THE RIVERSIDE I CAN APPROACHEmpowering Every Child with the I CAN Mindset

At Riverside, we believe a great education cannot be defined by an examination board alone. While academic rigour matters, it is only one part of preparing children for a complex, changing world. That is why we designed a learning program built on three equally powerful pillars: Academic Core, Service & Character, and Agency — the I CAN mindset. Children gain deep subject knowledge to sit confidently for any examination, while also developing empathy, responsibility, collaboration, creativity, and the courage to act. When knowledge (the head), skills (the hand), and values (the heart) come together, learning stops being about marks — and becomes about impact. This is the true power of the Riverside I CAN program.

Ultimately, a learning program must serve the deeper vision of a school. At Riverside, our integrated model of Academic Core, Service, and the I CAN mindset is not an add-on — it is the daily lived curriculum that brings our vision to life. Every lesson, project, and reflection is designed to grow children into humane, confident, and capable citizens who believe they can shape the world around them. This is how we stay true to our purpose: to graduate young people with the courage, compassion, and competence to design a more just and beautiful world.



CORE COMPETENCIES

At Riverside, we adopted the Cambridge International Curriculum to provide students with a world-class education. This curriculum offers a rigorous academic foundation, fosters critical thinking, and prepares students for global success. By choosing Cambridge, Riverside School is committed to equipping its students with the tools they need to thrive in today's interconnected world.

