Akal Academy believes in imparting value-based education that not only meets the demands of the time but also trains students to use their skills for the welfare of humanity. Quality education is provided to the students irrespective of their caste, religion, ethnic background or gender. Akal Academy strives to inculcate love for education in children in the initial years and supports adequate ambience and infrastructure to supplement that all through their academic life. Teaching aides including television and internet are used extensively to help students with all kinds of learning abilities. Development of oral and written expression is emphasized upon. Home assignments are not a carry-over of classwork but oriented towards sharpening individual talents.
The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works toward evolving a learning process and environment, which empowers the future citizens to become global leader in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to provide a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace.
The IB PYP prepares students to become active, caring, lifelong learners who demonstrate respect for themselves and others and have the capacity to participate in the world around them. It focuses on the development of the whole child as an inquirer, both within and beyond the classroom.The PYP curriculum contains three key components, which explain how students learn, how educators teach, and the principles and practice of effective assessment within the programme. As long as a school has been authorized to implement the programme, the PYP is open to any student aged 3 to 12.
Cambridge Checkpoint tests have been designed to assess learning at the end of Cambridge Secondary 1. They are available in English, mathematics and science, and give valuable feedback on learners’ strengths and weaknesses before they progress to the next stage of education.The tests are marked in Cambridge and provide schools with an external international benchmark for learner performance. Each learner receives a statement of achievement and a diagnostic feedback report, giving schools detailed information and parents extra trust in the feedback they receive.We hold two Cambridge Checkpoint test series each year, in May and October. Cambridge IGCSE is the world’s most popular international qualification for 14 to 16 year olds. It is recognized by leading universities and employers worldwide, and is an international passport to progression and success. Developed over 25 years ago, it is tried, tested and trusted by schools worldwide. Thousands of learners worldwide gain places at leading universities every year with Cambridge International AS and A Levels. The syllabuses develop a deep understanding of subjects and independent thinking skills.
Facts at a Glance
This is a learning process that is based on inquiry or asking questions. Through asking challenging questions learners get intrinsically motivated to start delving deeper to find answers for these questions and in doing so they are exploring new avenues of knowledge and insight.
In a problem-based learning (PBL) model, students engage complex, challenging problems and collaboratively work toward their resolution. PBL is about students connecting disciplinary knowledge to real-world problems—the motivation to solve a problem becomes the motivation to learn.
Discovery learning is a kind of teaching that is based on the student finding things out for themselves, looking into problems, and asking questions. Essentially, it’s all about students coming to their own conclusions and asking about things in their course that might not make particular sense.
Cooperative learning is not simply a synonym for students working in groups. A learning exercise only qualifies as cooperative learning to the extent that the five listed elements are present. According to the Johnson & Johnson model, cooperative learning is instruction that involves students working in teams to accomplish a common goal, under conditions that include the following elements:
Authentic learning typically focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies, and participation in virtual communities of practice. The learning environments are inherently multidisciplinary. They are “not constructed in order to teach geometry or to teach philosophy. A learning environment is similar to some ‘real world’ application or discipline: managing a city, building a house, flying an airplane, setting a budget, solving a crime.
“ an instructional approach built upon authentic learning activities that engage student interest and motivation. These activities are designed to answer a question or solve a problem and generally reflect the types of learning and work people do in the everyday world outside the classroom.”
Situated learning is a type of learning that involves learning materials within the context of how the information or skills are actually used and applied. It is typically associated with social learning and though it was initially recognized in regard to adult education, some of its practices have been extended to youth education as well. With this type of learning, communities of practice are established in which individuals learn and build mutual meaning through active processes that imbue context and purpose into what is learned. Situated learning does not typically involve a particular pedagogical approach, but instead seeks to understand how learning relates to daily practices and social interactions.