Kerr defines curriculum as, “All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school.” Braslavsky says that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives.
Furthermore, the curriculum defines “why, what, when, where, how, and with whom to learn.” Outlines the skills, performances, attitudes, and values pupils are expected to learn from schooling. It includes statements of desired learner outcomes, descriptions of materials, and the planned sequence that will be used to help pupils attain the outcomes.
We offer a curriculum designed to serve as a concrete foundation for the young learners. The curriculum is based on active forms of learning stimulating a curious mind to be able to discover a new world. We believe in experiential learning (learning by doing) rather than theoretical learning (based exclusively on books.)
TSS provides an environment where teachers establish individual bonds with young students; activities are designed to engage young minds to create a culture that facilitates learning, while providing an environment for skills and social development.
After conducting a thorough analysis, The Spirit School has introduced Pre-9th after Mid Examination of Class 8 so that the students are well equipped and able to score better positions in Board Examinations. It will help ensure better positions in higher grades. Pre-9th has successfully been launched / introduced in all four provinces.
• Personal & Social Development
• Language & Literacy
• Basic Mathematic Concept
• The World Around Us
• Health, Hygiene & Safety
• Creative Art
• Physical Development
Preschool – Class 8
• 1st Assessment
• Mid year Examination
• 2nd Assessment
• Final Examination
• Oral communication skills
• Critical thinking skills
• Speaking
• Reading
• Writing
• Presenting
• Social & Ethical Development
• Reasoning
• Life Skills
Fortnightly / Monthly Tests
• 1st Assessment
• Mid year Examination
• Revision & Test Session
• Preboard Examination
• Centralized Pre-board
The educational programme at The Spirit School recognizes that the children’s cognitive development depends on social and ethical environment at the school.
Efficient learning can only occur when the child is provided with chances to develop cognitive skills to navigate the stages of the learning process, including grasping information, analyzing its implication,exploring its value and applying it.
In recent years there has been a growing focus on the need to better prepare students for higher education and arm them with the skills and knowledge they will need to be successful innovators in a 21st century workforce.
STREAM which began as STEM has gained popularity among educators, parents, corporations, and institutions. By engaging students around the subjects of Science, Technology, Robotics, Engineering, Arts, and Math, STREAM aims to spark an interest and lifelong love of the arts and sciences in children from an early age.
STREAM education empowers teachers to employ project-based learning that crosses all 6 disciplines and fosters an inclusive learning environment where all students are able to engage and contribute.
As opposed to traditional models of teaching, the STREAM educational framework brings the disciplines together, leveraging the dynamic synergy between the modeling process and math and science content in order to blur the boundaries between modeling techniques and scientific/mathematical thinking.
• All children can learn and need attention from the stakeholders of education.
• Learning is interrelated and the children need many opportunities to build knowledge and develop preciseness in language to communicate.
• Language and literacy development builds the foundation for learning across the content areas.
• The arrangement of the learning environment strongly influences what is learnt and how it is learnt.
• Teaching process is enhanced when time is allocated for planning, collaboration, and reflection among peers and others interested in the teaching and learning process.
• TSS provides comprehensive, developmentally appropriate early childhood educational programmes.
• TSS ensures an integrated and interdisciplinary approach to learning and the development of the child.
• TSS builds a foundation for lifelong learning and successful transitions from early child hood settings to the middle and high school levels of education, as well as to higher education, work, citizenship, and adulthood.
The idea of infusing entrepreneurship into education has spurred much enthusiasm in the last few decades. This educational theory is, thus, in schools in many countries.
A myriad of effects has been stated to result from this, such as economic growth, job creation and increased societal resilience, but also individual growth, increased school engagement and improved equality.
This education makes students more creative, opportunity oriented, proactive and innovative, adhering to a wide definition of entrepreneurship relevant to all walks in life.
This is at the core of entrepreneurship and is also a competence that all citizens increasingly need to have in today’s society, regardless of career choice. Creating new organizations is then viewed as one of many different means for creating value.
Students can become highly motivated and engaged by creating value to other people based on the knowledge they acquire, and this can fuel deep learning and illustrate the practical relevancy of the knowledge in question.
Those students that pick up strong interest and aptitude for value creation can then continue with elective courses and programs focusing on how to organize value creation processes by building new organizations. Such an approach has far-reaching implications on how to plan, execute and assess entrepreneurship in education, and they will be discussed in this report.
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