ACADEMIC

Magadh International School believes that the classroom experiences of children are to be organized in a manner that permits them to construct knowledge in consonance with the child’s nature and context, thus providing equal learning opportunities for all children. Teaching aims at enhancing the child’s innate desire and acumen to learn. Activity is at the heart of children’s attempt to make sense of the world around them. Therefore, every resource is deployed in a child-centric manner to enable them to express themselves, handle objects, explore their natural and social milieu, and to grow up in good health.

 Our guiding principles are as follows:

 Teaching and learning to shift away from rote methods

 Curriculum to be enriched enough to go beyond textbooks

 Teach less to learn more

 Opportunities to be created to enhance the ability of children to link learned knowledge to life outside the school

 Examinations to be more flexible and integrated with classroom life

 Classroom experience is directed towards becoming good citizens with a sense of equality and compassion towards others.

 STRIVING TOWARDS EXCELLENCE IN ACADEMICS

Magadh International School has the best infrastructure and state-of-the-art facilities, including well stocked libraries, Mathematics, Science labs, Rooms for workshops and Open spaces for sports. In terms of teaching, MIS follows the CBSE curriculum. The course outline not only includes the CBSE framework, but also has been enhanced wherever necessary to prepare students for real world application. Besides being broad – based and vibrant, the curriculum is flexible enough to keep abreast with the latest developments and trends in the field of education. MIS strive to achieve the best academic standards in the world and your child will have access to the finest environment and facilities for drawing out and maximizing their best potentia

 Central Board of Secondary Education (CBSE)

Central Board of Secondary Education (CBSE) is a Board of Education for public and private schools under the Union Government of India. The Central Board of Secondary Education (CBSE) established in the year 1929, enjoys today the distinction of being one of the oldest and largest Board of Secondary Education in India.
The prime focus of the Board is on:

 The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour.

 Innovations in teaching-learning methodologies by devising student-friendly and student-centred paradigms

  Reforms in examinations and evaluation practices

  Skill-based learning by adding job-oriented and job-linked inputs

  Regularly updating the pedagogical skills of the teachers and administrators by conducting in service training programmes, workshops etc

  The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among it’s learners. It works toward evolving a learning process and environment, which empowers the future citizens to become global leader in the emerging knowledge society

 Assessment

Assessment for CBSE classes is based on the Continuous and Comprehensive Evaluation system Subjects offered

 English

 Second language: Hindi

 Third language: Hindi / Sanskrit (for Classes 6 to 8 only)

 Mathematics

 Science

 Social Science

 Methodology

At MIS, a variety of teaching-learning methodologies, integrated with technology, are used to give students a holistic education making them independent, life-long learners and above all responsible citizens of the globe. Equal attention is given to the development of the body, mind and spirit. Consequently, teachers provide students with the individual attention necessary to help them achieve their goals. Critical judgment is encouraged so that students can discuss topics with coherent arguments supported by evidence. Moreover, teachers know, motivate and understand their pupils and have a deep knowledge of the subject. Records of progress are shared periodically with parents. An extensive academic programme is planned and reviewed periodically ensuring that all classes achieve consistently high results. Classes are interactive and students learn in very stimulating and motivating ways.

 Pre-Primary Studies

The pre-primary wing at our school is a vibrant center where innovation and grandeur is reflected by the colorful set-up and thematic approach in teaching and design. Following a Montessori approach, we believe that children are active learners, explorers, experimenters and artists. Therefore the young impressionable minds are provided with a rich, meaningful and balanced curriculum based on the development of the essential skills and `Multiple Intelligence ’. The system stresses on the importance of providing wings to their little angels. Our classrooms have themes including underwater, space, animals etc., and we have both indoor and outdoor activity areas for our tiny tots. Whereas the indoor activity room has a range of exercises and models that help children develop necessary skills, the outdoor area comes fitted with a train-themed playstaion for our little angels. A great amount of focus is given on development of multiple skills in children through language, phonic activities, and stress is laid on development of cognitive skills.

