The wholesome development of a child is the driving force of our entire team. And since starting early is better than catching up, we commence this initiative right from the primary level. Grades 1-4, therefore, employ a carefully constructed approach to child care and education. Every grade is a foundation to the next, and the curriculum works in accordance with that: cautiously shaping a child’s perspective to accommodate for and adapt to change.
Inclusive Education forms the foundation of our learning system. The process of Inclusive Education is the act of including students of similar chronological ages in the same classes. Our Inclusive Education policies are in tune with the Ministry of Human Resource Development and UNESCO. The aim of inclusive quality education is to put an end to all forms of discrimination and thereby foster social cohesion.
Our Inclusive Programme is mentored and monitored by the Resource Team -- a multidisciplinary panel of professionals who plan and implement individualised education programmes for students with special needs. They have the expertise in adaptive curriculum and co-operative learning. The Resource Team addresses behavioural and cognitive problems, while carefully monitoring the students to assess their level of disability.
After analysing the student's needs, different diagnostic tools and behavioural modification techniques are used to develop the personal, educational and social skills of the students. This is done in close collaboration with teachers, parents and school administrators.
The Resource Room consists of a Counselling Centre that provides vocational and professional guidance to all students. The team also initiates counselling programmes to help motivate the students to achieve academic excellence.
We offer ICSE (Indian Certificate of Secondary Education), CBSE (Central Board of Secondary Education) and IGCSE (International General Certificate of Secondary Examination) curricula. Our learner-centric pedagogy approaches each child as a separate entity, as opposed to the conventional class-oriented approach. Our teachers guide students along every step, encouraging them to experiment and come upon their own strengths and weaknesses themselves. Students are put in an environment that catalyses their academic, physical, emotional, spiritual and intellectual growth. Keeping with our inclination towards quality and not quantity, a consistent ratio of ten students to one teacher is maintained, allowing adequate time and attention for each child to actualise the full capacity of his/her potential.
We push ourselves constantly to devise unconventional methods that are both interactive and spread over a wide spectrum of topics; our objective is to develop a sense of context and objectivity in our children to equip them for larger challenges. Furthermore, a ‘Life Skill's Unit is included in every academic year, keeping the children persistently acquainted with a just, objective vision of society.
Culminating Activities form an integral part of the VIBGYOR High learning process. These activities are a part of the regular curriculum plan. Culminating activity includes a well-thought and organised conceptual network of skills, which essentially is an exhibition of student's understanding of the topic.
'Understanding' here is defined as the ability to use knowledge in novel situations. We believe macroscopic is better than microscopic, and we encourage and motivate our student to use knowledge as a reflective tool for making judgements rather than just assimilating isolated facts about various topics.
In the concluding part of teaching units, a Culminating Activity is held for both the primary and secondary sections. The Culminating Activity covers topics related to languages, science and social science.
To make this process easy, teaching aids and worksheets related to the unit are displayed in the classroom. Further, as a gesture of encouragement we exhibit student's art work, class activities and project work on all subjects pertaining to the unit during the activity. The objective of this activity is to showcase student's work and consolidate their learning. In this process, we also involve parents, who are invited to view the work done by their children and are encouraged to be proactive in these events.
We ensure that the curriculum encompasses student’s abilities, needs and inherent potential. At VIBGYOR High, we understand our students by recognising their talent. Our curriculum is based on Dr. Howard Gardner's (Harvard School of Education) Theory of Multiple Intelligences.
We ensure that every child is equipped to develop his strengths and latent potential to match global levels.
Each child is unique and requires a different texture of attention. This individuality needs to be both celebrated and reinforced through focused guidance and steady opportunity during their developing years.
At VIBGYOR High, inclusion advocates the process of enabling all students, including those with special educational needs, to learn and participate effectively within the mainstream school system.
Inclusion is an effort to ensure that these students go to regular school, where they receive specially designed instructions and support alongside the standard curriculum.
Under the Inclusive Education policy, VIBGYOR High conducts several workshops and seminars for students, teachers and parents.
At the core of the Inclusive Programme is the Resource Team, a multidisciplinary group of dedicated professionals, who provide an far-reaching programme for students with special needs.
Our team of experts address common behavioural and cognitive problems. The team uses different diagnostic tools and behavioural modification techniques to develop the inter- and intra-personal skills of each student so as to in-turn progress personal and educational development.
We also have a dedicated Resource room that houses a Counselling Centre, which provides vocational and professional guidance to all our students. The team also implements counselling programmes that promote the student's academic achievements.
Inclusive Education is all about a whole-school development, about removing possible obstacles that can interfere with the younger years in a child’s life.
Our school appreciates and welcomes individuality. In order to allow a child to flourish within his own sphere of perception and possibly polish that approach, we work in a small class set-up, accommodating for sufficient attention for each child.
At primary level
At secondary level
Our motive is to allow students direct access to achievements by constantly providing opportunity. Our teachers, thus, ensure that they understand every student individually.
Academic research confirms that students who receive integral education are more often than not follow a balanced growth curve. We have interventions, teaching strategies and support systems to meet the specific learning styles of an individual child. Small classes enable our teachers to implement a curriculum that is rich with activities, allowing physical experience to be the foundation of their learning. Further, this allows space for more meaningful peer interaction and ensures participation, a problem faced by large-capacity classrooms.
To be prompt is to be approachable to a child; which is why personalised and immediate feedback is a habit in classes across the grades. It also enables the teacher to detect emotional blocks/problems, if any, and resolve them at the earliest.
At VIBGYOR High, we believe that a student’s safety is our prime responsibility. Thus, we follow best in-class safety measures for our students and staff:
At VIBGYOR High, we believe a student grows as much as his teacher. We, therefore, ensure that our teacher's constantly evolve, keep abreast with the changes in the education system. At regular intervals, we conduct the following training for our teachers across all the schools: