Born Learning programs  

                     Students engage in a wide variety of activities during their time at school. Students play with puzzles and other manipulative toys. Listen to stories and interact with each other in small groups. Engage in outdoor play, imaginative play in the classroom home-corner, as well as take part in art and craft activities, and singing or moving to music. Basic social skills are nurtured in a low stress and highly engaging environment.

1Group Talks
2Word Games
3Language Quiz
4Site Visits
5Learing Through Art and Craft
6Social Etiquitte
8Stage Presentation and Displays

In the early years curriculum, the school provides a learning environment where the natural curiosity and wonder of young children is encouraged and enhanced by skilful guidance from our professional team. Learning opportunities and experiences are designed to support the delivery of quality programs at all levels from Three Year Old Nursery to Class 1.

Our programme includes quality educative programs in literacy and numeracy. We also believe that play is a fundamental component of early learning and for the all round development of children in their formative years.

Each rooms are designed to enrich and extend students’ learning. Excursions and visits promote opportunities for hands on experiences in many curriculum areas. Students are encouraged to explore and investigate concepts arising from these visits, with teachers supporting learning.

Developing children’s confidence in their abilities, resourcefulness and resilience are the primary goals underpinning the early year activities and experiences. Our younger children particularly enjoy music and dance. Participation in a developmentally appropriate program provides opportunity for interaction with peers and promotes self-confidence in meeting new challenges. Brain research shows that daily music enrichment is a brain building block for science and mathematical understanding.

Further, the Times school offers a Phonological Awareness Program to LKG and UKG students. This early intervention literacy program identifies students at-risk and then supports them with a specialist program designed to meet their specific needs. Pre and post-test results demonstrate significant improvement.

The installation of computers in these younger classes have added another dimension to classroom learning. Students have been fully engaged in the e-learning opportunities offered by this technology.

The program offered to the children in Nursery, LKG and UKG at Times School is based on a developmental approach to Early Childhood Education. The underlying philosophy of this approach trusts children and treats them as partners in the learning process. This curriculum reflects the interests of the children and builds on their prior knowledge in the daily learning activities. It recognizes the need for different types of activities to accommodate individual learning styles.

Our class is divided into three groups. This enables the teachers to work closely with the children. This approach makes the children confident as they get to talk to the teachers in detail, teaches them to share things with their friends and wait for turns. This type of curriculum removes the need for all children to have a chair and a desk. Rather it concentrates on developing different learning areas within the classroom – an area for dramatic play, a sensory area, a collage/creative area, a writing/communication area, an area for reading, a construction area. These areas are flexible and work to extend the needs and interests of the children. Children learn best when their learning is meaningful, purposeful and fun.

In practical terms this means longer periods of active engagement and short, developmentally appropriate teaching – with a strong emphasis on reading and counting. A developmental curriculum allows children to develop at their own pace. It is not an unstructured learning environment. It is a program that bases itself on planned learning experiences that recognize the individual developmental levels of the children in the group. It is no less rigorous than other programmes, it is simply a different way of engaging children.


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