Things we firmly believe we do differently at The Lakewood School
Every International curriculum offers a wide range of subjects and
encourages high standard of learning through an application based
approach to teaching and learning. It develops vital educational skills
including communication, investigative skill, problem solving,
collaboration, recall of knowledge and initiative. The curriculum is
learner centric and makes measurable impact on students. The learning
outcomes that curriculum should aim at are:-
- Proficiency in academics.
- The ability to think critically and analytically.
- Familiarity with technology.
The development of 21st century skills such as communication, collaboration, leadership and social responsibility.
An effective pedagogy is the basis for a well-structured teaching module. Pedagogy is the science of teaching or education. . High standards must be created through high expectations. Children should have a wide range of learning experiences that challenge and stimulate, thereby promoting creativity, right use of the intellect and a love for learning At, In international curriculum, the pedagogy focuses on how teaching and learning occur. An array of teaching methodologies, which include direct instruction to the child, collaborative learning within the students and inquiry-based learning are used to help students explore the unexplored. Blend of consistency and variety in teaching methods by combining established learning theories with innovative practices and programmes, a new freshness is lent to learning pedagogues, all of which help students improve their learning outcomes and achieve their full potential. Thus International Curriculum is -
Broad in content and is carefully balanced to ensure sufficient depth of study.
Designed to take into account all main subject areas, as well as languages and cultural activities promoting the best of India.
Endows children with musical, artistic, dramatic and sporting talent to develop their skills and excel.
Provides frequent assessment opportunities through tests and regular teacher and pupil feedback to parents.
Differentiated to meet the needs of all pupils, including those with particular learning needs.
We ensure implementation through following measure. We firmly believe that :-
Each student is different.-- Implementation of a good curriculum accordingly makes space for teachers to recognize learner’s individual capacities, and respects differences in the ways in which children prefer to learn.
Students learn by building connection with what they know and what is new to them, seeking, in the process, meaning and relevance, and reinforcing the connections by applying the newly acquired knowledge and skills to real or simulated situations. In this manner, learners develop more complex cognitive relationships and structures, and ultimately, competencies and capabilities in and across different domains.
We need to work on students’ prior knowledge which may include presumption about how the world works, we need to engaged – built upon, or at times challenge if need be – in order to develop new learning. Individualized or learner centered tactics need to match with the background, previous knowledge, processes and existing stage of development and promise of each learner.
Students learn best when new material is at least in some way relevant to their prior knowledge and experience, or to their goals. Relevance is also motivational.
Students learn best when they value what they are learning, when they are motivated to learn. The facilitator needs to create and sustain love for learning in a child which is central to learning and developing lifelong promise to learning.
Students learn best when they play an active role in their learning, helping to set their learning goals and taking responsibility for their participation in and contributions to the classroom. Learning is thus also a social activity, and importantly so: classroom learning experiences should be organized accordingly.
Students learn best when they reflect meta-cognitively on their learning, and can articulate their current level of understanding. Such reflection on their learning helps students to take responsibility for their learning, not least by setting goals, understanding how they learn best, and assessing their progress.
Students learn best in warm, safe and supportive environments, and in which learning is appropriately challenging and enjoyable. Classroom regimes based on fear, excessive pressure or monotonous drilling serves only to alienate learners. Good relationships, between teachers and students and among students themselves, are critical for learning.
To develop competence in an area of inquiry, students need a substantial foundation of factual, or content, knowledge, and they need to understand these facts and ideas, and the theories that connect them, in the context of a conceptual framework. They need also to develop the skills, values and attitudes that are associated with this content knowledge and which are also prerequisites for the development of a particular competence.
Students learn best when teachers provides feedback on their learning through continuous assessment of where each learner is in her understanding Assessment. is the bridge between teaching and learning. Teachers need accordingly to know what each student is thinking, so that they can provide specifically targeted feedback to each student. Effective feedback to students on their learning helps students to know they do and do not understand, and which area of the skill they need to work on. Feedback helps identify the gap in learning and appropriate steps can be taken to bridge the gap.
Even after such care, there is a wide array of learning areas where learning outcomes are not easily quantified. These include dispositional, effective and behavioral changes among learners – such as in ethics, civic responsibility, global citizenship, emotional maturity, moral character, tolerance of diversity, curiosity, cooperation, aesthetic appreciation, social relations, community solidarity and environmental responsibility. That these are not easily assessed does not minimize the importance of their inclusion in the curriculum.
