WELCOME TO
AFFRA SCHOOLS
We believe that learning in Kindergarten will occur if the student has a desire to learn, express positive feelings concerning his/her school environment, and succeeds in his/her work.A comfortable atmosphere of caring and acceptance established by the school is considered important, so that each student is encouraged to strive for excellence and to be creative. An aesthetically pleasing environment with a view to appreciation of beauty and order enhances this. Each Preschool student’s possibility of success increases when he/she works at the appropriate level of difficulty and senses positive expectations from his/her teachers.
For a useful and meaningful life we encourage the development of personal qualities leading to acceptable values and harmonious relationships. Area objectives include: To encourage an understanding of one’s self with a view to developing acceptable values such as patience, kindness, unselfishness, honesty, and consideration for others. To provide a positive and secure atmosphere, treating the students honestly and fairly. To encourage each student to feel good about himself and to help him promote similar feelings in fellow students.
To provide guidance in problem solving and decision making situations. To develop a sense of responsibility and to encourage leadership.We believe it is essential to have an awareness of the value of protecting and improving our environment. Area objectives include: To develop an awareness of environmental concerns such as overpopulation, pollution, waste of natural resources, destruction of wildlife and natural areas, and personal health. To promote a concern for the protection of the environment. To provide activities and projects for students which involve them in improving the environment.
BENEFITS
The transition from the United Kingdom to India in kindergarten marks a remarkable journey of cultural exchange and global learning. In this enriching experience, young children have the opportunity to embrace diversity, celebrate differences, and cultivate a sense of global citizenship from an early age. The fusion of British and Indian educational practices creates a unique and holistic learning environment, fostering not only academic excellence but also a deep appreciation for multiculturalism and inclusivity.
The transition from a ball pool to a classroom marks the crucial phase of early education, where young minds embark on a journey of discovery and learning. This pivotal period lays the foundation for holistic development, shaping the cognitive, emotional, social, and physical aspects of a child’s growth. By creating a seamless and engaging learning environment that builds upon the joy and curiosity of play, educators can nurture a lifelong love for learning and foster a generation of empowered and well-rounded individuals.
The shift from local teachers to international educators in the realm of education marks a transformative journey that embraces the richness of global perspectives. This transition opens new horizons for students and educators alike, fostering cross-cultural understanding, enhancing academic excellence, and creating a vibrant tapestry of diverse learning experiences. As the world becomes increasingly interconnected, the presence of international teachers brings a wealth of knowledge, innovation, and cultural exchange to classrooms, inspiring the next generation of global citizens.
The transition from kindergarten to Grade 7 represents a remarkable journey of growth, learning, and development. During these crucial years, young learners evolve from curious preschoolers into confident and capable students. The foundation laid in kindergarten becomes the stepping stone to academic excellence, personal growth, and a world of possibilities in Grade 7. This transformative passage shapes young minds, nurturing a lifelong love for learning and preparing them for the challenges that lie ahead.
Our kindergarten is a nurturing and inclusive environment where the rich tapestry of tradition and Western culture seamlessly intertwines. We celebrate the diversity of our students and embrace their unique backgrounds, creating a vibrant learning space that fosters respect, understanding, and a sense of unity. Through the fusion of traditions and Western educational practices, we empower young minds to thrive academically, socially, and emotionally, preparing them to become global citizens in an interconnected world.
History
Mission
Vision
History
Established in 2014, our school has been dedicated to offering a proven quality education program, catering to students from Kindergarten to Standard 7. Over the years, we have built a strong foundation of academic excellence and holistic development, creating a nurturing environment for young learners to thrive.
Mission
Our mission is to provide a nurturing and inspiring learning environment that empowers students to achieve academic excellence and develop essential life skills.
We are committed to fostering a love for learning, nurturing creativity, and promoting holistic growth. Through a dynamic and inclusive approach, we aim to prepare our students to become confident, compassionate, and responsible individuals, equipped to thrive in an ever-changing world.
Vision
Our vision is to be a leading educational institution that empowers young minds to become compassionate global citizens and innovative thinkers. We aspire to create a dynamic learning community that fosters creativity, critical thinking, and a passion for excellence. Through a future-focused curriculum and a supportive environment, we aim to nurture each student’s unique talents and strengths, preparing them to embrace challenges, seize opportunities, and contribute positively to the world.
OUR VALUES
- habitually telling the truth and avoiding deception
- telling the truth when negative consequences may follow
- bringing lost items or money to the teacher or the office
- being a person who does not cheat on tests
- being a person who is not involved in theft
- coming to school and to each class on time except when ill or otherwise excused
- bringing appropriate books and materials to class
- consistently completing assigned schoolwork in a timely manner
- showing organization and cooperation in completing assigned school work in the prescribed manner (such as name, date, and layout included as directed)
- contributing ideas, reports, research, materials, and/or out-of class involvement that are not assigned
- taking proper care of materials and equipment
- taking appropriate action to avoid accidents, to avoid misdeeds, or to aid in a situation of need
- being careful in making commitments
- following a commitment with the appropriate action
- promptly accomplishing an errand when requested by a teacher
- displaying acceptable behaviour when not under teacher supervision
- being a person who is not involved in vandalism
- being a person who does not make disparaging remarks concerning those different from himself/herself
- joining in group activities with those different from themselves
- having friendly associations with those different from themselves
- including them in informal social groups
- being a person who does not actively exclude individuals from group activities
- approaching newcomers with a view to making them feel welcome
- being a person who does not make remarks that put down another
- being a person who does not physically abuse others
- displaying acts of kindness (sympathy, encouragement, helpfulness, patience, etc) toward others, particularly fellow students
- giving time and resources to help another in need
- avoiding actions or words that hurt another person
- actions and/or words of support and/or sympathy for those who are unhappy or sad
- helping others to be successful in their schoolwork, activities, and play
- displaying unselfish behaviour
- displaying words and actions that encourage responsible behavior by others
- displaying words and actions which promote learning in a classroom by others
- being a person who does not discourage responsible behavior or learning by others
- assisting the leadership of others by cooperating and being good followers
- being a person who does not make remarks that put down another
- being a person who does not physically abuse others
- displaying acts of kindness (sympathy, encouragement, helpfulness, patience, etc) toward others, particularly fellow students
- giving time and resources to help another in need
- contributing ideas that are related to the goals of the group
- being a person who does not make negative comments that are not constructive
- controlling emotions when discussing different points of view
- displaying kindness when expressing an opinion
- displaying a cooperative attitude
- not damaging trees and flowers
- making positive comments that show appreciation for the beauty of wildlife, mountains, trees, flowers, stars, etc
- creating artwork that illustrates nature
- making positive comments or written reports
- being a person who does not display negative remarks or actions that show disrespect for such beauty.
- voluntarily picking up unsightly litter
- putting litter in proper receptacles rather than throwing it on the ground
- keeping areas of work and play reasonably neat