Academic

“Life Skills Education is designed to facilitate the practice and reinforcement of psychological skills in a culturally and developmentally appropriate way: it contributes to the promotion of personal and social development, the prevention of health and social problems, and protection of Human Rights” – WORLD HEALTH ORGANISATION.

At BMIS our constant endeavor is to reduce the gap between knowledge and practice. Life Skills-Based Education (LSBE) has been adopted as a means to empower young people in challenging situations. Our carefully designed learning policy has an inherent transformative potential. It helps young people to develop critical thinking, acquire problem solving skills that builds their sense of personal worth and also teaches them to interact with others constructively and effectively.

• To help students apply Life Skills in various spheres of their lives

• To empower youth with the know-how of knowledge application. After all knowledge is power when used.

One of the chief reasons for the inclusion of the LSBE teaching programme in our school education is the growing discrepancy between education and actual development of the child. We believe teaching needs to have a life altering approach. It should not just propagate information but learning that can be applied in everyday life.

Life Skills Education ensures a holistic approach of teaching and learning. By focusing on a methodology that is balanced in terms of academics, learning and teaching practices, there are more possibilities for fostering a culture of inclusive development in the institute.

Imparting education is not a mundane process that is restricted solely to the use of chalk and blackboard. At BMIS, teachers are not programmed to simply pass on knowledge and facts to the students. Our teachers teach them to think logically, reason, ask questions, discover, develop. Encourage logical reasoning and independent problem solving skills in the students. Foster care and concern for fellow beings, execute every task entrusted to them with efficiency, responsibility and dedication.

To ensure sound teaching practices, selected candidates are professionally screened before recruitment. The basic 5 qualities that we seek and aim to develop in a teacher are: – ‘Vision, Passion, Integrity, Connectivity and Intelligence’.

In order to improve and increase the overall performance of the faculty we organize and participate in a variety of workshop, seminars, conference and team building exercises. These workshops play a vital role in upgrading the knowledge base and the latest trends in education.

We follow a unique strategy to keep our academic processes as exhilarating as possible. Despite the big scale and myriad challenges involved, quality is the most sought after aspect of our education philosophy.

To meet the uncompromising standards of our academic quality, we focus on the three main aspects of our institutions.

STUDENTS:

Our learning methodology extends beyond the prescribed textbooks. Students are encouraged to study complex topics based on experiential learning. Project-based learning ensures that the students master the basic principles for a better understanding of the subject.

Subjects often trace an inter-disciplinary approach. For example Art and Literature. At BMIS we combine subjects based on their correlation so that a wider backdrop is provided to students to understand the concepts in their proper contexts.

• Involve: Project-Based Learning

• Correlation: The Concept of Right-Mix

TEACHERS:

Teachers play a crucial role in shaping a student’s personality. At BMIS, teaching is not a one way process but a dialogue that involves the active participation of students. In this age of information, teachers are facilitators who guide and encourage the students towards a better tomorrow.

• Mentors: Inspiration and Guidance

• Sharp Skills: The Art of Teaching

• We believe teaching is an art and not mere employment. Like any other art form, teaching also needs constant up gradation of skills. The BMIS organizes a range of programmes and workshops that focuses on skills development of teachers. If the learning process has become smart, the teachers need to be smarter.

PARENTS:

Teaching is not limited to the school premises alone. The fact is that parents take up the role as teachers outside school. So, a sustained camaraderie between the institution and the parent becomes indispensable. We take active steps to involve parents in the teaching process and take their feedback seriously. We consider this process as the back bone of our high learning standards.

• Engage: Parental Participation

 

REACH OUT:

We regularly encourage new partnerships with government agencies, private players and community development organizations to expose students to newer experiences. By fostering these partnerships we allow our students to get involved into various career and community development programmes right from the school level.

• Connect: Forging New Partnerships

A holistic academic approach requires an elaborate framework and planning. It is the concern of every parent to choose the best possible curriculum for their kids. In our country, the trend has been slightly different. Most parents think good schooling is merely having a wonderful infrastructure and qualified teachers, but that alone is not enough.

Curriculum can be compared to a grand narrative that keeps the schools vision and mission on track. It includes setting educational goals as well as the rationale for those goals. The selection of a particular curriculum often spells the difference “excellent” and “mediocre”. At BMIS we believe that an integrated curriculum facilitates to measure the student’s progress which is crucial for the academic excellence of the students and thereby the institute.

A well designed and holistic curriculum offers maximum learning experience and brings down the unproductive time spells in the classroom. It also prepares students to explore their own academic tastes and interests.

The importance of a well balanced curriculum is highly advantageous for students who get less supplemental learning and exposure due to various reasons. Moreover, a coherent curriculum is vital for the full development of the students thinking faculties.

There is little dispute that the curriculum chosen by the student will go a long way to determine the course and success of his/her chosen career. A balanced curriculum will endow students with sound knowledge to be successful, confident and responsible which we believe is the core purpose of all learning.

Purpose- The extent of a Child's learning needs to be comprehensive. We focus on a curriculum in which creativity, Innovativeness and developments of the whole being mark the growth of learners in addition to learning In he cognitive domain. Development of co- schholastic aspects of the personality such s life skills, attitudes and values, Participation and achievement in co.curricular actives as well as health and physical education are the essential needs of today.

House system The entire School Community is divided into four Houses Benevolent, Majestic. Innovative & Spectators. Each House has a House Master/Mistress ad and Tutors to guide the students and to foster a sprit of leadership, Co -Operation,Mutual understanding, Tolerance and Self-reliace among them. Various inter house activities are organized to build up team spirit. The House System Gives opportunities to students to face the challenges of inter-House Competitions as well as Competitions organized by various other reputed Schools.

The House system begins at the Pre-Primary Level and is carefully monitored at every stage and the details are recorded at every step. More than just a teacher, the Tutor Keeps an eye on his/her tutorial group. The House Master/Misterss and Tutors act as a ling in the house system Activities ad are organized not only to tap the talents of the children but to aided the horizon of the dipsites in every field.

 

Activities base on self expression Which is organised from time to time:

 

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