SCHOOL CURRICULUM

We need visionary leaders who should be able to 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 Programs as per Age Group :                                                                                                 

                                                                       https://www.facebook.com/nucleusschool/photos_stream

  • One and Half to two and half old (Play Group)
  • Three + Year olds (Nursery)
  • Four + Year olds (Kinder Garten)
  • Five + Year olds (1st Standard)

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 challenge and support as appropriate.

Early Year program

Play Group and Above:

Our daily activities

We concentrate on developing self confidence and building relationships as they begin to wonder about their world.

Physical Development:

We provide a range of equipments and opportunities for physical developments and 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 motor skills and improve coordination.

Cognitive Development:

Building child's sensory and mental skills by participating in a variety of fun and interactive activities such as matching and sorting, ordering, sequencing, colouring, counting and categorizing of objects as these activities form the basis for early mathematics and logic.

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 child's self-esteem while gaining awareness of others and realizing a sense of group identity.

Creative Arts:

Creative arts are built and enhanced by participating in music, dance and drama while exploring art activities to develop child's sense of creativity. We put emphasis on creative arts like, Music, Dance, Art & Craft etc. We provide equipments, paint, glue, crayons, pencils, clay, blocks etc for exploration of colour, shape and texture and the development of skills in painting, drawing etc. Opportunities are also given for imaginative role plays.

Kindergarten and Above:

At kindergarten child is ready to participate in more complex activities.

Program Features:

  • Portfolio for every child's creative initiatives and activities.
  • Group and subgroup participation.
  • Theme-based activities to instill thinking and enhancing communication.
  • Regular parent-teacher communication and participation to update and be a partner in child's day-to-day activities.

Cognitive Development:

Greater participation in activities that enhance cognitive development, to improve mathematical and logical skills.

Language and Literacy:

Establishing the child’s love of reading at an early age by exposing the child to a variety of books and helping him/her to develop comprehension, reading and writing skills.

Social and Emotional Development:

Talking, listening, sharing and interacting with a group to develop the child's self-esteem and confidence.

Creative Arts:

Helping the child to express himself/herself through artistic and creative activities such as dancing, painting, skit and plays.

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.
Each inquiry module is organized around a main idea, the following are proposed as useful criteria. Each unit should be:
Engaging -of interest to the students, and involving them actively in their own learning.

  • Relevant- Linked to the students' prior knowledge and experience, and current circumstances, and therefore placing learning in a context connected to the lives of the students.
  • Challenging- Extending the prior knowledge and experience of the students to increase their competencies and understanding.
  • Significant- Contributing to an understanding of the Trans disciplinary nature of the theme, and therefore to an understanding of commonality of human experiences.

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 following profiles: 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, objects 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 skills
  • We have identified five Trans disciplinary skills:
  • Social Skills
  • Thinking Skills
  • Communication Skills
  • Research Skills
  • Self Management Skills

1. SOCIAL SKILLS

NUCLEUS as an institution expects all students to demonstrate certain level of social skills to enable them to adapt and learn in a congenial atmosphere.

We encourage all students to demonstrate the following social skills.

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 that others' beliefs, view points, religions and ideas may differ from one's own; stating one's opinion without hurting others.
Working cooperatively 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 decision
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 acting accordingly; being a leader in some circumstances, a follower in others.

2. THINKING SKILLS

Thinking skills are developed through the Inquiry. All students are monitored and assessed during the inquiry and supported individually to develop their thinking skills.

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 create wholes; 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 the other; realizing that others can also take one's own point of view.

Metacognition- Analyzing one's own and others' thought processes; thinking about thinking and thinking about how one thinks and how one learns.

3. COMMUNICATION SKILLS

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
Recognizing the meaning of visual and kinesthetic communication.

4. RESEARCH SKILLS

Research skills are developed through the school's Programme of Inquiry. All students are monitored and assessed during the Inquiry and supported individually to develop their research skills.

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 organized data.

Presenting research findings.

5. SELF MANAGEMENT SKILLS

Self management skills will be developed individually on an on-going basis.

Gross Motor skills
Exhibiting skills in which groups of large muscles are used and the factor of strength is kindergarten

Fine motor skills
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.
Organization Planning and carrying out activities effectively.

Time management
Using time effectively and appropriately.
Safety engaging in personal behaviour 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 behaviour based on fact or opinion.