As a school, we believe that co-education makes sense in today’s society. We have learned just how important it is to treat our pupils as individuals and to avoid gender stereotyping. We think that we have a significant role to play in equipping our pupils with the necessary tools to not only successfully fulfill their academic potential, but also to learn how to work and play happily alongside each other.
We want girls and boys to be able to experience everything that the school has to offer. Furthermore, it means that families can send both their sons and daughters to us.
Today learning makes greater sense as a lifelong process and we realize the importance of developing a ‘quest for learning’ in children. We here at Uma Krishna Educational seek to nurture this love for learning and provide children with opportunities to experience the joy of learning. Research has shown that this is not possible without the learner’s prior engagement and conditions which encourage learning. We achieve this in myriad ways – from our classrooms and our equipment to developing a proper research based curriculum which is upgraded constantly.
The most important aspects of the learner centric approach are:
- Optimum Teacher-Student Ratio
- Safe and Supportive Classroom
- Open Entry Policy
- Inclusion Policy
The quality of teachers is also of equal importance. Apart from ensuring that our teachers are highly trained, our recruitment process ensures that the selected individuals have qualities which invoke learning and leave a positive influence on students.
- School environment is learner-friendly.
- Most of the study material is kept in class.
- Schools are designed for maximum learning.
- Classrooms and play areas are safe.
- Optimum temperature is maintained in class to enhance the learning process.
- Equipment is regularly upgraded to match changes in the curriculum.
- Student numbers are limited as per guidelines.
- We ensure a nurturing, warm and friendly environment where children feel emotionally safe.
- All children are encouraged and paid attention to, making them feel accepted and special.
- Assessment is continuous and non intimidating. Various models are used to gauge understanding and encourage personal excellence.
- Strategies for time management and planning study schedules are taught to reduce examination stress.
- In addition to written assessments we also adopt various performance-based assessments, like response journals, debates, projects, research and creative writing that indicate academic progress. Most units are followed by a Performance of Understanding. A Performance of Understanding is an activity – based display that showcases the knowledge and skills that the students have acquired.
- Classroom dynamics encourage active participation of students giving them complete freedom to express themselves, thus boosting their self confidence.
- Enrichment and support programs are designed to hone the potential of all students.
To ensure that every child is given an opportunity, admission forms are issued on a first come basis. There is no filtering of forms. At school level, competency tests are conducted to determine at which grade the child will derive maximum benefit from the curriculum.
All students across the spectrum including gifted, differently able and self-paced learners are entitled to equal opportunities to discover, enhance and maximize their potential. Thus all students are integrated into the mainstream classroom.
REQUIREMENTS FOR ADMISSIONS
The list of documents to be submitted at the time of admission is as follows:
- Admission form
- One certified true copy of the child’s Birth Certificate
- One certified true copy each of School reports of the last three years
- School Leaving Certificate (Grade 1 onwards)
- Certified true copy of the Grade 10 result and Board Mark sheet for the admission to Grade 11
- Certified true copy of the Grade 11 result and Board Mark sheet for the admission to Grade 12
- Two passport size photographs
Uma Krishna Educational Foundation
15/63, Civil Lines, Kanpur – 208001
Every day, research throw up insights on child and adult learning. The unique thing about our curriculum is that the latest relevant research is synthesized into the curriculum and its various manifestations into the learning process. This helps make our curriculum highly engaging and relevant while following the guidelines of the respective boards. The highlights of our curriculum are encapsulated in the ‘what’ and the ‘how’.
‘What’ refers to the explicit and implicit content
- Explicit content is what people see, hear, and the books they read.
- Implicit content teaches students a variety of skills and helps them develop a level of awareness.
For example, in class when children are studying about world leaders, they not only learn history but also understand the qualities that are required in leaders. They are made to introspect and emulate the qualities of a leader.
‘How’ refers to the various methodologies used to engage all the senses of our students. We adopt within the curriculum varied research on evolving a high level of learning effectiveness. What you will find in this section are the three theories upon which we base these methodologies.
