The Heritage School, Rohini is the outcome of the deep aspirations and values of Shri. N C Jain, the founding father and the Chairman. His vision is to contribute meaningfully towards nation building by creating institutes that nurture children into compassionate and deep thinkers. Children who have a deep sense of responsibility and will be leaders in their respective fields. In his words "The purpose of education must coincide with the larger life purpose of those being educated" says Shri. N C Jain.
The founders have deep faith in the Science of Living or the Jivan Vigyan program, a novel combination of health, value, emotional and spiritual education. It works on the proven relationships between forms of transcendental meditation, yoga and the endocrine system to create individuals who live a balanced life and remain in touch with their own inner being. Jivan Vigyan is a part of the regular school curriculum and the school is coming up with a Global Meditation and Yogic Research and Training Center. This center would be committed to research on the positive effects of Yoga and Meditation on various aspects of our lives and its impact in the developmental stages of a child.
The Heritage School, Rohini comes from a desire towards filling a gap in the education landscape of a school which offers world-class quality while still being true to the Indian heritage. We strive to achieve world-class quality in all whatever we do. Be it curriculum, teacher recruitment & training, or infrastructure. Our reference will be the world and not India alone. We will seek inspiration and ideas from schools and experts across the globe. No doubt these need to be adapted to the Indian context and to the resource constraints. However, we will be driven by (the best) ideas and not constraints.
Philosophy
Education being a means of providing opportunities to enhance the child’s creative expression, cognitive development, socialization and the capacity for aesthetic appreciation, calls for a dynamic view of the tomorrow to be aimed at. All educational activities seek a direction for reaching a goal, giving a serious consideration to the current reality. In a society where independence of thought and action is valued and practiced, there is need to arouse and develop sensitivity to others’ well being and feelings.
Living an era where technology and minds have surpassed their own expectations, there is only the unlimited world of opportunities to be explored. There is bound to be a new explosion of creative and intelligent ideas and a new age of hustle-bustle to be awaited. The aspirations for an even better tomorrow on the basis of the current needs of the society is only bound to make the future more magnetically fast-passed, busy and advanced.
Creativity in arts, literature and other domains of knowledge will only continue to open further avenues of exploration. Job opportunities are forecast to increase substantially in IT-enabled services. Technology and computerization will shape jobs and organizations, be it hospitals, law firms, manufacturing houses, entertainment or corporate houses. Globalization commands the development of international skills like effective interaction with diverse people, sensitivity to cultural differences, resilience to make necessary changes and adapting to the fast-changing environments. Crossing skill boundaries and developing a life-long learning outlook along with the curiosity to acquire and apply flexible knowledge will somehow take-over specialization in just one field, for example, a software engineer with business or legal skills is what tomorrow might favour. Further, jobs will assume an autonomous nature where focused, self-motivated, co-operative employees who can work without supervision will be in demand.
Proactive and consultative leaders will replace reactive and authoritarian managers. Team-work will be at the heart of progressive organizations, where competitive ideas will surpass petty competition, where sharing knowledge and facilitating idea generation will be the tools used for problem-solving and conflict resolution. Change is staring us stark in the face. Workload intensity is bound to increase. And the undisputed fact of the matter is that what we’re doing today, we won’t be doing tomorrow.
Hence, our school, as envisioned together by our founder Chairman Mr. N.C. Jain; The Director, Mr. Manit Jain; The Principal, Mrs. Neena Kaul and the eager and motivated staff of The Heritage School, Rohini believes children to the ambassadors of this democratic, dynamic and considerate thinking. We seek to raise a generation of diverse social, cultural and geographical milieu of children that can co-exist in harmony in the tomorrow of cultural and intellectual diffusion. We envision a race that secularly believes in the common core values life and its existence. Where every action is taken to step into unchartered territories of growth, there also is a peremptory need to preserve and nurture our Mother Earth with love, care and green practices. We envision a race that will engineer sensitive growth mechanism that utilize rather than deplete The Earth’s resources. Therefore, with commitment to democracy and the values of equality, justice, freedom, concern for the environment and others’ well-being, secularism and respect for human-dignity and rights, we seek to raise a generation of powerful minds that are skilled to learn to learn; who look at new problems as opportunities to make further sense of the world.
