We need visionary leaders who can use the knowledge and information keeping the larger interest of the society and nation in mind. So our focus is on application of knowledge through experimentation i.e. experiential learning through research and self discovery. We have designed our curriculum with an objective to encourage children to become independent learners, thus enabling them to explore the world through their own ways.
ACADEMIC PROGRAMMES RUN BY SCHOOL:
- Pre Nursery
- Nursery
- Kinder Garten
- Class One
- Class Two
- Class Three
- Class Four
- Class Five
ACADEMICS
We have designed our holistic education program by infusing best of learning from some of the early-childhood learning approaches to give the best possible learning environment to the child. NUCLEUS curriculum is designed keeping in mind how each child can learn best. It is built around the most recent evidence from child psychology, brain based research and experience of leading practitioners. Our education model includes of “Learning through Self Discovery” and holistic development of the child through IQ seeding and Personality building. Our environment and curriculum reflects the natural needs of the young child. A high staff-to-student ratio, focus on small-group work and individual attention allow us to offer challenges and support as appropriate.
EARLY YEAR PROGRAM
Play Group and Above:
- Physical Activities
- Language Proficiency
- Approach to Learning
- Social-Emotional Processing
- Psychomotor Skill Development
Our daily activities:
- Thought of the Day
- National Anthem
- Academics
- Games
- Dance
- Arts and Crafts
- Self-Confidence Development
- Stage-Performance
We concentrate on developing self confidence and building relationships as they begin to wonder about their world.
Individual Centric approach:
Special Curriculum are designed for each students as per the assessment by our expert teachers and give them enough opportunity to explore these avenues.
PHYSICAL DEVELOPMENT
We provide a range of equipment and opportunities for physical developments and psyco-motor skills in a safe environment. We focus on confidence building and development of various body skills such as moving, running, jumping, climbing & balancing. With the child’s natural curiosity and eagerness to explore the world, our facilities are designed to discover, build skills and improve coordination.
COGNITIVE DEVELOPMENT
Building sensory and mental skills by participating in varieties of fun and interactive activities such as matching and sorting, ordering, sequencing, coloring, counting and categorizing of objects as these activities form the basis for early mathematics and logical reasoning.
COMMUNICATION DEVELOPMENT
We focus on language Skills and phonics program for a coherent learning by Introducing child to books and language for early literacy development.
SOCIAL DEVELOPMENT
We focus on Social skills through activities & conversations by improving self-esteem while gaining awareness of others and realizing a sense of group identity.
Creative arts are built and enhanced by participating in music, dance and drama while exploring art activities to develop sense of creativity. We put emphasis on creative arts like, Music, Dance, Art & Craft etc. We provide equipment, paint, glue, crayons, pencils, clay, blocks etc. for exploration of color, shape and texture and the development of skills in painting, drawing etc. Opportunities are also given for playing imaginative role.
KINDERGARTEN AND ABOVE
At kindergarten, child is ready to participate in more complex activities. Our approach to learning in the Early Childhood Program is tailored to the development needs and readiness of students at each age and stage.
Each subject area is approached from students developmental perspective, subject background knowledge, and level of understanding. Our teachers help and guide them at their own pace, so that they can grow with confidence, feeling supported and cared for. We ensure the students are well equipped to take on the load of higher classes.
PROGRAM FEATURES
- Portfolio for every students creative initiatives and activities.
- Group and subgroup participation.
- Theme-based activities to instill thinking and enhancing communication.
- Regular parent-teacher communication, participation to update and to build a partner in students day-to-day activities.
COGNITIVE DEVELOPMENT
Greater participation in activities that enhance cognitive development, to improve mathematical, analytical and logical skills. Our expert Teachers focus on invoking students curiosity by developing problem solving attitude, reasonings on cause and effect, encouraging with trial and error methods etc.
LANGUAGE AND LITERACY
Establishing love of reading at an early age by exposing students to a variety of books and helping them in developing comprehension, reading and writing skills.
SOCIAL AND EMOTIONAL DEVELOPMENT
Imbibing Social Etiquettes, talking, listening, caring, sharing and interacting with the group to develop self-esteem and confidence.
CREATIVE ART
Helping the child to express themselves through artistic and creative activities such as dancing, painting, skit and plays.
Nucleus School provides a unique and highly personalized method of teaching and learning. We create an environment to encourage individuals to achieve highest level of personal success via special modules focused on creative learning.
SCHOOL CURRICULUM
In today’s world where information is available at the click of a button, children have to become knowledge assimilators and analyzers rather than just be a storehouse of information. The focus is on application of knowledge through experimentation, research and discovery to make them lifelong learners. Our Trans Disciplinary Curriculum is engaging, relevant, challenging and significant for the learners from the age group of 2.5 yrs to 5.5 yrs.
Modules are organized in such a way that they fulfil the above cited conditions and meet the following criteria:
- Each units are designed to capture the interest of students, ensuring full participation and involving them actively in their own learning.
- Relevant- The content of school curriculum ensures that teachers are creating lesson plans that address key tenets of learning and shared objectives.
- Challenging- Using prior knowledge and experience of the students to increase their competencies and understanding.
- Significance- Trans-Disciplinary teaching moves beyond just teaching across disciplines using common themes, topics, or issues that thread through different subjects.
