Top 5 secrets to spark creative thinking in younger children

Research says the first five years of a child’s life form the foundation that shapes children’s future health, happiness, growth, development and learning achievement. No wonder, the closets and cupboards, drawers and chests at home, overflowing with toys of various shapes, sizes, colors and functionalities are trying to find breathing spaces. Children’s rooms are full of the so-called Educational toys to boost critical thinking and reasoning abilities among young learners. Children reach home after school, to rush from one activity class to another. In an increasingly competitive world, there’s less time for a child to be a child, in the process of losing out on creative experiences which helps to develop social, emotional, communication and thinking skills.

“I am bored” is the most dreaded statement among young parents. The feeling of “lack of good parenting skills” sets in and we tend to create schedules and routines to ensure no time goes waste. What’s ironic is imaginative play frequently springs from boredom. Kids conquer boredom through their innovative and creative ideas.

Secret #1- Keep in-between/vacant times during the day

So next time your child says “I am bored”, say “Great, that means your brain is looking for something interesting to do!!”

Creativity focuses on the process of forming original ideas through exploration and discovery. Every experience or exposure is an opportunity for children to be able to build on their prior knowledge, to be able to express, know, understand, feel, think, and do something that they haven’t been able to do before. Good questions encourage children to think outside the box, developing creative problem-solving skills.

Secret #2- Reframe your questions

• “Can you see the rainbow in the sky?” versus “I wonder how does the rainbow gets into the sky?”
• “What is this part of the elephant called? (Pointing to the trunk)” versus “What would you do if you had a trunk?”

“When I want to see my child succeed in life, how can I allow him/her to fail?”, a scary concept and a dilemma for many parents. We’re well-intentioned parents, but the sense of fear, overrule our intentions. Only when we allow our children to face failure, they learn to find creative solutions to their problems. Inspire your child by telling stories where you have made mistakes and failed and how you overcame the same. Ask, “If you would have been in that situation, how would you have solved the problem”.

Secret #3- Share your failures

Play can be a very powerful creative tool. Smartphones, video games, and tablets or kids occupied in organized activities like soccer, violin lessons, and dance, do not fit the definition of play. Free play is the essence of early learning and freer the play, richer the learning outcomes for the child.

Secret #4 – Scaffolding play for creative development

Observe play, ask relevant questions, record observations, provide support to achieve and pose challenges for further learning.

Secret #5- whenever possible, do your best to give your child options for sharing knowledge

Art, dance, music, drama and the likes, provide venues for young learners to display, creative self-expression and to communicate and cooperate as they apply academic skills. Integrate these modes of creativity during the day and help your child to gain confidence and independence.

Children don’t think their way to creative work, they work their way to creative thinking. Let us create an atmosphere for the imagination to blossom and creativity to flourish.

 

Discipline without damage : one effective strategy to get young children to cooperate

We often hear harried parents and teachers grappling with the issue of young children not listening to them. This is often ascribed to a lack of discipline. Adults want to discipline children and make them comply. So much so, that many a times it becomes a tug of war and leads to more damage than discipline. Finally either the adult gives in or the adult controls and commands. Either way, on the surface of things there is peace but the abrasions are never forgotten: the scars lie deep to resurface at another point.

The question that we all seek answers to is, how do we inculcate discipline without damage? How do we get young children to ‘listen’ to us?

The adult approach to discipline often revolves around dismissing or denying feelings. Most of the meltdown situations that we encounter are due to the denial of feelings. This leads to the child not feeling right.

A typical scenario could be a child crying, “I have lost my favourite toy”, or “My friends laughed at me…” We usually respond as adults …we deny (nothing to cry), philosophize (toys do get lost), question (how? why?), advise (just get another toy), pity (Oh no! My poor baby)

We rarely empathize; we almost always deny their feelings. However, for a child, this scenario is equivalent to an adult suffering some loss.

So how do we make children feel right?

We need to accept children as separate individuals. The next step is to accept their feelings. Finally, respond to them with full understanding.

In order to understand this better, we need to understand how the human brain develops. The left hemisphere/side or the left brain controls logic, problem-solving and related issues. The right side controls our emotions and feelings along with creativity and related tasks.

Very young children (less than 3 years) are more right-brained: they don’t have the words/haven’t mastered logic, do not understand responsibility. With age, the responses governed by the left brain develop.

