Languages, Subjects & Departments

THE LANGUAGES PROGRAMME

Our language teaching programme is a 3-tiered one with the medium of instruction being English followed by second and foreign languages. By the end of a 10-year schooling period, a student is able to use at least 3 languages fluently for his / her communication in local, national and global spheres and at varying registers.

First language – English

TGS-Wadi works towards all language skills development when it comes to learning and teaching of the English Language. The Core curriculum is based on the Common Core syllabus.  

The Language educators at TGS-Wadi make use of current, research-backed methods of instruction and assessment to deliver the curriculum. The basic strategy is that of understanding the functions of the language, experimentation with it and correction leading to mastery and creation.

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English Language Teaching (ELT) methods are employed using ICT tools to maximize learning. From videos to role plays to discussions in pair and group; from composing a diamante in lower grades to writing an essay or journal entry; from recitations, speech competitions to debates and public speaking activities; from skits and one-act plays to in-depth study of drama – the scope and range of the English Language programme is wide and multi-layered.

Our learners also become gradually producers of quality language products – starting from a pamphlet, invitation for a school programme to case study reports, policy documents, project submissions to draft resolutions at MUNs and other noteworthy events. Equally, through various opportunities in and off campus learners engage in using spoken English in the appropriate register and tone.  

Literature

Purpose:

The world today is constantly striving ahead. As we move towards being global citizens, we are in closer contact with people than ever before. Our interactions are shaped upon our own past belief systems and customs. In order to know and appreciate the uniqueness and similarities between societies, we need to know about their culture and history, and Literature offers us this unique opportunity.

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AIMS:

  • Read, discuss and respond to the book by predicting, making specific interpretations and judgments supported by text.
  • Share their learning through thoughtful responses in written and artistic form.
  • Reshape and add onto their understanding as they collaborate and construct meaning with other readers by making connections to self, text and the world.
  • Become empathetic human beings.


Salient Features:

  • Literature is integrated with the curriculum. 
  • Help our learners value differences.
  • Develops both emotions and intellect.
  • Holistic development of the student through stories in a non-judgmental environment.
  • Develops an appreciation for literature by reading for pleasure through SSR in classroom.


WHAT:

  • Students are exposed to different genres of literature.
  • Literature texts taken for study range from picture and moral stories , fanciful tales , quirky adventures  to jaw dropping thrillers, autobiographies and biographies, drama & poems.

HOW:

  • Teacher Read Aloud
  • Book talks
  • Author’s chair
  • Book clubs
  • Literature Circle
  • SSR : Sustained Silent Reading

English Language

TGS Wadi works towards an all round skills development when it comes to learning and teaching of the English Language. The Core curriculum is based on the Common Core syllabus.  Educators use various methods of language teaching currently in vogue from In-house designed Phonics in the Kindergarten to integrated approaches with other subjects in middle school and then on to IGCSE First Language English programme in Grades 9 & 10. 

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English Language Teaching (ELT) methods are employed using ICT tools to maximize learning. From videos to role plays to pair & group discussions; from composing a diamante in lower grades to a brochure, essay, journal entries; from recitations, speech competitions to debates, public speaking activities; from skits & one-act plays to in-depth study of drama – the scope and range of the English Language programme is wide and multi-layered.

Our learners also become gradually producers of quality language products – starting from a pamphlet, invitation for a school programme to case study reports, policy documents, project submissions to draft resolutions at MUNs across the country. 


The basic strategy is that of understanding the functions of the language, experimentation with it and correction leading to excellence and creation.

History

A big question that confronts anyone who wants to share his/her enthusiasm of studying the past is: Why study the past or History? One should then evaluate what are the key ingredients that the study of History provides a learner.

1. It gives the learner a platform to nurture his natural curiosity – the first step towards becoming an independent inquirer

2. As one dwells deeper into inquiry, he is able to identify instances of incoherence, leading him to become a critical thinker

3. The experience of analyzing past events, and comparing them with present ones, becomes a good resource when reflecting upon one’s own decisions and actions

4. A learner is then equipped with the awareness that people may think differently but yet be right, promoting synergy

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The present generation is the generation of historians and all of them good ones. When they are typing down what they feel, see or hear, they are just recording history through sites like Twitter, Facebook etc.

