HERITAGE CHILD
There is growing awareness among teachers, parents and workplaces that standardised tests which judge the capabilities of students are one-dimensional and education systems need to develop the 21st century skills required for children to successfully negotiate dynamic and uncertain demands of today’s workforce.
The future we envision for each child is of her becoming a conscientious world citizen, a learner for life and a creative, connected and collaborative problem solver. The Heritage Child learns to look at the world from many different perspectives, through the language and nuances of different subjects integrated together and through the context of real world interests, needs and challenges.
At the Heritage, we believe that every child is unique and we nurture that uniqueness – through a stimulating environment that breeds curiosity, freedom and encouragement to pursue passion, practice of self-reflection to know where their sense of meaning and mastery comes from, and a plethora of opportunities that leads to acquisition of skills and capacities to fulfil that dream and also to flourish in this constantly emerging interconnected world.
The child is at the centre of all that we do and we keep revisiting the needs of this child in tune with what is demanded from him/her. We aim at the attributes that this child should possess, and the practices and pedagogical tools provide us with the behaviours, actions, measures and structures that is a translation of intentions.
HERITAGE CHILD
Self-awareness
Besides having an understanding of their strengths and weaknesses, students must have a deep understanding of their several identities and the roles they play. They need to think about their dreams, hopes and aspirations; they must be intent on discovering. Knowing oneself is essential for them to continuously raise their level of consciousness, which in turn is essential to lead a fulfilled, meaningful and joyful life.
General Awareness
Our students need to be aware of and be sensitive to the happenings of the world, local or global issues, issues that impact them directly or indirectly. If we want our students to be change makers, they would have to be informed citizens who have a deep understanding of systems they exist in, to know how they can make a difference in those systems. Besides general awareness we also want them to build love and skills for reading, writing and numbers.
Independence
Children need to come out of school as “can do” individuals who believe they can make a difference and accomplish what they wish to. They need to be self-reliant and must have a feeling of being in charge. Our students should be playing the role of proactive citizens and not that of helpless victims. Students must grow up to be independent in both thought and action.
Discipline and Work Ethic
We need to ensure that students have a deep and meaningful relationship with work; to recognise that effort is necessary for accomplishment. A high sense of relevance in the curriculum feeds their intrinsic motivation to work. Sustained action translates into grit. Our students must be grounded in action and must develop the virtue of persevering in the face of adversity.
Lifelong Learners
Education is not limited to the early part of human life. It is an essential element of growth. Every being needs to experience growth, in order for them to feel alive. Learning in that sense is a continuous process and schools must empower students to become lifelong learners, enquirers who question the status quo and who are curious to seek knowledge.
Leadership Skills
For success in today’s competitive environment, students will have to be skilled at critical thinking, problem formulation and problem solving, assertive and empathic communication, initiative and entrepreneurship, innovation, data analysis and interpretation, prioritizing and goal setting and, abstract and logical reasoning. Students would need the intellectual and emotional openness to embrace the better ideas of others, absorb multiple perspectives and to adapt to cultural and social differences to accelerate their own ability to learn.
Belief/Optimism/Trust
The school must create adequate experiences for students to build a strong sense of self belief, a positive learning environment, where we create psychologically safe spaces for students to learn that would foster their optimism. Caring teachers and positive adult interactions, open communicative relationships between teachers and parents go a long way in enhancing the students’ ability to trust, an essential component for happiness.
Adaptability
Change is a constant and the world will continuously seek opportunities to expand the possibilities available to mankind. A comfortable relationship with chaos and ambiguity, ability to embrace new experiences, courage to handle loss and grief, ability to adjust to changing workplaces and relationships, dissolving one’s own immunity to change, emotional intelligence and an exceptional ability to relate will all become essential to survival in the world of the future.
Citizenship
Each child must be aware of social issues confronting our society. The school must provide experiences for them to act particularly in the local context to make a concrete difference in the city that they live in. Students need to understand and appreciate diversity in all its forms. Each child must have legitimate pride in our nation. At the same time, a Heritage child should be able to locate and respect the local in the global and the universal in the regional.
Physical, Aesthetic and Beauty
We want our learners to have high levels of physical fitness. Students must have an awareness of health, disease, hygiene and a deep understanding of relationships both at a physical and emotional level. A good understanding of nutrition, diet and healthy eating habits is essential. It is equally important for children to build a strong sense of aesthetics and beauty, both outer and inner.
Passion and Purpose
One of our stated purposes is to engage children deeply with their interests and curiosity to establish what their passion and abilities are. The environment in school needs to kindle their zest for life. Only when they are present to life and curious will they find their purpose in life: a calling that is larger than themselves – a life defining purpose.
learning Principles - 3 'R's
Relationships
Relevance
Rigour
Learner Voice & Inclusion
Choice
Experience
Less is More
Crew not Passengers
Citizenship - Social, Moral & General Awareness
Passion, Interest, calling
At HXLS Noida’s Relationship, Relevance and Rigour framework developed by Dr. William R. Daggett defines the approach to learning. Our innovation has been to incorporate humane tenets of Eastern philosophy and the academic rigour of Western thought into this framework. We believe that Relevance makes Rigour possible; however, Rigour and Relevance are only attainable when children forge a true and enduring Relationship with themselves, their teachers, peers, environment and learning. Delivery of all three components of the framework, from the early years, ensures that children develop the inner will to evolve into creative, empathetic, problem solvers and critical thinkers of the future.
Pedagogical Tools and Levers
Children need to come out of school as “can do” individuals who believe they can make a difference and accomplish what they wish to. They need to be self-reliant and must have a feeling of being in charge. Our students should be playing the role of proactive citizens and not that of helpless victims. Students must grow up to be independent in both thought and action.