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CURRICULUM
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Conglom
Conglom
'Conglom is an opportunity for students and teachers of each class to come together first thing in the morning to start the day on a positive note. This is a time for learners to share feelings, opinions and ideas. The teacher and students facilitate the interaction so that each student feels respected and valued. The atmosphere that is created is one of trust and community. Congom creates a safe environment- leading to student well-being.
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Persistence
Persistence
‘Persistence' is a process that the first batch of Riverside students started when they came to KS3 in 2008. It was born of a realisation that adolescents are quick to change their likes and interests; and for any permanent shift in the being of a child to happen - it will require for them to stay with the same idea for a longer duration. Therefore, the process was named Persistence. This process is designed to 'slow down' the need for change and to really spend time in listening, in iteration and in building relationships with the people affected and who are in need. Through this process, the children realise that 'being the change, changes the being'.
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Student-led
Interest
CentersStudent-led Interest Centers
It is important to encourage children to explore and exercise all of their intelligences. Creating a rich, nurturing, and stimulating environment filled with interesting materials lays the foundation for healthier, happier, and empowered children. Students who have these kinds of experiences have the skills to stay confident when they experience uncertainty. The Student Led Interest Centers uses this premise to help students identify strengths that they use to design and lead sessions that build their competencies as empowered learners.
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Sports
ProgramSports Program
Sports is often about competition and a 'winner takes all' mentality. The fastest, the most skilled athletes take centre-stage and others are relegated to mere 'spectators' or 'cheerleaders' at best. The Riverside Sports Day is unique in its design because it sees a 'champion' in all children. Skills other than sporting prowess is seen having the same importance. Students help each other grow in sports by mentoring, guiding, and reflecting.
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Provocation
and
InstallationProvocation and Installation
Learning happens when interest is provoked in some area and a student is motivated to explore further. Curiosity is the first step that starts the learning process. It may be sparked by chance or constructed intentionally in a learning environment. Although children are naturally curious about many things, learning will only take place once their curiosity is deepened into interest. Sustained interest in a topic leads to real learning. The Provocation process is one such intentionally designed ‘happenstance ’ that uses the spark of curiosity from children to help them delve deeper and use all senses to slow down, explore and learn about themselves as well as the area or domain of their interest.
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Client Projects
Client Projects
These are designed to help learners see that learning is interconnected and not separated by subject matter. These challenges not only hone the skills but also develop the attitudes desired for the 21st Century learner.
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Buddy
InteractionsBuddy Interactions
Buddy interaction is driven by the understanding that learning can take place independent of age and gender, because when you listen carefully to someone, you will always learn something. A community of sharing, caring and growing is cultivated when all learners feel valued and safe.
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Agenda Setting
and
Closing the LoopAgenda Setting and Closing the Loop
'Agenda setting' is a powerful routine that uses the pedagogy of co-creation to invite the voice of the child in the design of a school day – be it with the learning expectations or impromptu learning-experiences that might be suggested by students. When the agenda is made visible and co-created, it builds a sense of ownership and well-being. The process allows for collaboration as the teachers and students plan together; and students have a choice and voice in allocating the agendas.
'Closing the loop' occurs at the end of every session / day / month / year. It celebrates a sense of accomplishment of all that has been done, and reflection on how and what was learned- and now to refine it in future, if needed.
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First Day
First WeekFirst Day First Week
Every school year starts as a new journey for studnts, teachers and parents - with some anxiety and a lot of anticipation. To set the tone for the year, it is very important to make visible the values of the school and help all stakeholders feel a sense of alignment and anticipation for the learning journey. The 'First Day, First Week' process is a process that allows schools to intentionally set the tone by inviting the children into the design of the programme and therefore, have them feel a sense of ownership and empowerment from the very first day!
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Program of Inquiry
Program of Inquiry
The 'Program of Inquiry', as the name suggests, is a process designed to help children delve deeper into an area of learning. The process has a clear methodolgy that, once followed, allows each child to uncover, make connections, work collaboratively and finally demonstrate understanding in multiple ways.