The fact is, History cannot be boring, but the ‘bookish’ version of history can be. The skill really lies in how to

shun the textbook angle and resort to a fiction-like angle to present the subject to the students where the students see the connection of History to their lives. 

Most importantly, we look upon History as an excellent way to learn decision-making.

We begin with exploring the idea of family and the family story in grade 1. We talk about changes in various aspects of life over decades and their impact. We talk about how the child’s family story, about the decisions taken by their grandparents and parents have a profound impact on their lives today. We also talk about how History is differentiated from stories by discussing the different sources of History and how these sources of history help us validate and authenticate events.

We then talk about the human society as a family and discover the origins of human beings and their evolution.

In grade 2, we explore the important and historical locations of Rajkot city and the history of Rajkot city. We also explore the evolution of human settlements from hamlets to villages to cities and the earliest cities in North western India.

In grade 3, the students begin to explore the Gujarat state in terms of its History and Geography. The students also explore how different historical sources help us analyze, validate and reconstruct the events of the past. 

In grade 4, the students explore the History and Geography of India by studying about the evolution of the different kind of government systems in ancient India, such as the Janpadas or republics, Kingdoms and Empires. Students also explore the ancient Indian religions of Hinduism, Buddhism and Jainism.

From grade 5, the students get a broader view of the world and explore world history beginning with the 4 river valley civilizations, Greek and Roman civilizations, the Abrahamic religions of Judaism, Christianity and Islam, Rise and fall of Rome and the Dark Ages in Western Europe. Through these topics students explore the ideas of change and continuity, cause and effect. 

Grade 6 students study about the parallel events in the East and the West that have shaped their world today such as the spread of Islam, Crusades, Delhi Sultanate, Mughals, Renaissance and the Age of Discovery.

Grade 7, the students now focus on and explore events shaping the modern world history such as the American, French and Industrial Revolution and the American Civil War. At the same time, they study about the events unfolding in the Indian subcontinent such as the decline of Mughals and rise and fall of regional kingdoms with the Marathas as the paramount power in India, establishment of the British rule in India till 1857, Revolt of 1857.

Grade 8, the students study about Colonialism, the Indian Renaissance and the Indian Freedom Movement and Partition of India.

Grade 9, the students explore Nationalism through Unification of Italy and Germany, events leading to WWI and its consequences on Germany and other European nations, the idea of collective security and the structure and objective of the League of Nations.

Grade 10, the students explore Modern World History through successes and failures of the League of Nations, causes and consequences of the WWII, events leading to the Cold War, the Cold War between the two superpowers and its impact on the rest of the world, End of the Cold War and First Gulf War.

ICT

Vision

Vision

Teachers: 

to explore how ICT can enhance or transform teaching & learning

to reflect on & develop our own practice

to share a range of skills, knowledge and experience 

Parents:

Digital learning night led by students

Meet a Genius

Students: 

Make the most of ICT to make learning personalized

Learning from experts

Learning through making, exploring, inquiry, practise

Learning from assessment

Learning in and across settings

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Phases

Phase 1: Hands on 

Phase 2: Technology Associates Program (TAP) 

Enlist members who: take risk, reflect and get better, can ignite the flame

Develop Training plans

Disseminate within local team, then across wadi team

Action plans by teachers who plan to use

Phase 3: Share

Buddy teams (across) at lesson plan idea level

Workshop/sharing sessions wadi/tges

Best practices sharing sessions wadi/tges/video/web

Visit schools working on ICT integration

Books/ trainings/ webinars on ICT in classroom

Attend PD sessions

Become Certified Teachers / Trainers

Modes

Trainer led

When working on technology integration strategies many educators new to implementing technology into their classrooms thrive on learning environments where they have quality processing time. 

We address these educators’ needs through the implementation of face-to-face hands on classroom experiences that allow participants to work at a comfortable pace. This is the basic traditional form of professional development, mirroring classroom instruction.

Online courses

As we look at the needs of our learners we must find new ways to address these needs. One of the ways we reach these learners is through courses offered through online learning. This allows educators to move through courses at their own pace around their schedule. This method is a challenge for many to have success with due to the lack of social interaction time, however it is appropriate for many of our teacher’s needs.

Screencast Tutorials

To address the needs of our educators ICT team will produce short 3 to 5 minute tutorials that focus on one particular tool and how to use it. Teachers that are tech savvy can use these short tutorials as a starting point. Often the benefit is that teachers learn by doing, working to determine how a tool may be valuable to their students and the value added to instruction and productivity.

