“Carefully
watch your thoughts, for they
become your words. Manage and watch your words,
for they will become your
actions. Consider and judge your actions, for they
have become your habits.
Acknowledge and watch your habits, for they shall
become your values.
Understand and embrace your values, for they
become your destiny.”-Mahatma
Gandhi
Calorx Public School,
Mundra aims at all round development
of the child or individual. We focus on the current
needs and aspirations of a
society, its inherent values, concerns as well as
broad human ideals. There are
several frameworks that can be referred to derive a
meaningful working
framework for assessing all round development of the
child including the domain
Scholastic and Co-Scholastic.
The Calorx academic
framework, with innovation and inquiry
as the major components helps to create and sustain
the curiosity of the child
leads to acquiring skills and attitudes for learners
in school. It is in the
classroom that learners can analyze and evaluate their
experiences, learn to
doubt, to question, to investigate and to think
independently.
The teachers
and
parents play a pivotal role in shaping the future of
the children. It’s through
inclusion of technology and activity based teaching,
that there is a paradigm
shift from wrote learning to learning by doing. The
inclusion of learning
theories like constructivism, cognitivism and
connectivism equips Calorxians
with adequate life skills and prepares them for
challenges in life ahead.
Our Education
aims at
making children capable of becoming responsible,
productive and useful members
of a society. Knowledge, skills and attitudes are
built through learning
experiences and opportunities created for learners in
school. Our school
empowers children by imparting linguistic, media and
financial skills as all
these key elements play a pivotal role in the overall
development of the child.
A deeper understanding of
learners, educational aims, the
nature of knowledge, and as a social space can help us
arrive at theories to
guide classroom practices. The inquisitive minds of
the children need to be
provided with explanations for why things are the way
they are, the
relationships between causes and effects, and the
bases for decisions and
acting. Attitudes, emotions and values are thus an
integral part of cognitive
development, and are linked to the development of
language, mental
representations, concepts and reasoning. Conceptual
development is thus a
continuous process of deepening and enriching
connections and acquiring new
layers of meaning. Alongside is the development of
theories that children have
about the natural and social worlds, including
themselves in relation to
others, which provide them with explanations for why
things are the way they
are, the relationships between causes and effects, and
the bases for decisions
and acting.
In the pre-primary
section the teachers adopt different
teaching strategy to cater to the need of different
kind of learners. The
buildings and classrooms are used as useful teaching
aids and promote learning.
Since children have different learning styles, so the
lesson plan is designed
in such a way that it supplements the learning of
visual learners- children who
learn by seeing, the auditory learners- children who
learn by listening and the
kinesthetic learners- children who learn by doing.
Colorful charts and visuals
as well as gestures are used for visual learners;
auditory learners are made to
listen to stories, poems, songs etc. Kinesthetic
learners are involved in a lot
of physical activities which helps them explore the
physical world around them.
They prefer hands on learning through both touch and
movement. They may find it
hard to sit still for long periods and may become
distracted by their need for
activity and exploration. Stress is laid on developing
the communicative skills
of children.
The school organizes
workshops at regular intervals for the
teachers, parents and students. Workshops help
teachers to update their subject
competencies, to apply appropriate pedagogic
techniques and to make learning
process connected with real life. Parents and students
are briefed about the
latest trend in the field of education to equip them
with the skills to keep
themselves abreast with the competencies such as using
technology tools effectively;
stress-free and joyful improving their Life skills
such as active communication
skills to deal with the needs of the learners and the
society effectively. It
helps in the development of innovative methods,
processes and practices for
improving of teaching-learning environment in schools.
English is the most
spoken and written language in the
present world and is considered a universal language.
It plays an important
role in our daily life because of its global presence
and it being the massive
means of communication. If the two people from
different location want to
communicate with each other then he will have to use
English language as a
bridge. This language connects two people of different
countries, societies,
cultures. The school is fostering the enhancement of
English communication with
the help of a well equipped English Lab where students
hone up their linguistic
skills with the assessment of Listening and Speaking
skills.
At CPS, we follow NCERT
books and the curriculum includes a
total teaching-learning programme comprising overall
aims, syllabi, materials,
methods and assessment. In a way it provides a
framework of knowledge and
potential, seen as suitable to a particular level. The
progress and achievement
of the learners as well as the effectiveness of the
teaching materials and
methods used for transaction are measured through
evaluation. Thus evaluation
should be perceived as a component of curriculum with
the twin purpose of
effective delivery and further improvement in the
teaching learning process.
Evaluation or assessment will not be perceived as
something which is
administered by the teachers creating undue stress on
learners on the
conclusion of an academic year. When evaluation is
carried out continuously, it
will not be viewed as an end of the learning exercise
making learning stress
free and gradual. Both the teachers and the learners
will discover assessment
broadly irrelevant and alien to the curriculum if
evaluation is done only at
the year end. Further, such a perception associates
anxiety and stress with
evaluation for learners. On the contrary, if
evaluation is seen as an integral
part built into the teaching learning process;
learners will not perceive tests
and examination with fear. It will lead to diagnosis,
remedial action and
enhancement of learning.
A few years ago we did
not assess the overall performance of
a child, but only his or her academic achievement in
specific areas resulting
in the child being rote learners. We assessed learners
based on a single
pen-paper reflected through examination results.
Earlier, we did not assess
either the effort put in by learners, their continual
performance, attitudes to
learning, ability to practically apply what is learned
in everyday situations
nor did we assess them on how creatively they used the
techniques learnt in day
to day life .Schools need to develop in their learners
the ability to take
risks, to be adaptable, to be flexible, to cope with
constant change and become
lifelong learners. In this context, learners become
dynamic leaders with their
teachers as facilitators. The CCE scheme is thus a
curricular initiative,
attempting to shift emphasis from memorizing to
holistic learning. It aims at
creating citizens possessing sound values, appropriate
skills and desirable
qualities besides academic excellence.
The school
advocates
Continuous and Comprehensive Evaluation (CCE) which
refers to a system of
school-based assessment of students that covers all
aspects of students'
development. It emphasizes on two fold objectives i.e.
Continuity in evaluation
and assessment of broad based learning and behavioral
outcomes. The second term
'comprehensive' means that the scheme attempts to
cover both the Scholastic and
the Co-Scholastic aspects of students' growth and
development. It is an
established fact that attitudes and aptitudes can
manifest themselves in many
other forms other than the written word, the term
refers to application of a
variety of tools and techniques and aims at assessing
a learner's development
in higher order thinking skills such as analyzing,
evaluating and creating.
Formative Assessment is thus plays a pivotal role to
provide continuous
feedback to both the teachers and the learners, it
helps them preplan their
lesson plan, techniques, activities to suit the
requirement of the learners.
Formative Assessment (FA) is a tool used by the
teacher to continuously monitor
a student's progress in a conducive, supportive
environment. It involves
regular feedback, a chance for the student to analyze
and evaluate their
performance, take advice and improve upon it.
Mahatma
Gandhi has aptly said,"Literature, music and
the arts, all are
necessary for the development and flowering of a
student to form an integrated
total personality.