The primary school program creates a dynamic learning environment with spaces to stimulate curiosity in the learners. They are constantly engaged in observations, questioning and probing– dwelling deeper into concepts. A conscious effort is made to imbibe the inquiry approach in our curriculum. Using appropriate learning contexts, tools of inquiry, multiple ways of assessing the child’s progress and helping a child to become an independent learner are some of the focus areas. Our curriculum is aligned to NCERT framework and assessments are integrated into the teaching learning process.
In the Primary classes, the mathematical concepts and experiences that the child has acquired in the Preprimary will be consolidated. The focus of learning is on – developing number sense, spatial sense, recognize patterns and gradually rise to attend the problems with algorithm and abstraction. Teachers will emphasize on mathematical process which will help the child to imbibe the concepts using concrete materials, problem solving with real –life stories, reasoning, reflecting, connecting, selecting appropriate computational tools, strategies and using mathematical vocabulary. The curriculum is developed in collaboration with Jodogyan, a self–supporting non–profit organization.
The primary goal for our Language program is to provide language rich environment inside and outside the classroom, to build up familiarity with the English and Hindi languages through meaningful interaction, to expose our children to wide range of texts and literary genre and appreciation of language. The reading program supports the students in developing fluency. Drama and theatre is used as effective tools to initiate student participation and to foster effective use of language.
Our environmental studies program provides a dynamic framework through which the child will be able to explore concepts and learn skills.Children are naturally curious and they are keen to understand and explore the world around them. They love to observe, investigate things close to their immediate surroundings, take pride to connect and analyze their findings, and sometimes they spread their wings to go beyond the tangible. The curriculum has extended the scope for creating a thinking classroom where children will be engaged with variety of activities and challenges. Activities and experiments include wide range of skills such as, observation and recording, sorting, reasoning, researching and learning to work together in a team. The syllabus is designed thematically with the spiral building up of concepts from grade I–V, moving from the local context to the global. The underlying principles of the program address change and continuity, diversity, interdependence, responsibility, processes and causes and consequences. Appropriate field trips have been incorporated to enhance the scope for experiential learning.
The IT curriculum has been specifically designed to support and enhance skills which will support students in creating, researching, inferring and applying in their academic learning. IT is not just a subject but an important link between every subject. Learners are encouraged to regard computers as tools to be used in all aspects of their studies to aid better understanding of concepts. They will be encouraged and equipped to make use of the new multimedia technologies to communicate ideas, describe projects, and evaluate information in their work.
An integral part of the curriculum, all students participate in the domains of art, music, dance, theatre and physical education. Through these spaces self–confidence, cultural appreciation and skills of team work and leadership qualities are enhanced
Art Education is perceived as a tool for development of aesthetic sensibility and students are exposed to multiple art forms, technique and art appreciation. A wide range of experiences are provided to our students through drawing, painting, clay work, calligraphy and craft work.
The music curriculum exposes all students to the basic elements of both vocal and instrumental. The sense of melody and rhythm are enhanced and students are encouraged to participate and appreciate different genre of music. Through the teaching of dance students learn the skills of body coordination, expression, appreciation, sense of rhythm, participation and develop cultural sensitivity.
Physical Education program plays an important role in the student’s overall development. Students are given opportunities in both indoor and outdoor games along with athletics. The focus is on developing skills of agility, balance and stamina in the primary classes. Along with enhancing these skills students learn work in a team helping to build on leadership skills, self–discipline and problem solving technique.
Process of evaluation is comprehensive and continuous in both scholastic and co scholastic domains. No formal examinations are conducted and assessment is embedded in the learning process. The assessment of the student’s learning is through a range of strategies and takes place both in and out of the classroom. Tool like rubric and checklist are used by the teachers which help in providing authentic feedback about student learning. The feedback helps in supporting the teaching learning process and meeting learning objectives. '
For grade 1 onwards there is a well-developed system of assessment and evaluation at all levels. This is done through a variety of methods which include oral work, mind maps, open book assignments, classroom discussions project work and experimentation and written assignments. Assessments are conducted for feedback and to support learning aimed at creating reflective teachers and learners. '
We at St.Xavier’s follow the Continuous and Comprehensive Evaluation Scheme of School Based Assessment. The assessment will cover both scholastic and co-scholastic areas will be covered out in Schools over the two terms. The syllabus is carefully mapped to the learning objectives and student progress is mapped through formative assessments. Summative assessments will be carried out at the end of a course of learning in the form of written assignments which may consist of objective type, short answer and long answer questions. The grading pattern as recommended by the CBSE will be the basis of evaluation.