OIS
One with the World ,
One of a Kind
Kalyani Charitable Trust

Orchid International School - OIS

Nashik, Maharashtra

Premier Co-educational, Residential cum Day School
PARTICIPATION BY ALL STUDENTS INSTEAD OF FOCUSING ON A FEW BRIGHT ACHIEVERS

Instead of a structure built to promote a selected few, we adopt an approach which encourages participation of all students in all the programs offered by the school, instead of segregating them based on their talents and present skills. Our focus is to improve each child from where he or she is, to the best that is possible. We need to provide children a sound base in different areas so that they can learn in a sustained manner with increasing intensity.

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NEED FOR CONTINUOUS IMPROVEMENT OF PEDAGOGY

When children need to be connected with the world rather than with the word or a computer screen, spend more time with books, or the computer-based aids or games, than relating and interacting with the real, natural world the child is disabled and the chance of attention deficit, dullness, or passivity sets in. This may eventually lead to an alienation from the real world. The relationship with the virtual world becoming stronger leads to an alienation from the natural world, which can inhibit experiencing life beautifully.

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SENSITIVITY TO STUDENTS’ LEARNING LEVELS AND SEGREGATED TEACHING APPROACH

We adopt a segregated teaching-learning approach so that students of different competencies are provided appropriate inputs generally at their pace. The slightly advanced children are provided enrichment material. The others are provided a slightly closer supervision or monitoring to improve them.

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CONTINUOUS REVIEW AND IMPROVEMENT OF CURRICULUM AND PEDAGOGY

We review our curriculum and pedagogy on an ongoing basis and introduce changes and improvements as and when required, which is quite often. We would like to give a greater and more integrated thrust to activities that provide multi-sensory exposure and help in understanding the underlying subject concepts in a clearer manner. The communication is tacit with the activity enabling learning rather than facilitator. This approach evokes much subtler and therefore clearer concept formation. On such a ground, rules, skills, concepts and abilities are expected to blossom intrinsically. We would like our students to be active learners rather than passive participants.

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PROGRESSIVE APPROACH TOWARDS ASSESSMENT AND EVALUATION

The philosophy of assessment and evaluation needs to be dovetailed with the educational paradigm, with close inter-twining between the curriculum and pedagogy. The sensitivity embedded in this approach would determine whether tests and examinations will lead to stress and anxiety or not. We are concerned about the ill effects that examinations have on the processes and efficacy of learning and accordingly design our entire approach, including the design of the Learners’ Comprehensive Profile (LCP), which comprises of the Non-Quantitative Reports as well as the Quantitative Reports. Our policies of awards, rewards, recognition, scholarships are designed sensitively to enable children to be self motivated rather than be dependant on external motivators and carrots.

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NEW TEACHING LEARNING MATERIALS

We provide our teachers the scope to experiment and prepare new teaching-learning materials to suit their orientation.

Most teacher-educators with a flair and passion for teaching realize the limitation of textbooks; wish to provide innovative and out-of-the-box classroom exposure to the students. Inadvertently, they begin preparing and using their own teaching-learning materials and approaches.

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