 Primary Wing

Every child is gifted, they just unwrap their packages at different times At Magadh International School we believe in enabling children to realize their own potential to excellence and to nurture their young minds through knowledge and exposure. The Primary wing opens its arms to the little learners who walk into our world with expectations and desires. It is our endeavor to facilitate them to develop as social beings by guiding them to interact and cooperate with each other.
Our Curriculum incorporates current Educational thinking and the most effective pedagogical practices. It represents a process of revision that is both evolutionary and developmental. We firmly believe in taking children out of the classroom spaces to experience the real world through varied experiments and hand-on activities. Our aim is to foster the child in all dimensions of his or her life— moral, spiritual, cognitive, emotional, imaginative, aesthetic, social and physical. In order to realize this view of the child and education, our curriculum outlines a detailed and structured framework of content that is comprehensive and flexible.
It promotes the active involvement of children in a learning process that is imaginative and stimulating. The ability to think critically, to apply learning and to develop flexibility and creativity are also important factors in the success of the child’s life. Various activities are designed round the year keeping in view the wholesome development of children in mind. The school focuses on taking learning to another level through the celebration of subjects over weeks such as -Literary, Technomathematik, Eloquence week etc. which gives an impetus to children’s logical and creative thinking. Reading books aloud to children stimulates their imagination and expands their understanding of the world besides developing their language and listening skills.
The extensive Reading Programme from Pre Primary to Grade – III demands the involvement of learners, parents and mentors on a common platform. This not only strengthens the bond between the three, but also enhances the learner’s vocabulary with developed interest for reading. Assemblies are another important feature of our School life. They act as a medium to reflect our positive school ethos and value based education through student’s participation and achievements. Therefore, an important goal of our curriculum is to enable children to learn how to learn and to develop an appreciation of the value and practice of lifelong learning.

 Middle Wing

“The function of Education is to teach one to think intensively and to think critically. Intelligence plus character-that is the goal of true education.”-Martin Luther King, Jr
Education in Middle and High Schools these days is rapidly changing. The conventional notion of a classroom where the students would sitting quietly and neatly in their seats, while the teacher would up front pour pearls of wisdom and knowledge into their brains is a practice of past. There has been a paradigm shift in the pedagogies from the old system and is constantly evolving with each passing year.
Reality in the 21st century is quite contrary to the old methodology. Our students come into the classroom with the same attitudes and expectations as the society in which they live, from varied backgrounds. The main objective at school, hence, is to take up the responsibility of grooming children holistically, strengthening the scholastic and co-scholastic areas while reinforcing the value system or the ‘Sanskars’ to turn each Magadhian into a Good Samaritan.

“A carefully constructed structure of education is supposed to smoothen the pursuit of knowledge, instead of restricting the flow of knowledge.”
The need of the hour is an educational system that works for and with students. Keeping in mind the present generation’s curiosity and eagerness to learn, it becomes imperative to adopt an approach that would take care of innovative student-centred learning environment enabling an educator to deal effectively with all types of students in the same classroom. Even an educator’s role is changing from the traditional “imparter of knowledge” to that of coach and consultant. There are many exciting examples of successful strategies and programs in which the students are not only allowed, but encouraged and required, to take responsibility for much more of their learning than ever before.
Do-it-yourself, student-to-student teaching, project-based learning, and student-centred learning environments are some of the more encouraging programs. Also, the integration of technology into every subject and at all grade levels allows unprecedented levels and types of exciting collaboration and learner to learner connectivity.
Middle school offers maximum flexibility in terms of experiential and experimental learning. On one hand, there is lots to offer to the age bracket of middle school learners and lots of vitality that can be fruitfully manoeuvred, on the other hand, this age group is the most turbulent in terms of the emotional quotient, hence, maintaining a balance.
Keeping all the above factors in view, we design working of students in small groups, perform different learning tasks and learn from different books. Teachers provide guidance, and all students have the opportunity to participate in school activities. MIS provides educational experiences that emphasize the instruction and overall well-being of learners. Working collaboratively, teachers, counsellors, administrators and many parents address middle school student’s learning and socialization needs and ensure some degree of success for all learners. They also recognize and address adolescents’ developmental diversity. We aim to recognize learner diversity, employ educators trained in middle school education, offer exploratory curricular programs that encourage learner interest, provide age-appropriate guidance and counselling, ensure equal access to educational experiences, promote a positive school environment, and involve parents and families in the educational process. It is important to state that the middle schools do not downplay academic achievement and appropriate behaviour. Quite the contrary, teachers and administrators emphasize these fundamental aspects of education, but they also provide learning experiences that meet individual needs.

