billabonghighrewa.com

  • Behind Radhaswami Satsang Bhawan, Airport Road, Chorhata, Rewa-486006
  • +91-8827876000
  • enquirybillanbong@gmail.com
Billabong High International School Rewa Logo
ADMISSION OPEN
ADMISSION OPEN
Billabong High International School Rewa Logo

School’s Teaching Learning Philosophy

We believe that the partnership between the school and the parents plays a pivotal role in shaping a child’s future. While the home is considered a child’s first school, the school is considered a child’s second home. Nevertheless, both have a substantial mark on the child.

Learning Community

How do learners benefit from this partnership?

  • They receive a consistent learning environment, both at school and at home. This enables them to feel secure and understand expectations.
  • The partnership enables the teachers to design bespoke learning environments catering to each child’s distinct needs. Regular input from parents also helps the teacher understand specific requirements in learning and remediate gaps.
  • Teachers regularly brief parents on aspects that emerge in school and ways in which parents can extend the topic, engage in meaningful activities at home, and continue to promote higher-order thinking skills.

Developing Future Skills Through Research-Based- Progressive Curriculum

The curriculum is progressive and research-based, always aligning with the changing needs of the world. The curriculum is designed keeping in mind to develop the 9 Future Skills suggested by the World Economic Forum. Developing mental abilities, perspectives, and mastery of skills that will create future problem- solvers, innovators, and entrepreneurs. These are the skills that will stay relevant in the future and will be taken over by mechanization, automation, and technology.

  • Critical thinking and creative problem-solving
  • Communication
  • Creativity
  • Digital literacy
  • Innovation and Entrepreneurship
  • Personal awareness and responsibility
  • Flexibility and adaptability
  • Global mindset and citizenship
  • Collaboration

Self-Directed Learning

Empowering children’s curiosity through guided exploration and self-directed learning.

Station-Rotation Model

Classrooms feature learning stations for personalized, flexible, and engaging small-group learning.

Extended Learning

Special days, field trips, and guest lectures, offer hands-on experiences and insights beyond the classroom.

Empowering Learning Ownership

Learner-Led Conferences empowers them to showcase progress, fostering ownership and future readiness.

Habits of Mind and Emotional Literacy

are essential frameworks for personal and academic growth.

Habits of Mind

Our children cultivate the 15 Habits of Mind, based on Arthur L. Costa’s research, alongside the 9 Future Skills. We emphasize early exposure to habits like perseverance and collaboration, essential for success and fulfillment.

Emotional Literacy

We have a specially curated explicit Emotional Literacy curriculum for our tiny tots. Over the course of a month, children read, comprehend, and discuss different emotions and aspects of social development.

Specialized Creativity Program

Our thoughtfully crafted Creativity Program invites children to explore their imagination and express themselves through music, dance, art, and drama. Children delve into the elements of music, utilizing instruments to complement melodies and songs.

In visual arts, children engage in imaginative problem-solving, tackling projects that encourage the creation of original solutions.

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Jean Piaget’s theory of ‘Identifying Four Stages of Cognitive Development’

Piaget’s theory suggests that logical thinking develops in stages, and children develop reasoning by exploring and manipulating materials, engaging actively in their environment, making discoveries, and modifying their earlier way of thinking.

On reaching the Pre-operational stage (ages 2 to 7), our learners start thinking, imagining, and learning about the world around them. A plethora of activities form a part of their learning journey during this stage, some of which are:

  • Roleplay/pretend play
  • Shaping the dough to make familiar objects like a ball, letters, numbers, fruits, or vegetables
  • Origami and cut & fold craft activities
  • Flying around in the room with arms outstretched like a bird

Maria Montessori’s principles of using their senses & incorporating materials to facilitate learning

Children learn naturally through activity, and their characters develop through freedom.” – Dr. Maria Montessori

The Montessori philosophy dwells on a deep respect for children. This involves respecting the uniqueness of every child and their choices, correcting their mistakes through experimentation, and working at their own pace. Hence, “Freedom within limits” (Montessori) forms a strong foundation for child-led learning.

We implement it through:

  • Self-directed, hands-on learning and collaborative playmaking — handprints, marine life posters and other such art activities, sand play, water play concepts like sink and float, big and small
  • Gross motor coordination — Body balancing activities, hopscotch, catch and throw
  • Fine motor skills — Scribbling, cutting through the shapes, sticking, and pasting activities, stringing the beads
  • Language skills — Recognition of letters, phonics, vocabulary

Erick Erickson’s Eight Psychological Stages of Man

This psychosocial theory meshes individual needs with the needs of society. Resolving the crisis at each stage, children develop character traits that help them become confident. Here is how we put this to practice:

  • Welcoming children by taking their names.
  • Engaging in an informal conversation with children.
  • Handling kids with a lot of love, care and affection.
  • Making monitors and giving them responsibilities.
  • Positive reinforcements and constant motivation.
  • Engaging with children in sand play, water play, outdoor games, etc. Helping them understand conflicts and how to resolve them.

Vygotsky’s focus on social aspects of children’s cognitive development

A child’s social interactions with adults and more learned peers can facilitate their learning potential. Special days like Dad & Mom Day, Grandparents’ Day, Pet Care Day, Doctor & Nurse Day and field trips to a bakery, supermarket, or zoo provide great learning opportunities for their social development. Other activities include:

  • Circle Time activities like passing the parcel, knowing each other (introductory games), Chinese whisper, storytelling, sharing details of events like birthday Celebrations
  • Cooperative Drawing
  • Sand Play
  • Splash pool
  • Concept themes - Community Helpers, Professions

Maslow’s Theory of Hierarchy of Needs

Only when the basic physiological needs like food, a comfortable and safe environment, love, and belongingness are consistently met can the children strive to meet their higher needs as per Maslow’s theory that includes – needs of building confidence, self-esteem, critical and creative thinking, which over time establishes their competencies and capabilities.

Here is how we do it:

  • Well-trained and loving staff.
  • Classrooms are well-lit, colourful, safe, and comfortable.
  • Furniture is age-appropriate, colourful and accelerates independence.
  • The importance of cleanliness/hygiene is instilled at a young age by setting examples.
  • Healthy meals offered through the school cafeteria.
  • The curriculum is designed to boost self-esteem and confidence in children.