When a child is upset, the child is experiencing big waves of feelings and emotions so the right brain activity is high. The left brain is not very developed so logic is low. When we deny/dismiss or question then our response is directed towards the left brain which unfortunately is not well developed in young children. The child thinks you don’t understand her. Your logical response often goes waste- hits a wall!

So how do we develop a better response? An effective strategy as propagated by Faber and Mazlish is ‘Connect and Redirect’.

Connect using the right brain

• Use your soft touch, gestures, voice, expressions to express that you acknowledge and understand feelings
• Make the child feel comfortable
• Do not judge how silly or illogical his/her words are- just listen

Then redirect to the left brain for problem-solving:

• Explanations and Logic may follow
• Strategies can be developed
• Rules and Norms can be emphasized

Let’s not react but let’s respond to our children: we can take a pause in those microseconds and be mindful to ‘connect and redirect’. Using this empathic technique, we can seek cooperation from children and ensure that we discipline without damage.

World-leading authority recognises Nord Anglia Education’s professional development excellence

London, 7 October 2019 – Nord Anglia Education (NAE) today announced that it has received formal accreditation from the Learning and Performance Institute (LPI), the leading authority on workplace learning with global reach. Accessed by its 13,500 employees, NAE’s unique online learning platform – Nord Anglia University – is recognised by the LPI as an exemplar for learning and development.

Nord Anglia University gives NAE employees working in 29 countries access to hundreds of high-quality digital courses and educational resources. Alongside core learning and leadership training, Nord Anglia University is also where NAE staff access the Executive Masters in International Education, which was exclusively developed by King’s College London. Nord Anglia University also enables colleagues to connect, collaborate and share learning experiences amongst one and other.

The highly regarded LPI accreditation recognises five key aspects:

• Through Nord Anglia University, NAE provides its staff with the very best learning solutions and services possible.
• Every aspect of Nord Anglia University’s professional development offering has undergone an independent and rigorous accreditation process.
• The materials, processes, performance and business integrity that form Nord Anglia University’s professional development arm have been authenticated, validated and endorsed.
• NAE has committed to a rolling 12-month development plan for Nord Anglia University to ensure the continual improvement of the platform.
• NAE is confident in Nord Anglia University being measured and reviewed against best practice to prove its value.

Through its LPI accreditation, NAE can now benchmark Nord Anglia University against other global leaders’ professional development capabilities, including Deloitte, Dyson and Volvo, and education organisations such as Cambridge Assessment. The LPI will also work with NAE to continually improve Nord Anglia University through coaching and mentoring.

Andy Puttock, Group Education Director, Nord Anglia Education, said: “Every colleague plays a vital role in ensuring all Nord Anglia students receive a world-class education. We take immense pride in our commitment to providing our colleagues with the tools and opportunities they need to be the very best they can be.”

From Anganwadi to a modern-day pre-school

There are total 14 lakh Anganwadi Centre (AWCs) sanctioned across India, out of which 13.63 lakh AWCs are operational as on 01-06-2018. Started by the Indian government in 1975 as part of the Integrated Child Development Services program to combat child hunger and malnutrition. Anganwadi means “courtyard shelter” in Indian languages. The definition of Anganwadi, as lucid as it seems does not always meet the necessary requirements. Meet Nikhil Arimilli, a grade 12 student from Oakridge International School, Gachibowli, who took it upon himself to create opportunities in places of lost hopes. 

At Oakridge International Schools, MYP(Middle Year Program) students have a unique learning aspect called the ‘Personal Project’, where students are to involve themselves in projects that are not only bound to their academics but also with the betterment of society. Utilizing this platform for change, Nikhil set out to understand and learn about education in India. “It started off with me researching for pre-schools in India and I happened to be in my hometown, Tanaku, West Godavari where I visited many Anganwadis. I came across one of them which is a deplorable condition with 40 kids seated in a cramped-up room, no learning facilities or study materials to engage with, and the place was also void of basic resources. I then decided to help them out in whatever way I can”, explains Nikhil.

HIS JOURNEY OF TRANSFORMATION
Nikhil approached a couple of localities of the area to get more information and begin the process of deploying his plans to upgrade the Anganwadi. After taking the billing for development, Nikhil began raising funds for sponsorships towards the development and sustainability of the Anganwadi. He approached many corporate companies and pitched the idea using a well-planned PPT explaining where the funds would be utilized, following which he managed to raise ~ INR 8 Lakhs. He later took help from an architect from the same village for procuring raw materials from warehouses, construction, and painting. Here are the major themes of his big break towards humanitarian acts: 

Improving the infrastructure:
The Anganwadi’s construction was only completed until the slab-stage with only bricks put up. After Nikhil took it up, he transformed the area into a more engaging place by adding furniture, toys, various learning resources, TVs, and play areas. “As I was doing this for a good cause, the vendors supplying the raw materials gave me a discounted fare and it kept me motivated that a lot of people do care, but it’s all about the initiation”, recollects Nikhil.  

