Welcome to Buddhi Lower secondary environment offering a unique program blending world class educational processes and methods to bring the best in international education to your child. With a special focus on individual learning, we ensure that your child spends her foundation years in an environment of homelike comfort, purposeful learning and holistic growth. The Buddhi Lower Secondary curriculum is designed to prepare students for the IGCSE & NIOS programs, which are both an excellent framework for educational success of students and prepares them for progression to high school.
- that children need a safe and emotionally secure environment for successful learning at school.
- that learning does not take place in a vacuum. It is always contextual and to a great extent dependant on prior learning. It is also important to use the imagination and creativity of the children and let them learn at their own pace through interaction with peers, adults and the environment.
- that unlike the days when one style fit all students, in today’s context there is a need to acknowledge and accept students with perspectives other than our own, to diversify our curriculum and to pay more attention to how our students are experiencing the learning process.
- that being literate in the 21st century is more than reading and writing well. Being literate today includes the ability to acquire, use and synthesize information,to solve problems and to communicate effectively.
- that assessment and evaluation of children’s progress should be ongoing and continuous and it is important to ensure that assessment does not overtake teaching and learning in the classroom.
Buddhi’s curriculum in the middle years is based on the Lower Secondary Program from Edexcel, London and is a framework for educational success for students in Years 7 to 9 (grades 6 to 8). Buddhi however follows an open plan classroom, and mixed age learning groups are an important aspect of our programme. Children of different ages learning together helps balance the social, emotional, and intellectual needs of the children. A mixed age class provides an environment where the learning continuum can be managed easily. Children move on to higher levels of the curriculum as and when they are ready sometimes even in the middle of the school year.
To ensure that needs of all the children are met with, they are grouped based on curricular levels, within a class group. Such a class structure allows for a flexible and fluid learning environment where each student works at their own level and pace with ample scope for individualised support and extension. The curriculum is further extended to allow our students to approach learning through application, research and inquiry and is founded on the following broad principles
- The learning process focuses on building independent learning abilities in children
- Conceptual knowledge is intrinsically linked to application skills
- Investigative and Research skills are the foundation of knowledge acquisition
- Creative abilities are fundamental to successful functioning in the new world order
- Essential human qualities such as ethical values and respectful behaviours are crucial to successful and happy living.
This curriculum provides natural progression from primary education through the three years of lower secondary education by building on the primary stage, and further develops children’s knowledge and skills in Mathematics, English language and Science. This format of learning prepares students in the best possible manner for progression to the IGCSE & NIOS courses.
In our Language Programme, where English is the first language, we focus on
- Verbal Language – Listening skills, speaking skills, presentation skills, syntactic language, etc.
- Reading – Focus on reading fluency and comprehension. Exposure to different genre of texts.
- Writing – Narrative, Persuasive, Transactional, expository etc., and Skills such as effective sentences, openings, endings, conventions etc…
- Poetic Language, Figurative Language and other Literary elements.
- Grammar – parts of speech
Our Math curriculum focuses on
- Number— which includes Factors, Sequences, Integers, Squares, Square roots, Cubes, Fractions, Decimals, Percentages, Standard index form, Upper and lower bounds, standard units of mass, length and capacity, Finance.
- Algebra— Sequences, Linear, Simultaneous and Quadratic equations, Expressions, Algebraic substitution, Indices, Inequalities, Change the subject of a formula, Graphs of linear, Simultaneous and Quadratic equations.
- Shape and space– Loci, Symmetry, Transformations, Mensuration, Trigonometry, Vectors, Angle properties, Geometrical constructions, Geometrical terms and relationships.
- Statistics and probability— Handling data, Probability.
The curriculum aims to enable learners to develop the ability to gain an understanding of key mathematical concepts.
The Science programme focuses on the three core sciences: Physics, Chemistry and Biology. These are taught with strategies and techniques that help learners become active thinkers. It aims to introduce modern approaches in curriculum design and implementation to improve practical skills like field trips, posters, multimedia presentations, oral presentations web quests, etc. Consistent assessment methods for evaluation are also carried out to motivate their interests.
Social Studies: Social Studies at the Lower secondary focuses on aspects of History, Geography and Civics. The curriculum is planned to take the students through a gradual and in-depth study of various topics and facilitate a sustainable learning process. To make the content interesting, various useful aids and student involvement in ways such as student research, presentations, hands on group activities and field trips are introduced. The aim is to make the subject interesting and recognize the relevance of these subjects in our everyday lives.
The Arts and Physical Education is an important part of our curriculum. PE focuses on fitness, sport and outbound education. The Arts program focuses on visual (fine arts & craft) and performing arts (theatre, dance & music).
Field trips and projects play an important part in our curriculum, as they allow children to experience the world first-hand and apply their knowledge in purposeful ways.
Throughout the year our teachers assess student progress and attainment in all curricular areas through a Formative Assessment approach. Assessments are planned for based on learning outcomes. Results are used to inform planning for the next block of work. Assessment strategies include teacher observation, discussion with students, class work, practical and written class tests. Tests as a mode of assessment are introduced at this stage and students are formally tested twice a year. These tests are not a measure of student success and are designed to primarily help teachers plan for student learning. In addition, they serve to familiarise students with the test format, in preparation for formal examinations that they will take up at the end of high school.