Helping our students find the right path
The Curriculum of GMA will have as its core the Primary Years Programme of the International Baccaulareate and this programme will be enriched with essential components and aspects of the Cambridge International Primary Programme and the Primary Programme of the Council for Indian School Certificate Examinations all of which will lead to options later on of achieving qualifications in the Cambridge IGCSE or the ISCE in Grade 10 and in Grade 12 qualifying for the IB Diploma or ICS.
We provide a comprehensive curriculum which combines a rich academic programme with co-curricular activities such as music, physical education, drama, theatre, library studies, visual arts and technology sessions to equip your child with skills to lead the world in every field.
Early Years (Little GEMS)
The early years consist of grades Pre-K, Kindergarten 1 and Kindergarten 2. The Little GEMS curriculum is based on the Early Years Foundation Stages (EYFS), a UK curriculum framework which focuses overall skills development in the cognitive, affective and psycho-motor areas. It draws upon research by education pioneers such as Reggio Emilia, Maria Montessori and Lev Vygotsky (you can find out more by visiting the Little GEMS website).
Activities are designed to take into account the following key learning areas for early childhood development:
- Personal, social and emotional development
- Communication and language
- Expressive arts and design
- Physical development
- Understanding the world
Young learners are encouraged to explore, enquire and take risks in an interactive environment which includes the use of smart boards, digital devices and dedicated indoor and outdoor learning zones. We have a caring team of well-trained Early Years Educators who monitor student progress through observational assessment and document it using e-portfolios.
Primary and Middle School Years (Grades I - VIII)
The curriculum continues with the skills-based thematic approach to ensure a smooth transition. The students experience the joy of learning, gain a deep understanding of important concepts, decisions, and outcomes. They are guided by motivated, well-trained and nurturing teachers.
Ongoing formative assessment, individualised according to the needs of each student, takes place in the classroom and is based on observation and feedback. Students form part of the assessment process, learning to self and peer assess and monitor their own progress.
At the end of term there is a comprehensive review which includes feedback on attitude to learning, behavior, contribution to class, homework and strategies for improvement. The consolidated report shows an overall grade for each of the learning domains. Parents receive frequent feedback.
Interested in enrolling your child at GEMS Modern Academy, Kochi? Perhaps you'd like to learn more about our philosophy or discuss our curriculum? We are always ready to help with your questions; get in touch with our team today.
Continuous Comprehensive Evaluation as proposed by CBSE
As part of the CBSE CCE (continuous comprehensive evaluation) policy, Formative Assessment is used to monitor student progress in a non-threatening, supportive environment. Regular descriptive feedback gives students the opportunity to reflect on their performance, take advice and improve upon it. Students are an essential part of the assessment process and help to design criteria and assess their own work as well as that of their peers. If used effectively, CCE can improve student performance, raise self-esteem and reduce teaching workloads.
Formative Assessment (FA) can take place via pen and paper tests, assignments, journals, quizzes, projects, etc. Assignments are designed according to the scope of specific units.
Summative Assessment (SA) relates to assessments carried out at the end of a course of instruction to measure how much a student has learned.
FA and SA reduce anxiety and stress which often builds up if the students are assessed only once through 'one-shot' assessments at the end of year. Timely diagnosis of learning gaps and remedial intervention are beneficial to learning.