We follow an experiential learning pedagogy, do away with textbooks, tests and subject boundaries, and embraced knowledge depth as opposed to superficial coverage of subjects.
“We decided to focus on a more humane, real and learner-centric curriculum and pedagogy. We have adopted project-based learning methods, with multi-disciplinary themes where students work with real-life experiences and become the leaders of their own learning,” says Principal.
At the primary level, the subjects — such as the sciences, humanities, social sciences, art, literature, poetry and music and so on — are completely integrated, and not boxed up with definite boundaries.
Most projects for primary level students at Cambridge International School provide opportunities for learning skills across different disciplines and domains — be it skills of scientific inquiry, literacy or building a wider and deeper perspective.
“As a result, children construct their own knowledge rather than being fed limited content through prescribed textbooks,” she adds.
We believe that classrooms need to move from the ‘sage-on-the-stage’ model where teachers are considered infallible to the ‘guide-by-the-side’ model where teachers are friendly guides who are not afraid to own up when they don’t know something.
“We need a serious shift, in terms of more small-group work, peer learning and individual study time. All of these promote self-directed learning and a sense of responsibility,” says Principal, explaining that student thinking is the most under utilised resource in the Indian classroom.
“As structures change, students will be able to work on their own pace and teachers will not feel pressured to teach the same material at the same time to all kids. This should create enough time for classwork that should make homework redundant,” she adds.
She says that in Cambridge International School, the ‘no homework’ policy has been a default mechanism for junior classes.
“Instead, they engage in concrete hands-on experiences in the form of experiential units. Subjects such as the sciences, humanities, social sciences, art, literature, poetry and music all come together as integrated units and are taught with the help of class activities, stories and practical experiences,” says Principal.
Also the new kind of learning will also ensure that more innovative learning techniques are taken up by us which can teach students important skills that cramming textbooks cannot build.
“This will expose students to 21st century ways of learning while breaking away from traditional approaches. Besides enhancing their skills, this will also truly make them future-ready in a way that cramming course material and information cannot,” she says.