Curriculum
The school follows the CBSE course of studies and the method followed is according to the CBSE guidelines.
The five compulsory subjects include English, Hindi, Mathematics, Social Science and Science with Fundamentals of Information Technology (FIT) as the sixth subject at AISSE level.
Subjects offered at Senior Secondary level are:
In addition to the above, Physical & Health Education, Art Education and Work Experience are also being taught as part of the curriculum at all levels (middle to senior secondary).
Continuous and Comprehensive Evaluation (CCE) system with adequate emphasis on various tools of formative and summative assessment was introduced in the Academy way back in mid-nineties. This system evaluates every aspect of the child development during their presence at the school. The system focuses on overall development of the children.
Scholastic progress under Formative section is assessed through a number of tools like assignments, activities, experiments, project works, field trips, worksheets and unit tests. The Summative section consists of half yearly and annual examinations
Co-scholastic areas cover various life skills (thinking, social and emotional), cognitive skills (literary, creative and scientific), attitudes and values and physical & health education
In addition to the above, the work-sheet system and diagnostic based remedial programme, adolescent education programme (AEP), individualized education plan (IEP) and individual behaviour programme (IBP) help in providing individual space and attention to each child including those who otherwise find it difficult to cope well in the class.
Experiential learning is promoted in the school by endeavours like: -
Field Trip As a part of learning beyond classroom, field trips and educational tours to different destinations are conducted for the entire school. Field trips have become an integral part of SGIS. It provides the students an opportunity to explore and learn from firsthand experience.
Adventure Activities. Activities that foster team spirit, build individual confidence and develop the spirit of adventure in children are organised by the school in collaboration with The Altitude Expeditions, Delhi. Some of the activities are rope courses, rock climbing, high altitude trekking etc.
Children’s Fete - An annual feature which is organised by the school where the children contribute with ideas and set up their stalls. The fete teaches children event management, introduces the concept of business besides giving impetus to their originality and creativity.
Work Education and Hobby Groups-A large number of work education and hobby groups are available in the school for the children to choose from. Children opt for those that match their interest and complement their innate talents from the wide range of available opportunities such as library management, community service, commercial design, fine arts, art & craft , gardening, clay modelling, scouts, carpentry, candle making, etc.
Our students are exposed to many sought after talent competitions such as Science Olympiad, Maths Olympiads and Cyber Olympiads conducted by Science Olympiad Foundation, Heritage India Quiz and Maths Olympiad conducted by CBSE/NCERT which give them the opportunity to catapult themselves to the highest levels of talent identification programmes in the country. The students also participate in reputed quiz contests such as the Bournvita Quiz for which the School is the city venue as also for the Limca Book of Records quiz.
In our endeavour towards nurturing our students into well rounded personalities the School runs a Social Intelligence Development Programme to impart life skills training to ensure appropriate social behaviour, inculcate high degree of self discipline and increase emotional quotient so that every student develops the initiative to leave his/her environment better than it previously was.
This collaborative programme between teachers, students and management aims at training children to accept responsibility, devise strategies for governing their own behaviour and understand the value of following reasonable rules. The programme aims at attending to the children’s physical needs to ensure that they are not uncomfortable, attending to their intellectual needs to prevent ennui from setting in which gives way to confusion and frustration and attending to their social and emotional needs to make them feel secure and a part of the group.
The results of this programme are encouraging and it has helped the school in the following: -
Effective classroom management leading to a conducive environment for imparting and receiving education with positive contribution from the students.
Devising efficient instructional strategies keeping in mind the needs and requirements of the students, thereby, generating a positive mindset resulting in increased acceptance and accelerated learning by students.
Resolving behavioural problems that interfere with creating a harmonious learning environment in the class room.
Career Counselling
A structured scholastic and career counselling plan is conducted by the school progressively introducing higher levels of achievement skills from Class VIII onwards. This widens the scope of the students' thought process, options available to them and skills required while assessing and developing their individual skills. These sessions graduate to skill assessment and counselling seminars for students and parents and finally home on to awareness about relevant educational institutions and opportunities available. The broad activities are as follows: -
Class VIII : Scholastic and Career Plan
Class IX : Steps For Better Career Planning
Class X : Career Counselling Programme
The career counselling programme is conducted in five steps.
Class XI & XII : Career and Academic Awareness
An elaborate system is followed by the school to micro manage the academically weak students' progress by conducting an exhaustive case study. It comprises a SWOT analysis followed by tailor made solutions to build on strengths, minimise weaknesses and grasp opportunities to meet achievable laid down targets. The student’s present levels of academic performance, annual goals for the student and short-term instructional objectives related to the annual goals are important factors during the analysis. The process involving the teachers, parents and counsellors as also student buddies is developed over a period of time to provide a strong foundation to students. To make the most of the process and to ensure that their child will benefit adequately from special education services, parents are informed about the requirements of the IEP and how to work effectively with school personnel. A monthly counselling is conducted for all students and the IEP team meets fortnightly. The IEP system is as follows: -
“ I hear, I forget; I see, I remember; I do, I understand.”
Confucius
The use of projects and the rationale behind project work is to extend and integrate learning. An important aspect of this is also comprehensive and integrated learning. This approach aims to reduce the burden of rote learning and pressure of work. In this context the concept of group project work or an integrated project approach helps teachers not only facilitate learning but also hone social and communication skills. The Integrated Project Approach takes the concept a step further. Localised topics are chosen such as agriculture, community, historical places, etc. to generate additional interest in the students. All aspects of a topic are brainstormed and the class looks at the topic in a holistic way enabling cross curriculum connectivity. A brain storming as shown in the sample project framework will set out guidelines for both students and teachers. By preferring group or integrated project work the individual is saved the burden of working on different projects for different subjects. In a Group Project, every student is assigned a task and is a very important cog in the wheel to help complete the project successfully. The student is recognized as an important member and is entrusted with an assignment. The student can also have a preference or choice of role. This shores up confidence and also helps with team building and hones values such as loyalty. Work on the topic is distributed over four quarters comprising research work, hand skill and effective change culminating in an exhibition/display in the fourth quarter.
The school promotes holistic growth by offering avenues to enhance the fine arts skills of students.
NH 20, Ganga Nagar, Harnaut, Nalanda,
Bihar- 803110
satyaganga2018@gmail.com
+91 9430552611 / 7542944400
