Sabari Indian School, Dubai

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Core Values, Competencies and Unique Pedagogical Practices

With the view of the holistic development of every child deep rooted in the philosophy of educating the Head, Heart and the Hands, learning at SIS is purposefully planned to provide varied, hands on, sensorial experiences in the cognitive, affective and psychomotor domains. The core values encompassed in the value packed acronym ‘SMILE & CARE’ fortified by the four competencies( 4Cs) form the nucleus of the pedagogical pentagon framework of Sabari Indian School.

  • Children as Active Learners: Children are actively engaged in activities that kindle their curiosity and sustain their interest. Children are provided with a range of varied opportunities for children to consolidate their learning from observations, enquiry, exploration and first-hand experiences. Young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema.
  • Culture of Visible Thinking: We promote a Culture of enquiry based learning wherein all learning aims at ‘Making Thinking Visible’. Within a culture of visible thinking, students experience school as a place where thinking is valued and given time, rich opportunities for thinking abound in their day-to-day classroom experience, models of thinking are present in the form of seeing teachers and peers as fellow thinkers, and the environment is rich with the documentation of thinking.
  • Enquiry driven Inter-disciplinary Learning Approach: Our students are engaged in life-worthy learning through a purposeful, enquiry driven e-learning approach based on hands on exploration. Students at SIS experience an Inter- disciplinary learning approach where they examine concepts from multiple perspectives from different disciplines such as Science, Technology, Research, Engineering, Art and Math ( STREAM) weaving them into a coherent whole. Students are engaged in STREAM projects throughout the year, which instill creative problem-solving techniques in students and develop them as future innovators.
  • Extending Learning through Social interaction: When children participate actively in meaningful tasks, facilitated by adults, they learn more effectively than they would as passive recipients of facts. Vygotsky explains that social interactions with supportive adults, parents and teachers deepen the student learning experience to the zone of proximal development.
  • Stimulating and Sustainable Environment. Research has shown that a stimulating environment acts as the third teacher and inspires curiosity and deep learning. Such an inviting environment encourages students to explore, collaborate, investigate and reflect. The students explore innovative ideas, resources and strategies and become committed to the learning process that is driven by their own interests.