Our Approach

The Future Foundation School > Our Approach

PRINCIPLES OF TRUE TEACHING

“Nothing can be taught
The teacher is not an instructor or task –master, he is a helper and a guide.
The mind has to be consulted in its own growth
To help the growing soul to draw out that in itself which is best and make it perfect for a noble use.
Work from the near to the far, from that which is to that which shall be
A free and natural growth is the condition of genuine development.”

– Sri Aurobindo

TEACHING – LEARNING PROCESS

  • The school follows a unique teaching learning methodology where experiential learning is encouraged.
  • It presents a varied learning environment at different levels of learning.
  • Personal-Social Development / Self Sufficiency is stressed upon.
  • The school encourages discipline, good behaviour, punctuality, regular and neat work, a continuous effort to improve and development of a greater sense of responsibility, etc.
  • Art/Music/Film Appreciation is provided to students to develop their aesthetic sensibilities.
  • Workshops on Anger Management, Self Doubt, Fear, Adolescence, Courage, etc. form an integral part of the holistic learning environment.
  • Sri Aurobindo Institute of Culture with its impeccable tradition of organising physical and cultural activities offers the students of The Future Foundation School a wide array of options in the Co-Scholastic domain. Students are encouraged to opt for these activities as it is felt that they enhance holistic personality development.

Geography practical classes 

SCHOLASTIC ACTIVITIES

    • The school provides appropriate support and resources to implement and deliver the course curriculum. The teaching staff implements the course curriculum through a range of approaches and methods relevant to the learning needs. At the initial stages, it is supported through educational resources (given during the course of the session) that include customised reading materials, study aids, worksheets, hands-on activities, educational field trip, excursions, TLMs, etc. As the journey progresses, text books get added. The whole process seamlessly connects into the Board-level curriculum. The pedagogy enhances the skill level of our students along with the development of appropriate capacities, competencies, values, habits and attitudes. Drop down menu under Scholastics

1. Theme Teaching – Classes – I to IV
First the theme is decided upon and then a web plan is made. In this web, all the subjects are interlinked like English, Social Studies, Maths, EVS, Salient Language, Tertiary Language, Art-Craft, Life Skills, etc, with the theme. We always go from the known to the unknown, near to far and concrete to abstract developing the concepts in a spiral manner across the classes. The theme is introduced through activities like film show, listening to music, puzzles, word search, field trip, etc. The theme is progressed through experiments, paragraph writing, group discussions, research work, etc. Evaluation is done through various oral aural, written and hands-on exercises. Through this method of theme teaching, we try to develop various skills like; reading, writing, comprehending, listening, illustrating, observing, recording, associating, awareness, thinking, identifying, sequencing, etc. This method helps the child to get a wholesome experience, breaking the boundaries of the subject and learning in an integrated fashion. Each theme is followed for about 3-4 weeks.
2. Method of Teaching -Classes – V to VIII
The learners are viewed as active participants in their own learning process. Teaching involves the use of multi-sensorial tools & methodologies that aim at developing the cognitive, psychomotor and affective domains. Learner-centred, activity based, participatory learning tools are created and a constructivist approach is adopted to provide a holistic experience.

3.Method of Teaching – Classes – IX to XII
The traditional teaching methodologies like Lecture, Discussions, Questioning and Practicals in Science are applied. However, teachers make conscious endeavours to improve and modify the methodologies so that the classes become more interactive and the students have opportunities to share their views. Teaching processes like Seminars, Flipped Classrooms and PowerPoint Presentations give students ample opportunities of self learning and conducting independent research. Students are exposed to subject specific interactive sessions that are conducted by specialists in their fields.

4. Tutorials
Tutorial Classes in various subjects are offered to help the students in their educational journey. These classes help in strengthening the subject skills and concepts. Students who require some extra support may enrol themselves for these classes. The classes are taken by faculty members with proven expertise in their respective subject areas, proficient in handling these levels. These classes are administered by Sri Aurobindo Institute of Culture.

Karate Classes
Gymnastics class

CO-CURRICULAR ACTIVITIES

Regular Activities: Since the school believes in and promotes an all-round development of the student, physical education, life skills, Quality Time and Ideals and Progress classes form an integral part of the school curriculum.

  • Morning Assembly: It is an appropriate programme to promote and inculcate the virtues of good moral conduct and ethical value system. The nature of Sri Aurobindo’s and the Mother’s influence is subtle and atmospheric and the students are initiated to a beautiful atmosphere of prayers and concentration music to begin the day in harmony and positivity.
  • Physical education: forms an important aspect of the school curriculum and there is a structured programme to develop health, strength and fitness. The students get involved in various physical activities that promote their overall growth and development.
  • Ideals and Progress: introduces the students to the lives and works of Sri Aurobindo and the Mother. It tries to instil values to become conscious of oneself and of the different parts of the being, to be conscious of ones surroundings and to work for the betterment of self and society through cooperation and collaboration, trying to achieve perfection in ourselves.
  • Life Skills: builds in students the necessary skills and competencies required to be able to manage one’s own work independently and be able to take care of his/her own personal needs, thus sustaining himself/herself responsibly.
  • Quality Time – Social and Personal Development: aims to keep the students emotionally stable and stress free by raising their self esteem and developing codes of conduct and providing students with an enriching environment to grow and blossom.
Life skills
Physical education

EVALUATION/ASSESSMENT/EXAMINATIONS

For Classes I to VIII:

