• 92420 20302

Primary & Lower Secondary Education

Welcome to Buddhi Primary & Lower secondary school – a unique school blending world class educational programs 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 warmth, learning and growth. The Buddhi Primary & Lower secondary school curriculum prepares students for the IGCSE & NIOS programs, which is an excellent framework for educational success of students and prepares students for progression to high school.

We believe that children need a safe and emotionally secure environment for successful learning at school. We believe 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. We believe 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. We believe 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. We believe 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 Primary & Lower secondary school is located centrally in Bangalore (India), offering your child a unique educational opportunity all set in an exhilarating, safe, inspiring and international ambience.

Curriculum

Our primary curriculum is based on the Primary Years Program from Edexcel, London, which gives a framework to develop English language, Mathematics and Science knowledge in young children learning from Kindergarten through Year 6 (standard 5).

Our middle school curriculum 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). It builds on the primary stage, and further develops children’s knowledge and skills in Mathematics, English language and Science.

This curriculum provides natural progression from primary education through the three years of lower secondary education and prepares students for progression to the IGCSE courses.

Social Studies, Physical Education & the Arts are our other core subjects in both the Primary & Middle School years and ICT is integrated throughout.

Our curriculum also emphasises learning and building capacities that go beyond academic or technical goals. Often known as psycho-social skills they have to do with the way we behave – towards other people, towards ourselves, towards the challenges and problems of life. Practical skills such as self reliance, good judgement and good work habits are as important and equally emphasised upon.

The curriculum 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.

Program Implementation

Teaching Philosophy at Buddhi

We believe that children need a safe and emotionally secure environment for successful learning at school. Such an environment will encourage them to take risks and cope with setbacks. Flexibility in the classroom programme is also essential to cater for individual learning needs and styles, which in turn will promote effective learning. The programme should allow all children to develop their strengths while continuing to improve other areas.

We believe 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 their peers, adults and their environment. Children are by nature very curious and observant. It is essential that we allow them to use these skills in their learning. This will teach them how to think and ultimately allow them to take charge of their own learning. Children learn best when learning is purposeful and productive and therefore it is essential to provide hands-on and goal oriented activities in their curriculum.

We believe 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. We believe that a good teacher needs to be enthusiastic about learning and be able to infuse this enthusiasm into the classroom. This calls for an awareness that goes beyond academic performance of the children and the ability to look at them as individuals.

We believe 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. The role of parents in this process is very crucial. Encouraging parental access to information and participation in classroom activities will help recognize the key role they play in their children’s education and the need to share responsibility for their learning. We believe that it is our duty as teachers to work towards collaboration rather than exclusion of parents in their children’s education.

We believe 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. Informal communication to the children in the form of positive encouragement and constructive feedback specific to the task is essential and will help them learn to evaluate their own learning.

Our endeavour would be to provide all the children in our classrooms with support in socio-cultural, linguistic, cognitive, academic and functional areas. The five components are interdependent, and if one is developed to the neglect of the others, it may prove detrimental to the overall growth and future success of the children. We would want all children to feel valued and supported in the learning environment. No child should feel that he/she is marginalized in the classroom community.

Primary & Lower Secondary Programme at Buddhi

Buddhi follows an open plan classroom, and mixed age classes are an important aspect of our programme. Children of different ages learning in a common classroom environment also 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 learning as and when they are ready sometimes even in the middle of the school year. It also helps younger children learn about friendship and other skills by imitating the older ones. A quiet six year old may prefer the company of a younger child, yet be ready to read independently. An observant five year old may be inspired to learn numbers by watching an older child.

  • To ensure that needs of all the children are met with, and also to help them develop socially children are placed into  class groups as for example,
  • Primary – Stage 1  –  ages 5 to 7 (K, Year 1 & Year 2)
  • Primary – Stage 2  – ages 7 to 9 (Year 2, Year 3 & Year 4)
  • Primary – Stage 3  – ages 9 to 11 (Year4, Year 5 & Year 6)
  • Lower Secondary – ages 11 to 13 (Year 6, Year 7 & Year 8)
  • Lower Secondary – ages 13 to 14 (Year 8 & Year 9)

The class groups would be together for all extra curricular activities and other events but will attend specific lessons & activities for the core subjects as per their year levels.

