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Our Programme

Learning Programmes

Our Approach

  • We are committed to working patiently and tirelessly with our children
  • All too often, children who are unable to follow traditional education and remedial classes are seen as too difficult to teach, hard to engage and simply unwilling to understand content and learn.
  • They might be unwilling to engage at the beginning, but we are confident that with the right style of teaching and the safe environment we create, children will look to gather the core skills necessary to learn content and develop through their age levels. We are committed to working patiently and tirelessly with children because we believe in their abilities.
  • We are not willing to walk away without changing the life of each child.
  • Our mission is to provide educational benefit through provision of international programmes and qualifications for school education and to be the world leader in this field.
  • Our service must have a with lifelong impact
  • A foremost priority for parents is grade level competence; however, at-risk students are often only expected to “get by”. We forgo regurgitated conventional teaching methods for intensive, specialized, research-proven exercises for students to successfully and independently learn.
  • Our students, not only do they gain a foothold in school, their psychological results, scores, and self-esteem also improves, and children begin setting meaningful and aspirational goals for themselves.
  • Our admissions assessment first identifies each student’s strengths, weaknesses, and interests so we can customise the best possible approach to furthering each child’s capabilities. Trained educational specialists formulate comprehensive lesson plans that will stimulate, challenge, and improve our students’ abilities in a safe environment.
  • Children attend regular classes. This allows our teachers to closely follow each child’s progress in one-on-one sessions and continually refine their learning programme, while encouraging children to problem solve with their peers during group sessions.
  • Our role of as a teacher or mediator We firmly believe in the power of the community. For a child to successfully progress, it is important that we the teacher alongside parents, caretakers, and other educational institutions. Our programme requires a hands-on commitment from all of us.
Teaching Programs

Our Techniques

We bring innovative teaching strategies that widen thinking skills to better grasp complex information.

The curriculum at schools now calls for teachers to prepare students in content-rich and knowledge-intensive information and thinking skills that is essential for academic content of greater complexity. This means that there is now a higher level of expectation for problem solving versus the memorization of facts. National educational bodies and governments are calling for more rigor, relevance and results in education, suggesting that critical thinking, problem solving, collaboration and communication are a fundamental part of a student’s learning process.

The higher expectation and new requirement of children means that new approaches to teaching are required. The older traditional method of teaching implies that more children will struggle to keep up with the complexity of the content being offered at school.

ATOGS  brings innovative teaching techniques and learning strategies to the child, developing cognitive strategy skills and working habits that can then be applied to problem solving situations. The level of complexity and abstraction increases as the child develops, thus widening their horizons and their thinking skills to numerous situations, contexts and problems.

Below is a summary of just a few of the techniques and exercises we use with children in building these core skills crucial for the new expectations in schools and life.

The higher expectation and new requirement of children means that new approaches to teaching are required. The older traditional method of teaching implies that more children will struggle to keep up with the complexity of the content being offered at school.

ATO brings innovative teaching techniques and learning strategies to the child, developing cognitive strategy skills and working habits that can then be applied to problem solving situations. The level of complexity and abstraction increases as the child develops, thus widening their horizons and their thinking skills to numerous situations, contexts and problems.

Below is a summary of just a few of the techniques and exercises we use with children in building these core skills crucial for the new expectations in schools and life.

Cambridge Education

Cambridge Education prepares school students for life, helping them develop a curiosity , and passion for learning. The students from this curriculum will have access to a wide range of options for higher education. The Cambridge curriculum enhances the learners to be confident, responsible, reflective, innovative and engaged.

The Cambridge Primary English Curriculum Framework promotes an enquiry-based approach to develop learners’ creativity and intellectual engagement. It is designed for learners in any cultural context.

Our learning objectives for the Cambridge model school is an open pathway for “how to learn” and not “what to learn”. The intention is to enhance understanding skills and provide a solid foundation through the primary school years.

