Our Schools

Ekya / July 30, 2019 Posted by : administrator

Ekya School Byrathi engaged students in activities that taught life lessons in a fun and casual way. In this blog, you can get a gist of Kannad and Shloka learning session at our Byrathi campus.

Elementary Kannada Class (Grades 1-3)

Grades 1 to 3 started their first Kannada class apart from their curriculum. These sessions are primarily designed to develop and establish comprehensive learning and understanding of the Karnataka state’s official language – Kannada.

The aim is to train our students to handle situations in life. We believe that the key to many problems is not being acquainted with the local language. Since Kannada, one of the classical languages of India is the most widely spoken and official language of the state, our language expert Mr. Kalachary is training the students in a fun and interactive way.

Session details: Oral & Writing Skills.
In this session, the students were introduced to Kannada alphabets (pronouncing and writing) and common, local names of fruits and vegetables used in the Kannada language. The instructor showed a video clipping in which an image and name of the particular vegetable/fruit would appear and pause for 10-15 seconds. 15 seconds would give time for students to listen, see the visual and understand which vegetable has what name. They could associate with the sound of the name of the vegetable/fruit. The activity was repeated several times to help students connect with the new sounds and pronunciation in the new language, especially for the students who communicate in different languages back in their homes.

Shloka/Prayer Recitation (Montessori)

Students of Ekya Early Years participated in reciting shloka/prayers which they are familiar with. Our students recited prayers from the culture they belong to. This event justifies our motto – Together as One (we are glad to have multiple cultures and communities under one roof) through which the students get to explore and interact, understand and respect the culture of their fellow classmates. Three students received badges for their performance in the recitation. 

 

Shloka: Saraswati Namastubhyam Varade Kaama- Roopini. Vidyaarambham Karishyaami Siddhir-Bhavatu Me Sadaa. This prayer is usually practiced in the morning prayers in schools before starting the day. 

Meaning: Requesting Goddess of Knowledge -Saraswathi, to bless us with awareness and shower strength upon us so that we achieve the goals set for us in a positive manner. Vidyaarambham Karishyaami Siddhir-Bhavatu Me Sadaa means requesting Goddess to give us the strength to identify the path of success as we learn new things every day.

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Ekya / April 03, 2024

The Power of Learning with Intent: A Guide to Purposeful Education

In a world brimming with information, the art of learning has evolved beyond the mere acquisition of facts. Learning with intent, a deliberate approach to education emphasises quality over quantity, depth over breadth, and purpose over passive absorption. It’s about cultivating a mindset that transforms knowledge into meaningful action and empowers individuals to navigate the complexities of the modern age effectively.

At its core, learning with intent involves setting clear objectives and actively engaging with the subject matter. Whether exploring a new language, delving into scientific principles, or honing a creative skill, intentionality infuses each learning endeavour with purpose and direction. As Albert Einstein aptly said, "The only source of knowledge is experience." This quote amplifies the importance of active participation and hands-on learning, highlighting that true understanding arises from deliberate engagement with the material.

Furthermore, engaging actively with the material is paramount. Embrace challenges and embrace mistakes as opportunities for growth. This proactive approach not only deepens your understanding but also cultivates critical thinking and problem-solving skills essential for success in any field.

Moreover, learning with intent emphasises relevance and applicability. Seek out opportunities to apply newfound knowledge in real-world scenarios, bridging the gap between theory and practice. By contextualising learning within your personal or professional sphere, you enhance its significance and utility, making it more likely to stick.

In conclusion, learning with intent is a transformative approach that transcends traditional notions of education. By setting clear objectives, engaging actively, prioritising relevance, and fostering a growth mindset, individuals can harness the full potential of learning to achieve their goals and thrive in an ever-changing world. So, embark on your learning journey with purpose, and let each lesson propel you towards a brighter, more fulfilling future.

By Sweta Pradeep Rao

Senior English Educator

Ekya School JP Nagar

Ekya / April 02, 2024

Gadget-free Summer Break

With summer vacation around, I urge parents to explore various ways to facilitate children to make healthy choices during their vacation time.

Last week, when we asked our Early Years to visualise their characters and create a story, most of them came up with stories about ghosts and monsters attacking others.  When we had conversations about what gave them this idea, we understood that these story ideas emanated from their online games. While gaming per se develops specific skills and requires focus, it also stifles the imagination of young children. Since it is visually appealing, children tend to remember those images in their heads all the time.

I often see parents providing very young children (1 year to 3 year olds)  with gadgets as the means to keep children engaged and entertained. I see children watching phones in the waiting areas of clinics, hospitals, school lobbies and banks.

This brings us to a fundamental question “ Should children be engaged by parents all the time?” Not necessarily. What is likely to happen if children were not handed over gadgets at the waiting lounges? What would they do? Some of them may cry, some may throw a loud tantrum, and some may crib. If parents show resilience and allow children to settle down themselves, they will soon find ways to keep themselves engaged. Likewise, during summer vacation. What if this is a “no gadget” vacation and parents do not take up the responsibility to engage their children? What would children do? How can parents show resilience here and facilitate children to make healthy choices? I leave the readers with this thought for this summer vacation.