Adding utilities:
With a dedicated play area, Nikhil sourced in multiple play structures like slides, swings, etc. He even added in more well-maintained toilets. To enhance enriching learning, he procured a lot of interactive books that help students learn more. 

 

Enhancing the overall framework:
Within the 400 sq ft room, Nikhil included wall murals, to enhance the environment for the students to feel more welcoming and engaging. “I drew a little inspiration from how Oakridge has its pre-school sections built as well as some of the pre-schools in Singapore”, adds Nikhil.

A team of UNICEF recently came in to inspect the Anganwadi centre and impressed with the work put in, the Anganwadi is now authorized as one of the best Anganwadis centers! Nikhil has also been felicitated with a letter of appreciation from UNICEF for his marvelous input for the betterment of society. Nikhil plans on pursuing Public Policies as his major, which falls in-line with his unbiased interest in the advancement of underprivileged kids. 

Several Oakridgers like Nikhil are taking it upon themselves to better our world each day. From running initiative like Give Way to Ambulance across the country to teaching under-privileged children, to taking up water conservation projects; the kids are doing their bit to make our world a better place.

Click here to read more such stories.

From one-day hikes to climbing Bhuran Ghati: Athmika Krishnan

Starting off at an age of 3, Athmika Krishnan has always been an avid traveler and a passionate trekker, covering hikes and treks of no longer than a day in California, USA. Now at the age of 13, Athmika has successfully summitted the very challenging Buran Ghati Pass in the Himalayan region of Himachal Pradesh!

Buran Ghati Pass is a serene landscape that offers an overall experience of the mountain range, forests and grasslands. With a splendid view of the Dayara meadows anyone trying out this trek is bound to feel dwarfed amidst the snow-capped mountains in the background. It is a very beautiful trek and at the same time a very challenging one because of the high altitudes. Setting out at 03:30 AM, the trek was 23km long, across 7 days, with a total altitude gain up to 15000 feet, and camping across five contrasting locations. Navigating through the landslide-prone areas, Athmika braved herself to trek up the snow-slopes of about 70 degrees of inclination, with an altitude gain of ~2000 feet in 3 hours. The descent required rappelling down a steep snow-wall and several snow-slides. The total trekking time for that day alone was 12 hours– from Dunda (at 13100 ft) to the Pass (15000 ft) and then to Munirang Riverside camp (11000 ft). 

“The trek brings back the memories of the fear I felt when I first heard about the itinerary included in the trek as well as when we journeyed along the avalanche-prone and hilly stretches of Himachal Pradesh. I was even warned about taking one misstep and finding myself in the deep canyons. The one constant reassurance I did have was my knowledge of the sport and equipment– as I have been involved in rock climbing at my school Oakridge, one of the best international schools in Bengaluru since last year. Being familiar with equipment-management, safety procedures, breath controls, and physical movements truly played a pivotal role in the smoother completion of my trek”, explains Athmika. 

Athmika Krishnan (right)

To give a better insight into her passion, she said, “In most of the treks I’ve been on, I see only a handful of female trekkers. Since mountaineering is stereotypically perceived as a male-oriented sport, I’d like to break the stereotype and inspire more female trekkers to explore this beautiful arena of nature. And the reason I love mountaineering and trekking so much is because it is disconnected from the world—where it’s just you and the mountains. Just staring up at the peaks gives me a sense of exhilaration and makes you so humble. With unpredictable weather conditions, whiteouts, avalanches etc. apart from physical strength, it takes a lot of mental strength to even attempt these treks.” 

This was Athmika’s second highest altitude Himalayan trek in the last three years. She had successfully completed Bagini Glacier and Chandbagh Base Camp Trek at 14800 feet in 2016 at age 11 (46km across 7 days). She thoroughly enjoys the experience and aspires to trek every year attempting those of increasing difficulty in the Himalayas. “It’s very awe-inspiring and changes the way you look at the world, and I’d definitely take up mountaineering course when I’m a little older. I hope that this breathtaking experience of mine will inspire a lot of the other people –adult and children– to bravely face difficult situations while enjoying the journey called ‘life’”, concludes Athmika. 