Technology Integration Events

Technology Integration Events are designed to bring people in and offer true differentiation to all attendees. In order to have participants understand everything their computer could offer them. ICT team will offer poster sessions of 15 minutes and give participants a basic understanding of component capability. This presentation gives teachers a chance to determine what they would like to learn more about implementing in their classroom.

Study Hall Sessions

Have you ever found a new way to address student needs with technology? Unfortunately every time you try it you can’t seem to get it to work. You really do not have time to spend hours reading a manual, searching the Internet for information, etc. etc. It would be great if you could just have your questions answered in a timely fusion. ICT team will address our teacher’s needs by offering sessions where they can come and have questions answered by our trainers in a small group environment.

Job Embedded

We work directly with teachers on innovative ways to reach kids through technology integration, for example addressing parts of speech through technology centers that include handheld technologies with appropriate apps. We can have a Professional development request procedure to personalize ICT PD to their unique needs.

Student Led

Rationale behind this is in our understanding that children must develop proficiency in 21st century skills. Research shows that Reciprocal Teaching is a powerful and effective strategy for learners to deepen and own the concept or skill that they “teach” to another learner. What better way to do so then training others on specific technology tools, ICT team will offer “pd,” instruction to students first who will then train educators and others.

As a department we try to create authentic experiences by placing ourselves in the teacher’s place while developing protocol’s for implementation of new resources, for example we take notes on the processes and experiences of using the technology from the moment it is installed.

Technology offers educators an opportunity to transform a student’s learning environment to one where teachers are no longer sages but rather facilitators of knowledge. Offering children a chance to be critical thinkers who can solve problems through an idea rich environment. Student depth of understanding of standards, both technology and academic is our ultimate goal.

Referred source for guidance: http://od1.cartwright.k12.az.us/inst/Instructional_Technology/Home.html

Speed geeking

We absolutely love having this dedicated time with our colleagues to help build a deeper understanding of 21st century literacy and to share practical examples of authentic use of technology in our classrooms.

Our goal is to continue building a collaborative community, to develop connections among faculty at different grade levels, and to allow teachers to have time to network and share ideas. A great way to structure that experience: SpeedGeeking! A way to quickly introduce people to a wide variety of new ideas in a short amount of time.

First, it’s learner-centered. Speed Geeking gives learners (students or teachers) the opportunity to design instructional practice and values them as contributing members of the school.

Second, it’s a way to breathe new life into our stodgy old faculty meetings and get our hands on new tech-tools that we know students respond to.

Showcase 1-in-3

We absolutely love having this dedicated time with our colleagues to help build a deeper understanding of 21st century literacy and to share practical examples of authentic use of technology in our classrooms.

Schedules

Full day during school

Post school

Workshops

Training Saturdays

Mathematical and Logical Thinking

Mathematics is seen as life skill rather than a subject. Mathematics is useful for everyday life, for science, for commerce and for industry, because it provides a powerful, concise and unambiguous means to explain concepts of quantity, structure, space, change and also predict viable outcomes. 

The aim is to develop many aspects: logical thinking, critical reasoning, spatial reasoning, problem solving, accurate calculation competence, observation, estimation, visualisation, representation, connection building, etc.

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Mathematics is often regarded as an abstract subject but even the complex mathematics has its root in the real world. We take children through a sequence of abstraction (concrete –> pictorial –> abstract: the ELPS way) for their progress in attaining mathematical understanding and competence:

E- Children Experience with physical objects around

L- They use language to describes that experience

P- This moves to making Pictures that represent the experience

S- Finally, they work with written symbols that generalize the experience

Following Process and Content standards are followed to develop mathematical thinking:

Process Standards

Problem Solving:

  • Build new mathematical knowledge through problem solving.
  • Solve problems that arise in mathematics and in other contexts.
  • Apply and adapt a variety of appropriate strategies to solve problems.
  • Monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof 

  • Recognize reasoning and proof as fundamental aspects of mathematics.
  • Make and investigate mathematical conjectures.
  • Develop and evaluate mathematical arguments and proofs.
  • Select and use various types of reasoning and methods of proof. 

Communication 

  • Organize and consolidate their mathematical thinking through communication. 
  • Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.
  • Analyze and evaluate the mathematical thinking and strategies of others.
  • Use the language of mathematics to express mathematical ideas precisely.   

