Teachers are accessible to parents and pupils alike for one-to-one consultations, are helpful in addressing individual educational needs and eager to help.
Teaching at key stages is student-centered, project-based, and incorporates the multiple intelligence concepts. While the general 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 sports, 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.
School teaching is highly complex — involving content knowledge, knowledge of young adolescent development, and dozens of interconnected skills (e.g. the ability to relate to and engage students, coach, present, reflect, and analyze). Teachers bring diverse knowledge, strengths, and experience to their roles. They care deeply about young people and entered teaching in the first place because of that care and concern.
We completely believe in teachers engaged in the ongoing learning and development that will enable them to excel at teaching. As a result, the knowledge that exists about powerful middle grades teaching and learning, from decades of research and practice, has penetrated till the roots.
The British School believes that, given rich and productive professional collaboration, and ongoing, school-based professional development that is directly linked to classroom practice, school teachers will be able to apply the best ideas and tools of powerful curriculum, instruction, and assessment.
Approach to Professional Development
Build on the knowledge and experience teachers bring. (Help them identify and assess these strengths as well as gaps that need to be addressed.)
Use current research in content knowledge and best practice to identify new areas of professional learning and instructional focus.
Use data-based inquiry, and looking at student and teacher work, to reflect on student learning, identify strengths and challenges, and set instructional goals.
Use benchmarks and standards of professional practice to identify specific changes in practice as goals.
Form collaborative teams that can create inquiry and discourse, as well as support one another through the challenges of change.
Focus on setting goals (by team and school) for thinking and learning that cross disciplines (e.g. Habits of Mind).
We aim to give students
The world is changing fast and we aim to empower our students to face the challenges that lie ahead. A growth mind set- a strong self-belief that my efforts matter, optimism, self-control, perseverance, self-esteem, empathy, generosity and honesty are traits to be cultivated in the very young.
Our school is a nursery where we sow these seeds that will help our children bloom into effective learners and become engaged members of society in the future.