Data Analytics in Today’s IB World

It has become imperative for students studying in all fields of subjects to be ‘relevant’ today. At the same time, in the VUCA (Volatility, Uncertainty, Complexity and Ambiguity) world that we live in, there is significant grayness around, where there are hardly any right or wrong answers. International Baccalaureate (IB) has strong focus on research right from the early years. The IAs and the Extended Essays that the students work upon in the Diploma Program are some of the means to encourage research. Critical thinking is an important parameter for Extended Essay evaluation and right analysis plays a key role in that. Students are not only expected to collect primary and secondary data but also analyse and interpret it in-line with the problem that they are trying to solve. This is where understanding of analytics comes into play. Training on analytics provides students with the basic tools to be able to collect and look at the data, interpret slices of it in a meaningful way and render them in a logically and visually optimal way for consumption.

In lieu of involving in theoretical concept-learning, Oakridge, one of the top IB schools in Hyderabad recently hosted an intensive 3-day workshop on Analytics. The workshop exposed them to the tools and techniques available in statistics/analytics, such as Tableau and Advanced Excel. Students were at various stages in their Extended Essays (EE) and had the opportunity to learn and hear about their specific essays straight from the horse’s mouth – Prof. Sagar Kamarthi, Lead Instructor from Analytics Headstart LLC, Boston. They also had a good interaction session with Professor on their undergraduate plans in the US and other countries.  

Why is statistics an integral part of student-learning? 

1. Enhancing their Extended Essays
   As a part of the Extended Essay, students are involved in serious study of certain topics, which involves collection of data, exploration & analysis of data, and later coming to conclusions. So, for this process, students need to have a good understanding of statistical measures and how they could test some hypothesis, which are statistically valid. So, a comfortable background in statistics is essential for IBDP students. Of course, the basic understanding of statistics is not limited to EE, but the skills go beyond, when they enter college.
2. Giving students a strong statistical foundation for college education
   Even if a student has taken up a course other than Math, like History, Psychology or Humanity, they all require to have a critical thinking skills or skills to verify the facts—weather it is statistically appropriate or not – and it is crucial to develop that kind of thinking rather than just go by instincts.

How does this workshop help IBDP Students? 

“I’ve consulted with the teachers at Oakridge to get an understanding of what is necessary for students in IBDP and then I customized this workshop’s modules. This entire 3-day intense workshop’s modules cover topics that are generally covered in a 12-14 week’s course. In the modules we cover Probability, a necessity for critical thinking in terms of estimation and approximation; then there’s Distribution which is necessary to model the real-world scenarios and then Estimation of Population parameters which students are required to understand to prove hypothesis in their field of study. We also cover a broader scope of Hypothesis Tests, which helps students in verify the hypothesis they add in their research projects, IB essays or beyond high school”, says Prof. Sagar Kamarthi, Director of Data Analytics Engineering Program at Northeastern University.  

“The structure of Oakridge School is highly advanced, and the students are really smart and intuitive. The design ideas and entrepreneurial concepts inculcated into the curriculum is unique to this school and you don’t normally see this in a typical high school, which I think is quite progressive. To accommodate this, the modules’ concepts being taught in the morning give a sense of theoretical relatability to the students in the course, where they practically apply these concepts to their essays in the afternoon sessions using case studies”, adds Prof. Kamarthi. 

“As I often say, analytics/statistics is a life skill now. With the flood of data around us in all realms of life, decision making is increasingly becoming data-dependent. It is therefore important that the children are equipped to think in a structured manner, develop their own perspectives and are able to take informed decisions, basis the data they analyze and the way they interpret it. The student feedback has been very good and we are quite confident that this workshop would help them improve the quality of their research work. Most importantly, it’s a great beginning to help them with a 21st century life-skill that I call analytics.”, says Avneesh Singh, Director of Oakridge International School, Hyderabad. 

USA WORLD OPEN TAEKWONDO CHAMPION AT THE AGE OF 9!

“She joined taekwondo training at the age of 5, as a self-defense activity, but little did we know that she is going to excel at this sport and turn it into her passion”, recollects Mrs. Monika Taneja, Myra’s mother. Taekwondo is truly unique in offering a healthy mind, body, and lifestyle to all ages and anyone keen to embrace what martial arts has to offer. It’s heart-warming to see Myra Taneja, 9, to turn her interests in taekwondo into her passion and become a qualifying USA World Open Taekwondo Champion.