Connections 

  • Recognize and use connections among mathematical ideas.
  • Understand how mathematical ideas interconnect and build on one another to produce a coherent whole.
  • Recognize and apply mathematics in contexts outside of mathematics.

Representation 

  • Create and use representations to organize, record, and communicate mathematical ideas.
  • Select, apply, and translate among mathematical representations to solve problems.
  • Use representations to model and interpret physical, social, and mathematical phenomena. 

Content Standards

Number Sense

  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • Understand meanings of operations and how they relate to one another
  • Compute fluently and make reasonable estimates

Measurement

  • Understand measurable attributes of objects and the units, systems, and processes of measurement
  • Apply appropriate techniques, tools, and formulas to determine measurements

Geometry

  • Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships
  • Specify locations and describe spatial relationships using coordinate geometry and other representational systems
  • Apply transformations and use symmetry to analyze mathematical situations
  • Use visualization, spatial reasoning, and geometric modeling to solve problems

Data Analysis

  • Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
  • Select and use appropriate statistical methods to analyze data
  • Develop and evaluate inferences and predictions that are based on data
  • Understand and apply basic concepts of probability

Algebra

  • Understand patterns, relations, and functions
  • Represent and analyze mathematical situations and structures using algebraic symbols
  • Use mathematical models to represent and understand quantitative relationships
  • Analyze change in various contexts

(Reference: NCTM – http://www.nctm.org/Standards-and-Positions/Principles-and-Standards/)

The grade wise Mathematics curriculum is designed keeping the following as core references

  1. CIE Primary and Secondary Mathematics – http://www.cie.org.uk/ 
  2. NCTM Process and Content Standards – http://www.nctm.org/
  3. McRel Standards – Common Core: Mathematics – http://www2.mcrel.org/compendium/ 

Science Content

“Science is an infinite regression-behind each answer lurks a question, and behind that, another.” Hans Christian von Baeyer

 

What is our science content ?

The science content is designed keeping in mind the idea that science is all around us as well as within us. The idea of exploring the world that we belong to and where we as individuals observe, question, apply, analyse and question once again – is our idea of teaching and learning sciences. 

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“Science is an infinite regression-behind each answer lurks a question, and behind that, another.” Hans Christian von Baeyer

What is our science content ?

The science content is designed keeping in mind the idea that science is all around us as well as within us. The idea of exploring the world that we belong to and where we as individuals observe, question, apply, analyse and question once again – is our idea of teaching and learning sciences. 

Thus, the core content designed for grade 1 to 7 does not specifically focus on dividing and teaching science as Physics, Chemistry and Biology. 

We use the IGCSE science as our benchmark, but include the McRel standards, Project 2061, the idea of STEM while designing the syllabus. We also go through the ICSE syllabus and other international syllabuses eaves year to formulate our final teaching and learning goals. This is also dynamic as science as a subject in itself is highly dynamic. 

However, we have identified seven common themes for all the concepts taught across from grade 1 to 7, dividing the length and depth of the syllabus with gradual progression. We plan across from grade 1 to 7 keeping these themes in mind and trying to integrate with other subjects, wherever possible. 

The themes are : Matter , Energy, System and Interaction, Structure and Function, Sustainability , Changes and Continuity.  

(Science Syllabus Across Grades : https://docs.google.com/spreadsheets/d/1n2nh_g9L5-7hXadZSqOYij6rCnGBNI0fWHgyJKZXdqU/edit#gid=0)

For Grade 8, we keep CIE checkpoint syllabus as our guideline and for grade 9 and 10, the IGCSE syllabus. 

How : 

If science is all around and about us, we believe in lots of hands-on and exploration activities.

moreover, science is about building skills of observation, asking questions, hypothesizing, designing and performing ideas practically, inferring, concluding and documenting the process.

Thus, most of our lessons are designed according to this flow. 

The different resources used for the process of teaching and learning are : 

Videos, class discussions, hands-on activities, thinking routines, buddy interaction, project-based learning, expert intervention and interviews.

These resources are widely used in the higher grades too.

About Us

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The Galaxy School – Wadi

C/o Bhalodiya farm
Taraghadi village
Jamnagar highway
Rajkot, Gujarat – 360110

Contact

Whatsapp : +91 6358791118

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