Curriculum

The Laurence School follows the CBSE pattern. We believe that the play-centric model is the key in a young child’s learning. Spontaneous play is a natural way of learning for young children as it provides a wide range and real depth of learning in various development areas: physical, emotional, social and intellectual. We also emphasize on learning through spontaneous investigation which entails observation, experimentation and inquiry. Children are natural scientists. They devote endless amount of energy in learning all aspects of the culture they are born into- including language, stories, music and literature. They investigate with all their senses and emerging skills what people mean; using their discretion to judge when things are appropriate and when they are not; how to solve their problems; how to deal with their peers and adults etc. They try to make sense of common objects by prying into them, taking them apart and manipulating them in a variety of ways. Appropriate curriculum and teaching methods at The Laurence, include activities and encouragement even for kindergartners in these quests. They feature the importance of individual children’s feelings and emotions in group settings The Laurence School has a curriculum that involves a variety and balance of activities . Children undertake projects in which they investigate a real event or object. In the course of such projects, the children strengthen literacy and numerical skills and also speaking and listening skills and acquire new words as they share their findings with others. In short our curriculum aims at the holistic development of our children catering to their academic, physical, emotional and spiritual needs.

The curriculum provides activities that include:

• Integrated topic studies, rather than whole-group instruction in isolated skills
  
• Opportunities for children to learn by observing and experimenting with real objects
  
• A balance of child- and teacher-initiated activities
  
• Opportunities for spontaneous play and teacher-facilitated activities
  
• Group projects in which cooperation can occur naturally
  
• A range of activities requiring the use of large and small muscles
  
• Exposure to good literature and music of the children’s own cultures and of other cultures represented in the class
  
• Authentic assessment of each child’s developmental progress
  
• Opportunities for children with diverse backgrounds and developmental levels to participate in whole-group activities
• Time for individuals or small groups of children to meet with the teacher for specific help in acquiring basic reading, writing, mathematical and other skills as needed.
• We follow the “No Homework Policy” for classes I and II.