Royal Institute

Teacher Development Centre

Diploma in Montessori & Primary Education

Subject -

Assignment No. -

Assignment Title -

Name of the Lecturer -

Student Name - Shavini Dissage

Batch No. -

Date of Submission -

Deadline -
School Profile

School Profile of

Colombo International School, Kandy

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Acknowledgement

I would like to convey my heartiest gratitude to lecturers who have helped us to build up our
knowledge and provided the guidance and ideas to success this effort in many ways. It was a great
advantageous for me to completing my assignment before the deadline.

Furthermore, I would like to express my thankfulness to (Institute Name) for providing me this
opportunity to pursue this (Diploma or degree) successfully. And also convey my gratitude to my
family and my friend for their unconditional support. Finally, yet importantly, I would like to
express acknowledge with sincere gratitude for all other people who help me to success this report
in numerous ways.

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Executive Summary

Education begins the moment humans are born and continues throughout our lives - humans are
continuously learning. Excellent children caring and preschool encounters throughout these early
years, it goes to reason, will make a major life-long impact on children and serve community
overall. Supporting children change and develop is a huge part of it, but this area also offers a lot
of chances for personal growth — not just in terms of knowledge, but also in terms of social and
emotional development. It can assist you in honing your leadership abilities and becoming a more
thoughtful practitioner. This report consists of the details relating to the school profile which is
Colombo International school. This report has provided comprehensive understanding on school
environment along with the academic and extra-curricular activities, facilities of the school,
teaching learning process practiced in the school consists of the physical classroom environment,
environment of outside of the classroom, teacher’s and student role’s and their relationship,
teaching methodology and assessment and evaluation procedure of the children in the school.
Finally, identified the suggestions to improve the school environment, teaching methodologies,
and so on for further development

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Content

Acknowledgement ................................................................................................................................... 3

Executive Summary ................................................................................................................................ 4

Content ................................................................................................................................................... 5

List of Figures ......................................................................................................................................... 6

Academic and Extra /co-curricular activities / Facilities ........................................................................... 9

Critical Analysis on Teaching Learning Process in the school ................................................................ 16

Suggestions ........................................................................................................................................... 22

References............................................................................................................................................. 24

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List of Figures

Figure 01: - Learning Cycle....................................................................................................... 17

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Introduction
The selected school called as Colombo International School was established in 1982 in solution to
a rising need throughout Colombo for co-educational, English-medium, high quality education.
CIS has been situated at Gregory's Road, Colombo 7 (formerly known as Cinnamon Gardens) as
of their establishment, making them one of the town's foremost desired, secure, pleasant, and
peaceful domestic areas. CIS Kandy was founded in 1998. The Colombo International School,
Kandy (CISK) is a free, co-educational international school established in 1998 having the goal of
providing Kandy as the best international education possible. Children representing Korea, Japan,
China, the United Kingdom, India, Sweden, Germany, the Maldives, and Sri Lanka mix together
in welcoming educational atmosphere. Students at CISK are raised to as good international
residents because a byproduct of the school's diversification.

The Kandy branch of the Colombo International School, among of Sri Lanka's greatest famous
foreign institutions, is located in Kandy. The school has grown by leaps and bounds from its start
in 1998, towards its current membership of 700 children. To determine the intellectual ability and
quality of children accepted to the college, a rigorous entrance examination and a comprehensive
personality study are undertaken.

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The program at CIS is modeled on the Britain educational approach, that is meant to give a whole,
quality experience that values academics, arts, athletics, cultural, technical, cognitive, and social
events equally. The distinct academic ideals and requirements are targeted at organized, regulated,
and comprehensive learning, that would contribute to the formation of a satisfied and properly
funded individuals in the end. The schooling method is divided into three stages:

 Infants School

 Junior School

 Secondary School

Teachers at CIS are a dynamic mix of Sri Lankans and expats who highly skilled, knowledgeable,
and prepared to give the finest teaching to children. This School's Principal and Chief Education
Consultant both are Britain expats.

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Academic and Extra /co-curricular activities / Facilities

CISK's educational team consists of well-trained experts with Bachelors, Masters, and
Postgraduate degrees representing prestigious universities such as Bristol, Cambridge, Oxford, and
Sri Lanka. Their two colleges adhere to a strict academic structure focused on the British
curriculum and provide education of the similar high quality. Children are trained towards their
Edexcel IGCSE 9-1 and International Advanced Level Exams, which will be undertaken at the end
of Year 11, Year 12, and Year 13. The Colombo Intentional School in Kandy emphasizes in
comprehensive learning as well as promotes its students to participate in the wide range of
additional curricular events available to supplement its educational achievements. As a result,
every student is required to engage in at least two extracurricular activities.