Starting at Taekwondo at an early age did give that extra boost of confidence to Myra, as she had been working passionately since April 2017 to achieve World Record in Taekwondo. In June 2018, her attempt got approved by the Guinness World Record, UK. She has been training under Grand Master M Jayanth Reddy, who is 8th Dan Black Belt and is himself a 29-times Guinness World Record holder; and has a renowned training academy. Myra’s father is an active Taekwondo practitioner and is one of her greatest inspiration. She did very well at the championship and was registered for four events in total and came out with flying colors in each of the categories:

1. Height Board Break – Gold Medal 
2. Team Poomsae – Gold Medal 
3. Individual Poomsae – Silver Medal 
4. Sparring – Bronze Medal 

From participating at District-level tournaments to representing Andhra Pradesh at State-level tournaments, Myra’s hard-work, determination and passion has helped her climb up the ladder all the way to USA World Open, where she was representing India. Through a Grand Master selection of over 300 other children, Myra surely sets an example for the saying ‘Success is no accident. It is hard work, perseverance, learning, and most of all love for what you are doing or learning to do.’ 

“I think this is an international win for Oakridge, one of the best IGCSE schools in Hyderabad too, we’ve had amazing support from everyone at Oakridge where I’d like to specially thank Vani ma’am (Spanish Teacher) who made Myra so confident in speaking Spanish and that led to her making good friends who were oh-so-impressed with her communication.”, says Myra’s mother.

Oakridge students take part in the MIT STEAM Festival held in Warsaw, Poland

Nord Anglia Education Schools across Europe and the Middle East took part in a dynamic programme for young innovators at the five day MIT STEAM festival in Warsaw.

Students from Oakridge International School recently attended the exciting and unique MIT Steam Festival in Warsaw. The British School Warsaw (TBS) hosted the first Europe and Middle East regional Nord Anglia MIT Steam Festival in collaboration with MIT from 10th to 14 June, 2019.

The theme of the event was “Pioneers of Tomorrow”. The festival exposed Nord Anglia Education (NAE) students to the MIT way of thinking, doing and being, with a vision to prepare the Pioneers of Tomorrow and to invent the future. The festival hosted over 200 students from 12 schools from around the Middle East and Europe. Over the course of 5 days, students were exposed to a range of STEAM technologies – those in the fields of science, technology, engineering, art and mathematics – and creative approaches to problem-solving. Students were introduced to Drones, their functions and also taught how to code one. They were also given a glimpse into the world of autonomous vehicles and coding. The 5-day program had a host of interesting workshops, one such being creating a wearable tech device. They also learnt the basic components of 3-D printing, which they used to develop their wearable tech concept prototype for the final project.

After the series of workshops, students were then put into teams to work on a project challenge, wherein they had to help save a disease hit town using all the learnings they have gathered so far. Teams developed drones & spheros that could do surveillance of the town and avoid all obstacles. They also engineered a bridge to help the drone to safely reach the location. Students also worked on creating a wearable device that could help the residents of the town prevent the disease or fight it.

“It was an amazing experience to work in teams from all over the world and present wearable technology, transport, marketing and engineering ideas to solve the disease breakout of Cholera in a location”, said Oakridgers Sehajpreet Singh and Gurmehak Singh, who were thrilled and excited from their recent experience at Warsaw.

“We had many workshops including engineering (bridge building), marketing, programming, wearable technology, working with drones, curiosity cube, 3D printing, and so much more. My personal favorites were Curiosity Cube and Spheros (programming). Curiosity Cube is a workshop where we get boxes filled with batteries, motors, LED lights, a balloon, earplugs, and all sorts of other things. Once we get the box, we do whatever we want to build circuits or anything. All we need to do is see where our curiosity can take us. Spheros are sphere-shaped robots which can be programmed”, said Oakridger Isha Matta one of the participants at the event.

Alun Yorath, Principal at The British School Warsaw, said “This festival was an excellent opportunity for many of our students to share their passion for Science and Technology alongside students from our sister schools across Europe and the Middle East. We are very lucky to be provided with support and direction from MIT, the pre-eminent science and technology university, and are fortunate and indebted to be supported by so many local and regional partners in the technology field.”

