedagogy is based
and creative process. The pedagogy is based
With the aim to provide a meaningful l
W i t h t h e a i m t o p r o v i d e a m e a n i n g f u on approaches lik e scientific enquiry , real-
on approaches like scientific enquiry, real-
educational experience to children, the school school
educational e xperience to children, the world problems, projects, case studies, play
world problems, projects, case studies, play
integrates the best practices into teaching and and
integrates the best practices into teaching and learn, storytelling etc. An inclusive and The RAFT (Role, A udience, F ormat, T opic) transformation in the teaching-learning g
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The RAFT (Role, Audience, Format, Topic)

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and learn, storytelling etc. An inclusive and
learning
curriculum,
the
in
learning in the curriculum, thereby promoting promoting comprehensive Coding Learning Module has writing strategy is a technique which process and tak es us very close to the e
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process and takes us very close to the expected xpected
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comprehensive Coding Learning Module has
a culture of pedagogical excellence. cellence.
a culture of pedagogical e x
encourages creative and organized writing.
learning
curriculum
into
been integrated into our regular curriculum to encourages creative and organized writing . learning outcomes. outcomes.
to
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give young minds the cutting edge of
Transformative pedagogies like Science, ,
T r a n s f o r m a t i v e p e d a g o g i e s l i k e S c i e n c e g i v e y o u n g m i n d s t h e c u t t i n g e d g e o f It helps in developing the writing skills
The school promotes a dynamic curriculum, curriculum,
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technology. The coding curriculum is divided
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Technology, Engineering, Arts, and d technology . The coding curriculum is divided of students in a fun and prolific way. A blend The school promotes a dynamic
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that addresses the challenges of the ever--
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Mathematics (STEAM) and Role, Audience, udience,
Mathematics (STEAM) and Role, A i into courses for each grade level, where o f i n q u i r y - b a s e d l e a r n i n g , p r o b l e m - that addresses the challenges of the ever
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of inquiry-based learning, problem-
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Format, and Topic (RAFT) have been n students explore 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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their
solving approach and experiential learning
promotes experiential learning, keeping in
aligns students' thoughts with real-world
a l i g n s s t u d e n t s ' t h o u g h t s w i t h r e a l - w o r l d p ro m o t e s e x p e ri en t i a l l e a rn i n g , k ee p i n g i n
perspective how children learn from
problems. These pedagogies are developed by
problems. These pedagogies are developed by p e r s p e c t i v e h o w c h i l d r e n l e a r n f r o m
foundational level skills and knowledge to
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,
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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.
competencies, skills, interests and hobbies of higher levels of application and competence.
competencies, skills, interests and hobbies of
ertical
ensures
integration
the
curriculum
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of
the students. The students have the freedom
the students. The students have the freedom Vertical integration of the curriculum ensures
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to think , e xplore and e xpress their ideas and a systematic formation of skills, concepts,
to think, explore and express their ideas and
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knowledge
and
application
grade
from
thoughts.
thoughts. knowledge and application from one grade
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level to the next. An interdisciplinary

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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
horizontal
the
by
built
is
approach
alignment
Thinking Model, which is a structured
T h i n k i n g M o d e l , w h i c h i s a s t r u c t u r e d of the curriculum, cutting across subjects.
of the curriculum, cutting across subjects.
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The wide array of effective and varied
generating
potential
gathering information, generating potential T h e w i d e a r r a y o f e f f e c t i v e a n d v a r i e d
gathering
information,
assessment t
and
solutions, refining ideas, and testing solutions. assessment techniques for continuous echniques for continuous
solutions.
refining
ideas,
testing
solutions,
of
and
comprehensive
evaluation
assessment
The inclusion of mini projects, case studies, evaluation and comprehensive assessment of
case
studies,
inclusion
The
projects,
of
mini
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and enquiries in studies brings a lively element broad-based learning and behavioural
and enquiries in studies brings a lively element
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to the school curriculum. It brings a novel
to the school curriculum. It brings a novel outcomes make the assessment and
evaluation model of the school unique. The
structure to academics, which changes the evaluation model of the school unique. The
structure to academics, which changes the
help
techniques
teachers
identify
assessment
thought process and vision of all stak eholders. assessment techniques help teachers identify
thought process and vision of all stakeholders.
the learners' strengths and learning gaps. They
T the learners' strengths and learning gaps. They
The educational focus now centres on he educational focus now centres on
help
individualised
teachers
academic
design
nurturing
nurturing competency-based education and and help teachers design individualised academic
-based
competency
education
support
learning
to
bridge
programmes
the
21st
fostering 21st century skills among students. students. support programmes to bridge the learning
fostering
century
skills
among
gaps,
and
any
lifelong
if
kind
This
learning
of
is
This kind of learning is lifelong and it brings brings gaps, if any. .
it
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