  •   Children with special learning needs will be placed in a small group learning class under the guidance of a special educator who will plan and administer a specialized curriculum to address their learning needs (for more details see the SGL programme). These students will join their peers in the mainstream class when they are ready for large group learning.
  •   We follow a flexible learning environment where each child works at their own level and pace with ample scope for remedial help and extension activities where necessary. We encourage students to approach learning through application, research and inquiry and we do this through curriculum integration, activity & projects, field trips, group discussions and guest interviews.
  •   Our Primary & Lower Secondary curriculum follows the Edexcel Primary Year Program and Lower Secondary program (www.edexcel.com). As the focus of our programme is to develop children into independent learners, they will have no problem coping with any other curriculum based programme.
  •    The core curriculum areas of our primary are Language, Mathematics, Enquiry Based Learning which would incorporate science and social studies, Visual Arts and Physical Education. The core subjects in our lower secondary programme are Language, Mathematics, Science, Social Studies, Visual Arts and Physical Education. ICT is integrated through out both the  programmes.
    •   Education is about giving people the opportunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills – including the inner capacities and the practical skills we need.Many of the inner capacities – often known as psycho-social skills – cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave – towards other people, towards ourselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and asserting ourselves, in thinking critically, in respecting other people and their ways and in understanding our feelings.
  •    The practical skills are abilities that children will need to learn and need to use every day for the rest of their lives. These include the art of cooperation the importance of finishing a job, following a schedule and working even when they don’t want to.

Our curriculum will include opportunities for the child to learn social skills through taking on responsibility, involvement in age appropriate activities, and class councils to talk about their feelings. With this we are able to take the students to levels beyond the scope of the standard curriculum.

Primary Years Program (Years1 to Year 6) Lower Secondary Years Program (Years 7 to 9)
    In our Language Programme, where English is the first language,
we focus on

  • Usage  –   (i) Phonics, spelling and vocabulary
    (ii) Grammar and punctuation
  • Reading
  • Writing
  • Speaking and Listening

Grammar, punctuation, spelling & vocabulary are integrated with the Reading & Writing program. The leveled reading & writing approach allows teachers to track the reading & writing levels and progress of students. In reading students progress from Early Emergent Readers through Emergent Readers, Early Fluent Readers and Fluent Readers. In writing, students progress from Emerging Writers through levels such as Beginning, Early Developing, Developing & Fluent

Audio books and online reading programs  (RAZ-Kids) help students to quickly accelerate their reading levels.

Story, play & novel reading and creative writing are an important part of the Language curriculum.

  • Our students also learn conversational skills & functional literacy in Indian languages such as Hindi and Kannada.
  • Our Mathematics curriculum focuses on Number, its operations, Problem Solving, Organising and Using Data and other applied aspects of mathematics like Algebra and Geometry, Measurements, etc. Hands-on learning such as board games, online games and math activities relating to concepts are an important part of the math curriculum.

Inquiry Based Learning (IBL) is designed to develop critical thinking and analytical skills in students. Topics from the areas of Science and Social studies are incorporated into this learning programme. This programme incorporates comprehensive units within Life Science, Physical Science, Earth Science & Process Science and integrate science instruction with literacy and outbound learning (thru field trips). In addition to books, worksheets, experiments and projects, fun science games and hands-on science activities also form an important part of our  curriculum. Social Studies topics directly relevant to children’s lives are also included into the EBL programme.

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. They will also be prepared to progress with confidence to the next stage of learning in the Edexcel IGCSE curriculum.

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, spoken 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 Triveni program focuses on art education and includes learning in 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 in lower secondary stage and students sit for their first formal assessments at the end of Year 7. These tests are designed to primarily help teachers to plan for student learning.