They have begun gradually developing and strengthening educational infrastructures and
facilities in attempt to create a quality teaching and learning environment with all students
throughout the last few years.

 Classroom
At CIS, professionals give close consideration to students' classroom environments,
attempting to establish the optimum teaching atmosphere for every student group, as
well as multi-media-based classroom amenities.

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 Library
They have an unusually well-equipped secondary school library, that is often regarded
as among of the greatest in the area of Asian. Which has a large assortment of materials
as well as a broad variety of reference works, topic books, as well as additional books
essential to the growth of learning and understanding. The students may use an
automated system to quickly browse for and discover the materials those who require
for their research. The library's multi-media section contains a large range of current-
events DVDs and CDs, as well as projectors and screens. To reading and study, it also
includes PCs with network connection. Universities around the country and different
specialized library groups urge emerging professionals to attend their libraries once a
year, and brief development programs are indeed promoted.

The college's Infants and Juniors divisions each possess its separate libraries, which
has a good selection of publications and references resources appropriate for respective
grade groups.

 Departments

 Department of textbooks
 Department of lending
 Department of Reference
 A multi-media rooms.

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 Maps/Posters collection
 Dr. Arthur C Clarke's collection
 Teacher Training resources
 CD-ROM collection
 Classical Music CD collection
 Video collection (Feature films / documentary)
 Periodicals / Newspapers collection
 University prospectus collection
 Career guidance resources
 Publisher's catalogue collection
 Library auditorium

 Electric Reference Library

Because CIS believes that education ought to be child-centered and self-directed, they
also created an Electronic Reference Library, that consists of a series of institutional
Excel files to that each student has accessible. This one-of-a-kind service allows
students to do supervised supplementary learning utilizing weblinks which professors
have chosen as acceptable and applicable. Since they all know, the internet is a fantastic
method of studying, although it can be hard to
ascertain good information - especially for
adolescent users - accordingly the ERL
offers the necessary instruction because then
students and parents can be comfortable that
the weblinks they are utilizing seem to be
valid and suited for their needs.
Teachers update the ERL every two weeks
with the help of the ERL coordinator, guaranteeing that each of the content is current
and that fresh studying chances are constantly accessible. Students being allowed to
utilize the ERL to finish homework assignments assigned in class as well as to enhance
their schoolwork with additional learning at leisure.

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 The Virtual Museum

The Virtual Museum is a tool which is only available at CIS, and they anticipate that
such innovative effort would quickly become an important part of every students'
studies. Teachers have selected a compelling collection of 360-degree films and virtual
tours, enabling students to educate collaboratively, while the Virtual Museum enabling
students to explore places from across the globe from convenience of their computer
seat. To teenage individuals, the comprehensive technology assists carry concepts to
reality.
 EIRCU
The EIRCU (Education Information and Research Coordination Unit) was founded in
September 2014 as well as has already been an essential part of the college's activities.
EIRCU's major goals are: To maintain the school informed about modifications and
tendencies in educational policies in the United Kingdom and over. To guarantee that
college has access to the greatest up knowledge on qualifications updates. EIRCU is
directed by personnel with extensive knowledge of the UK educational sector, who
collaborate extensively with the Principal and Senior Management. This group assisted
the school in navigating latest improvements with in scoring and substance of the
standards their students pursue, and as a consequence, students taking fresh standards
in summer 2019 did exceptionally well.

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 Computer Rooms
The Secondary School includes five computer laboratories containing cutting-edge
computers and audiovisual equipment, as well as Internet connectivity. Aside from the
computing lessons that are component of the coursework, their students are allowed to
utilize the computer lab as frequently as respective scheduling allow. A teacher or
supervisor is continuously on hand to offer assistance and advice on how to utilize the
resources properly and safely.

Equivalent resources are available in the Infants and Juniors areas for usage throughout
computer lessons.

 Sports
Every student is allowed to participate in sports on a routine basis. Athletics,
badminton, basketball, and cricket are just a few of the sports represented at the Sports
Department, which also includes netball, rugby, soccer, swimming, and tennis. Unlike
some institutions, which concentrate in one or two sports, CIS values diversity and
provides opportunities for students to compete in a variety of sports. Once a week
swimming lessons are required for all students starting at the age of four. They battle
alongside mainly domestic and foreign colleges around the country and are strong
competitors throughout all sports. More students have been chosen for national and

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international teams while representing CIS. All sporting activities, comprising cricket,
football, basketball, athletics, and many sports, are held at the school's sports ground
and pavilion, which are located on and near the school campus.

