About City International School, Jaipur

Inspire every child to become both 'good and smart', a good member of a family, community, country, and the world, a gift of God to mankind and pride of the human race, a leader of thought and action, whose deeds speak louder than words, a person of integrity who strives for excellence in all things, a seeker of truth, fair in judgment and guarded in speech, an exemplary person whom others look up to as a role model, who strives to make the world a better place through service and dedication.

What processes, attitudes, assessments, materials, classroom structures and experiences do we put into this tunnel, so that we get the desired outcomes?

Daily yoga and at least one of sports, games, gymnastics and aerobics are integrated in the daily schedule along with music as food for the soul. Parents and students are provided lessons on nutrition by Dr Amitabh Pandit and on a healthy way of living and being.

The teaching of etiquette, hygiene, proper toilet manners and behaviour are an integral part of every child's programme of development.

Away from traditional assessments which invariably compare children, CIS highlights progress, marks gained against one’s own personal baseline, documented objectively at the beginning and end of each term. This inspires all children to excel in their studies. The "Dynamic" assessment reports build an intrinsic desire to excel and create the feeling “I can” instead of “I can’t”. CIS believes it important to preserve a child’s sense of his / her inner greatness and to continually nurture confidence through self-knowledge and clearly defined parameters for success that make each child a partner in the learning process.

Accelerated teaching techniques are combined with excellent teaching materials such as the MAXIM Classbooks. Personalized learning materials are also automatically assigned to every child's diagnosis. No child waits for others to catch up, thus maximizing learning. A class report with topic-wise analysis ensures whole class instruction is performance-informed. Traditional tests combined with those that require thinking improve academic outcomes.

CIS provides a varied learning environment from one week to the next and within a week so that children are familiar with and can maximize their learning experience. From single-age settings to mixed-age settings to thematic work utilizing multiple intelligences, the class settings are different and varied. There is no strict timetable but goals for the class and the individual students are often not only met but succeeded.

Progress is given more importance than accomplishment. Value Added Calculations are Based on the premise of 'Competition with Oneself', not Others.

Hands-on mathematics and science along with interactive teaching and learning methods in all subjects are used for the introduction of each new concept.

Assessing Hands-On Mathematics is as essential a part of development as the interactive exercises themselves. Our children most enjoy their hands-on mathematics assessment experience. The class is divided into two parts and each child is given two different hands-on assessments to do.

Doing it the hands-on way consolidates learning and the children are able to relate hands-on experiences to mathematical concepts, facts and formulae.

Indeed, children learn through their senses.

Hands-on experiences sharpen their mental and observational skills.

From Alice in Wonderland to Harry Potter, watching DVDs in the multimedia room is a favourite class activity for our primary children! Teachers are also using large screens, complete with laptops and projectors for a more lively presentation in the class itself. Without going to the computer lab, they are able to explore the benefits of the Internet in the class itself.

The CIS environment is rife with possibilities for the young child. A huge range of pedagogical learning materials are arranged on low level shelves for children to pick up and work on their own. Children work independently, in groups and as a class. Circle time involves singing songs, playing percussion instruments, acknowledging each other, talking about things on their minds, show and tell, walking in a circle and balancing objects. Learning environments and field trips address their senses and their multiple intelligences. Many music and art forms are explored together to nurture creativity, develop curiosity, stimulate their senses and inspire their little souls.

Theme work often involves a field trip. Recent field trips have included a visit to a brick kiln, a farm, the Kukrail National Park, the zoo, a traffic crossing and cross questioning a traffic policeman. Their observations after the visit were shared in written, visual and oral form following the visits.

Children discover facts by themselves, in peer groups, or through interactions with peers. Self-checking and peer-checking lead to instant feedback and corrections. No child is left behind and all misunderstandings are immediately corrected.

Computer education, general knowledge, moral education, music, arts and crafts, movement, dramatics, imagination plays, SUPW, and other goals are fulfilled in thematic work which involves research and its presentations. This work is undertaken in mixed-age settings whereby older children learn to lead and the younger children aspire to do more and look up to the older ones.

Computer education, general knowledge, moral education, music, arts and crafts, movement, dramatics, imagination plays, SUPW, and other goals are fulfilled in thematic work that involves research and presentations. This work is undertaken in mixed-age settings whereby older children learn to lead and the younger children aspire to do more and look up to the older ones.

Through thematic work, teamwork skills are also developed, so that life skills such as planning around a theme, research, and presentation skills are nurtured. Children write their own music, affirmations, and raps. They learn to sew and knit and they learn to do action service.

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The Language Laboratory is used to practice extempore speaking and communicative English skills. It is being upgraded to also run the Bob Baratta Reading Programme focused on pronunciation.

All CIS events have some social objective. For example, ‘SCREAM Against Child Labour’ was organized by the school children.

CIS nurtures every child’s desire to serve and make a meaningful contribution. Age-appropriate activities are planned that deepen emotion and inspire the human spirit to serve, act consciously, and become leaders of thought and action. Service is not only an act of charity. CIS focuses on service as a way of life.

At CIS, human values and life skills are interwoven into all aspects of a child’s planning and development from the earliest childhood. It is far more important that a child be good, endowed with all the human virtues, than a child be smart. Of course, if a child is both “good” and “smart”, the result is light upon light.

On Saturdays and sometimes after school, children may also sign up for professional training in one or more fields: mental maths (UCMAS), languages (Spoken English and French using a BBC London Programme), a range of activities such as sports, horse-riding, instrumental and vocal music, dancing, arts and crafts, swimming, martial arts, gymnastics, calligraphy, photography, etc., with talented staff and professional coaches, or with the help of technology. Other options will be added over time.