Curriculum

Our methodology is to make the education stress free,
all the while preparing them for a bright future


At The British School, we have synthesized the skills of the CBSE curriculum with global outlook. This combination will help to develop a “global child”. Our skill oriented curriculum focuses on the development of the whole child through the use of various learning materials and offers a dynamic individualized learning environment to meet the needs of each student. TBS curriculum caters to the developing mind of the child. The school curriculum is so designed as to take the children away from the boredom of the blackboards and introduce them to a world of imagination, creativity, exploration, experiences and experiments.
Students are taught by well-trained qualified teachers supported by a well-designed curriculum which is constantly being evolved to stay tuned with the latest trends. We have prepared our own schedule wherein students are taught with a targeted approach. This pursuit of excellence extends beyond the classroom. Field trips and educational excursions are a regular feature of our studies.

On the sports field and across our huge range of cultural and a leisure activity, every child has endless opportunities to discover his/her nascent talent and is encouraged to set and pursue his/her personal goals. The basic aim is to develop the child in all aspects of disposition, attitude, self-confidence and self-control.

Individualized Instruction

We try our best to recognise our scholars individually to help them in overcoming particular learning difficulties through individualised instructions. Group learning in classroom situation is supported by audio-visual aids.

House system

The students are divided into 4 houses – Edward, George, Henry and Richard. On Wednesdays and working Saturdays the children will wear the House uniform. Various House wise activities are conducted to inculcate competitive spirit amongst the students.

Assessment

As with the other academic programs
assessment is as per CBSE pattern.

Individual portfolios of student achievement are kept which serves as an important mechanism for documenting progress. However, there is no formal examination till Foundation Year-III. We maintain accurate records of what your child is doing at school and base the academics on individual skill and interest. We do have report cards and have regular parent/teacher conferences and work hard to establish open communication with every parent. Setting goals for success at school is important and we take into account every child’s family expectations and wishes, as well as the child’s own interests and abilities.

There is a concerted effort to establish a fit between the teaching styles and methodology and the learning patterns of our students. Great care is taken to ensure that personalized and customized action plans are drawn up to accommodate those with special requirements. Parents receive a comprehensive report that includes a qualitative assessment of all those aspects outside the scope of the classroom.

Syllabus Guidelines

Learning is an ongoing and continuous experience and every small nugget of information adds to the children’s general awareness of the world around them. The syllabus has been planned to give a rich educational environment to the children without burdening their minds. It is a creative blend of contemporary and conventional methods and the school is projected as an ‘Open Book’.

The students are given ample opportunity to learn from their immediate environment in which even the plants and building become the educator’s teaching aids. There is special emphasis on current affairs and knowledge of major events which form a major section of the curriculum.

Home Work Policy

At The British School, Panchkula we aim to provide opportunities for children to develop skills and attitudes for successful lifelong learning. As our school we work with parents in partnership, engaging them in their child ’s learning wherever possible. Home work is a fundamental part of every child ’s learning ensuring skills, concepts and ideas are embedded for the future.

The aims of Home Work are:

  • To consolidate what the children have already learnt in school;
  • To develop children’s independent learning skills;
Expectations At TBS we expect all children to value the whole learning experience offered to them.
  • All pupils must make an effort to complete Home Work.
  • When Home work has been given as a reinforcement tool, the teacher will look to see your child’s level of understanding.     If a child has shown that he did not understand what was taught, he will be given further guidance and support.
  • We expect all children at TBS to speak English with confidence and seek support for the same at home.
  • We provide a variety of Home Work to include: Writing Practice, reading books and questioning, phonics practice, specific literacy and numeracy practice focused on consolidation of previous learning, projects and activities.
At TBS we believe Home Work is important since it helps secure class learning and develop a thirst for knowledge. However, other than teacher given work, productive activities at home may include reading, attending dance / music classes, taking responsibility for a family pet, doing simple house hold chores, playing a board game, visiting a Museum, going swimming etc. all of which are invaluable developmental activities. Children also need time after school to play, socialize, relax and re-energize. Parents can let the child’s teacher know if Home work has not been completed for any reason, or if it is too difficult or too easy. The best way to communicate this is through School Pad.

Foundation Years
(Children aged between: 2.6 - 6 years)


It is important to understand that no two days are same in the Foundation Years. Each day is structured to include a combination of teacher led activities working with small groups of students, independent directed activities and child initiated learning. Activities are play based and children are encouraged to understand and enjoy the process of learning. Some activities take place in the classroom and others in the outside areas so that the children have access to different resources during their day.

The school day starts with prayers, beautiful thoughts, sharing of news and children come into the classroom after the morning assembly. The school day finishes around noon and the children are supervised until they are collected. Please be prompt as your child is eager to see your face amongst the waiting crowd!

During the school day the children have the opportunity to visit other areas of the school such as the atrium for story telling or reading, the music room for singing, the hall for dance, aerobics and stage play, the sand pit for free play, splash pool for fun times and swings for unadulterated joy. They will also visit the library to browse books and the computer lab to develop their PC skills (FY-3 onwards). Every few days you will receive a personalized diary note from your child’s educator keeping you abreast of his performance.


Language Development Reading Writing Numeracy Skills Understanding the World Information and Communication Technology Visual and Performing Arts

Stages


Teaching at Stages is student-centered, project-based, and incorporates the multiple intelligence concepts. While the national curriculum is followed by every student, he or she is also encouraged to develop talents and interests in personal areas of academic interest, and in sport, theater music and dance, for which facilities are outstanding. Homework is given to encourage and develop independent study skills and to complement particular fields of study.

We aim to give students a broader, deeper, richer educational experience by recognizing each student’s strongest talents and building on them in order to ensure that all the areas of talent are developed. Different individuals have different aptitudes. By using the strongest aptitudes or “intelligence” as a starting point we can educate more effectively by teaching different students the same topic in different ways according to their particular “intelligence”:

CLASSES 1-5

Learning in Classes 1 to 5 is designed to teach the students through a progressive learning experience. It is interactive, social, creative, innovative and learner oriented process. Several concepts in Languages i.e. English and Hindi are incorporated for a good take off. Mathematics, Environmental Studies, Information Technology, General Awareness go hand in hand to form a strong foundation, where the child can spread his wings and soar high. Clubbed with academics is a plethora of activities in terms of skating, martial arts, badminton, cricket, chess, table tennis dance, visual and performing arts. French and Punjabi are the third languages introduced in class-3 to have a local and global footing. The curriculum is designed to ‘epoch making’ of students into global citizens. Stress is laid on working independently and master fluency with words, the art of speaking, writing, reading and listening. The child in honed to perfection which enables smooth transition to the middle level.