Andy Puttock, Group Education Director, Nord Anglia Education, said “I am delighted that we now have STEAM festivals to support our ongoing collaboration with MIT in all our Nord Anglia Education Regions. As we prepare our students for the changing world ahead of them, there is no doubt that the need to create links between all aspects of their studies, to learn in an interdisciplinary fashion and to identify problems and issues as well as find solutions, will be essential for the future. This collaboration and these festivals are right at the heart of our mission to help them develop these skills.”

Nord Anglia Education has collaborated with Massachusetts Institute of Technology (MIT) to prepare students for adult life in our rapidly-evolving world, equipping them with the skills and techniques to thrive. Through hands-on, interdisciplinary learning of STEAM subjects (science, technology, engineering, art and maths), children will develop the transferrable skills needed to invent the future they will ultimately inherit. Students will learn from MIT researchers, scientists and experts at the forefront of these fields, as well as taking a hands-on approach to problem-solving.

High-school students to emerging as an entrepreneur-in-the-making

With the onset of summers, many students begin researching about which summer course to join in, which will give them a fruitful and substantial experience. Keeping this in mind, Oakridge – one of the top International Schools in Hyderabad had hosted the Columbia Global Entrepreneurship & Innovation Program 2019, which was held from 27th to 31st May 2019. Entrepreneurship, as a field of study, has been gathering momentum in recent years and is an interactive study that can not only enhance students’ success academically but strengthen confidence and instill qualities and skills conducive to success upon graduation. Student entrepreneurs gain hands-on experience with their education, grow their personal networks and have no choice but to become more diligent with their study time. Furthermore, entrepreneurship prepares students for long-term academic and work achievement.

Let’s take a peek into a week of an entrepreneurial journey of students with Columbia GEIP 2019:

 

“Many children just think about going for jobs after college. But this program has taught and opened doors for my daughter to think beyond. It’s amazing to see how children of these age have been groomed so well and have attained the skills and tools to look at the world as their oysters and follow their passion– if they want to build a product or service”, said Jyotsana Puri, mother of Brinda Puri (a participant at CGEIP 2019).

“We are extremely happy that we are associated with Columbia Business School for this program. These programs help students identify their interest areas at a very early age and also help them get hands-on experience of the various aspects of the field of interest. They will have an added edge when they start applying for college admissions. The experience and expertise of Mr. Daniel MacQuade is definitely a huge advantage for the students and also for the teachers who get a chance to associate with him. This is an experience the students will cherish for a long time.” says Hema Chennupaty, Principal of Oakridge International School, Gachibowli.

What makes Oakridge an ideal place for Early Years Education?

The only organ that is not fully developed at birth is the brain. It works according to the relationships, experiences, and circumstances. Child development is not predetermined, it is dynamic and an interactive process. Emotion, language, vision and so much more are at their development peak during the first 2000 days of a child’s life. The early years of a child set the foundation for all the years that follow. You can take a look at our earlier article Why the first 2000 days matter in a child’s life for more details around this subject area.

Hence, early childhood education is encouraged for healthy development and building a strong foundation during the early days of a child’s life. So during this crucial development phase, it is essential to give an environment where the learning and development of your child happen with utmost care. Because toddlers are not like other students. Their needs are unique. There are many things that have to be considered such as what motivates a very young child, how to hold a toddler’s interest to be in the school, how to make learning fun for them, helping them with the transition, and most importantly laying the right foundation for their future success.

1. Parent partnership leads to student success

At Oakridge, learning is a three-way process which involves teachers, students and parents. Parent involvement in their children’s learning, not only improves a child’s morale, attitude, and academic achievement across all subject areas but it also promotes better behaviour and social adjustment. At Oakridge, parents are involved openly in all major activities, especially during the early years. There are many ways the process happens at the school such as parent guest lectures, Annual Expectations Meeting, Student-Led Conferences, etc.

• Annual Expectations Meeting

During the phased induction, the parents, students and teachers together discuss and plan what is required for their child. They together understand the gaps and bridge with the lesson plans that are customized and offers individualized programs. These programs challenge every child with their level to the next level.

• Student-Led Conference

At the end of an academic year, EYP students demonstrate their knowledge in learning through a formal student-led conference. In addition to the concepts learnt, various skills like communication skills, social skills, attitudes like confidence, respect and time management, collaboration is presented by students to parents, peers and teachers. This assessment gives an in-person experience to parents on their child’s overall development. Students lead parents through the presentation of their learning, depicting their academic progress. They take ownership of explaining their learning process to them, which increases parent involvement and participation in school.