 Auditorium
Possessing a seating space of about 700, its completely air-conditioned super-duper
auditorium boasts state-of-the-art light sources and audio equipment. Students benefit
from the greatest technology available in the auditorium to boost their performing,
dancing, singing, and speaking abilities. This is where all of the main school theater

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performances take place. A 6th teaching section featuring eight teaching spaces, a
sixth-form common space, and an assessment area containing capacity for
approximately 200 students are also located inside the Auditorium complex.

 Science Laboratories
For Biology, Chemistry, Physics, and Integrated Sciences, the Secondary School offers
well outfitted and intent scientific facilities. Teaching staff, aided by lab personnel,
guarantee that students are closely supervised when utilizing lab apparatus at any
moments. A purpose-built lab for General Science is also available at the Junior School.
This laboratory is a homage to the blossoming young scientist in each kid, including
student project presentations, investigations, and banners.

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Critical Analysis on Teaching Learning Process in the school

Physical classroom environment

Teachers supervise and guide every behavior in the classroom. In this method, pupils are usually
seated at separate tables facing the teacher. Although group work is sometimes done, the majority
of the classroom time is spending with the teacher discussing ideas and giving solo tasks. Teachers
generally prefer that their children take an enthusiastic role in the learning processes.
The teacher creates an optimal classroom atmosphere with a variety of activities from which the
students can choose to work. The teacher assists the students in selecting an appropriate amount
of lessons from each academic area.

Children frequently learn alone and given a say in whatever they concentrate on and wherever they
perform in the classroom. At the primary level, although, teamwork is also prevalent.

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School environment

The collection of connections that develop amongst individuals of a college society are defined by
organizational, psychological, and institutional elements of the academic institutions, and give
schools their uniqueness (Fonllem, et al., 2020). There are several organizations and associations
at the college that aid in the development of connections, interpersonal contacts, and identities,
among other things. Furthermore, the school has so many plants, a park, and a basketball coat. The
school, meanwhile, lacks a playground and a swimming pool. As a result, children must go to
separate playground and swimming pool to participate in sporting events.

Teacher’s role/ students’ role/ teacher student relationship

The school's performance is usually excellent. The majority of pupils move on to universities in
the United Kingdom, the United States, and Australia. Previous students already attend
Cambridge, LSE, Imperial, Harvard, Stanford, UPenn, Melbourne, and a number of other
prestigious universities in Europe, the United States, Australia, and Asia. A mix of native and
international instructors make up the workforce of approximately 200. The majority are hired on
two-year contracts; however, many remain for considerably further.

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Teaching methodology

CISK's teaching staff consists of well-trained experts with Bachelors, Masters, and Postgraduate
degrees from prestigious universities such as Bristol, Cambridge, Oxford, and Sri Lanka. Some
are adhered to a strict academic program focused on the British curriculum and provide education
of the same high quality. Students are educated for the Edexcel IGCSE 9-1 and International
Advanced Level Exams, which will be undertaken at the end of Year 11, Year 12, and Year 13.
The Edexcel IGCSE is a two-year program that covers a broad spectrum of disciplines and is quite
difficult. A minimal of eight topics must be studied, two of that must be English and Mathematics.
The school provides Biology, Physics, Chemistry, English Literature, French, German, Sinhala,
Tamil, Information Technology, Economics, Business Studies, Accounting, History, Geography,
and Art in additional to the basic disciplines of Mathematics and English.

Figure 01: - Learning Cycle

Teachers have also utilized instructional tools to instruct students. They've mostly employed a
variety of approaches. as an example,

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 The use of audio-visual aids

Integrating audio-visual resources into classroom instruction. Real objects, models,
photographs, charts, maps, flash cards, flannel board, bulletin board, blackboard, and
overhead projector are being used to enhance the material in the textbook.
 Studying in a real-world setting
Incorporate real-world situations into teaching process to enhance the studying encounter
and freshening up educational situations.
 Set up an outdoor classroom
Teachers have occasionally conducted classes outdoors of the classroom. Each year,
students and instructors go on field excursions to ensure that students learn from them.
Specifically, students have attended paddy fields and farms to acquire fresh information
through them and to create a list of those places that they have learned with the help of the
professors. Teachers have given several tests about the visits in order to verify that pupils
understand what they saw during visits.
 Set up role-playing sessions
Role play workshops depending on the themes are available. It encourages youngsters to
venture outside of their comfort zones. The students would then comprehend how the
relevant academic subject relates to their everyday duties.

