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International
Does a display of flags, a performance of dances, a food festival of other countries, the presence of overseas staff and students, 'State-of-the-art' facilities and ‘exorbitant fees constitute ‘constitute ‘international’?
Being international is more than a display of flags, festivals, food and the presence of overseas members. In addition, the facilities should match the requirements of the programme because state-of-the-art facilities do not necessarily ensure an effective implementation of the programme. Parents must be aware that ‘exorbitant fees’ do not always equate with being ‘international’.
The CANDOR difference >>
Candor believes that being international is an attitude of mind that includes flags, festivals, and food but more importantly
- encourages candid discussions about sensitive local and global issues like racism, casteism discrimination, human rights, terrorism, and honestly analyzing our own attitudes to these issues
- actively encourages the appreciation of what’s done differently from our own country
- accepts differences of opinion, ways of thinking, and behaviour accepting that being different does not always mean being wrong
At Candor all the facilities have been designed to fulfill the requirements of the academic and co-curricular programmes.
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Teaching and Learning
Is any curriculum and teaching that ensures top results the best curriculum? Are schools justified in believing that as long as the syllabus has been ‘covered’ they have fulfilled their responsibility?
The high results of a school do not always mean that learning has taken place because mere memorization and regurgitation of facts without understanding can also produce good results. In addition to this misconception, the mere ‘coverage’ of a syllabus does not fulfill a school’s responsibility unless the students’ learning has been ensured.
The CANDOR difference >>
Candor believes that the kind of curriculum that develops sensitive and compassionate young people who are willing to make a difference is one that
- Is relevant, provides technological support, ensures meaningful learning and allows the application of knowledge to real life
- integrates the Arts, Sports and Community Service
- emphasises the process of learning rather than just the end results
- educates the student to face challenges
Candor also believes that the methodology should always ensure that teaching culminates in acquiring skills and learning to apply knowledge to real life situations. Learning is most effective when students are involved in the process, so Candor intentionally ensures that teaching and learning
- Is 'student -centred' – as someone pointed out - if a student cannot learn the way a teacher teaches, then the teacher must teach the way a student can learn.
- Is focussed on cooperative / peer and experiential learning
- Uses Multiple Intelligences and Whole Brain Learning to tap each student’s potential to the fullest.
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Safety
Does being inside a school campus ensure the safety of your child?
Safety cannot be taken for granted. Schools should intentionally make safety the top priority. Schools should ensure that the following safety measures are in place:
- Fire exits, fire drills, fire alarms and extinguishers
- Security personnel at all strategic locations
- Helpers for toddlers and early primary students
- Safe and well maintained transport with safety belts, GPS, male and female attendants, speed regulators
- creating an all-staff awareness about potential for and consequence of any form of abuse
- Safe classrooms with two exits, labs and sports equipment devoid of sharp edges and corners
- An effective communication system between school and parents in case of emergencies so that anxiety levels are kept to a minimum.
The CANDOR difference >>
At Candor, safety takes top priority when it comes to the children under our care. Not only will there be fire exits, fire drills, extinguishers, fire alarms, security personnel but all classrooms will have two doors and small children will have female attendants to assist them in the washrooms.
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Proximity
Is proximity to or distance from the school a matter that must be given serious consideration?
Most definitely! Travelling long distances places a high level of mental fatigue on students so proximity must be factored in when choosing a school. Travel time should not exceed 45 minutes (one way) on an average. If children are already tired by the time they arrive in school, they cannot be expected to sustain their focus and attention.
The CANDOR difference >>
Candor prefers to take in only students who need to travel a maximum of 45 minutes (one way) But sometimes distance is unavoidable, so Candor provides all students with a good breakfast on arrival (to avoid a hurried breakfast at home) a nutritious lunch, and a snack before they leave school.
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Arts & Sports
How far should schools emphasise academic rigour by relegating the arts and sports to extra-curricular activities?
The Arts and Sports are the one form of non-verbal communication with a universal appeal. They extend far beyond any text book, they involve all the intelligences, they appeal to, and bring out the potential in differently- abled students. They
- are multi-cultural
- are trans-cultural
- invite cross-cultural communication,
- teach openness to those who are different from us by connecting us with our own and other people's feelings
- teach students how to become empathetic
The CANDOR difference >>
At Candor the Arts and Sports are
- integral to the curricular programme and are assessed and reported
- intended to allow for creativity, display, exhibition, performance and participation
- designed to prepare students to face challenges and excel.
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Technology
Why should technology be such an important aspect of a school curriculum when children today pick up technological skills so naturally? Is it a fact that a school where every student is given or has a laptop is a prestigious and effective school?
Technology is the one learning area that is either taken for granted, or seen as a substitute for human facilitation. Hence, schools should ensure that technology does not replace the teacher and is only used as a tool for learning and that laptops are more than just a status symbol because there is more to technology than carrying an I-pad or a laptop.
The CANDOR difference >>
At Candor Technology
- is offered as a structured academic discipline that is assessed and reported
- supports teaching and learning at all levels
- eases systems, processes and management within the school
- enables effective communication
- ensures cyber safety
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Special Needs
How important is it for a school to have a Special Educational Needs (SEN)Programme or can a specialist just be outsourced?
A Special Educational Needs (SEN) progamme caters to the needs of gifted students, as well as to those who need special support. As SEN is an area that more and more parents are becoming increasingly aware of, every school should have a special Needs programme with a trained person who will
- support students with identified learning needs or enrich gifted children
- raise awareness among staff about identifying and addressing the issues
- address the issues for enrichment or support with parental involvement
- support students in an inclusive programme
Schools should not outsource a specialist for this purpose because this will defeat the whole purpose of inclusive teaching for the special needs children
The CANDOR difference >>
Candor will not only have a department devoted to Special Educational Needs but will also be a school that specialises in early intervention wherever the case has been identified. The department will be supported by trained and experienced staff who will in turn work with every teacher to enable early intervention.
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Homework
What is the real purpose of homework and why are parents of primary school children so keen that their little children are loaded with homework each day and even during holidays?
The real purpose of Homework is to reinforce classroom learning in a purposeful way. It should never be busywork, but should extend and enrich classroom learning even through watching the news or a movie; it should be designed to apply to real life activities that the child can do independently or alongside a parent. Homework should never be work to be taught by parents.
The CANDOR difference >>
Candor believes that when parents invest so much in their child’s schooling, much of the teaching and learning should happen during the school day so that children still have time to enjoy their childhood when they get home. Therefore Candor has a homework policy especially for primary and Middle school that will adhere to this belief yet ensure that learning is taking place meaningfully. Candor expects that parents will appreciate this and cooperate with us to enhance their child’s learning.
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Assessments
How far do end results of assessments indicate that a student has learned a concept and can apply it to real life?
Most schools are happy just with getting top results, little realizing that these may not be the outcome of real learning but of extra tuitions, outside of school hours, or with memorizing facts and regurgitating them, sometimes even without any understanding. Schools must ensure that
- there is continuous formative assessment rather than just one final summative exam
- the assessments emphasise learning rather than just results/marks
- assessment tasks can be written, oral or experiential/hands-on
The CANDOR difference >>
At Candor, teachers make every attempt to ensure that students are learning meaningfully through a variety of formative assessments. In fact formative assessments form 60 % of their total grades, while summative assessments form 40 %. This ensures that all learning is assessed as it happens.
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