Primary curriculum
Primary curriculum. Connect what is taught and learned.
The focus of the curriculum is to connect what is taught and learned in the various subjects to life outside the classroom. At BOMIS, the curriculum is designed and developed to fit the necessities, interests, capabilities and learning styles of each child. Thus, our BOMISites are the centre of our educational processes & systems. The curriculum, by each of its parameters, focuses on boosting the social, emotional, spiritual, physical, motor and cognitive skills of each child.
Primary Years. Becoming lifelong learners.
The Primary Years curriculum is carefully designed to nurture the child in all dimensions of his/her life to bring out the essence of a holistic being. The curriculum aims to foster the development of key skills in communication, problem-solving, citizenship, critical thinking, inquiry, investigation, analysis, social, and personal awareness and collaboration. The curriculum emphasises on reaching individual students and taking into account their uniqueness in terms of personality, varied learning styles and intelligence to help become lifelong learners.
Features of the Primary Years Curriculum
- Thematic and integrated approach
- Valuing individuality
- Learning through varied mediums
- Nurturing divergent thinking to foster creativity
- Making new connections for innovation
- Skill-based creative exercises that make learning and studying joyful
Creativity, Innovation and Invention. Assisting the rise to excellence.
The six integrated themes help the learners in Grades 1 – 4 make meaningful connections through the immersive process, wherein a thematic focus straddles all areas of learning, each theme with a duration of 4 to 6 weeks. At BOMIS, we conduct Filler Weeks and Subject Weeks to develop various skills, such as reading, writing, listening, speaking, mathematical and scientific skills. The curricula for grades 1-4 are thoughtfully planned to ensure that each child at school enjoys their years of learning, discovery and creative engagement, research on how the brain learns the best, and developmental appropriateness. The theory of Multiple Intelligences and the National Curricular Framework, have guided the planned curriculum.
Learning environment, Assessment,..
The learning environment is an affirmative and enabling one. Bright airy learning spaces, creative learning centres, library, integrated laboratories, ICT laboratories, exciting and interactive display boards, create an environment that catalyses learning. Assessment is an ongoing process. It guides the learners in their pursuit of learning. Theme End Assessments and Term End Assessments ensure timely feedback on the degree of achievement of an individual as well as grade-level outcomes. These, in turn, guide teachers and parents to overcome challenges or gain support as per need in a timely and effective manner. The progress of each child is shared through detailed report books along with a portfolio of documented work, making learning visible to all.