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 Using storyboards to teach

There are storyboards in the classroom that offer students with step-by-step memory.
 Be sensitive to innovative ideas
Teachers had already established a setting in which the students may retain an open mind.
It's a huge help when it comes to coming up with new ways to teach. Embrace innovative
thoughts without reservation, although if they appear to be bizarre at first.
 Introduce the puzzle to the students
Whenever puzzles and games are included in the educational process, learning gets more
enjoyable. Teachers utilize puzzles to encourage children's innovative ideas and prepare
them to tackle a variety of problems.

Assessment and evaluation

Evaluation in primary education is used to provide information on a student's development at a

certain moment in time (e.g. testing) or throughout the course of the school year. The findings are
utilized to plan future learning and assess the entire institution. There are lot of assessments and
evaluations methods that teachers have used to evaluate the children.

 Observations has done with little or no interference in the activities of the children.
Educators can monitor all aspects of growth on a constant schedule, especially cognitive,
lingual, interpersonal, and physically advancement.

 Portfolios are a collection of data gathered over time from the works that children have
made. The portfolio demonstrates how a child's growth has progressed. Portfolios may be
a useful tool for facilitating collaboration amongst teachers and parents.

 Educator Ratings are helpful in determining a student ’s intellectual and verbal ability,
along with their interpersonal and psychological growth. Other evaluation methods, such
as structured assessments or other evaluation methods, had linked to these scores.

 Parent Ratings include parents in the evaluation procedure. Parents who are motivated to
watch and hear to their children can assist recognize and focus crucial developmental stages
and behaviors,

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 Standardized Tests are tests that are designed to meet a set of testing criteria. These exams
are commonly used to evaluate the progress of children in a school because they are
delivered and evaluated in a consistent manner.

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Suggestions

 Each instructor must develop a style of teaching that is compatible with their personality. An
excellent teacher is one who is enthusiastic about their work and comfortable in their abilities.
 When teaching youngsters, it is preferable to employ a combination of teacher-centered and
student-centered approaches. Students might remain in small - group, visit areas, and circulate
around comfortably in the classroom. Children take a more active role in their education, and
they may even assist select the things they study.
 Teachers must serve all students equally, avoiding favoring certain children depending on the
rewards that teachers get.
 Teachers must assist small kids in recognizing, internalizing, and applying social norms.
Name-calling, control battles, and ethical concerns may all be addressed with clear,
straightforward guidelines that are cognitively suitable.
 Keep group meetings to a minimum. Keep in mind that children's memory timeframe varies
and that they learn via play and active involvement. Every day, read. Transitions should be
kept to a minimum. Balance active and quiet periods, as well as time that is prompted by the
kid and time that is assisted by an adult. For novice instructors, classroom management is
frequently a problem. Many disciplinary situations may be avoided by looking at your schedule
and environment to see what's going on. It's vital to stick to a schedule, but it's also necessary
to be adaptable. Change plans if the kids aren't interested or are acting up. Form a working
relationship with your helper.
 Every child is distinct and unique. Understanding children is the greatest method to teach them.
Children need to understand that teachers regard and appreciate them, which they discover
when you interact with them, watch them, and understand about them as individuals. Discover
what makes each child unique. What are their passions, personalities, and learning styles like?
What is it that drives them? What is the greatest way for them to learn? What skills and abilities
do they possess? What are their difficulties? What unique conditions exist that have an impact
on them? With this information, you can educate children in a way that promotes confidence
and competence by focusing on their strengths.

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 It might take some time to adjust to a new program or school. Provide time to acclimatize to
your new environment and the coworkers, children, and parents with whom will be interacting
on a regular basis.

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References

Fonllem, C. T. et al., 2020. School Environmnets and Elementary School Children's Well-Being
in Northwestern Mexico.

Foorman, B. R., 2007. Primary Prevention in Classroom Reading Instruction. TEACHING

Exceptional Children, 39(5), pp. 24-30.

Humphreys, M., 1977. A study of the thermal comfort of primary school children in summer.
Building and Environment, 12(4), pp. 231-239.

Mayer-Crittenden, C. & Robillard, M., 2014. Importance of Assessing Nonlinguistic Cognitive

Skills in Bilingual Children with Primary Language Impairment. The International Journal of
Assessment and Evaluation, 20(2), pp. 25-55.

Zhang, G. et al., 2004. Snoring in primary school children and domestic environment: A Perth
school based study. Respiratory Research, 5(1).

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