At Life School (Creative), students work with peers in two age groups. This grouping mirrors the world we live in, providing a healthy interaction among children of different ages. Older and younger children learn from one another while teaching each other in their own ways. This fosters peer learning, inspirations and love of new ideas while decreasing the age-based comparison found in the traditional classroom. The teacher is a facilitator for the child’s learning journey, not just a direct transmitter of information. Children’s interests, imagination and performance influence the direction of their pursuits.
Self-work activities and time are integral to our learning environment.
Working with the hands and movement of the entire body nurtures a child’s growth at Life School. Working with hands calms the mind’s noise level while centring the body. Movement balances the being by bringing the energy back to the child’s centre.
Early Childhood (Ages 3 – 5): Children in this age group balance interactive time with independent work time. Interactive time includes: story telling, movement based activities, poems and songs. Independent work time includes: hand-eye coordination work, sensorial and practical work, reading time and artwork. Children realize the essence of free-play and imagination, developing a deep connection to nature. A rest/nap time is built into the children’s daily schedule at this age. A child above the age of five balances time between the Early Childhood and the Elementary classrooms.
Elementary (Ages 5 ½ – 9): Children engage in learning through real life scenarios and story-based experiences at this age. Short group workshops, paired modules and individual work time span the day. In addition to English, Mathematics, Science and Social Studies, children engage in languages and activities – storytelling sessions, meditation, music, art, clay-work, craft and games are an integral part of their learning. Cultural studies nurture a child’s interest in the communities they live in, bringing awareness to demographics and diversities while focusing on human interactions for a healthy and sustainable life.
Lower Middle School (Ages 10 – 12): These children have some overlapping classes with the Elementary kids, while delving into many subjects with greater depth. A greater level of responsibility increases their self-awareness, helping them take charge of their own learning and living needs. Through cultural studies, children understand their role in society and the larger world,
the meaning of human rights, freedom and accessibility to resources.
Upper Middle School (ages 13 -14): Children engage in more structured learning and independent work time at this age, becoming leaders of their community. They are involved in many group activities, life skills and self-work components. To continue into the communities they choose for their future, we assist them with preparation for the IGCSE’s tenth standard examinations.
Life School’s Library is essential for self-learning. It is a resource for children, teachers and parents in addition to the surrounding communities. We have fictional and non-fictional books, documentaries, movies, learning aids and audiotapes that support our learning journey. Students and parents can form book clubs and engage in video discussion activities on Saturdays as well.
The Library is open for neighbouring communities and serves as means of interaction for our school community with neighbouring communities.
We welcome parental involvement for maintaining a Weblog of Library explorations and book discussions.
Children and teachers meet in the mornings every day for meditation, yoga, gardening, rangoli, circle time and songs. The groups meet in the afternoon
for a closing routine that includes EFT (a form of acupressure), gratitude,
music and self-reflection time. The school meets once a week in the
afternoon for presentations, announcements and updates of activities
from the different groups.
Outdoor experiences are an essential part of our curriculum. The heart space and reflective/experiential learning are weaved throughout the curriculum. These include short nature walks, long stays, heritage site visits, museums,
parks, sustainable community organizations and natural environments.
Teachers supervise trips in partnership with the communities we visit.
We welcome parent volunteers! We will provide all trip information and requirements in advanced.
Understanding responsibility and learning
Children flourish when they understand their role in a community; they learn tremendously when they are part of a larger collaborative community.
Students are encouraged to accept and share responsibility of the following:
- Washing plates and taking turns with kitchen activities
- Cleaning classrooms and materials
- Arranging flowers and gardening on the school campus
- Understanding the balance between choice time and mandatory lesson time
- Completing a minimal amount of homework per week
Reports and academic evaluation
Students are assessed continuously through quantitative and qualitative approaches. Children maintain an active student portfolio, a reflective process between the teacher and student. Middle School students also review their work through rubric-based evaluations for long pieces of work. All students review their work to set goals and develop responsibility for their own learning. Quantitative evaluation is done in a non-comparative manner with emphasis on self-improvement.
We partner with parents through regular correspondence. Two conferences are held along with the corresponding fall and spring progress reports, each year. Performance and fine arts assessments are in partnership with invited resource persons. Assessments for the higher classes are based on the requirements of IGCSE’s evaluation scheme.
Parents are required to send a report to school on their children based on their observations made at home. This facilitates joint awareness and understanding of the child by the school and home.
As our student body gets older, our 15-17 year old students will appear as private candidates for the IGCSE/GCE exams (Cambridge University), which are recognised in India and the world over. This international board tests student’s aptitude, analytical skills and comprehension extensively. The association of Indian universities formally recognizes IGCSE 10th and A levels as equivalent to the tenth and the twelfth standard examinations in India, respectively.