Course of Study:
Course Title Level Curriculum
Primary School Prep 1 & 2 to Grade 5 Chrysalis
Middle School Grade 6 to 8 CBSE/ICSE
High School Grade 9 & 10 CBSC/ICSE
Curriculum & Faculty:
The curriculum at MIS is designed under the brand name ‘Chrysalis’ meaning a cocoon or a place where transition from ‘Larva to Butterfly’ takes place. Here the approach is on thought provoking learning to transform “Classrooms to Think rooms”.
The early year’s program is structured to allow teachers to understand the needs of an individual child. The methods are combination of Montessori and experiential learning in a play way approach through LSRW (Listening, Speaking, Reading and Writing).
Qualification and adaptability to the changing educational scenario is the important criteria for our academic staff. Further, intensive training programmes are conducted periodically to ensure that their skills are constantly enhanced. Later we extend to work with Council of International Schools (CIS) for implementing the ICSE program and provide outstanding education in Kurnool.
CURRICULUM – CHRYSALIS
Chrysalis is a well – researched school curriculum and technology solution with the brain – based approach to learning, based on extensive desk and field research.
The Chrysalis Approach is the backbone of every lesson in Chrysalis
The approach ensures that the child:
• Is involved in learning process.
• Is made to ‘think’
• Learns by doing
• Is continuously assessed (both formative and summative)
The aim of Chrysalis approach is to create a trans disciplinary curriculum that is engaging, relevant, challenging and
significant for learners in the 3–10 age range. It strongly believes that all students should be supported to participate in the programme to the fullest extent possible and that the curriculum must include all student activities, academic and non-academic that have an impact on student learning.
MIS curriculum emerges as comprising three interrelated components, expressed in the form of the following three open-ended questions, each of which compels teachers to think deeply about their own practice with regard to student learning.
1. What do we want to learn? The written curriculum
• the identification of a framework of what’s worth knowing
2. How best will we learn? The taught curriculum
• the theory and application of good classroom practice
3.How will we know what we have learned? The assessed curriculum
• the theory and application of effective assessment Thus, a balance is sought between acquisition of essential knowledge and skills, development of conceptual understanding, demonstration of positive attitudes, and taking of responsible action. In terms of achieving this balance, the five essential elements of the written curriculum are emphasized.