"Celebrate, Explore, and Recharge for a Brighter Tomorrow!"
Pre-primary school
The thematic curriculum for preschool draws on neuroscientific research, on how the brain learns naturally and which learning experiences are relevant at a particular age and stage in life. Developmental Appropriateness, Brain Compatible Learning and the theory of Multiple Intelligence guide the creatively designed curriculum for preschoolers to ensure learning for all children. Child Safety, hygiene, nutrition and individual care are prioritized with standardized systems and processes. BOMPS curriculum is designed to enhance appropriate social behaviour, increase sensory perception, build effective learning habits and drive individual personality attributes in the children.
GEE TEE
Our mascot is a charismatic and clever bird standing tall and proud ready to spread its wings and plunge into the high fight of creativity, collaboration and innovation for a strong and sure start. It signifies the confidence that each child represents at Birla Open Minds International School.
EARLY YEARS
(PRE-NURSERY TO KINDERGARTEN 2) OUR CURRICULUM draws on neuroscientific research and is developmentally appropriate, integrated and creative. It aims to instill care for self, for others and for the environment in our children.
DEVELOPMENTALLY
Our approach honours the development of the child as a whole: intellectually, physically, emotionally, and socially across preschool ages. It also recognizes that all children are intelligent and capable learners and will develop across and within these developmental areas in unique and individualized ways.
HAPPY LEARNING SPACES
CREATIVE
Children are exposed to dynamic learning environments, challenges and choices in activities, open-ended questions, and interactions with peers and teachers.
INTEGRATED
Since children learn in different ways and learn better if learning experiences are interconnected or intergrade, our pre primary school curriculum is suitable for them. It is theme based and investigate ideas from multiple perspectives.
LEARNING CENTRES
Learning centres are resource equipped centres set up throughout the classroom where children engage in activities of their choice. Play at these centres reinforces conceptual understanding as well as provides opportunities for differentiated learning.
THE OUTDOORS
The verdant environs resplendent with vegetable patch, garden, trees and flowers aplenty in addition to equipment for play make a vibrant outdoor area. The outdoors are an extension of the classroom and children with their magnifying glasses and cane baskets can be found exploring, discovering and sharing the mysteries of nature.
BOMIS CURRICULUM
At BOMIS, the curriculum is designed and developed to fit the necessities, interests capabilities and learning styles of each child. Thus, our BOMISites are the centre of our educational processes & systems. The curriculum, by each of its parameter focuses to boost the social, emotional, spiritual, physical, motor and cognitive development of each child.
primary school
The Curriculum for grades 1-4 is thoughtfully planned to ensure that each child at school enjoys these years in learning, discovery and creative engagement. Research on how the brain learns best, developmental appropriateness, the theory of Multiple Intelligences and the National Curricular Framework, 2005 have guided the planned curriculum.
The Primary Years curriculum is carefully designed to nurture the child in all dimensions of his/ her life to bring out the essence of a holistic being. The curriculum aims to foster the development of key skills in communication, Problem-solving, citizenship, critical thinking, inquiry, investigation, analysis, social, personal awareness and collaboration.
The curriculum emphasizes on reaching out ot individual student and taking into account their uniqueness in terms of personality types, varied learning styles & intelligences to help to become lifelong learners.
The well planned primary Years curriculum ensures that each child at school enjoys these years in learning, discovery and creative engagement.
SCHOLASTIC AND CO-SCHOLASTIC APPROACH
Our Primary Years curriculum is age appropriate. It is based on learning out comes and progressive teaching, integrating the concepts, processes and ways of thinking drawn from the diverse disciplines of subject areas. We begin the journey with the following subjects:
Scholastic subjects are:
- English Language Arts
- Hindi
- Mathematics
- Environmental Studies
- Information and Communication Technology
Co-Scholastic subjects are:
- Performing Arts
- Visual Arts
- Physical Education, Yoga & Sports (SPEED)
- Soul Science
The six intergrated themes help the learners in Grades 1-4 make meaningful connections through the immersive process, wherein a thematic focus straddles all areas of learning, each theme with a duration of 4 to 6 weeks.
At BOMIS, we conduct Filler Weeks and Subject Weeks to develop various skills, such as, reading skills, writing skills, listening skills, speaking skills, mathematical and scientific skills.
