The AVV Learning Experience

Our curriculum is designed in a manner that aims to provide scope to provide challenging opportunities to students, wherein they have the feeling of discovering something new every day. This flexibility allows for individualistic growth along with the development of attitudes and skills resulting in responsible, balanced, caring, reflective students.

The curriculum encompasses all the different types of learning experiences given to the students at the right time, in the right order, and at the right place, so that the child can observe, absorb, rearrange and express. It is a vehicle, which facilitates students and the teacher to reach a specified goal.

To Our Faculty

In a differentiated classroom, the teacher coordinates what students learn (curricular content) by engaging in such practices as providing the broad content framework; delineating between essential learning in which all students will be involved and areas of learning in which students can choose to be involved; considering the impact of varying students needs, abilities, strengths, and interests on the identified content areas; locating and securing a variety of resources: and when appropriate, integrating the curricular content across subject areas. When differentiating what students learn (curricular content), teachers find it extremely helpful to utilize concept based teaching and learning.

To Conceptual Approach

This approach to differentiating content allows the teaching and learning to move from whole to part by focusing on the pattern and relationships present in particular content areas, then moving to understand specific aspects of a content area and incorporating relevant aspects of a content area, and incorporating relevant skills in the context of the identified concept.

Clarity of concepts and desired outcomes is essential to planning coherent curricular content. From the perspective of brain-compatible instruction, assisting students to make connections between the acquisition of the desired content and their prior knowledge is essential to the learning process. Calendaring the Curriculum facilitates the development of interdisciplinary projects and team teaching. Our coaches have the experience to pull ideas and strategies together so teachers can see the bigger picture.

MATH SLC

In a differentiated classroom, the teacher coordinates what students learn (curricular content) by engaging in such practices as providing the broad content framework, delineating between essential learning in which all students will be involved and areas of learning which students can choose to be involved in. They also assist in considering the impact of varying students needs, abilities, strengths, and interests on the identified content areas, locating and securing a variety of resources and when appropriate, integrating the curricular content across subject areas. When differentiating what students learn (curricular content), teachers find it extremely helpful to utilize concept-based teaching and learning.

This approach of differentiating content allows the teaching and learning process to move from whole to part, by focusing on the pattern and relationships present in particular content areas, then moving to understanding specific aspects of a content area and incorporating relevant aspects of a content area and incorporating relevant skills in the context of the identified concept.

To Concept Clarity

Clarity of concepts and desired outcomes is essential to planning coherent curricular content. From the perspective of brain-compatible instruction, assisting students to make connections between the acquisition of the desired content and their prior knowledge is essential to the learning process.

Calendaring the Curriculum facilitates the development of interdisciplinary projects and team teaching. Our coaches have the experience to pull ideas and strategies together so teachers can see the bigger picture.