National Institute of Learning Development (NILD)

The NILD therapy is a language-based intervention that helps students with learning differences. The trained teachers aim to overcome the areas of weakness commonly noted in students with specific learning difficulties, ADHD and those with mild or moderate Autism Spectrum Disorders. The techniques embedded in this program strengthen the areas of weakness and improve the overall ability to think, reason and process information. The methodology stresses on building the basic skills for reading, writing, spelling and math and apply the needed reasoning skills for each area. The student learns independent learning skills for the classroom and life. The new cognitive literacy approach incorporated is based on reading research and this technique boosts reading skills for all our students and higher literacy skills. This research-based method provides educational therapy in a holistic manner for the cognitive areas that are weak and hinder classroom achievement. Our mission is to enhance any student and move them to a higher plain of learning and achieve better. NILD in the recent years has incorporated the Gray Matter Literacy techniques applies a multi-modal structured literacy approach to build students literacy skills. The technique uses a explicit, systematic practice for phonological awareness, fluency, morphology, vocabulary, comprehension and cognition. The approach focuses on developing the use of metacognitive strategies and enhance linguistic knowledge of the students. The therapeutic approach develops a growth mind-set, self-efficacy and a disposition to reflect the resilience, motivation and sense of belonging to a community.

Feuerstein Instrumental Enrichment (FIE)

The Feuerstein Method is a unique educational technique developed by world-renowned psychologist Reuven Feuerstein. FIE is a process oriented cognitive intervention program. The tasks involve different cognitive skills in a systematic, structured manner and enhance the ability to understand and process information effectively. The intention is to promote intrinsic motivation, active learning with a growth mindset, form concepts and gain insight. The goal is to help unconditionally any student from five years and above. Feuerstein’s LPAD is an extensive, dynamic assessment tool. The goal is to identify which cognitive processes that are weak and need to be mediated to enhance cognitive abilities. The assessment device triggers the mediators how to bridge the learning gaps. The Cognitive Enrichment activities in the program opens the pathways for higher order thinking and makes the student a qualitative learner.

Strategies Instruction Model (SIM)

This is another research-based approach to address the needs of students who have to read complex instructional content and express their response in a precise manner in written language. The strategies cover skills of how to acquire information, retain and retrieve and express what is learnt. The systematic approach brings in a wide change in the learner making them independent critical thinkers. The underlying principle here is to help the student to understand and learn effectively and efficiently.

Multi-sensory Approach

Teaching literacy skills is the mission of school. The underlying truth is students achieve literacy skills at different paces and the school needs to be equipped to meet the needs of everyone. Applying different modes to teach different learners involves multi-sensory learning activities. Neuroscience explains that the multi-sensory approach of teaching and learning is an effective method. The whole brain learning theory reveals all brain functions are interconnected, for remembering gets enhanced when multiple senses are used. Educational research has proved that multi-sensory instruction strengthens reading skills.

Search and Teach

This is an early intervention program focused on meeting the educational needs of all children. SEARCH & TEACH® was developed by Archie Silver, M.D. (child psychiatrist), Rosa A. Hagin, Ph.D. (psychologist) and the staff of the Learning Disorders Unit at New York University School of Medicine and is based on extensive interdisciplinary research early intervention. The strength of SEARCH & TEACH® is in early intervention. This two-fold approach helps to identify learning deficits at the beginning of a child’s academic career. The profiles gathered identifies individual strengths and weaknesses in the readiness skills necessary for reading success.

RX Math

Rx 4 Discovery Math objective is to build and strengthen number sense, maths fluency, maths vocabulary, and problem-solving strategies. Students learn procedural understanding and gain mastery for numerical literacy.

The critical components embedded in our methods that focuses to improve the cognitive and academic areas.

Activities, Events & Achievements

Drama, Music & Dance

The goal is to make the student develop critical thinking and become confident. Teamwork, self- discipline are hidden benefits of drama in school. Learning occurs for the student when he/she applies thought, feeling and action

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Yoga & Karate

The most crucial element of Yoga is to enhance the skills needed to cope with anger and or anxiety, improve attention span, and be flexible . The student gains mindfulness and self-control and learns to be relaxed.

Our extracurricular events promote bonding, teamwork and trust amongst our students.

Achievement at Inter-school art competitions

  • Sports and Annual day. – Gallery photos
  • Art competitions

School Events

In addition to ideas and events that may ignite through our studies, the Alpha to Omega school organises an annual school trip in September. These trips support our Alpha to Omega student’s need to be independent as well as find a meaningful place in a community as a member of a group. It is a bonding experience. Emphasis is placed on teamwork, trust, communication and character development.

At the same time, the trips are important personal journeys, where one learns to live away from family in order to explore new environments and new ideas and move towards self-understanding and realisation.

The school trips offer opportunity to learn in the midst of nature. They learn life skills like planning, collaboration, hiking, sharing behavior, facing new situations and team work. In the past, our students have travelled to different historical sites, adventure campsites in India and neighbouring countries.