Mathangi R,

Head of School,

Ekya NICE Road.

Ekya / April 02, 2024

The Eye of the Storm

In the hushed embrace of an Indian evening, our journey began, a symphony of anticipation orchestrated by the hum of jet engines and the flutter of boarding passes. The promise of adventure beckoned from distant shores as we boarded our flight bound for the United Kingdom, our hearts aflutter with dreams of far-off lands and newfound horizons. But as we soared through the velvet sky, a foreboding shadow loomed on the horizon, a harbinger of the chaos that was soon to unfold. In the blink of an eye, the tranquil serenity of our airborne sanctuary was shattered by a deafening crack, a burst of purple lightning that danced across the heavens with an otherworldly fervour. The air crackled with electricity as the plane shuddered beneath the force of the storm, its metal frame quivering in defiance against the tempestuous onslaught. And then, in a heart-stopping moment of sheer terror, the heavens unleashed their fury upon us, casting our fragile vessel into a maelstrom of chaos and uncertainty. The sky darkened to a shade of ominous charcoal as the winds howled with a primal ferocity, tearing at the wings of our faltering craft with savage intent. The cabin was awash with panicked cries and frantic prayers as we clung to our seats with white-knuckled desperation, each passing moment stretching into eternity.

And then, as if mocking our feeble attempts at control, the plane tilted almost 180 degrees, its nose plummeting towards the earth with a sickening lurch. Time seemed to stand still as we hurtled towards the ground, our fate hanging in the balance as the world spun wildly out of control. But just when all hope seemed lost, a glimmer of salvation emerged from the chaos, a beacon of light amidst the encroaching darkness. With a mighty roar, the engines surged to life once more, their thunderous symphony drowning out the cacophony of the storm as we clawed our way back from the brink of oblivion. As the storm clouds parted and the sun cast its golden rays upon the horizon, we emerged battered but unbroken, our spirits buoyed by the triumph of the human spirit in the face of adversity. And though our journey had been fraught with peril and uncertainty, we emerged from the crucible of the skies stronger and more resilient than ever before. For in the crucible of adversity, we discovered the true measure of our strength, our courage, and our unwavering determination to defy the odds and chart our course through the tempestuous seas of life. As we touched down on solid ground once more, I couldn't help but marvel at the beauty of the world around us, a testament to the indomitable spirit of the human soul.

Arjun Narasimhan Kuppuswamy

Grade 8C

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Expert talk by Dr. Siddharth P. Singh – Ekya School ITPL

Ekya School ITPL invited Dr. Siddharth P. Singh for a talk on Ph. D program. With elaborate qualifications from reputed institutes to his credit, Dr. Siddharth P. Singh was able to respond to some important questions on Ph. D such as;  What does it mean to get a Ph.D.?  What is the research required for a Ph.D.?  The session started with a tinge of humor by Dr.Siddharth where he expressed his love for Mathematics and Masala dosa. He described his passion for the subject and his journey of turning mathematics to a field that he now contributes to in a big way.                       Dr. Siddharth explained his quest for knowledge through an illustration, He drew an analogy from the circle of life -  as the circle gets filled up, the curve of knowledge grows and a big bump gets created on the side of the circle, this is marked as the area of growth /specialization. He emphasized on the fact that once we reach the edge of knowledge it is important to focus and to continuously push the boundaries until a massive dent is created. This dent is called Ph.D. This illustration helped us to understand how scientists have researched, explored and pushed for innovation and transformations.  We watched a short clip from the famous TV show ‘ Cosmos’ that showed the scientific embarkment of Clair Camerson Catterson. The video presented the appalling data that Catterson uncovered from his research. The results stirred him so much that he became a lifelong advocate for protecting the earth. Dr. Siddharth took the opportunity to share the degree of impact that new discoveries have on everyone. Focussing on his own research he talked about ‘Game Theory’. It is a fascinating field that constructs mathematical models which determines possible results in a variety of situations. Having completed his Ph.D., Dr. Siddharth suggested a few points to keep in mind. He talked about the importance of keeping oneself in good social circles and interacting with other researchers while pursuing one's own Ph.D. There is an incredible amount of knowledge that people share and gain through communication. Overall this was one of the kinds of interaction with an expert We were encouraged and inspired to follow our dreams and be continuous learners. Dr. Siddharth has received his education from reputed institutions such as; Tepper School of Business, Carnegie Mellon University May- 2015, MS in Operations Management, Department of Industrial Engineering, Indian Institute of Technology (IIT) Kharagpur- July 2011, BTech in Industrial Engineering, MTech in Industrial Engineering and Management by Diti Nagaonkar - Grade 12 B
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Draft National Education Policy (2019)