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Citizenship
Citizenship
A citizen understands both, rights and duties to ensure and preserve rights for all - be it in a home, school, nation, or the world. This mindset needs to be intentionally timetabled and nurtured during school years - not only as a 'once a week moral science lesson' but as an immersive, experiential programme. At Riverside, there is an expectation for all stakeholders ( students, teachers and parents ) to build an understanding of rights and then perform the duties towards enjoying those rights. Through the 15 years, this powerful process of Citizenship takes different forms in each Key Stage - but the goal is the same- remove entitlement and exercise responsibility- towards yourself and whom you share this world with.
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INSANE
INSANE
Insane is an acronym for Inner Sanitation Experience. Every graduating batch has one final moment of self discovery and personal transformation through the Insane experience – a 2 day immersion into the community – a time for reflection, meditation and perspective! It is also called INSANE because of its timing - 2 weeks before the graduates sit for their final exam - this time offers them perspective on what role this 'insane' race for 'marks' and 'grades' makes in the overall journey of life. The lesson they graduate with is - we are not here to compete with each other, but to complete each other.
PERSONAL & PROFESSIONAL DEVELOPMENT
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Calender
Calender
The 'Calendar' process is designed to work on multiple levels - but all with the same agenda - to have all members of a given team on the same page. For grade teachers, it's a great way to maintain reminders and intentionally plan the month, both for content and character, with the students - be it for events, experts that might be visiting, trips that need to be planned or parent partnerships. For a Key Stage team, it helps to build a sense of community, to be informed about the rest of their colleagues and students. And finally for the leadership, it helps to keep the team accountable to turn intention into impact.
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Making
Teaching VisibleMaking Teaching Visible
A process where the teacher shares the research and pedagogical rationale behind their practice so that parents can see and understand the relevance of teacher's practice, and build an appreciation of 'the what and how' behind the teaching experiences and student learning. MTVs result in greater trust between parents and teachers. Parents start looking at teachers as well-informed professionals deserving their respected.
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Board Protocol
Board Protocol
The design of the board prompts by the teacher explicitly articulates and makes visible how each lesson is designed to catalyse Relevance, Rigor & Relationship. The classroom blackboard acts as a visible representation of teacher's learning goals for that teaching-session. It anchors not just the lesson plan but also serves as a visual cue that reminds us to intentionally notice the learner, and mindfully highlight the key aspects of learning through the use of board. By responding to the various sections on the board, students become active participants in the lesson.
Teachers are able to easily save their board work (through photo) to share their practice with peers as well as the school leaders, thus creating a measure of accountability and credibility of their teaching practice.
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Congenial Meets
Congenial Meets
A key determinant of creativity and growth in a school is the relationship shared between the members of the teaching community as well as the support team - for the strength and trust in the team has a direct impact on the decisions made for the children. Research has shown that colleagues who respect and trust each other are more likely to work from a space of ownership and accountability towards their work and this means they are more willing to innovate and create opportunities for their children.
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Teacher Driven
ObservationTeacher Driven Observation
The 'Teacher Driven Observation' process is a twist on the regular 'teacher observation' practice. Here, the onus in on the teacher to invite colleagues to observe their practice with the explicit focus on obtaining data on a 'specific' concern that the teacher might want to improve on. This way, there is no judgement - what a teacher receives is 'data' without being flavoured with opinion - and this helps the strategies for growth to be more focused on improvement of teacher practice.
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Zero Period
Zero Period
This is a powerful process for all participants (teachers and students) of learning. Zero Period demands an intentional pause every month to review and reflect on the learning journey so far. It offers the teachers an opportunity to get feedback on the content, skills and strategies used to teach the month before; and see if the intended outcome was achieved and to find out if some concepts need to be retaught or not. It also gives children an opportunity to look at the journey so far and see where they are confident or might need more help. Both learners and teachers are more aligned when setting goals, thereby becoming co-travellers and codesigners in this journey.
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Corrections
to Investments
PARENT PARTNERSHIP
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HOME VISIT
Home Visit
The process of Home Visits is a way to make the family feel welcome - whether they are just joining the school or families having children in school for many years. This is the time when the teachers visit the family to forge a bond of comfort and trust. Home Visits help teachers gain understanding of their students' living conditions and family dynamics - which ensures learning experiences are designed addressing the context of students.
