FEEL

WE EXPERIENCED

Often, student progress is reduced to a grade in a report card which is all that parents get to see at the end of the year. At Riverside, it was very clear right from the very beginning that the assessment of the child's potential will not be limited to just a mark.

Watch Kiran share the incident which sparked the design of the BHMS process.

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2:47

Try the empathy lens:


Try doing a simple exercise where you fit yourself from Novice to Competent on various parameters. For instance, on parameters such as ‘Love Cooking’, ‘good in Piano’, ‘good in Math’, ‘Language skills’ etc.


See that at different things your competencies are different. And if you were only judged based on one competency, say in math, what would it do to you?


Recommended video link: Animal school
Try the empathy lens

OUR INSIGHTS

  • We realised that a report card or a grade is not enough for parents to understand what and how their child has been learning or experiencing at school.

  • Riverside’s core purpose was to constantly make the potential and competency of the child visible; exhibition of student learning from across the entire Key Stage was a natural outcome of this philosophy!

  • When the very first exhibition of student learning happened, parents were amazed to see young children so capable and confident. This also strengthened their belief in the school; in turn making them more willing partners in all other experiences and activities.

Thus, it was an inevitable choice that the ‘Exhibition of student learning’ become the timetabled ‘demonstration of their understanding’.

IMAGINE

WHAT IF...

there was a simple way to exhibit student learning; to see all children as ‘Remarkable’, and not just ‘Markable’?

WE DESIGNED

A process that offered parents a very different lens to look at student understanding, beyond the idea of a report card!

It enabled children to take ownership and gave them a sense of pride while exhibiting their learning.

The process enabled parents to look at their children and other children in the Key Stage too with a great sense of respect! This helped parents see learning as a journey for all students at the school, and made them more willing partners in that journey.

This process reaffirms a teacher’s belief that age has nothing to do with competency. Students also get a sense of pride in the work they have done through the year, because it gets endorsed by parents!

DO

HERE IS WHAT WE DO

This video helps make visible the process of BHMS from ‘intention’ to ‘action’.

3:07

In this video, you will gain an introduction to BHMS and see the relevance behind it. Alongside this, you will understand the pre-work needed to make it a success, gain a glimpse into what it looks like on the day, and hear student and parent feedback on the process.

STAKEHOLDER INSIGHTS

In this section, Riverside edu-heroes share strategies and insights from their experience of the process and how the process has impacted their practice.

  • 5:23

    FAQ Video

    Watch Nandini share the importance of a BHMS, along with important strategies, tips and guidelines for planning and implementing a successful exhibition of student learning.

  • 4:28

    Impact Video

    Watch how the BHMS process impacts Nandini, her colleagues and her students.

Resources

Checklist sample email invitation

TIPS FOR THE LEADERS

  • Since this process requires collaboration between the entire Key Stage team, it will be very helpful if the school leaders are integrally involved in the planning and spearheading the entire process.

  • Make sure to give your teachers the time and space to prepare for this process properly, and avoid putting pressure on them to stress on solely academic requirements at this busy time.

  • Observing an actual BHMS with some of your teachers is a great way to not only experience it, but to lead from the front and inspire your team!