PROFILES FOR STANDARD 1ST AND ABOVE
We inspire students to cultivate the following:
- Character building
- Scientific and Competent Temperament
- Knowledge building
Character building: Confidence, vivacity and cheerfulness are the most important traits within and can be developed by being generous with praise. NUCLEUS inspires students to cultivate the profiles such as - independent, balanced, responsible, honest, confident, tolerant, courageous, committed, enthusiastic, respectful, self esteemed and empathetic to enable children to grow into contributing citizens leading a wholesome life.
Scientific and Competent Temperament: A competent person with scientific temperament will always reach greater heights in life both personally and professionally. The competencies that are consciously dealt with through the transaction are to be innovative, diligent, communicative, leader, adaptable, planner, assertive, passionate, perseverant, problem-solvers, objective oriented and risk taker.
Knowledge building: The knowledge is not gained through books only; it is also gained through the process where research and exposure to the competent environment plays a key role. We encompass a range of Trans disciplinary themes with the common thread of ‘What I Know’, ‘What I want to know’, 'How do I learn' and ‘What I learnt’ to ensure children become reflective and learning becomes insightful.
Trans disciplinary skill
We have identified five Trans disciplinary skills:
- Social Skill
- Thinking Skill
- Communication Skill
- Research Skill
- Self Management Skill
1. SOCIAL SKILL
NUCLEUS as an institution expects from every student to demonstrate certain level of social skill to enable them to adapt and learn in a congenial atmosphere. We encourage every student to demonstrate the following social skill:
- Accepting responsibility
Taking on and completing tasks in an appropriate manner; being willing to assume a share of the responsibility.
- Respecting others
Listening sensitively to others; making decisions based on fairness and equality; recognizing others’ belief, view point, religion and ideas may differ from one’s own; stating one’s opinion without hurting others.
Working co-operatively in a group; being courteous to others; sharing materials; taking turns.
- Resolving conflict
Listening carefully to others; compromising; reacting reasonably to the situation; accepting responsibility appropriately; being fair.
- Making group decisions
Listening to others; discussing ideas; asking questions; working towards and obtaining consensus.
- Adopting a variety of group roles
Understanding what behavior is appropriate in a given situation and act accordingly; being a leader in some circumstances and follower in others.
2. THINKING SKILL
Thinking skill is developed through the Inquiry. All students are monitored and assessed during the inquiry and supported individually to develop their thinking skill.
Acquisition of knowledge
Gaining specific facts, ideas, vocabulary; remembering in a similar form.
Comprehension
Grasping - meaning from material learned; communicating and interpreting learning.
Application - making use of previously acquired knowledge in practical or new ways.
Analysis
Taking knowledge or ideas apart; separating into component parts; seeing relationships; finding unique characteristics.
Synthesis
Combining parts to form a complete structure by - creating, designing, developing and innovating.
Evaluation
Making judgments or decisions based on chosen criteria; standards and conditions.
Thinking about two or more different points of view at the same time; understanding both points of view; being able to construct an argument for either point of view based on knowledge of others; realizing that other person can also take one’s own point of view.
Metacognition
Analyzing one’s own and other's thought process; thinking about thinking and thinking about how one thinks and how one learns.
3. COMMUNICATION SKILL
- Students are encouraged to develop the following communication skills.
Listening
- Listening to directions; listening to others; listening to information.
Speaking
- Speaking clearly; giving oral reports to small and large groups; expressing ideas clearly and logically; stating opinions.
Reading
- Reading a variety of sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions.
Writing
- Recording information and observations; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record.
- Non-verbal communication
- Recognising the meaning of visual and kinesthetic communication.
4. RESEARCH SKILLS
- Research skills are developed through the school’s Program of Inquiry. All students are monitored and assessed during the Inquiry and supported individually to develop their research skill.
Formulating Questions
- Identifying something one wants or needs to know and asking, compelling and relevant questions which can be researched.
Observing
- Using all the senses to notice relevant details.
Planning
- Developing a course of action; writing an outline; devising ways of finding out necessary information.
Collecting data
- Gathering information from a variety of sources, such as measuring, maps, polls, surveys, direct observation, resource books, films, people and exhibitions.
Recording data
- Describing and recording observations, by drawing, note taking, making charts, tallying, and writing statements.
Organizing data
- Sorting and categorizing information; arranging into understandable forms, such as narrative descriptions, tables, timelines, graphs and diagrams.
Interpreting data
- Drawing conclusions from relationships and patterns which emerge from organised data.
- Presenting research findings.
5. SELF MANAGEMENT SKILLS
Self management skills will be developed individually on an on-going basis.
Gross Motor skill
Exhibiting skills in which groups of large muscles are used and the factor of strength is kindergarten
Fine motor skill
Exhibiting skills in which precision in delicate muscle systems is required.
Spatial awareness
Displaying sensitivity to the position of objects in relation to oneself or each other.
Organizational Planning and carrying out activities effectively.
Time management
Using time effectively and appropriately.
Safety engaging in personal behavior which avoids placing oneself or others in danger or at risk.
Healthy lifestyle
Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practicing appropriate hygiene and self-care.
Codes of behavior
Knowing and applying appropriate rules or operating procedures of groups of people.
Informed choices
Selecting an appropriate course of action or behavior based on fact or opinion.