"I am always willing to learn, however I do not always like to be taught"
- Winston Churchill
Children are born to learn, and each child has a unique way of approaching a question. Teachers at Inventure Academy work with a sense of deep respect and appreciation of a child's unique abilities. The nature and quality of learning experiences, and the quality of teacher-student interaction distinguishes the Inventure kindergarten programme .
The cornerstones of the Inventure Academy kindergarten are:
- The curriculum is based on age-specific learning outcomes.
- Learning is child-centric. The focus is on the unique interests, abilities, learning pace and style of each child.
- Learning is made authentic and meaningful through experiences derived from the student's interactions
with nature, people, objects and experiences.
- An understanding of the social and cultural contexts to which children belong give clues to their emotional,
cognitive and social needs, and help teachers create a truly unique multicultural learning environment.
- Sensitive, appreciative and empowered teachers.
- Active partnership between the school and parent community.
The curriculum invites children to explore their world in multiple ways. Sensory stimulation is rich and triggers investigations into themes and topics. Curiosity and interest set the tone for questions and discoveries. Children and teachers reflect on the meaning of each activity and explore the underlying phenomenon together; in doing so, each child makes the experience and learning personal. The balanced focus on social, emotional and cognitive development of the child is reflected in the rhythm set by the daily activities. Kindergarten Programme - K1 (LKG), K2 (UKG) and accelerated K2 (UKG)
The Inventure Academy kindergarten works in three groups - K1(LKG) and K2 (UKG); and if required, K2 (UKG) - an accelerated kindergarten programme for children who are in K2 but are yet to mature to Grade 1 requirements.
Curricular Practices in Kindergarten
Daily activities are built in around the following practices, which set a framework for the overall development
needs of this age group: 1. Learning Centers: Math, language, music and art are learnt through observations in nature, construction
(building blocks, clay), pretend play, reading and reuse-and-recycle centers. These offer children a place for
learning and exploring at their own pace. Teachers are also observers, as they document the students' progress
at work and play.
2. Circle Time: Skills of social interaction, listening, conversing, feeling, thinking, empathy and patience are
learnt by sharing ideas and experiences with each other. Reflection and learning happens joyfully during
circle times.
3. Reading: Appreciation of the written word starts early; first through read-aloud classes K1 (LKG). Class libraries
ensure that children are introduced to the joy of reading right from the first day of school. They learn how to
handle books, look at illustrations, create their own stories, and begin the process of learning to read. In K2 (UKG),
children continue to be encouraged in their natural curiosity in books and illustrations. They begin to exhibit
reading-like behavior as they reconstruct familiar stories. Towards the end of K2 (UKG), the children are able to
read familiar text, labels, captions etc.
4. Science, Discovery and Explorations: Children at this age demonstrate a keen interest in exploring and
discovering the world around them. The curriculum provides rich opportunities and stimuli from the immediate
environment to encourage observation, investigation, exploration, questioning and documentation of their
learning in myriad ways.
5. Sand and Water: Sand and water are not only soothing play material, but also stimulating to the imagination.
Sand play is a major catalyst for developing concepts, constructing language, and promoting social skills.
Sand play gives children a chance to explore science concepts like wet and dry, volume, pouring and sifting,
and other cause and effect in a hands-on way. It improves fine motor skills and eye-hand coordination. It is a
great group activity.
6. Cooking, Baking and other work skills help children experience the joy of everyday tasks, while incorporating
a multitude of math, science and language skills. 7. Gardening and working with nature plays an important role in developing sensitivity to the environment,
developing observational skills and assuming responsibility through acts of caring and nurturing.
8. Clay Work and Pottery help develop fine motor skills and creative expression.
9. Block Play nurtures creative thinking and enables articulation of ideas.
10. Dramatic/ Symbolic Play gives the child the opportunity to explore a world of fantasy, as well as
express a view of the world as she sees it.
11. Art and Craft are integral to the way children learn and document their learning, experiences and feelings.
It is a powerful means to connect to the child's world.
12. Music and Movement: Children engage in creative dance movements; learn to play simple musical
instruments and to sing.
13. Theatre, story telling and puppetry are used to develop the child's social, emotional and communication
skills. It is a useful tool during thematic teaching.
14. Community Connections: : The curriculum facilitates regular interactions with the community. Parent and
grandparent volunteers accompany children on field trips and participate in theme activities. Field trips to
surrounding farms enable children to interact with local communities and understand their culture and lifestyles.
15. Physical education, games, and movement: includes swings, slides, balancing beams, rope ladders,
obstacles etc. Children are guided by trained professionals to develop coordination, team work,
independence and confidence.
16. Physical education, games, and movement: Adventure and outdoor experiential projects are an important
part of the morning session. Children, under the guidance of trained professionals, develop motor
coordination, teamwork, independence and confidence.
17. Excursions and field trips help widen knowledge of the environment, besides expanding skills in observation. |
Curriculum