A generation that’ll further create novel positions, skills and traits in consonance with the technological, scientific and artistic innovations is our vision of the tomorrow. We, the community of learners, seek your support in enriching this vision with your candid participation, in the interest of mankind.
Care n Share
The medical room is equipped with the required medical aids like there is a qualified nurse who is stationed from 7:50 – 4:00 pm on all working days to take care of all medical needs (minor ailments) of students. In case of an accident or injury that requires immediate intervention of a specialist, the student is rushed to the hospital and the parents are immediately informed about the same. The parents are also consulted for the choice of hospital to be taken to. A record of the medical visits is kept in school so as to understand the pattern of medical needs required by the child through the year/years.
The almanac consists a health record sheet. Parents are advised to enter the relevant information relating to allergies, infections, vaccinations in the record sheet.
Temptations
The school cafeteria provides nourishing, wholesome snacks and drinks in the most hygienic conditions. It is compulsory for all children of classes Nursery to I, to avail the meal facility from school, to enable them to develop healthy food eating habits. Further, as children eat together, it facilitates in the process of imbibing good table manners as well.
The meal facility becomes optional class II onwards. It could be availed for the entire year or on a quarterly basis. Mid-term withdrawals are not accepted. Children not availing the meal facility may carry money up to Rs. 20, to buy refreshment from the cafeteria. It is important to enable children to be responsible for themselves and budget management may well begin from here.
Transport
Currently 6 buses ply. They provide transport to and from the school. A security guard always accompanies the students and the parents are free to call the transport incharge, in case of any emergency.
Parents are also invited to operate their private buses and take the responsibility of safe and smooth travel of students.
Most students travel by private quails. The dispersal is undertaken by the school staff and utmost priority is given to handing over of students to the drivers/ parents / guardians. No child is handed over to personnel who do not have I Card or relevant authorization for picking up the student.
Library
The school library is equipped with a variety of resources ranging from various genres of books by different authors, magazines, journals and encyclopedias, the internet facility and electronic media like CDs and cassettes on different topics and subjects. We seek to introduce and immerse our children in the world of literature. This will naturally encourage our children to discover the beauty and complexity of the world beyond their own experience, through books.
Library is an important medium that brings together the resources to facilitate children in the process of acquiring knowledge to develop and enhance information literacy. With the freedom and encouragement given to children to read and explore, children learn how to find, evaluate and use information from a variety of sources. They’re able to assess if the information retrieved is complete, accurate… etc. Thus, they also develop the necessary information retrieval / research skills and the critical thinking skills that live with them through their lives.
Apart from making children independent, we also seek to make them responsible for their books and belongings. Children are issued books for a stipulated period of time, after which the books need to be returned. A fine of Rs. 5/- is levied per day if a book is not returned on time. Library, being a thinking community of sorts, enables children through it processes to acquire, share and value knowledge and books.
The library is open during the summer vacations to enable and encourage children to freely access and read books during vacations too. With effect from this year, the library will also be open for parent membership. Parents may visit the school library on any working day (inclusive of first and third Saturdays) to issue books of interest for themselves. The school librarian would also be there to assist parents in selecting books that could be beneficial for them to bring about effective learning with children.
Curriculum
The curriculum is the heart of the education process. It is a social tool that plays a powerful role to help shape the society. The social forces active in a society are reflected in its history, culture and the people living that culture. In realizing the vital role that schools need to play in keeping alive the cultural heritage, simultaneously also bringing in the elements of progressive developments and ideas, the curriculum of our educational institution was developed.
The curriculum, since the inception of our school, has been in the process of continuous and rigorous up gradation. Our curriculum very consciously takes into consideration the needs of the learners. Each child being unique has his own learning style and pace. Some stimulus works best for one kind of learners whilst something else works for others. Also, children may grasp and comprehend different situations differently. So whilst a child may be an auditory learner (learns through sounds/hearing the spoken language) in some situations, he may well be a kinesthetic learner (learns best through doing and interacting), a visual learner (learns through looking at images, mind-maps, demonstration and body language) or a tactile learner (learns through writing notes etc. and drawing pictures/diagrams) in others. Hence, taking into consideration the interest, needs and capacities of children of various age groups, the large / broad goals of teaching are discussed, researched and set. These also take into account the demands and learning standards of the various disciplines (subjects) to be achieved through various levels of teaching/learning through the schooling years.
