To create a sustainable learning approach; we combine our core and supplementary curriculum through the board-prescribed content and innovative learning approaches. This is further complemented with contemporary teaching techniques, special programmes and examples from everyday life to develop the students’ understanding beyond textbooks.
Our technology-based learning solutions aid in the development of skills specific to the 21st century. Thus, encouraging active engagement with the content provided, as we nurture conceptual, lateral and innovative thinking.
A multi-media based learning solution that combines state-of-the-art hardware with syllabi compliant content, customised to suit the syllabi offered by K-12 schools. As a result, traditional blackboard-and-chalk classrooms are transformed into interactive ones, which makes learning come alive for students.
The classrooms are designed to cater to the specific needs of students of all ages, providing them with a sense of security, creativity and engagement. Whether they are in kindergarten, middle school or high school, we ensure an environment tailor-made for their needs.
The state-of-the-art, collaborative workspaces are built for students of all ages. Students can invent and work on exciting projects which range from robotic machines to good works within the community. This helps a student master knowledge in a deep and lasting way, as they extend their learning through projects they design, build and share.
The school provides students with expansive playgrounds and a well-constructed sporting area, ideal for a variety of games. As a result, students have an array of both outdoor sports and indoor games to choose from.
School library is well-stocked with periodicals, journals, magazines, newsletters, fiction, reference books and encyclopaedia. The library also offers integrated learning programmes that include phonics for pre-primary levels and literary classics for older students.
Our teachers encourage learning beyond the prescribed curriculum by conducting various programmes and techniques to create a better classroom environment. Some of these tools include:
Class Norms: Rather than just following rules, students are encouraged to participate in developing the day-to-day rules themselves. These rules go beyond the basics of good behavior and aim at making their class a great place for learning.
Learning about Learning: We have factored in time within daily classroom routines, for students to reflect on how they learn best and what they have learnt about their learning, in the due course of the day.
Group Activities: We believe that group activities help children develop their communication skills and improve interpersonal relationships. Collaborative learning techniques are used to improve team-building skills such as organisation, delegation, negotiation, teamwork, cooperation and leadership.
Circle Time: Circle Time is a social activity that encourages informal yet meaningful discussions in class, allowing students to exchange thoughts and learn from one another. The circle formation in which they sit, ensures that each student can see all the other members of their class. We believe that it raises their self-worth while encouraging them to be more open and trusting.
Field Trips: Field trips help deepen a student’s interest in a topic, by creating a more hands-on, relevant learning experience. They also benefit teachers by giving them opportunities to generate greater attentiveness to a subject. We schedule many field trips in an academic year; they have proven to be a great asset to the learning process.
Star of the Week: Star of the Week is a reward mechanism that is used to build a student's self-confidence. A student is chosen every week to wear a ‘star’. His or her parents will then visit the school during that week to share their child's positive attributes with the class. Apart from creating healthy self-esteem, this activity also facilitates a strong home-school partnership.
Parents are methodically appraised of their child’s progress with the help of the technology system and personal portfolios, while regular open houses allow them to directly interact with teachers. They are also involved in the many non-academic events and activities that occur in school, no matter how informal.
The school records students’ efforts, progress and achievements, in individual portfolios and personalised learning plans, which are integral to assessing their academic journey. These portfolios reveal the skills and understanding of each student, and their growth over a period.
No two children have the same abilities. However, it is important that when it comes to opportunities, they are on the same footing; therefore, we consciously ensure a uniform and equal environment for all our students.
At Pearson School Kompally, a teacher’s role extends far beyond the classroom. Each teacher is carefully selected after a rigorous selection process which includes tests and interviews. Our teachers are innovators and facilitators – they actively participate in initiating and organising unique classroom activities and learning methods. They are specially trained to do so through a series of training programmes.
In addition to an intensive pre-service session on innovation (which includes the In-Service Teaching Programme), these training programmes provide solutions to matters related to curriculum, content and technology. They also develop individual teaching styles and help teachers assess themselves using feedback from students, colleagues and the management.
The Ministry of Human Resource Development within the Government of India, has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the CBSE board. The board follows a strict policy to ensure that the CTET is the minimum qualification required to be appointed as a teacher. The reasons for this are:
The CCE refers to a system of evaluation that covers all aspects of student development. It has a two-fold agenda: to ensure continuity in general assessments and to monitor behavioural outcomes that result from those assessments. The evaluation covers academic and social outcomes, generic skills, discipline-specific knowledge and inter-personal skills. It not only monitors the students’ progress, it also determines the effectiveness of teaching material and methods.
Our teaching aids consist of well-thought-out lesson and activity plans to facilitate student interest and engagement. The uniformity of our teaching methodologies across schools also ensure a uniform learning outcome, while celebrating a student’s creativity and ingenuity.
DIGITAL LEARNING has ranked Pearson School Kompally 14th in Hyderabad
EDUCATION WORLD MAGAZINE ranked Pearson School Kompally 36th in Hyderabad
BRAINFEED awarded Pearson School Kompally as the best school in Hyderabad
Pearson School Kompally has been awarded among the top schools in Hyderabad- North Zone