Affiliation

The School is affiliated to the prestigious Council for the Indian School Certificate Examinations, New Delhi for (I.C.S.E & I.S.C) and follows their curriculum from Grades IV to XII. The Academic Year begins in the first week of April every year.

Methodology

Student Centred Learning

Our methodology concentrates first on the student’s aptitudes, then on the skills and knowledge s/he needs to acquire. Traditional education tends to value a limited range of knowledge and skills but more recent research suggests that intelligence is not unitary but multiple. We aims to give students a broader, deeper, richer educational experience by recognising each student’s strongest talents and building on them in order to ensure that all the areas of talent are developed.

Multiple Intelligences Theory: A Learning Tool

The Multiple Intelligences research of Dr. Howard Gardner of Harvard University provides a new insight into student-centred learning. Much of traditional education values a very limited range of abilities, centring on literacy and numeracy. However different individuals have different aptitudes. By using the strongest aptitudes or ‘intelligences’ as a starting point we can educate more effectively by teaching different students the same topic in different ways according to their particular ‘intelligences’. In a class situation, this approach allows students to benefit from each other’s strengths and to develop their competence in their weaker as in their stronger ‘intelligences’.

Project Based Learning

If we recognise that individual students have different ‘intelligences’ it is logical to allow them to develop these different talents through individual projects. Well-organised Primary classes frequently function like this. To take an example from the Secondary curriculum: in a Design-Technology workshop at Raja Rammohan Roy Academy 15 students will typically be pursuing 15 different design projects: in electronics, in engineering, in plastics, in architecture…..the potential list is endless. The fact that the project is the student’s own ensures that s/he works with a complete concentration which ensures that s/he remembers what is learned: (This approach can be applied almost as easily to languages and mathematics as it can to so-called practical subjects)

Research suggests that many of us remember:

  • 10% of what we read
  • 20% of what we hear
  • 30% of what we see
  • 70% of what we discuss with others
  • 80% of what we experience by doing

Learning to Learn

At Raja Rammohan Roy Academy we aims to develop motivated, confident articulate students with the skills necessary for independent study. Observing that teachers are also learning, young people are themselves encouraged to become Life-Long Learners.

Anywhere-Anytime Learning

Because the campus is student-friendly, with universal access to IT and other technological support, students become aware from the outset that learning can and should be ‘Anywhere-Anytime’.

Curriculum

The School prepares students for the I.C.S.E and I.S.C (+2) Examinations. At the (+2) level students can opt to choose Science, Commerce or Humanities as a course of study. Students can study Biology or Mathematics along with Physics and Chemistry. English is compulsory at both I.C.S.E and I.S.C levels.

Learning

Teaching at Raja Rammohan Roy Academy is student-centred, project-based, and incorporates the multiple intelligences concept. While the general curriculum is followed by every student, he or she is also encouraged to develop talents and interests in personal areas of academic interest, and in sport, theatre music and dance, for which facilities are outstanding.

A full fledged support system, catering to the needs of students who are slow learners or suffer from learning disabilities and in addition, we guide students who have difficulties in learning or are underachievers in their core subjects.

The process begins with an evaluation of the individual students. Each subject teacher is given a “Referral Form” designed by the department and on the basis of these results, the department sends the students for professional testing. The testing is done by our consultant special educator and educational psychologist.

The school is essentially concerned with remedial, curriculum, and behavioral counseling. Remedial includes language skills, reading, writing and mathematical concepts. Curriculum involves day to day subject academics done in the mainstream classes, and behavioral counseling focuses on social skills, behavioral modification techniques and motivational strategies. The role of this team begins at the primary school and continues till the students’ high school years. Intervention strategies, however, are entirely need based and differ from student to student.

Students are assessed quarterly on an internal assessment plan known as the Report, designed by the department, and using the regular assessment structure of the school as far as possible.

Classrooms

The Pre-Primary Wing & Primary Wing

The Pre-Primary wing caters to the age group of 3 and above till the toddler is ready to face the challenges of the Primary Section. To ensure special care and attention for the Pre-school children, a new Pre-primary wing, Canville House was inaugurated in 2009 exclusively for the tiny tots to learn while they play. ‘Shishu Niketan’ the primary wing (I-V) has an ideal environment for young children. Skill based learning is promoted to lay a proper foundation for further higher learning. The large activity halls make it possible to ensure a play-way method to decrease the monotony of class room teaching. The newly constructed Amphitheatre provides a unique venue for extra-curricular activities. The curriculum is child centered. Spread out aesthetically, the class rooms are spacious and well ventilated, with ample natural and artificial lighting.

The furniture is well designed and the green boards, along with the display boards and teaching aid displays, facilitate a modernistic as well as an organised learning experience.

The classroom board reflects the creative bent of the students wherein they exhibit their creativity to highlight important information like the Time-Table; Birthdays; Results; interesting information about the subjects they study etc.

The practice of rotation of seating arrangement ensures that everyone gets an opportunity to occupy the front seats and also an opportunity to mix with one another and discover more about their classmates.

Junior Wing

Senior Wing

Goal Setting

best boarding school dehradun

The adults in the RRRA community make every effort to provide a creative, supportive and positive environment to the students, but a great deal is also expected from you. There is no spoon-feeding in our school. Those who get the most out of RRRA will be those who are willing to invest most in terms of interest, commitment and energy.

Rudyard Kipling, an Englishman who loved India, wrote:

                    “If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the earth and everything that’s in it….”

The challenge will not be narrowly academic: RRRA will provide the opportunity for you to develop your talent on the sports field, the theatre stage, the concert platform, the art and dance studios and the technology workshop.

Learning Resources

The adults in the RRRA community make every effort to provide a creative, supportive and positive environment to the students, but a great deal is also expected from you. There is no spoon-feeding in our school. Those who get the most out of RRRA will be those who are willing to invest most in terms of interest, commitment and energy.

Rudyard Kipling, an Englishman who loved India, wrote:

                    “If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the earth and everything that’s in it….”

The challenge will not be narrowly academic: RRRA will provide the opportunity for you to develop your talent on the sports field, the theatre stage, the concert platform, the art and dance studios and the technology workshop.