Middle years are the very core of any school – the formative years that leave an ever-lasting impression on the child’s mind. The middle years are also the critical period when the child might develop an enduring and joyful relationship with learning or come to view it as a detestable chore. The challenge for educators is to create the right contexts and experiences for learning that resonate in the student's mind.
Learning how to learn is a crucial aspect of the middle years. The teaching-learning experience is a balanced amalgamation of hands-on project work and analyses of experiences to construct concepts, knowledge and skill sets modelled around interdisciplinary learning expeditions based in the real life contexts. This provides the child with a real-life connection that is important for experiential learning. These integrated Learning Expeditions foster holistic growth and development of children, using real and personal experiences as a pedagogic medium of teaching, learning and growth and building a culture of excellence and craftsmanship. Most projects are inter-disciplinary and provide a context, problem or purpose that children can relate to.
The School designs and conducts Outbound Learning Expeditions that help students explore the unknown and, during the journey, rediscover and reconnect to themselves. It is an extension of their classroom learning in the real life context. Similarly, Jodo Gyan works closely with the Mathematics educators in the Middle Programme in developing, designing and executing the mathematics curriculum in our classrooms.
Projects help children to observe, reflect, analyse, synthesise and understand from multiple perspectives. They empower the child to think about problems, whether social, cultural, technological or ecological, in a systemic manner and become an agent of societal change. It is a wholesome integrated approach that goes beyond the boundaries of subject curricula and provides multiple opportunities for the children to revisit and rework thus creating an ethic of excellence through continuous planning, execution and reflection.
By the time children reach the end of the Middle Programme, they have accumulated skills and knowledge that will stand them in good stead not just in the senior years but in life.
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