Keeping pace with the technological innovations and cultural diffusion of ideas and developments, the design and key ideas that define our curriculum have also changed. These factors then play a major role in influencing every discussion taken regarding planning and development of a need-based curriculum. The learning experiences that need to be designed to facilitate the achievement of these goals then create a need for us to decide certain tangible Mediate Goals. Our school has very consciously taken its decision to design a skill-based approach by defining what we would like our children to be able to do.
Children observe the life around them and acquire varied skills even without any deliberate, formal teaching. This informal learning contributes tremendously in enriching the curriculum, making it more dynamic and creative.
Emphasizing the importance of skills development in preparing children to be able to make their way in the real world, the focus of our teaching/learning process has taken a dynamic shift from ‘transmission of facts’ to ‘knowing how to acquire and evaluate information and how to use it in order to be able to make sense of the world.’ In the primary classes, integrated themes decided in consonance with the objectives to be achieved, enable learning to blossom in the most natural way. There is no compartmentalization into subjects, yet the learning of language and the key concepts of physics, chemistry, biology, social sciences and mathematics begins during these inception years.
At every increasing level then, this previous knowledge acts as the base to build on the concepts and skills development. This connectivity between “what is known” and “what needs to be known” helps both, teachers and children, to work on the experiences children develop in their junior classes.
For example, let’s see how hands-on experiences built through the junior classes helps to enable a better understanding of concepts in the senior classes.
This resource-base of observational experiences further helps to conceptualize their learning. Children develop a more sound and deeper understanding of concepts in senior classes if the necessary concepts have been chosen, taught and learnt keeping in mind the real-world applications in the (junior &) senior classes. Research suggests that learning to solve problems in a variety of contexts fosters the development of abilities and skills that can be transferred to new contexts. Hence, the learning in higher classes has a very strong connection to the selection of contents and learning experiences designed to help children understand them in the junior classes. Even the guidelines set by the NCERT and their prescribed syllabus suggests learning to evolve through the grades. This theory of practice offers scope of implementation even in the co-curricular subjects like art, music and sports. From creating situations that foster creative expression to those that develop the necessary sub-skills, specific to each of these art and sports mediums, every level of learning has strong linkages to the base. Each of these subjects’ activities too has been designed keeping the end (the Broad Goals) in mind.
Hence, keeping the child at the centre, a beautiful world of problems is woven around him. All this to stimulate him to think, prompt him to act and motivate him to respect others in the same boat as him. This is what we are trying our curriculum to help us achieve. May it help our children to be able to make choices in their lives!
Sports
The aim of the Kindergarten to Grade 6 physical education program is to develop students as a well being, who is physically, mentally, emotionally, socially, spiritually matured enough to adjust himself/ herself in all environment, situations and surroundings to meet daily challenges of life.
Physical education focuses on children and their ability to achieve their individual potential, creating a positive future for themselves, as well as enhancing their quality of life. The Kindergarten to Grade 6 physical education program contributes to the development of life skills for the personal management of health, for the use of physical activity as a strategy for managing life challenges, and for a setting with in which to practice the ability to work with others. The program provides an equitable opportunity for all students to realize the benefits of participation in physical activity.
Physical activity is vital to all aspects of normal growth and development, and the benefits are widely recognized. Students do not develop automatically the requisite knowledge, skills and attitudes that lead to active, healthy lifestyles. Such learning should begin in childhood. Schools and teachers can be prime facilitators in providing opportunities for the development of the desire for lifelong participation in physical activity.
The introduction of games , basic/ fundamental skills of the game, rules in playing the game is introduced implemented in classes IV-VI.
Grade VII onwards the student play the games with proper rules and regulation. They play in accordance with technical and tactical aspects which include different formations, execution of the learnt skill and also starts developing own style. The games focussed developing on are all team games like:
- Hockey
- Cricket
- Football
- Basketball
- Volleyball
In the coming session we are planning to introduce individual’s games like table tennis, badminton, and athletics and further including team games like throw ball, baseball and softball. Students from grade VI onwards are also introduced to competitions such as Zonal, International and other competitions organized by different groups and federations.
Labs 