The Curricula for grades 1-4 are thoughtfully planned to ensure that each child at school enjoys these years in learning. Discovery and creative engagement and research on how the brain learns best, developmental appropriateness, the theory of Multiple Intelligences and the National Curricular Framework, have guided the planned curriculum.
Learning environment is an affirmative and enabling one. Bright airy learning spaces, creative learning centres, library, integrated laboratories, ICT laboratories, exciting and interactive display boards, create and environment that catalyses learning.
Assessment is an ongoing process. It guides the learners in their pursuit of learning. Theme End Assessments and Term End Assessments ensure timely feedback on degree of achievement of individual as well as grade-level outcomes. These, in turn guide teachers and parents to provide challenge or support as per need in a ‘timely’ and ‘effective’ manner. The progress of each child is shared through detailed report books along with a portfolio of documented work, making learning visible to all.
All these thoughtful processes ensure the fulfillment of our ultimate goal of teaching in a way that all students learn and develop various skills, such as, reading, writing, listening, speaking, communication, problem-solving, citizenship, collaboration, leadership and creative and critical thinking.
Middle school
At Birla Open Minds International School, we emphasise on providing an inspiring school environment that enables a shift from rote methods to a course beyond textbooks. The curriculum aims to provide experiences and opportunities for students to think differently, analyse and evaluate independently and foster a place where we can soften subject boundaries and connect knowledge to life outside the school. The Middle School Curriculum at Birla Open Minds though unique, merges seamlessly with the ICSE/CBSE/IB/IGCSE boards..
THE HALLMARKS OF THE BOMIS MIDDLE SCHOOL CURRICULUM ARE:
Our focus is to take students away from rote learning, make them go beyond the textbooks and establish a real life connect with the information that they gather at school. The areas of learning covered within its parameter are – English Language, Arts, Hindi, Third Language, Mathematics, Science, Social Studies and ICT (Information and Communication Technology). Besides the scholastic areas, there are various co-scholastic areas that are a part of the curriculum and give the students the opportunity to express themselves, such as, Performing Arts, Visual Arts, various individual and team sports, Community Service Projects, Life Skills and a specialized sports programme (SPEED).
SPEED programme helps to develop sports skills and creates health awareness.
Exposure to team and individual sports encourage a sense of team spirit, and individual effort and accomplishment.
BOMIS school follows a holistic and dynamic approach of education where, apart from scholastic and co-scholastic subjects, a child also learns about ‘soul science’ at school.
The student of ‘soul science’ will help children to deal with the different emotions, challenges, Stress, anxiety and social insecurity in life. It teaches and guides them on concepts of leadership and motivation, and how to regulate personal and school life through time management and other lessons, which have been developed through extensive research and application by our R & D team.
Middle Years Curriculum- We believe in evaluating our BOMISites effectively. “Assessment of learning, assessment for learning and assessment as learning are essential to literacy education.”
The wide range of scholastic and co-scholastic opportunities offered helps instill in children confidence and discipline.
The focus on developing communication skills helps them appreciate the value of education, as it reflects in their ability to express themselves, in addition to developing pragmatic skills. Field trips, excursions, activities, projects and presentations provide experiential learning opportunities. Dance, Fine Arts, Western and Indian Music, Yoga, speech and Drama promote holistic development.
Besides communicating through language about how we perceive our world, we also communicate through actions and images to express our creative ideas.
PSHE (Personal, Social, Health Education) helps students address their age-specific interests and concerns, builds awareness, and promotes compassion and ethical conduct.
Children construct stories through a series of pictures or assemble toys by following guided instructions and illustrations. These actions and images gradually accumulate in our thought process as language and thereby act as a storehouse of past experiences. Students are encouraged to participate in inter-house cultural and sports events. Active learning techniques like free play, dramatisation, puppetry, singing, dancing and cooking enhance their interest in learning
The Primary and the Middle School approach of using experimental and student-centric methodologies continue in the High School years ASSESSMENTS.
As we believe in assessing children on a regular basis using a variety of tools and techniques, we have Ongoing Assessments and Term End Assessments.
Ongoing assessment occurs regularly throughout the instructional process. Periodic tests include a range of tools like rubrics, checklists, projects, tasks, written tests, etc.
Term End Assessment is a test, usually given at the end of each term. These are part of paper-pencil tests: however, they include questions which need comprehension, analysis and critical thinking.
