We at BGSPS keenly support the pivotal, proactive role an educational organisation of repute plays in today’s society. We feel honoured to be in charge of the most significant resource of any nation – young, impressionable human minds.
Keeping the contemporary global and national context in mind, we, at BGSPS strive to make the pursuit of excellence a way of life; a habit. Our school is filled with enthusiastic students willing to learn, supportive parents interested in their children’s education, and a dedicated professional staff committed to providing the students with a quality education. We provide a balanced environment focused on shaping children into leaders of tomorrow by offering comprehensive education through a developmental approach. The school environment promotes order, independence, a love for learning, a connection to the world and a sense of social responsibility. BGS Public School nurtures the leaders of tomorrow through a unique, well-defined curriculum and a dedicated focus on “learning beyond the classroom.”
Our website is a window to our vibrant school life. Our vision is to work in partnership with our pupils, parents, and the community at large to create a positive and inclusive environment for high quality learning and teaching where everyone is valued and respected.
Students at BGS Public School are motivated to develop leadership skills and a thorough understanding of interdependence. Special emphasis is placed on the need to serve others while actively contributing to the school community and society as a whole. This year the influx of more students has enabled us to know that we are empowered by the unwavering trust that parents have in this institution, and in this knowledge lies our strength and inspiration. We encourage each child to give their very best in an attempt to realise their dreams.
Our school is large enough to provide a broad and differentiated curriculum that caters for varied interests and abilities.
Children’s early learning experiences have a profound effect on their development. These early interactions directly affect the way connections are made in the brain. Early learning experiences are crucial to the future well-being of children, and establish the foundation for the acquisition of knowledge and skills that will affect later learning and behaviour. Before they go to school, children have been learning in a variety of environments – in their homes and in childcare and community settings. Children arrive at school with different backgrounds and experiences and at different stages of development. Positive early experiences with school are of paramount importance to young children. Children thrive within classrooms that meet their physical and developmental needs and that provide a secure, respectful, and nurturing environment.
- Learning activities are primarily based on phonics, verbal comprehension, reading fluency, vocabulary building and following instructions.
- A foundation of beginning skills are taught, as kindergarteners learn through guided lessons, direct teaching and the exploration of fundamentals with specific focus on the alphabet and letter sounds, phonemic awareness, and rhyming words. Game-like activities, decodable stories, and the “writer’s corner” isolate two letters at a time and allow students to explore all possible sounds and blends, creating phonological and phonemic awareness.
- Through a series of pre-reading, reading, comprehension, and prewriting activities, students will further develop strategies such as recalling details, drawing conclusions, and summarizing stories. Kindergarten culminates with a thorough review of phonics, highlighting letter and sound recognition.
At the Secondary School Examination, assessment of subjects under Scholastic Area A shall be in Grades on a nine-point scale. Assessment in subjects under Scholastic Area B shall also be in grades. The qualifying grade in each subject under Scholastic Area A shall be minimum Grade . The students will be assessed in subjects under Scholastic Area A using the conventional numerical marking and later converted into the grades and the same shall be awarded as under:
|20 and Below||E2||—|
SENIOR SECONDARY CURRICULUM
The CBS Senior School Curriculum aims at providing opportunities to students for preparing them for a life after school by using an enquiry-based approach and a constructivist theory of learning. It aims to prepare students for further studies in different areas of future employment across a multitude of professions and in new and emerging areas of knowledge. The students are encouraged to acquire tools to deal with new technology and to manage and accommodate change and develop moral, ethical and cultural values, thus, preparing them for active participation as citizens of the global world. The Curriculum for classes XI and XII has been designed to: be a two year course building upon the Secondary Curriculum of CBSE offer an opportunity for students to develop their fullest potential and creativity; utilize innovative learner – centered and enquiry based approach to learning thus giving them an opportunity to to apply knowledge and skills acquired; be sensitive to the emerging issues. It also promotes a reading culture and appreciation of literature; develop skills such as problem solving, enquiry, team work, team building, planning and organizing to help students become productive and adaptive to survive in a changing environment.