LEARNING PROGRAM
LEARNING SUPPORT (LS)
The school recognises that some students may require additional support to achieve academic success. While it may not always be possible to create a perfect programme for every individual, every effort is made to ensure inclusivity.
The primary objective of the Learning Support (LS) Programme is to provide each student with the assistance they need to perform to their highest potential within mainstream classes.
ENGLISH AS A SECOND LANGUAGE
The school recognises that students from non-English-speaking backgrounds enter with strong proficiency in their mother tongue, valuable life experiences, and varying levels of formal schooling — but may lack full proficiency in written and spoken English. Our mission is to help these students acquire and improve their English communication skills, both oral and written. The goal is to enable them to become independent and confident listeners, speakers, readers, and writers of English. Through this support, students are empowered to fully participate in the school’s academic programmes and to integrate smoothly into all school activities.
THE HOLISTIC LEARNING PROGRAMME
A nurturing environment that helps children develop essential life skills and grow into confident, capable individuals.
- To understand and respond effectively to unfamiliar situations, enabling adaptive thinking.
- To develop self-awareness, understand their behaviour, and recognise their relationship with the world around them.
- To communicate clearly and confidently with those around them.
- To learn cooperation, teamwork, and harmonious living, building strong social skills.
- To create and maintain a personal work portfolio, showcasing growth and achievements.
- To view the community as a valuable source of learning, connecting classroom knowledge with real-life experiences.
- To value silence and personal introspection, encouraging reflection and mindful learning.
Projects
To ensure that children are provided these opportunities, learning should be experiential, based on real-life experiences. The emphasis is on a spirit of open and continuing inquiry, practical work rather than mere repetition and theory.
Children will engage in a series of real-life projects both within the school and outside. Children of differing ages, working in groups on different projects at the same time are sure to learn the skills of thinking and planning together, negotiating mutually acceptable outcomes and sharing responsibility for execution. It will also prepare them for efficiently allocating available resources and managing competing deadlines.
Classroom Sessions
Classroom sessions are an integral part of learning process. This ensures that children learn the required skills and the relevant conceptual knowledge and that there are no gaps in the curriculum of the school. These sessions will develop, for instance, necessary Maths skills where they cannot be developed through the project methodology. Similarly, classroom sessions are also important for exposing children to the literary and aesthetic aspects of languages.
Assessment
Assessment of the children’s work provides them regular feedback.
There will be no formal examination for learners of Kindergarten (Nursery to Upper Kindergarten). They will, therefore, be free from pressure-learning and fear of examinations. This is primarily to ensure that they are able to learn in an environment devoid of stress and that creative learning takes place in the learners’ minds.
These learners who reach Std.1 will be armed with many innovative skills learnt over the years. They will be far more prepared to meet the academic requirements of the prescribed syllabi. Stand. to 5 the emphasis will now shift to an in-depth preparation of academic requirements of learners through Continuous and Comprehensive Evaluation in which efforts grades are awarded. Std 6-12 follow curricular of their choice and prepare for Terminal Examinations
Their work will be assessed for content, academic skills and life skills. Some elements of content are specific learning of physics, biology or history and their application in curricular activities. Children often learn different and significant things from others of their own age. Hence, peer-evaluation by children is encouraged to develop their spirit of impartiality and capacity for critical review.