Middle Years curriculum
Middle Years (Grade V-VIII)
The Middle Years curriculum amalgamates the curriculum of all the educational boards seamlessly, and in this lies its uniqueness. We begin teaching separate subjects, but an integrated and interdisciplinary teaching approach is followed, wherever appropriate. The Middle Years continue to be student-centric where the onus of learning shifts from the teacher to the student. The methodology is constructive, taking the child from his/her known context to the unknown, from concrete to abstract ideas and from local to global issues and concerns. A wide range of innovative methods such as active learning, cooperative activities, inquiry, and experience-based learning are used in the classroom. These methods aim at developing competencies rather than mastering the given content.
Hallmarks of the BOM Middle
School Curriculum :
Middle School Subject Offerings :
Our focus is to take students away from rote learning, make them go beyond textbooks and establish a real-life connect with the knowledge they acquire. A wide range of scholastic and co-scholastic opportunities instil confidence and discipline in children. The areas of learning covered within the parameters of our curriculum are as follows:
Scholastic Subjects :
- English Language Arts
- Third Language
- Social Studies
- Information and Communication Technology
Besides the scholastic areas, there are various co-scholastic areas that are a part of the curriculum and give the students an opportunity to express themselves.
Co-scholastic subjects :
- Performing Arts
- Visual Arts
- Individual and Team Sports
- Community Service Projects
- Personal, Social, Health and Economic (PSHE) Education
- Physical Education, Yoga, and Sports (SPEED)
- Soul Science
The SPEED programme helps to develop sport skills and creates health awareness. Exposure to individual and team sports encourage individual effort, a sense of team spirit and accomplishment.
Birla Open Minds follows a holistic and dynamic approach to education where, besides scholastic and co-scholastic subjects, a child also learns 'Soul Science' at school. The study of 'Soul Science', we believe, will help children to deal with different emotions, challenges, stress, anxiety and social insecurities. It will teach and guide them on leadership and motivation, and how to regulate personal and school life through time management. The lessons have been developed through extensive research and application by our R&D team.
Our focus on developing communication skills will help children appreciate the value of education, as it would reflect in their ability to express themselves. Field trips, excursions, activities, projects and presentations provide experiential learning opportunities. Besides, Dance, Fine Arts, Western and Indian Music, Yoga, Speech and Drama promote holistic development.
Personal, Social, Health and Economic (PSHE) Education helps students to address their age-specific interests and concerns, builds awareness, and promotes compassion and ethical conduct. Children construct stories through a series of pictures or assemble toys by following guided instructions and illustrations. Students are encouraged to participate in inter-house cultural and sports events. Active learning techniques like free play, dramatization, puppetry, singing, dancing and cooking enhance their interest in learning.
We believe in evaluating our BOMISites effectively. As has been rightly said, "Assessment of learning, assessment for learning and assessment as learning are essential to literacy education." We assess children on a regular basis, using a variety of tools and techniques such as Ongoing Assessments and Term End Assessments. Ongoing assessments occur regularly, throughout the instructional process. Periodic tests include a range of tools like rubrics, checklists, projects, tasks, written tests, etc.
Term End Assessments are tests given at the end of each term. They include questions which need comprehension, analysis and critical thinking.
Since we look at the holistic development of the child, we also ensure that no child is left behind. Research on the learning process, learning styles and multiple intelligences are taken into consideration at every stage of designing assessments. In this manner, we hope to fulfil our ultimate goal of teaching in a way that all students will learn.