Draft National Education Policy (2019):

Teaching, learning and evaluation aspects

The team at Ekya, examined the Draft National Education Policy to understand the government's vision of education and the possible implications of its implementation. Education policies directly affect schools, parents and most importantly, our children because they highlight (or in some cases may not highlight) critical issues that impact our students' learning and well-being. While this Draft education policy received numerous critiques, the policy nevertheless has taken into cognizance issues that face our children, teachers, and parents.
Here is an insightful look at the policy and its implications by Ms. Remy who is part of the team that is involved in conducting research and analysis for school development.
This blog piece briefly highlights key draft policy features directly related to curriculum, teaching, learning, and evaluation.
The Draft National Education Policy formulated by an expert committee was released in June, proposing several ideas for reforming the entire Indian education system. The policy is reasonably comprehensive covering pre-school education to higher education. For the purposes of this blog, only relevant features of the policy will be explored, and not in its entirety. From restructuring the current education structure and updating the focus and approach of our curriculum and pedagogy, to promoting usage of technology in education and assessments for learning – what is clear from the draft policy is that overhaul of our education system is absolutely critical for the development of capabilities of our children. Our children’s capabilities may not be fully realized if we neglect our education deficits. At the same time, it may be difficult to transition into a knowledge-based economy that relies on human capital for economic progress rather than capital or resources. In short, the rationale of the policy is to address the current human capital gaps and prepare our children for the future. Having reviewed specific aspects of the policy related to school education, we are going to outline some noteworthy aspects of the draft policy that our school and parent community should be acquainted with.   These are as follows:
  1. Restructuring the school education system from grade/standard to stages
  • The proposed structure is divided into the foundational stage (3 years of pre-primary and Grade 1-2), preparatory stage (Grades 3-5), middle (Grades 6-8) and high (Grades 9-12) stages. 
  • This new structure takes into serious consideration the cognitive development points that take place in young children. 
  • This further helps clarify the curriculum and pedagogy suitable for each stage. For example, the policy states the need for play-based, activity-based and discovery-based flexible styles of learning and interaction in the foundational stage. 
  • Similarly, in the subsequent stages, the teaching-learning processes are expected to evolve appropriate for each stage.
  1. Transitioning towards a curriculum that better prepares our children for the future
  • Skills such as scientific temper, sense of art and aesthetics, Indian languages, communication, ethical reasoning, digital literacy, knowledge of India, and knowledge of current affairs are proposed to be integrated into the design and implementation of the national curriculum.
  • Additionally, physical development and cognitive development with the aim to instil problem-solving and logical reasoning skills starting at the foundational stage (pre-primary – Grade 2) are proposed to be integrated as part of the curriculum.
  • The policy also highlights the importance of vocational exposure starting from middle stages (Grades 6-8) and above to be incorporated as part of the curriculum.  
  • Project-based learning is recommended to help uncover children’s talents, dispositions, and interests, instead of relying on one universal learning and evaluation approach
  • Promoting children’s interests and talents through topic-centered and project-based clubs, Olympiads and competitions 
  1. Enabling the use of technology for improving teaching-learning processes and outcomes
  • The scope for using technology is exhaustive. The policy highlights using technology in areas such as training and professional development of teachers, for learning and evaluation, immersive and interactive content creation.  
  • Instilling the value of lifelong learning (a skill needed to succeed in the 21st century) among teachers is also emphasized. Subject knowledge of teachers needs to be continuously upgraded. Online education is one of the suggested means for upskilling teachers’ subject knowledge.  
  1. Reducing the board exam pressure on students
  • Taking cognizance of the pressure of the board examinations on children, the policy has suggested flexibility in choice and of subjects and time whenever they feel most ready. 
  • This is a step seen among the policy designers to promote holistic development, flexible and individualized curricula, and assessment for learning. The draft policy discourages rote learning strategies and opting for coaching to prepare for the board examinations. 
  • The proposed format for board examinations will follow testing of understanding of concepts and knowledge, critical thinking, analysis and application over content.
What do these draft provisions mean for us? Clearly, the Draft National Education Policy is a vision document. The focus of this policy has been on describing that vision and to help form the basis for the development of a relevant and robust education system. It will be a monumental task to implement the recommendations; nevertheless, it serves as a guide for everyone involved in education to evolve our thinking on some of our dated education practices. Ekya is in sync with the policy’s vision specifically with regards to the proposed curriculum, pedagogy and evaluation. In fact, our journey to fulfil our vision of ‘preparing our students for a rapidly evolving future’ had started a few years ago.  All the aspects mentioned above are at the core of what we do in our schools. It is time that we give serious attention to equipping our children with knowledge and skills so that they can confidently navigate their futures and fulfil their aspirations.   About the writer: Ms. Remy has completed her masters from the Institute of Development Studies (IDS), University of Sussex. She is passionate about topics related to girls' education and, women and work.

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