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Parent
OrientationParent Orientation
The Parent Orientation is the first introduction of the values of the school, the members of the community, and the shared expectations for all incoming children and parents every year. It is a time where the parents participate in a thoughtful and intentionally designed learning experience which helps them move from any anxiety that they might have to a feeling of anticipation for the years of schooling ahead for their children!
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Bright Hearts
& Minds Shine (BHMS)Bright Hearts & Minds Shine (BHMS)
A process where parents witness an exhibition of learning across the subjects and grades- and witness children using 'strategies' to demonstrate not only 'what' they have learned, but also 'how' they learn.
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Making
Learning
VisibleMaking Learning Visible
The overall goal of Making Learning Visible is to create and sustain powerful cultures of learning in and across classrooms and schools- that nurture and make visible individual and group learning. The multiple ways in which children demonstrate understanding through the Making Learning Visible process offers all participants - children, parents and teachers, an opportunity to build confidence and competencies
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STUDENT LED CONFERENCE (SLC)
Student Led Conference (SLC)
As the name suggests, the 'Student Led Conference' is a portfolio of work that a student compiles to make visible their personal journey of growth. It consists of work that shows evidence of - what they might have enjoyed, been challenged with, and put in effort, and are personally proud of. The children spend a week to curate the work that will finally make it in the portfolio, and are supported in this process by their buddies and teachers. They then have a peer scrutiny and use the feedback to refine their final presentation - which is shown to their parents. All of this is towards building confidence and self awareness in children on strategies that they have used for their personal growth.
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Funderstanding
Funderstanding
As the name suggests - this powerful process is designed to offer all children an opportunity to share with their parents and peers the 'how' of 'what' they have learned. It is a personal decision that a child makes on choosing the subject, process or skill that they are most confident about and also choosing the 'strategy' by which they will demonstrate this to the public. Reflection and feedback are the ingredients that make this process complete so that all children have the time to hone and refine their presentation for maximum impact.
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Celebrate
the Child (CTC)Celebrate the Child (CTC)
This process is to designed to celebrate a complete story of a child. It is a meeting with parents where anecdotes, data and strategies are shared to make visible a more plural identity of the child - thus moving parents from being 'concerned' to feeling a sense of 'confidence' that their child is noticed, respected and celebrated.
ADMINISTRATION
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Support Staff
Well-beingSupport Staff Well-being
The administration staff and support team are often overlooked when one thinks of the main stakeholders in a school community even though they are the ones who enter first and leave the last on any given day. Therefore, the 'Support Team Wellbeing' process is designed to intentionally timetable for the care and inclusion of the team as a valued member of a school ecosystem.
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Career
Counseling Workshop -
Recruitment Workshop
COMMUNITY
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RTE
RTE
The Right to Education Program has been running in Riverside since 2012, before it was passed as a Bill. Riverside's RTE Program dedicates its energies and effort towards ensuring the learning gap of children enrolled in Riverside through RTE is mitigated. RTE students are integrated within the Riverside's chassroom - but are also given additional scaffolding through content-specific teaching in small groups.
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DFC
DFC
The power of Design Thinking allows both children and adults to transform the world into how they envision it - the power to create a more compassionate, empathetic world. Design for Change (conceptualised and launched by Riverside in 2009) offers a simple, powerful framework to empower children to believe they are not helpless, change is possible and they can drive it - very simple - the power of 'I CAN.! Today, DFC is the largest global movement of change - of and by children. Design for Change is running in more than 55 countries, reaching out to miillions of childrern.
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APROCH
APROCH
aProCh, a community based initiative was born to fulfill the vision of making public spaces child friendly through various initiatives. Happy childhood experiences are a lifetime treasure for any individual, since they lay a foundation for the future action; and stay captured as refreshing and joyous memories. It inevitably becomes the responsibility of the society to ensure that a friendly and supportive ecosystem is provided for growing children, especially in the burgeoning urban areas. aProCh accomplishes this through its programs, such as Parents of the Park, Street Smart, City on Cycles, etc.
LEADERSHIP
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Master Class
By Geet