BASED ON BRAIN RESEARCH
Exciting discoveries in neuroscience and continued developments in cognitive psychology have presented new insights about the brain, the human neurological structure and the attendant perceptions and emotions that contribute to learning. Educators today are fascinated with the implications of connecting knowledge about how the brain works with teaching and learning in the classroom.
Ask not “How smart is this student?”
but “How is this student smart?”
Dr. Howard Gardner’s Theory of Multiple Intelligence states that children develop preferred ways for learning. According to him, the traditional notion of a single IQ is severely limited. In the past, verbal, logic and math skills were equated with ‘intelligence’, while skills in areas such as art, music or social behavior were seen simply as ‘talents’. In contrast, Dr. Gardner says all areas should be equally valued and be called intelligences. Further, all intelligences are present in each of us, though in varying degrees. Thus, each individual has a unique intelligence profile, which he/she uses to make sense of the wor
INTEGRATED, THEME-BASED CURRICULUM
Using themes to organize instruction for young children has been popular since John Dewey, an American philosopher, psychologist, and educational reformer first proposed that curriculum should be related to real-life experiences.
Theme teaching helps children to form complex concepts from fragments of information. Not only does theme teaching enhance children’s concept development, it also provides a means for integrating content learning and processes learning in ways that are meaningful to them.
Our curriculum is based on Bloom’s Taxonomy. This helps our students to master the higher order thinking skills, equipping them to convert their knowledge into solutions for real life problems.
Higher order thinking skills enable students to:
- Move beyond just knowing and understanding to applying knowledge
- Explore the reason behind things and its finer nuances.
- Evaluate from more than one perspective.
- Create new and exciting things based on their discoveries and evaluation.
The emphasis on utilizing higher order questions not only decides what is taught; it also influences how it is taught as well as assessed. For instance, teachers do not constantly test students with factual, literal, knowledge-based questions that require students to merely draw on short-term memory. Instead, they are taught to understand, think, apply, analyze, evaluate and create through questions of a higher order.
Curriculum is considered age appropriate or developmentally appropriate if it is based on knowledge of how most students grow and what they can do socially, emotionally, cognitively and physically, at a given age.
At UKEF is planned in such a manner that they are appropriate to students’ developmental abilities and support each student’s physical, intellectual and emotional growth.
Although we look at each aspect of development separately, all areas of development are interrelated and therefore integrated within the curriculum.
Social Development – Addresses how the student relates to others.
Physical Development – Includes growth in size, strength, motor skills and coordination.
Cognitive Development – Refers to how the student thinks, processes information, solves problems and uses language to communicate.
Emotional Development – Relates to feelings about self and others.
SUPERIOR QUALITY STANDARD
To ensure Superior Quality Standards, the UKEF Operations Department has a School Improvement Team. This department is responsible on an ongoing basis to identify initiatives to continually improve the quality of methods, outcomes and people.
The 21st century has newer dimensions. Competition is cutthroat, information is on overload, technology is exciting and choices can be overwhelming.
The environment at work and home will be much more advanced, complex and stressful. Interpersonal interactions will also be of a very different level.
- Critical Thinking
- Written and Oral Communication
- Self Direction
- Global awareness
Our curriculum is effectively planned around specific learning objectives for every subject area within each year group.
We at UKEF promote high levels of achievement and effort as children acquire the academic skills they need. However, we push the boundaries beyond a mere acquisition of knowledge. We want our children to develop the confidence to investigate and enquire, to solve problems and to take responsibility for their own learning. We aspire to enrich their learning experiences, broadening their social horizons and their cultural interests.
We see homework as an important aspect of children’s learning and development. We aim to give children opportunities to work and think independently of the teacher and to extend the skills and knowledge they have gained during their lessons. Homework helps parents have direct knowledge of and input into their child’s learning. However, we do not seek to overburden children with homework at the expense of quality family time.
