Pedagogy

We at Queens are committed to recognise and enhance the potential present in every child.  Ours has been a journey of nurturing children and giving good human beings to the society. Academic achievements have always been the strength of the students at Queens’ College.

It is our endeavour to nurture creativity, develop social skills and emotional stability in our children. Our curriculum facilitates academic, emotional and social development. Children learn through self-assessment, and in the process become independent learners boosting confidence and creativity. The specialized curriculum focuses on the individual growth of the child in a self-paced manner thus making learning a cheerful experience.Our school provides the learners a secure and learner friendly atmosphere enabling the learners to think, compare, invent and innovate for developing problem solving skills and to think out of the box. Social competencies encompass a significant part and are promoted through meaningful interactions. They include collaboration achieved through peer teaching, group projects and inter disciplinary projects. We stress upon inquiry based learning and preparation for life by organizing career counselling sessions, seminar and workshops.

‘Educating the mind without educating the heart is no education.’In order to prepare our children for future and for 21st century, it is very important to nurture emotional and social skills in our children.Effective practices in the school and classrooms towards this goal are also in sync with NEP 2020.

SEL – Social and Emotional Learning is the key focus at Queens so that students step out in the world as confident, young adults.Academic achievements are not only about marks but also concept building, critical and analytical thinking. Actual learning happens outside the classrooms. Keeping this in view field trips provide an unforgettable experience to children and making learning enjoyable.

Queens College has a renewed perspective to education:

Educators as Teachers: Teachers are educators in Queens, facilitating learning and acting as mentors. Students look up to them as guides and do not fear them.

Parent as Partners: Parents are an integral part of the school community. Regular interactions where the parents spend time with students and teachers,talking about any issue of interest to them, helps maintain close ties with the parents. The school also educates parents by conducting special workshops and programs from time to time.

School-Part of larger community: The school itself is a part of the community. It draws upon the resources of the community and plays a contributory role. Children go on projects to read to blind, spend time at old-age homes, and participate in various other community service practices.

Holistic development: The activities designed aid the intellectual formation of the student and influence the student physically, spiritually, and psychologically. Students are groomed to develop balanced personalities capable of becoming productive, effective, and sensitive members of the community.

Mixed Group Learning: For collaborative activities a mixed group usually represents veracity and prepares children better.

Enjoyable learning: Diverse activities, puzzles, field visits, worksheets, projects and so on make learning enjoyable and an enriching process.

Application based learning: learning becomes much more effective and relevant through hands-onexperiences, dramatizing concepts learnt and applying knowledge in real life experiences.

Continuous Evaluation Pattern: This is a process to help evaluate the child’s development better by continuous day-to-day monitoring and feedback. Individual portfolios are maintained for each student at every level.

Smaller Class Sizes: Individualized attention, strengths and weakness of a child can be easily identified in a small class-size.