Pedagogy needs to evolve to keep pace with the changing needs of the 21stcentury. Pedagogy in India was shaped by the needs of the colonial powers and chiefly required recall of facts. Curricula were created to reflect that need. Pedagogy today requires the teacher to encourage students to create and communicate, reflect on, synthesize, and apply knowledge. The NCERT has done significant work in this respect, However, no single curriculum has all the features that we require; hence we created our own, student-centric curriculum that supports our education vision.
Roots of our curriculum
In Pre-Primary we have taken elements of Montessori, Jolly Phonics, Activity theme-based learning.
In Primary and Secondary our curriculum incorporates NCERT, Analytical Skills ( Verbal and Non-verbal reasoning), Olympiad, NTSE, SAT, and various competitive examinations preparation. Hence we have introduced a global dimension that will allow our students mobility in their life choices later. Our curriculum is constructive in its approach and allows students to learn through experiences with their environment. This includes a wider variety of reading and literacy, problem-solving, and the ability to synthesis ideas. Hence a Shri Ram Global classroom has students constantly engaged in well-balanced activities that create a deeper understanding of a concept.
The Curriculum provides activities that include:
a) In order to keep our students on top of the competitive exams we conduct classes of Olympiads, NTSE, and P-SAT
b) Integrated topic studies, rather than whole-group instruction in isolated skills.
c) Opportunities for children to learn by observing and experimenting with real objects.
d) A balance of child- and teacher-initiated activities.
e) Opportunities for spontaneous play and teacher-facilitated activities.
f) Group projects in which cooperation can occur naturally.
f) A range of activities requiring the use of large and small muscles.
g) Exposure to good literature and music of the children’s own cultures and of other cultures represented in the class.
h) Authentic assessment of each child’s developmental progress.
i) Opportunities for children with diverse backgrounds and developmental levels to participate in whole-group activities.
j) Time for individuals or small groups of children to meet with the teacher for specific help in acquiring basic reading, writing, mathematical, and other skills as needed.