Teachers use a variety of methods to assess children’s progress. A primary assessment tool is, of course, their regular, everyday marking which indicates how well children have understood the learning objective that was specified during the lesson. Alongside this informal assessment, the children will undertake some formal assessments during the year. We aim to balance the need to obtain formal data to assess the effectiveness of children’s learning.
The well-being of our students is important to us and lies at the heart of all we do. The way we organise our pastoral care ensures that teachers get to know pupils and pupils get to know teachers. All school children belong to a form; their sense of belonging will be fostered by daily contact with a trusted teacher. We want our pupils to be tolerant of each other, respectful of adults, but above all, safe and secure.
SHARING ACADEMIC PROGRESS
We see children, teachers and parents co-existing in a virtuous triangle, whereby each side is fully involved with, and supportive of, the others It is essential that parents are provided with objective, constructive and regular feedback on the academic progress of their children. Therefore, throughout the year we provide parent teacher meetings, full academic reports, and bi-termly formal assessments. However, teachers are available at all times to discuss any issue parents may have.
ENRICHMENT AND LEARNING SUPPORT
In consultation with parents, we seek to identify the particular learning needs of every child. For many children, this may not require additional support beyond that offered in the classroom and our programme of extra-curricular activities, but there will be some who from time to time require addition stimulus or support. Our enrichment programme exists to stretch those who are working at the top end of the ability range.
THE CULTURAL LIFE OF THE SCHOOL
Drama and Music thrive at Uma Krishna Educational Foundation School. Many children take individual instrumental lessons. There is a School Choir in addition to this, there is a school orchestra. Formal concerts take place twice a year. Drama is taught as a separate subject throughout the school, and there are occasional drama productions within and across year groups. An active drama club encourages children with a particular talent for drama to take their interest further.
We want our children to become independent learners with a love of reading, and our library – situated at the heart of the school – plays a significant role in nurturing these things.
As part of our commitment to broadening children’s experience at school, we offer a full and dynamic program of co-curricular activities. We aim to meet the cultural, physical, aesthetic and intellectual needs of the children outside as well as inside the classroom. All children are encouraged to join this program.
The following activities have regularly been offered during the course of the academic year: art, chess, calligraphy, photography, storytelling, debating, design and technology, drama, dance, music and outdoor education.
Fundamental to our ethos is a belief in the importance of developing pupil’s enjoyment and excitement about their subjects by providing opportunities for them to discover and explore their own interests and passions.
We, therefore, encourage them to meet exacting challenges to take advantage of the abundant opportunities here to develop their abilities; to try new and different activities; to debate, discuss and engage with every aspect of their education.
The curriculum here is broad and is subject to constant review as we anticipate and respond to changing educational needs.
Ours is truly an exceptional education… where students in senior school would leave us not just with excellent qualifications, but also as articulate, capable and confident young adults possessing the self-esteem, intellectual curiosity and passion for learning and understanding that will endure for life.
The academic curriculum at UKEF forms the very core of what the school is about. Of course, we place great value on our extra-curricular activities and we are very proud of our pastoral care, but our chief aim is to encourage each pupil to maximize his or her academic potential at every level.
The fundamental aims of the curriculum are to nurture an ‘enthusiasm for learning’ and equip our students with the knowledge, skills and confidence to make the most of the opportunities they have at school and in life.
Lessons are lively and varied, classroom atmosphere is relaxed open and purposeful. We encourage students to try out their ideas and to be actively involved in discussions, presentations and debates.
As students progress through the school – choice is an increasingly distinctive characteristic of the school’s curriculum – we offer CBSE boards at our school.
Uma Krishna Educational Foundationl School offers a diary of extra-curricular activities satisfying interests from philosophy to climate change, maths to gardening, dance to animal welfare. Whilst ensuring academic excellence and intellectual challenge, equal attention is given to supporting the development of the whole person, aiming to inspire confidence, individuality and self-esteem. Consequently, the school is a positive and energetic community where students are encouraged to take advantage of the abundant opportunities open to them.
Extra-curricular activities also enable the students of UKEF to compete externally and they regularly win prizes at various levels in a wide range of specialties.