Vivek High School is affiliated to the Central Board of Secondary Education, New Delhi. The school has evolved a unique dynamic education programme based on a holistic pattern and most of its graduates enter national and international colleges and institutions each year.
We, at Vivek, try to stimulate and nurture through experiential learning where each childs’ uniqueness is recognised and developed. A highly qualified and dedicated staff strives to ensure that each student’s strengths are acknowledged and he/she is allowed to blossom in the area of his/her strength.
The classrooms are equipped with modern teaching aids like smart boards and educational software packages. Students work in a congenial environment to maximize their learning in weather controlled classrooms. The use of electronic tablets enhances their learning and equips the youngsters with requisite skills right from an early age.
A continuing programme of staff professional development ensures that our teaching faculty is trained on a regular basis to provide diversity and innovation in the schools’ academic curriculum. We have embraced the Critical Thinking Pedagogy and this annual programme ensures that current and relevant methods of imparting instruction and knowledge are shared with our staff to benefit our students. The staff undergoes regular training to upgrade their technical skills.
Our foremost goal as an educational institute is to meet the students’ academic needs in a realistic manner for which we use experiential learning methods and an innovative curriculum. This includes teaching aids incorporating modern technology and a comprehensive, cumulative evaluation that seeks to synergise subjects to provide a holistic global world view to our students.
The Montessori Toddlers is the foremost class in the school. Montessori education lays emphasis on independence, freedom within limits, and most of all respect for the child’s natural psychological, physical and social development. One of the most important discoveries of the Montessori methodology lies in identifying and satisfying the inner urges or the inborn traits of every child that are revealed through his/her independent choice of work so that his/her innate desire drives the child to engage in activities for enjoyment and satisfaction, thus allowing the child to reach his/her full potential.
Vivek High Montessori is a place where learning takes place through the child’s own discovery that leads to his/her full attention, concentration, self-discipline and creates a life long love for learning.
Children learn to develop their own conscience will to be obedient and behave appropriately whether or not teachers or adults are present around them. They are not afraid of failure and learn to get motivated from their mistakes to do better. Children recognise the value of their own work, respect the creative work of others and are willing to share their ideas regardless of the risk of rejection. They are encouraged to take pride and satisfaction in self-expression. Hence they become confident in expressing their own ideas and creativity.
We recognize that today, with changes in lifestyle and the environment, we need to inculcate certain basic grace and courtesies in the generation that we are nurturing. We subtly guide the children into behaviour patterns that become intrinsic to them as refined, sensitive and gracious adults. Healthy eating is an important component of our curriculum. A weekly menu of food ensures that children are encouraged to eat in the right balance. A “Snack Corner”, that seats four, is a space where children may eat at will. Children are encouraged to eat independently, and at the time that they desire, not at a fixed scheduled hour. This is crucial in developing an understanding of themselves, of taking the first decision for themselves. This is the first milestone of decision making and leads to an independent thought moving to an independent action. Encouragement of self feeding is the most simple, yet an important way to lead to the development of an independent child. This lays the foundation for a self sufficient adult. This larger goal is ably guided by the two educators in each classroom. A weekly plan introduces new skills in language, mathematics, geography, zoology, etc through activities to smaller groups within the class room. This ensures focus on the task at hand, concentration on ones’ individual work. This method of learning leads to building confidence, self discipline and results in a self driven, motivated child.
The Kindergarten Montessori programme is a three year programme wherein the students learn in an ‘Environment’ comprising 28 students, 2 educators and 1 helper. Students between the ages of 2.5 to 5 are in a mixed environment of different ages. The advantages of this format are multi fold. The children visually imbibe behaviour, skills, patterns of work and good habits through their interaction with older children. They become self motivated, learn to challenge themselves as a habit, and thereby advance themselves in a self driven and independent manner.
Children in the age group of 2.5 + are visual learners. They imbibe everything through sight and upon seeing the action of others around them. In an environment that includes some children who have already been in the programme for a year or two, their learning curve moves up much faster.
Children in the age group of 3.5 +, in this environment practise skills that they had learnt in the previous year. This reinforces previously taught concepts and as in the case of children in the 2.5+ age group, they also learn from children older to them (4.5+ age group) and benefit in the same manner.
Children in the 4.5 + age group are visual mentors in the environment. Apart from teaching them new skills, the programme also teaches life lessons, conditions good social habits and crucial life skills from an early age.
The education environment encourages camaraderie across age groups, nurtures respect with mutual exchange and interactions, while ensuring that concepts get permanent as they learn from each other and with each other, under the experienced and able guidance of trained educators.
The Elementary Montessori Programme seamlessly takes on from the Kindergarten programme and addresses the developmental needs of children in the age group 6 years to 9 years in mixed Environments of different ages.
Children in this age group move on from being sensorial explorers to conceptual explorers. They continue to learn through the use of concrete materials but now they gradually move towards drawing abstractions from the material. The Elementary Montessori curriculum is aimed at igniting the imagination and curiosity of the students. It helps the students to develop their powers of reasoning, abstraction and imagination and apply their knowledge to discover and expand their world further.
As children move into middle school, preparation for the challenges of high school begin. Children in this age group have a growing, if unarticulated, need to shoulder responsibility and to be allowed independence. Opportunities are provided to address these needs on a regular basis.
The focus is on both academic content and the development of essential skills like critical thinking, intellectual curiosity and effective oral and written communication.
Children are divided into four Houses. This teaches them to cooperate and work in groups across different ages. It also teaches them to mentor one another. Children are also encouraged to take part in all co curricular activities-competitive and non-competitive.
Counselling on a regular basis and also for individual needs is provided by the counselling department. The students’ growing maturity is acknowledged through responsibilities and they are guided to face and handle everyday situations. Career counselling forms an integral part of the curriculum. Students are professionally guided to make informed choices on the subjects and streams to pursue keeping their strengths and aptitude in mind.
As students move into the final years of their schooling, we ensure they are guided, engaged and motivated in a more adult –oriented manner. Teaching techniques become more comprehensive. Assignments demand more involvement and independent thinking. Critical thinking and analytical skills are honed, in preparation for the real world environment that they will soon be entering and take the All India Senior Secondary Examination conducted by the Central Board of Secondary Education.