Child-Centric Education: The Hows and the Whys

In his newest vlog, our Head Of School, Dr Geoffrey Fisher talks about child-centric education, B.D. Somani International School’s unique approach that keeps the child at the focal point of the learning journey.

As Dr Fisher explains, this entails differentiated learning, where each child’s needs and skills are considered when devising curricula and teaching methods. It also means a values-based education, more necessary than ever in today’s polarised climate.

Curiosity, Collaboration and Courage are the three foundational values of the B.D. Somani approach. Dr Fisher expresses his pride in these values and reiterates the importance of students venturing out of their comfort zones, engaging and learning from others, and approaching every new situation or problem with a sense of inquisitiveness.

Child-centric education is also designed to ignite and sustain the young learners’ interests, no matter the subject. Dr Fisher goes on to add that professionalism is of utmost priority when it comes to delivering quality child-centric education. This means that B.D. Somani takes dedicated measures to ensure that its educators are up-to-date on the latest pedagogical methods, which enables them to bring their best to the classroom for their students. Child-centric education is also future-oriented but rooted in the past, striking a balance that enhances students’ learning journeys.

Each student has a unique pathway as they traverse through the world of B.D. Somani’s child-centric education.

Dr Fisher acknowledges the teachers’ hard work in making sure that each pathway is fulfilling, all-rounded, and, most significantly, curated to bring forth the best from each child.

Introducing BEAMS Volume II: Science Inside Out

The BDSIS student-led science journal returns with Volume II: Science Inside Out, the work of a team of editors and designers from Grades 9 and 11, now available in the school library and online.

Tribes for Good: Community Project

Through our partnership with Tribes For Good, Grade 11 student Vipanshi Agarwal designed and led a series of workshops for women with skills in beauty and makeup — combining financial literacy, confidence-building, and awareness of cruelty-free practices. What she found was that the skills were already there. What was missing was someone connecting those skills to the idea of income. This is her reflection on what it means to create impact, and what she learned when she stopped trying to teach and started listening.