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Applications invited for teachers

1.Position: PRT (English/ Social Studies, Maths/Science)
Work Location: Pune (Hinjewadi)
No. Of Vacancies: 2
Qualification: Masters with B.Ed from a recognized institute and excellent communication skills. Competent to teach all subjects.
Experience: Minimum 2-5 years
Applicants who have applied earlier need not apply.

2. Position: TGT (English/Social Science, Science/Maths and Hindi)
Work Location: Pune (Hinjewadi)
No. Of Vacancies: 3
Qualification: Graduate/ Post Graduate with B.Ed/M.Ed from recognized institute and excellent communication skills. Minimum 4 -6 years of experience.
Applicants who have applied earlier need not apply.

3. Position: PGT (English/Social Science, Physics, Maths and Hindi)
Work Location: Pune (Hinjewadi)
No. Of Vacancies: 5
Qualification: Post Graduate with B.Ed/M.Ed from recognized institute and excellent communication skills. Minimum 7- 8 years of experience. PhD will be an added advantage.
Applicants who have applied earlier need not apply.

4. Position: Language Teachers(FRENCH/GERMAN))
Work Location: Pune (Hinjewadi & NIBM)
No. Of Vacancies: 4 (FULL TIME/PART TIME)
Qualification: Diploma or Masters with proficiency in writing & spoken language.Applicants having teaching experience & Diploma from Alliance Fraincaise /Max Mueller will be preferred.
Applicants who have applied earlier need not apply.
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Curriculum Policy

Anisha Global School aims to align its commitment to excellence in education by offering internationally recognised progressive and flexible qualifications and develop confident,responsible,reflective,innovative and engaged learners and teachers.

The curriculum policy at AGS is aligned with the guidelines vis-a-vis implementing the curriculum with Cambridge and focuses on the following:

  • A school curriculum refers to the combination of subjects studied within a school year and in sequential years as the learner moves through the educational system provided by the school.
  • A subject curriculum refers to the content and skills contained within a syllabus applied across sequential stages of student learning. These stages normally refer to school year levels, and therefore a particular age of learner.
  • Co-curricular curriculum refers to valued educational activities that support learning beyond the school curriculum, which the school encourages and supports.
  • The experienced curriculum refers to the learning students actually receive as a result of the whole educational experience. This includes the impact of the school curriculum, teaching approaches, the co-curricular curriculum and the learning environment. It includes both the planned and unplanned or unintended outcomes of the curriculum

At AGS, The school curriculum aims to deliver a broad, balanced, coherent and consistent programme of learning with clear and smooth progression routes designed for the needs of all learners by providing

  • the necessary understanding, knowledge and skills for learners to progress, well prepared, to the next educational stage
  • an appropriate volume of content and standard of difficulty
  • a spiral approach to skill development with concepts revisited and engaged with at deeper levels in different contexts, dependent on the learners??? developmental stage
  • a balance of subjects covering different educational processes, objectives and content, developing a holistic set of skills and knowledge.

The subject curriculum at AGS is designed to provide learners and teachers with inspiring and relevant content and an appropriate breadth of subject knowledge and skill development appropriate for the learners??? developmental stage.

We recognise the language background of learners and provide them with the support they need to access the curriculum. Subjects that are taught in the medium of English should be accessible for learners with English as their second language.

The curriculum includes assessment for learning (providing feedback in support of the learning process), and summative assessment (determining a learner???s level of performance).

Clear and meaningful educational standards are essential to ensure accurate measurement of progress and achievement and allow for international benchmarking and comparability

Professional development plan is made keeping in mind the curriculum and the pedagogy.

As OECD???s comparative review on teachers noted (OECD, 2005):

Effective professional development is on-going, includes training, practice and feedback, and provides adequate time and follow-up support. Successful programmes involve teachers in learning activities that are similar to ones they will use with their students, and encourage the development of teachers??? learning communities. There is growing interest in developing schools as learning organisations, and in ways for teachers to share their expertise and experience more systematically.

The professional Development plan at AGS aims

  • to update individuals??? knowledge of a subject in light of recent advances in the area;
  • to update individuals??? skills, attitudes and approaches in light of the development of new teaching techniques and objectives, new circumstances and new educational research;
  • to enable individuals to apply changes made to curricula or other aspects of teaching practice;
  • to enable schools to develop and apply new strategies concerning the curriculum and other aspects of teaching practice;
  • to exchange information and expertise among teachers and others, e.g. academics, industrialists; and
  • to help weaker teachers become more effective.

Types of professional development include the following:

  • courses/workshops (e.g. on subject matter or methods and/or other education-related topics);
  • education conferences or seminars (at which teachers and/or researchers present their research results and discuss education problems);
  • qualification programme (e.g. a degree programme);
  • observation visits to other schools;
  • participation in a network of teachers formed specifically for the professional development of teachers;
  • individual or collaborative research on a topic of professional interest; and
  • mentoring and/or peer observation and coaching, as part of a formal school arrangement. , teachers were also asked whether or not they had participated in the following less formal professional development activities:
  • reading professional literature (e.g. journals, evidence-based papers, thesis papers); and
  • engaging in informal dialogue with peers on how to improve teaching.
Contact Us
For more info email : info@anishaglobal.com