2. Well structured and age-appropriate curriculum for the Early Years

Unlike formal teaching methodology, Oakridge, India’s top International School provides an international learning environment that is tailor-made, teacher-guided, and child-centered. The approach to IB EYP (Early Years Programme) balances the stages of each child’s social, emotional, physical and academic development. To instill a love of learning for lifelong in children, we foster their curiosity, creativity, confidence, and independence. Here toddlers are able to grow socially, and personally, developing skills like creative and critical thinking, problem-solving, self-management, communication, listening, social, cognitive, logical-thinking, etc.

Let’s know how…

• Students study a sequence of trans-disciplinary units of Inquiry

“Tell me and I forget. Teach me and I remember. Involve me and I learn,” said Benjamin Franklin.

In the Early Years Programme, kids are engaged in interactive and motivational activities that help them develop a deep level of understanding. Rather than a teacher telling students about what they need to know, students are actively involved in any material they are learning to connect things with life in real-world. They are encouraged to explore, ask questions and share ideas. It uses different approaches to learning, including small-group discussion and guided learning. Students better understand and recall material by actively engaging with it and making their own connections. For instance, on a central theme of “Climate affects lifestyle”, kids study the various lines of inquiry, like types of weather, food habits in different weather conditions, causes of weather changes, and so on.

• Experiential learning methods that include fun learning activities

It’s all about learning through play for the EYP students! Through this method, students develop knowledge, skills, and values from direct experiences outside a traditional academic setting. One of the fun learning activities is the virtual and in-house field trips that give prospects to their learning. The main focus behind this is to guide them on “How the world works”, which they would experience and learn.

For instance, field trip to biscuit factory. They see how the biscuits are being made, the hygiene levels maintained and also get to taste the biscuits from the factory as part of the experiential learning. Likewise, in connection with their topic of farm animals, sometimes the toddlers are taken to a nearby farm to help them develop stronger connections with the concept. In some instances, the school organizes a farm festival in the campus itself. They not only get to see the farm animals but it also allows them to experience the farm life inside the school.

• Inculcating habits of greatness as a part of the learning in the Early Years Programme

A child’s mind is innocent and believes in whatever they see or being told by elders. Hence we understand that it’s important to develop good habits before they reach their teens. At Oakridge, we incorporate habits of greatness as a part of their learning wherein kids develop many good habits at the school during their Early Years Programme.

For instance, the 21-day “Night-time Brushing” challenge which taught them a healthy habit for a lifetime. “Give Way to Ambulance” initiative that taught them to be kind, compassionate and responsible citizens. Oak Gullak is another activity recently introduced wherein we aim to inculcate the habit of saving and fostering a tender human spirit in them.

3. Mindfully crafted learning environments for engraving healthy learning habits

The balanced environment of Oakridge, one of the best schools in Hyderabad is purely focused on making children future ready. It’s built on international standards keeping the multi-faceted needs of the children in mind.

• Outdoor and indoor play zones for exposure to multi-level activities

The school environment should encourage exploration, investigation, and play in order to learn about themselves, others and the world around them. The EYP segment of Oakridge schools has been created using safe & flexible material. There is a spacious play den for kids to play freely using their own imaginations. Children’s recreation park is a major highlight of the school which provides kids an environment to play and enjoy. At such an early stage they get an exposure to learn life skills such as they get to learn the basics of swimming at the beautiful splash pool in the school. The toddlers are also getting trained to skate in their Early Years in a thoughtfully done skating rink with proper guidance and observation. Unique facilities like SCIENCE PARK and Tree House also add to the learning attraction the school has to offer.

• Well-lit, ventilated, temperature-controlled rooms, maintained in alignment with stringent safety and hygiene standards

The school provides a safe, secure and stimulating environment that focuses on individual learners and their strengths. It has spacious, airy multi-facility classrooms with cutting-edge multimedia facilities equipped with three-level seating facility including chairs, mats and swings for EYP children. They get access to various fun learning corners with interactive facilities such as Toddlers Town, well-equipped Toy Library, etc.

In addition to the facilities, we have a quality-controlled kitchen to serve nutritionally-balanced, dietitian-planned snacks and lunches for the kids. For student’s safety, we have GPS tracker buses which can be tracked by the parents and are equipped with school bus speed limiter. Also. the school has CCTV cameras and its own infirmary which manage first aid and emergencies.