“Education means nourishing the mind and make it develop in order to see beyond the limitations of current social perception.”

 Senior Wing

Are we forming children who are only capable of learning what is already known?”Jean Piaget At MIS, we are of the fervent view that learners should be allowed to discover rather than be instructed about already known facts. Endorsing the view propounded by eminent developmental psychologist, Jean Piaget, “when you teach a child something you take away forever his chance of discovering it for himself”, classes at MIS have been designed to ignite the curiosity of young minds, nurture critical and lateral thinking and encourage creativity and innovation. The aim is to equip learners with the skills and competencies required to face the challenges of the 21st century world, thereby preparing them for life.
The Educational Programme at MIS, as per the guidelines of the Central Board of Secondary Education, provides a variety of subject choices to the learners. The curriculum is further enriched by the School through an innovative and interdisciplinary approach.
The teaching methodology is based on experiential learning to enable learners to acquire a better grasp of diverse concepts. Higher order thinking skills and value based questions form an integral part of the learning process. Department Weeks are organized on a regular basis to foster love for subjects and further the students’ knowledge and understanding of the subjects.
Activity based learning is marked across subjects. Languages are nurtured through role plays, debate, interviews, among others. Love and interest in Mathematics is nurtured through mathematical games, use of manipulatives, Vedic Math techniques among others. The Sciences are nurtured through innovation and experimentation.
We acknowledge the importance of unconventional and free spirited ways of education, and are of the fervent view that the educational approach should facilitate the process of tuning the permeable boundaries of the curious minds, and making them more sensitive, socially accountable and integrated.

 Technology Integration
EXCELLENCE IN CO-CURRICULAR ACTIVITIES

MIS grooms, nurtures and develops its students beyond academics. MIS gets the best out of children in every department. The school teachers and mentors work closely with parents to identify and nurture the latent potential of children which ultimately boosts their overall character development. At MIS children can take up computer lab, physical activities, team sports, singing & dancing, art and craft and lots more. We have associate mentors for each department and we believe that this “other side of a student’s life” must be given a proper sense of empowerment.

 Teaching Staff

Many people think that because the school day ends at 1:30 PM teachers just leave, but, the truth is, we stay late and often put in more than 8 hours of work a day. It is almost every day that we take work home with us. Yes, we do have summers off but we are constantly thinking about the school year to come and working on our skills. We teachers at MIS are very attached to our student’s; they are always in our minds.

 Teacher’s, MIS

Our academic excellence is carried forth by our highly trained and qualified teachers who also deeply identify with our vision. The staff members are chosen after a rigorous selection process. As part of our various skill- training programmes, we also impart special training to our teachers on a regular basis to keep them updated about newer trends in the teaching methodology. We believe that teachers are not only imparting learning but also act as role models who need to display qualities of a leader so that the students are influenced in a positive way.

 Selection Process

The teacher selection process at MIS is an elaborate exercise with various quality measures in place. The candidate is expected to meet the high standards of teaching skills that we follow strictly.

 At MIS we believe that good learning is majorly dependent upon the quality and competency of the staff members. Hence the institution formulates a deeper understanding of the teacher selection process.

 A number of guidelines and criteria are carefully put in place to select the best faculty in the teaching industry.

 Each application form is looked into with great detail and a thorough background check of the candidate is done.

 The shortlisted candidate is called for a screening interview with our selection panel.

 The short-listed candidate has to qualify a written aptitude test and demonstrate his teaching skills in order to judge his/her core competencies.

 Every selected candidate has to undergo an exhaustive Q & A session with the head of the school.

 The selected candidate should possess some invaluable qualities like: good understanding of the instructional methodology, a team player, display leadership skills and should be totally dedicated to the cause of “Excellence in Education and All-Round Development”.

 Each candidate is screened through a unique recruitment policy in which the interview panel looks for crucial competencies and resources while appointing a teacher.