  • Evaluation is dynamic emphasizing continuity and assessment of broad based learning that is comprehensive. It focusses on the development of the various cognitive, affective and psychomotor domains through the assessment of the student’s understanding, knowledge, skills, values and application in different subjects.
  • Grades are awarded in Personality – Social development, work habits, attitude and values. Grades and skill parameters are given in Non Academic activities and Co-Scholastic activities.
  • In Classes I to VI there is continuous and comprehensive evaluation in Scholastic subjects. Grades are awarded for subject specific skills and aptitudes. Points are awarded against the total marks obtained in each subject, at the end of each term.
  • In Classes VII and VIII students are evaluated through Formative and Summative assessments throughout the academic session, in Scholastic subjects.
  • Formative assessment includes continuous evaluation throughout the session and comprises classwork, homework, class test, oral activities, aural activities, practical work, projects, group activities, presentations, field trips, etc. There are four Formative assessments (two per Term carrying 25 marks each) in Classes VII and VIII, in one academic session carrying 40% weightage annually.
  • Summative assessment requires students to appear for terminal examinations in each academic subject of 50-80 marks respectively, at the end of each term carrying 60 % weightage in one academic session. Points are awarded on the weighted average for each subject at the end of the session.

For Classes IX to XII:

  • Evaluation pattern and promotion criteria of Classes IX to XII are as per the rules of the Council for the Indian School Certificate Examinations (CISCE). Grades are awarded in Personality -Social development, work habits, attitude, values and Socially Useful Productive Work (SUPW).
  • Classes IX and XI : A student failing to acquire the pass percentage in any two subjects will be detained in the class. A pupil failing twice in the same class has to be withdrawn.

Parents/ guardians receive a cumulative progress report at the end of each term. This not only reports on academics but, in keeping with the philosophy of the school, the progress and development of various aspects of the student’s personality is also reflected through continuous and comprehensive evaluation. It covers the scholastic, non academic and co-scholastic areas and activities of school education.

Movie show for the children
Learning with crayons in the Library

CLUBS

Students of Classes VI ,VII and VIII are made members of one of the four clubs/ activities.

Interact – it aims to develop leadership skills in the students while discovering the power of service above self. The club actively works at Community Outreach at Uttarbhag, Baruipur, interacting with the local villagers, organising their medical treatment, holding non formal education classes for the village children, collecting old clothes, books, toys, etc for the village children, holding awareness campaigns, etc. The club members also actively engage with the senior members of Aumorto, the senior living facility under Sri Aurobindo Institute of Culture to celebrate various festivals and events. It is an initiative to foster tender bonding between the aged and the young to enrich the life experiences of both.

The Earth Lovers’ – it aims to generate awareness among students to protect and preserve Mother Earth. The club members actively participate in activities concerning recycling, waste segregation, conservation, bird watching, etc. The students are involved in the plantation programme at Uttarbhag, Baruipur

Impressions & Ideas – it aims to help the students to acquire the awareness and orientation about the culture and heritage of India and the world at large. Through the various workshops, seminars and other programmes students can enhance and nourish their inherent talents and skills. The students also get the rare opportunity to be in direct interaction with many renowned artists who come to perform in Sri Aurobindo Institute of Culture.

Vocational – It is a compulsory activity for Classes VI,VII and VIII. It aims to provide experiential hands-on training regarding various real life requirements by exposing students to actual working conditions. It offers a varied range of activities like interior decoration, first aid, electrical and electronics handling, meal planning, etc that train students with practical skills.

Aesthetic Club – In the present context of unrest and distraction, an aesthetic appreciation club for children is crucial because it:
1. Provides a calming and positive influence
2. Offers a healthy escape from digital overload
3.Helps find balance and tranquility amidst chaos

What is aesthetic appreciation?

Aesthetic appreciation or good taste is the ability to appreciate objective beauty.
Aesthetic taste is influenced by many factors, such as personal or cultural background, familiarity, context, exposure and expertise.
Access to aesthetically interesting and valuable objects and environments and experiences can improve our sensibility.

An Aesthetic Appreciation Club’s importance:

Key Highlights
1. Benefits for students: Enhancing creativity, appreciation, confidence, teamwork, and mindfulness.
2. Life skills development: Attention to detail and critical thinking.
3. Positive impact on school culture: Cultural awareness, enrichment, student engagement, and community building.

Goals of the Club :
The club aims to help students become more sensitive, aware, and conscious of themselves and their surroundings, promoting holistic development.

Diwali celebration of Interact club with residents of Aumorto
EARTH-LOVERS-1
Nature club planting saplings

TRIPS AND EXCURSIONS

Excursions are used as a learning tool to integrate the different subjects and enrich the different aspects of personality through a holistic experience. All students are strongly encouraged to join these trips/excursions. These excursions are well planned and aligned with the curriculum. They extend classroom learning to real situations which bring back new ideas in class. These are intended to induce further research and experimentation and also enable students to find solutions to real life problems and build necessary life skills. Out of city excursions start from Middle school and go right up to Senior school.

Trips are arranged to:

  • Ushagram, a rural ashram centre with a model village promoting community empowerment and sustainable practices; organised annually for Class VI
  • Auroville, an experimental universal township promoting unity in diversity; organised for Class VII
  • Sikkim, organised annually for Class VIII
  • Pondicherry organised annually for Class IX
  • Sikkim, a rock climbing and trekking trip for Class XI, organised annually
  • BITM for Classes V to VIII
  • Local sites & museums for Classes I to IV
At Ushagram