Our school has well equipped physics, chemistry and biology laboratories which all conform to the National Curriculum Framework. Science lab has been given a distinctive role in the curriculum.
The main objectives that may be achieved are
The school has identified number of experiments and models that the children of Class VIII can perform. A lab manual has been developed by the school. These activities ensure that the children get hands on experience on varied Science concepts.
Each class is divided into three groups. Each group attends the lab (Physics, Chemistry or Biology) in a cyclic order. We have 50 and 80 minutes per week for practical classes for Class IX and X respectively. Students’ assessment is based on the skills of procedure, observation and inference. Record maintenance and viva are also given importance. At the end of the year they take a 3 hour practical examination. Interested students attend a week long program at National University of Singapore, which focuses on intensive research oriented programs. Students interact with research scholars and professors. They visit advanced labs with sophisticated equipment and work on exciting projects which help them gain a new perspective.
The Math Lab activities reinforce concepts learnt in classroom. Students use the math lab once a week and teachers use concrete activities and materials to reinforce the concepts taught in class
Visual Art is taught once a week. Students do not copy an existing artwork but learn to think differently. Different methods like short films, talks by famous artists, study of artworks trigger interesting discussions. Art should be a natural extension of creative expression and thus students portray their creative self through art.
Sport activity is compulsory in school – students have a range of sport activities that they can play during the physical education hour. Outdoor sports like table tennis, throwball, basketball, football, volleyball, tennis, badminton and indoor sports like chess, carom board are played regularly by all students. Since physical and health education is an integral part of the assessment as outlined by CBSE, school has taken various steps to make it interesting and enjoyable to students.
“The most difficult times [sic] in the lives of young people are the years of transition between adolescent and adult. This is precisely the period the Award Scheme is meant to cover. It is for this reason that the chosen age range is between 14 and 25….”
– Founder HRH Prince Philip, Duke of Edinburgh
In a quest to match the mission of the school, the London-based International Award Foundation was just apt for the students of Sri Kumaran Children’s Home. Formerly called The Duke of Edinburgh’s Award Scheme, in India, it is called The International Award for Young People [www.indianaward.com]. It offers a balanced, non-competitive programme of voluntary activities, which encourage personal discovery and growth, self-reliance, perseverance, responsibility to themselves and service to their community. The students of Class 9 and above pursue their chosen form of activities under adult supervision. The school identifies various orphanages and old age home where students volunteer their services once a week. They also enhance their practical skills in dance, pottery, aero modelling, glasswork and other activities. There is also considerable involvement and progress in sports such as basketball, football, and wall climbing.
Many students have brought glory to themselves and the school by achieving Bronze and Silver awards in this prestigious scheme. Their resume is complete with this award. Thus, the award has recognized the productive leisure activity undertaken by the student. With such international achievement, the student stands to gain further eligibility in claiming international scholarships and above all have an unparalleled edge over other students.
The value of the student exchange programme between foreign schools is an experience of a life time. The mixing up of cultures and background help young people respect the tradition and taboos of one’s own country as well as the other.Their sense of responsibility and purpose towards their homeland is built. The exchange programme also assures personal growth as well as the growth of the institutions. It develops maturity, self confidence and communicative skills apart from helping the students to be adventurers and explorers. Strong and lasting friendships are created among the students of the two countries. Educators can discuss and share the practices and developments in the field of education.Thus individual students, teachers, institution and the countries in turn are benefited through this twinning programme.
As part of Literary / Scientific / Art appreciation students can take up book reviews, dance and music reviews, projects in science and mathematics, theater reviews. The assessments are done by parent volunteers, twice during the academic year.
Education is complete only when it imparts the ability to think independently and rationally. Several opportunities give our students a platform to express themselves as vibrant, resourceful and sensitive individuals. Theatre, Speakers’ and Western Dance clubs helps children to communicate in three different forms. Aero modeling,Ship modeling and ceramic art club exposes their creativity both scientifically and artistically. Robotics and Electronics club are sought after by the math / logical thinkers and for those who favour the outdoors, the Nature Club beckons.
The school identifies the best professionals and invites them to the school to be our resource persons. Since these are practicing professionals, they are able to give the children a wonderful, real-life perspective and opportunity to hone their talents. The school as a policy ensures that no child repeats the same hobby in subsequent years, so that they may explore different hobbies. Hence their multiple intelligences are fully utilized as the students are encouraged to opt for the hobby of their choice spread over three years. Children will have to choose one activity for a year and they will be continuously assessed and grades will be entered in their profile. The culmination of the learning process is showcased at the end of 20 sessions, when HOBBY DAY is observed. On a Saturday, parents are invited and children showcase what they have learnt for the past one year. Parents get an opportunity to interact with the professionals and also give them a fair idea of what is in store for their kids the next year.
An educational degree alone cannot guarantee success for an individual in life. In addition to it what is required is a personality that will enable an individual to handle various situations in life. The dynamic and challenging times we live in today invokes the need for education to go beyond the regular academic realms and prepare its students for life. The self-enquiry process adopted in the transaction with children ignites the possibility of empowering students to understand and live upto their full potential in all that they are engaged in. The programme fosters the understanding that life is a series of experiences and what we tend to learn from these stories of our life become the beliefs that we start living. Once aware of the same, one can choose to be an appropriate learner in any context.
Eqube addresses the five formative years of a child’s growth, from the 5th to the 10th standard. Each year is designed with 15 sessions of one-hour duration each, integrated with action oriented classroom and life projects. The sessions are seamlessly integrated with the school’s academic schedule and evolve with the class dynamics. Enhancing them with practical modules help internalize the learning and provides a healthy cross linkage among institutions like the family,school and the community. The school has a focused life skill program called EQUBE for classes VIII, IX and X. We have partnered with EFIL Educational Services (http://www.efil.co.in)
Kumarans Model United Nations (KMUN) ) is an academic simulation of the United Nations that aims to educate participants about current events, topics in international relations, diplomacy and the United Nations agenda.The participants role-play as diplomats representing a country or NGO in a simulated session of a committee of the United Nations, such as the Security Council or the General Assembly. Participants research a country, take on roles as diplomats, investigate international issues, debate, deliberate, consult, and then develop solutions to world problems.
More recently, simulation of other deliberative bodies, such as the United Nations Security Council, has been included in Model United Nations, even if they are completely unrelated to the UN or international affairs as a whole. In general, the participants that the executive panel considers to be most contributing are given awards, such as ‘Best Delegate award’. During a conference, participants must employ a variety of communication and critical thinking skills in order to represent the policies of their country. These skills include public speaking, group communication, research,policy analysis, active listening, negotiating, conflict resolution, note taking, and technical writing. However,school delegation formats vary from region to region.
Most Model UNs are simulations of a body in the United Nations system, such as
The concept of position paper (sometimes known as a Policy Statement) is an essay that is written by participants of some models. It describes the detailed position of a certain country on a topic or issue that the writer will debate in his or her committee.