Redbricks | Junior
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Our Curriculum & Pedagogy
The academic program at Redbricks Junior is activity-based and experiential. Young Children learn best through first hand experiences, which help them to develop important knowledge, concepts, skills and attitudes. The curriculum focuses on the development of the whole child across physical, cognitive, language, social, emotional and creative areas. Redbricks curriculum has well-developed Yearly Goals for each class, which sets out the expectations for what the children will be learning and in what ways they will be developing throughout the year. These goals are designed with inputs from developmental experts, child developmental science, guidelines of various examination boards, quality textbooks and norms followed in similar peer schools.

The teachers in the school provide a variety of well-planned experiences inside and outside school (through field visits, visiting experts, etc) to help the children reach all these goals. Continuous observation and assessment of each child’s development against these goals helps the child to develop at the best of his/her potential. As a result of this curriculum, Redbricks Children develop proficiency in subject matter content and are also confident, fluent in speaking, able to handle various situations, have practical skills, take initiative, think in various ways, are curious, motivated for learning, etc. All these benefits help them succeed in primary school years and develop them as holistic individuals.

Most pre-school programs today have become downward extensions of schooling and do not consider the age-appropriateness while introducing concepts and skills to young children. More and more academics is done at an earlier age, which puts pressure on young children taking away the joy of childhood and the benefit of holistic development from them. At Redbricks Junior, the early childhood program is designed to be innovative, holistic and developmentally appropriate for young children. It is our firm belief that any preschool curriculum should be grounded in both research on how young children develop and learn and in what is known about education effectiveness.

Since every new batch of children is unique, the curriculum has enough flexibility to cater to the unique needs and interests of children as well as the creativity of teachers.
Key Features of the CurriculuM
The curriculum at Redbricks Junior is built on the fundamental belief that every child has a natural potential, which can be enhanced through meaningful learning experiences.
The holistic curriculum caters to each child’s development across all the important areas- like physical, social, emotional, language, cognitive and creative.
Teaching learning happens through a variety of hands-on and minds-on activities appealing to the multiple intelligences and multiple ways of learning of each child.
Teacher-child interactions are given utmost importance as each interaction results in learning for a small child.
The entire program is embedded in a school environment with optimum resources, space and culture for a young child’s development.
Pedagogical Approaches
Thematic and Project Approach
The curriculum is developed around major environmental science themes running throughout the year. The themes chosen move from familiar to unfamiliar and relate to students' lives to ensure interest and engagement in the process of learning. This is a way of teaching and learning, whereby many areas of the curriculum are connected together and integrated within a theme. The thematic approach allows learning to be more natural and less fragmented. It guides connected ideas to follow on easily. Various academic concepts and skills are learnt through hands-on activities requiring active thinking and engagement from the children. This results in realistic, meaningful and life-long learning for the children.

The Montessori way
Children learn in different ways and progress at their own pace according to their individual capabilities. The children's inherent love of learning is encouraged by giving them opportunities to engage in spontaneous, meaningful activities under the guidance of a trained teacher using scientifically developed Montessori materials. The use of Montessori materials is integrated into the classrooms for concrete learning of concepts for young children.

Harnessing Multiple Intelligences
Dr. Howard Gardner, a professor at Harvard University, has developed the theory of Multiple Intelligences that goes beyond the traditional belief in a single intelligence, commonly known as IQ. He has laid out eight different intelligences to account for a broader range of potential in each child. This view reinforces our belief in the ability of each child to learn and realize her true potential. Our teachers enact lessons in a wide variety of ways using music, visual art, dramas, multimedia, field trips, inner reflection, and much more to appeal to each child’s unique profile of intelligences.
An Overview Across Classes
The age group of 1.5 to 2.5 years comprises the initial years of the child's development. In playgroup, the major focus is on the physical development of children through a gym program and an exploration of various senses. Research indicates that young children learn through movement and physical exploration of space around them. In fact, physical movement helps develop better neuronal connections in the brains of young children resulting in increasing intellectual development. Lots of opportunities are also given to children through small and large group activities for their overall development. Sessions in a day include indoor free play, snacks time, story time, creative arts, music and movement and outdoor play. Regular celebrations and few field visits a year are also a part of the program.

In the age group of 2.5 to 3.5 years, children’s vocabulary and language skills develops quite further than in playgroup. They now start participating in group discussions sharing their ideas and understanding in a much more vocal manner. A large emphasis is placed on developing their listening and speaking skills in this year. Socio-emotional, physical and creative development also takes a significant jump in this year. In the area of cognitive development, their numerical and thinking skills are also developing rapidly and they start learning important concepts meaningfully related to the world around them. Sessions in a day include indoor free play, group discussions, Montessori, snacks time, story time, creative arts, music and movement and outdoor play along with regular celebrations and field visits. Math and language readiness activities are incorporated across all the sessions during the day.

Junior Kindergarten & Senior Kindergarten:
The word kindergarten means a garden where children can blossom like flowers. Just as a small plant requires proper care and nurturing to blossom, a child in the age group of 3.5 to 5.5 years requires care and attention to grow to her true potential. The children of this age are becoming more and more aware of their immediate environment through better observation and thinking skills. Their understanding about numbers and mathematical concepts also happens at a greater level. Language development across listening, speaking, reading and writing skills is emphasized. Learning experiences are so planned and conducted such that the children can take their awareness of various academic concepts to the application level, and in the process also develop important skills.

Separate Math and Language sessions are now introduced in addition to the other regular sessions covered in the Nursery class. Sessions in a day include indoor free play, group discussions, Montessori, Math and Language readiness, snacks time, story time, creative arts, music and movement and outdoor play along with regular celebrations and field visits. It is important to note that math and language development also happens throughout the day across various sessions in kindergarten through the integrated thematic program.
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