FirstSteps is intrinsically a space that has been well thought of both in its philosophy and methodology to engage, energize, enlighten and empower the students as learners for lifetime and leaders of tomorrow.
Research has shown that interactive learning plays a crucial role in the development of the intellect self-esteem and self confidence. We have developed our curriculum, designed our facilities and trained our facilitators according to these findings. We have developed interesting and intelligent, in-house, training modules for our educators and staff. Regular up gradation of methodologies and systems is undertaken by involving experts on the subject and field .
Training is an ongoing process at FirstSteps. Our mission is to nurture innocence and curiosity in partnership with parents, grand- parents and guardians. Both the content and the intent, at our end will be to take our students to hands-down experience of the Supreme Balance in a Healthy Environment. We provide the most comprehensive Learning Environment to meet the needs of your child and set in a foundation of intelligence and learning in the child.
We uses wide range of teaching methods, keeping in mind the diverse needs of the future global citizens.
We continuously refurbish, reinvent and appraise the classroom and teaching-learning strategy to create the most appropriate educational opportunities that your child deserves.
We believe that all students have unique talents, whether in academics, sports, communication, technology, art, craft or drama; every child is special.
Our mission is to recognize and enhance each individual's special talents and provide them the opportunities in day to day classroom situation to learn better.
Students differ in their individual learning styles, and each student possesses a unique combination of multiple intelligences. Our integrated teaching methodology nurtures a stimulating learning environment to encourage students to learn at higher levels.
We focus on integration of knowledge, development of critical thinking, problem solving, and performance skills. Such a learning environment encourages the students to enjoy lessons, try out new things and to think creatively and independently.
Our approach towards teaching- learning methodology ensures that students are being exposed to a holistic education experience in an active and dynamic learning environment, giving them the opportunity to identify and realize their potential, and to achieve excellence in life.
IB Primary Years Programme
At FirstSteps School - our primary years focus on Inquiry based teaching-learning and concept driven curriculum rather than mere content driven curriculum. The transdisciplinary approach reiterates our belief that knowledge transcends beyond individual subject areas, thus aiding development of skills, concepts and attitudes, which form the core of any learning. The Primary Section of FSS is an authorized school for PYP (Primary Years Programme) of International Baccalaureate Organization (IBO), which focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.Five essential elements of the PYP
The five essential elements - concepts, knowledge, skills, attitudes, action are incorporated into this framework, so that students are given the opportunity to:
Gain knowledge that is relevant and of global significance
Develop an understanding of concepts, which allows them to make connections throughout their learning
Acquire transdisciplinary and disciplinary skills
Develop attitudes that will lead to international-mindedness
Take action as a consequence of their learning
The PYP curriculum model is:
The written curriculum - The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to ”step up” beyond the confines of learning within subject areas are:
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
Sharing the planet
Facilitators are guided by these six trans-disciplinary themes as they design units of inquiry that both transcend and articulate conventional subject boundaries. The programme can be illustrated by a hexagon with the six transdisciplinary themes surrounding six subject areas:
Personal, social and physical education
The trans-disciplinary themes and subject areas outlined above form the knowledge element of the programme.
The taught curriculum- The six trans-disciplinary themes help facilitators to develop a programme of inquiries- in-depth investigations into important ideas, identified by the facilitators, and requiring a high level of involvement on the part of the students. These inquiries are substantial, in-depth and usually last for several weeks.
The assessed curriculum- Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The facilitator's feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.
Learner profile- The learner profile describes a list of attributes that promote academic rigour and the establishing of a personal value system leading to international-mindedness. It is expected that PYP facilitators will assess and report on individual student development regarding each of the ten attributes.
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship; of the planet, help to create a better and more peaceful world.
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communications: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective:They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development
Cambridge International Examinations prepares school students for life,
helping them develop and informed curiosity and a lasting passion for learning.
Cambridge Programmes and qualifications have a proven reputation for being an excellent preparation for university, employment and life.
The Cambridge learners are:
CONFIDENT in working with information and ideas- their own and those of others.
RESPONSIBLE for themselves, responsive to and respectful of others.
REFLECTIVE as learners, developing their ability to learn.
INNOVATIVE and equipped for new and future challenges
ENGAGGED intellectually and socially and ready to make a difference in the world
Sharing the planet
Cambridge Secondary I is typically for learners aged 11 to 14 years.
The curriculum in this programme:
provides a natural progression from primary education.
sets clear learning objectives for the first three years of secondary education in English, mathematics and science.
is compatible with other curricula, internationally relevant and sensitive to different needs and culture.
is appropriate for learners whose first language is English.
gives you optional routes to use sections that suit your situation best.
focuses own learners development with international benchmarks.
There are two testing options at Cambridge Secondary I Stage:
Cambridge Secondary I progression tests and Cambridge Checkpoints
Cambridge Secondary I progression tests:
Provides detailed information about the performance of each learner from Grade VI to IX.
Enable teacher to give structured feedback to learners and parents.
Enable teacher to compare the strengths and weaknesses of individuals and groups.
Are marked by teachers in school.
Comes with clear guidance, standards and mark schemes.
Can be used at any time during the year.
Is a test to assess learning at the end of Cambridge Secondary I and provide evidence of readiness for the next stage.
Test skills, knowledge and understanding of the curriculum for English, Mathematics and Science.
Feedback reports show how a learner has performed in relation to the curriculum, their learning group, the whole school and against all learners who have taken test in that series around the world.
Tests are marked in Cambridge to provide an international benchmark of learner’s performance.
Learners receive a statement of achievement and a diagnostic feedback report.
Can be used at any time during the year.
The International General Certificate of Secondary Education - IGCSE (IX and X), is a stimulating, challenging and creative educational programme.
This consists of two-year syllabi, culminating in a public exam at the end of grade 10. This syllabi provides an excellent platform for students who are considering applying to Universities Colleges abroad for higher education. The IGCSE (IX and X) programme is tailor-made for the academically inclined creative students.
This programme teaches and encourages independence of thought, analysis of a wide range of both generic and complex issues and the knowledge of the communicative skills required to succeed thus Creating a strong foundation for the A level programme.
The students are expected to take up eight subjects, though in special cases the number of subjects may vary. A wide spectrum of subjects at this level gives all individuals a more robust education. Students are able to make choices keeping in mind a wide breadth of disciplines, possible career opportunities and aptitude.
The most sought after subjects are:
English (Language & Literature)
Sciences (Physics, Chemistry, Biology, Combined or Coordinate science)
The other subjects include:
Humanities (History, Geography and Environment Management)
Information and Communication Technology (ICT)
Art & design
Modern Foreign Languages
Commerce – Accounts, Economics and Business Studies