As we look at the holistic development of the child, we also ensure that no child is left behind. Research done in the learning process, learning styles and multiple intelligences are taken into consideration at every stage of designing. In this way, we hope to fulfill our ultimate goal of teaching in a way that all students will learn.
Secondary school
In the Secondary School curriculum, we begin teaching separate subjects, but integration and interdisciplinary teaching approach continue to take place wherever appropriate.
The approach in the Secondary School years continues to be student-centric where the onus of learning shifts from the teacher to the student. The methodology is constructive, taking the child from his/her know context to the unknown, from concrete to abstract and from local to global. A wide range of innovative methods, such as active learning, cooperative activities, inquiry and experience-based learning is used in the classroom. These methods aim at developing competencies rather than mastering the given content knowledge.
THE HALLMARKS OF THE BOMIS SECONDARY SCHOOL CURRICULUM ARE:
Our focus is to take students away from rote learning, make them go beyond the textbooks and establish a real life connect with the information that they gather at school. The areas of learning covered within its parameter are – English Language, Arts, Hindi, Third Language, Mathematics, Science, Social Studies and ICT (Information and Communication Technology). Besides the scholastic areas, there are various co-scholastic areas that are a part of the curriculum and give the students the opportunity to express themselves, such as, Performing Arts, Visual Arts, various individual and team sports, Community Service Projects, Life Skills and a specialized sports programme (SPEED).
SPEED programme helps to develop sports skills and creates health awareness.
Exposure to team and individual sports encourage a sense of team spirit, and individual effort and accomplishment.
BOMIS school follows a holistic and dynamic approach of education where, apart from scholastic and co-scholastic subjects, a child also learns about ‘soul science’ at school.
The student of ‘soul science’ will help children to deal with the different emotions, challenges, Stress, anxiety and social insecurity in life. It teaches and guides them on concepts of leadership and motivation, and how to regulate personal and school life through time management and other lessons, which have been developed through extensive research and application by our R & D team.
Secondary Years Curriculum- We believe in evaluating our BOMISites effectively. “Assessment of learning, assessment for learning and assessment as learning are essential to literacy education.”
The wide range of scholastic and co-scholastic opportunities offered helps instill in children confidence and discipline.
The focus on developing communication skills helps them appreciate the value of education, as it reflects in their ability to express themselves, in addition to developing pragmatic skills. Field trips, excursions, activities, projects and presentations provide experiential learning opportunities. Dance, Fine Arts, Western and Indian Music, Yoga, speech and Drama promote holistic development.
Besides communicating through language about how we perceive our world, we also communicate through actions and images to express our creative ideas.
PSHE (Personal, Social, Health Education) helps students address their age-specific interests and concerns, builds awareness, and promotes compassion and ethical conduct.
Children construct stories through a series of pictures or assemble toys by following guided instructions and illustrations. These actions and images gradually accumulate in our thought process as language and thereby act as a storehouse of past experiences. Students are encouraged to participate in inter-house cultural and sports events. Active learning techniques like free play, dramatisation, puppetry, singing, dancing and cooking enhance their interest in learning
The Primary and the Middle School approach of using experimental and student-centric methodologies continue in the High School years ASSESSMENTS.
As we believe in assessing children on a regular basis using a variety of tools and techniques, we have Ongoing Assessments and Term End Assessments.
Ongoing assessment occurs regularly throughout the instructional process. Periodic tests include a range of tools like rubrics, checklists, projects, tasks, written tests, etc.
Term End Assessment is a test, usually given at the end of each term. These are part of paper-pencil tests: however, they include questions which need comprehension, analysis and critical thinking.
As we look at the holistic development of the child, we also ensure that no child is left behind. Research done in the learning process, learning styles and multiple intelligences are taken into consideration at every stage of designing. In this way, we hope to fulfill our ultimate goal of teaching in a way that all students will learn.
this methodology is good for senior schooling
Birla Open Minds International School, offers Senior Secondary programme for Grades 11 & 12 with a variety of subject options to ensure students have enough choices to pursue their stream of academic focus.
At this stage of learning, specialized inputs in selected subjects, professional training, summer internship and laboratory experimentation are critical for student empowerment.
This phase of education is considered as a crossroad for a student both in academic excellence and personal effectiveness, thus the need of precision guidance arises. The school provides the students with individual counselling sessions, career planning modules and personality development programmes to ensure that the students are ready for a highly competitive world outside.