I CAN Processes

RIVERSIDE JARGONS
  • Assembly
    Assembly
    Assemblies provide a platform for students to showcase their strengths and talents, move outside their comfort zone and extend themselves to face an audience. This builds confidence. When the main events of the week are shared across classes and student achievements are celebrated, students build a sense of identity and belonging within a community. When peers and seniors in the community applaud a student effort and achievement, it builds self esteem and pride in the individual.
  • Provocation and installation
    Provocation and installation
    Provocation is the first step for students to discover their area of interest. Learning based on student areas of interest increases their motivation and desire to learn. They are excited to be in an environment that values their ideas and nurtures their curiosity. Learning that is meaningful and enjoyable sets the stage for students to become life-long learners.
  • Exploratory Centers
    Exploratory Centers
    The Exploratory Centers primary aim is to introduce students to varied sets of interests and skills, and get them to experience and understand different practices. This process is an opportunity for Cross Class interaction – which ensures relationship building
  • Making Learning Visible
    Making Learning Visible
    We understand better that which is visible, tangible, and experienced. The complex world of learning becomes simpler for the layperson - the parent - through the process of making learning visible. When their children's learning and progress becomes visible and accessible (through sample work), parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. They begin to see the child as a more holistic individual with special strengths and a few areas that require reinforcement.
  • Student led conference
    Student led conference
    In our lives, both professional and personal, feedback is very important for our growth. However, more beneficial than feedback from others is our knowledge of our self. Self assessment and metacognitive skills are important for individual growth. Therefore, it is essential to introduce these skills early so that children take naturally to being self directed, honest and balanced about their own progress.
  • Thinking Routines
    Thinking Routines
    Students need skills that are applicable in different real life situations, so that when they encounter a conflict, dilemma or problem, they are capable of strategizing their thinking to find a solution. The explicit understanding of thinking empowers students with the confidence to deal with problems independently.
  • Agenda setting and closing the loop
    Agenda setting and closing the loop
    Agenda Setting and Closing the Loop are daily routines. Collaboratively, teachers and students determine the events of the day and set the tone and pace of work. Agenda setting also happens at the beginning of sessions, when objectives of a lesson are made transparent. Closing the loop, provides an opportunity to determine what has been accomplished, either at the end of the session or at the end of the day.
  • Conglom
    Conglom
    Starting the day with Conglom builds a sense of belonging that continues through the day. By prioritizing this community time for the first session of the morning, students recognize that building relationships is an important component of their time at school. This is also an opportunity for teachers to get to know each student better. The boundaries between real life and school life start blurring as students share their experiences from outside school in the classroom. Students do not have to compartmentalize their lives.
  • Reflections
    Reflections
    Individuals have different memories and feelings of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students perceive the same experiences in different ways. Reflection makes it possible for students to strengthen details of their individual journey by thoughtfully considering recent experiences and connecting them to earlier ones. In addition, they can evaluate their progress and identify areas of strength and areas that need improvement. Identifying emerging patterns can help students break negative patterns and enhance positive ones. It provides a good springboard to discuss strategies and tackle discrepancies. Ultimately, this helps students to maximize their own learning.
  • Revisiting
    Revisiting
    Individuals retain different memories of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students experience the same unit of learning in different ways. Revisiting makes it possible for them to become familiar with and strengthen the details of their individual journey while aligning themselves to the big ideas and concepts.
  • Assessment and Evaluation
    Assessment and Evaluation
    Students are assessed and evaluated throughout the learning process rather than just at the end of the month / term / year with an examination. It is done in different working contexts so different aspects of students' skills and understanding is revealed. As students are actively involved in the process, they have opportunities to revisit, review and recall the process. Teachers have an opportunity to evaluate student growth (both individual as well as the collective achievement of a grade). The evaluation process is designed to be personalized and specific to individual students, rather than a one-size fits all approach.
  • High quality adult learning
    High quality adult learning
    High quality teacher development is the key to facilitating student learning. A teacher who understands how children think and learn acquires the skill of designing instruction that offers the best opportunity for each child to grasp concepts. Students experience individualized instruction, which enables each one to realize her potential. This can only be achieved through a continuous study of research in pedagogy, learning theories and their implementation in the classroom.
  • Parent Partnership
    Parent Partnership
    Regular dialogue between teachers and parents about daily learning and experiences allows parents to get a closer view of the classroom and their child's life in it. They are able to witness their child's growth in all domains (cognitive, physical, social and emotional). When their children's learning and progress becomes visible and accessible, parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. The focus shifts to nurturing the child's wellbeing, celebrating learning and viewing him/her as a more holistic individual.
  • Peer and public scrutiny
    Peer and public scrutiny
    Through Peer and Public Scrutiny, students imbibe the idea that for almost everything in real life, teams of people make things happen. In addition, they realize that the public - the audience or user - is the ultimate judge of the strength of an idea or product. Through this process, students begin to understand how 'life' works and see a reason for thinking from the point of view of the end user/audience.
  • Learning embedded in real life
    Learning embedded in real life
    Authentic experiences establish the relevance of what the child is learning. They make connections from the classroom to the real world. Real life situations allow for boundaries to be blurred between disciplines and domains. Students get to see the application of skills from each domain used seamlessly. The transfer of learning from one domain to the other is enabled without seeming contrived. Since there is a wide range of skills and concepts to be applied, it allows for differentiated instruction, where a child can choose an area of her strength, interest and readiness.
  • Squads
    Squads
    Twice a year the students participate in a mixed grade sports day which is aimed at the key stage closer together as a community, as well as discovering and value the unique range of talents that exist within. As a result there is a strong focus on building culture within the groups in the week preceding - developing innovative entrances, chants, costumes, dance performances, logos and speeches - as well as participating in a diverse range of sports on the day. The belief that underpins this process is that if made fun and inclusive, sport is something that can be enjoyed equally by everyone and offers a powerful tool for building gender equality and developing positive attitudes among students.
  • Learning Hub
    Learning Hub
    Cultivating the 5 minds- disciplinary, creating, synthesizing, respectful and ethical. Students often study academic subjects in isolation; but the learning hub offers an opportunity to engage in creative cross disciplinary thinking. Once a year the students are split into cross key stage groups and are given a challenge to design a learning experience for their peers based on a series of prompts their team will receive. The group leaders choose at random a topic/concept from the humanities and from the sciences along with cultural artefacts, objects and spices. They must then forge connections between these and showcase their learning through a creative audiovisual medium or drama/performance. Students learn to think outside the box through this experience and build respect for others ideas and the collaborative thinking process.
  • Sports Coaching
    Sports Coaching
    Fostering leadership skills among students through sports. The KS3 sports program is designed in a manner to enable students to develop leadership skills, as well as fostering an inclusive mindset towards others both on and off the field. Each week, two students are chosen to lead the sports session of the following week, based upon their attitude and how much they have grown from the previous session. The students organise drills where students work in smaller groups to ensure high levels of engagement and energy, as well as designing innovative games that ensure everyone starts on a level platform. There is a strong focus on facilitated reflection to ensure that students build self awareness and begin to appreciate each other's unique talents.
  • Prom
    Prom
    Respect of self and others, independent of gender. This is an evening which takes place once a year where the students of Key Stage 3 come to school in formal wear for an evening of dancing and enjoyment. Beyond letting the students let their hair down, this process serves a much broader purpose – helping both guys and girls to appreciate and respect the opposite sex in a mature and empathetic manner. In many respects this is a coming of age event where the students get to see each other in a new light and learn the value of chivalry and courtesy. In the lead up to the event there is an emphasis on understanding each other, practising dance steps together and learning the importance of a genuine compliment.
  • Rural Exposure
    Rural Exposure
    Learning is not an entitlement but an opportunity to cultivate a respectful mind. Students have the opportunity in 9th grade to experience a completely different kind of life during a stay in Kaaach in Western Gujarat. It is very easy for city students to be dismissive of rural communities and thus the purpose of this exposure is to help them understand the importance of diversity and the huge amount of value these villagers have to offer. The students get to try out many of the local arts and traditions, and have expert sessions with some of the prominent craftsmen in the region. Most importantly though, they live a life free from technology and home comforts and this not only helps them immerse themselves in the experience but also allows the group to bond.
  • Graduation Ceremony
    Graduation Ceremony
    Celebrating every graduate: a Citizen Leader The riverside experience is a journey for all the students who attend the school, and this culminates in a graduation program at the end of 12th Grade. The focus on doing good and doing well is made visible in the two valedictorians who are chosen by the class to address their peers, parents and teachers and throughout there is celebration of the diverse identities of each student within the class. From designing an elegant venue and classy entrance, providing some great band and dance entertainment and creating multimedia which illuminates the value of each student, the juniors in Grade 11 organising the event ensure the day lives long in the memory and provides a fitting finale to their seniors time at school.
  • Night Outs
    Night Outs
    School: a safe haven for friendships, learning and celebrations. Riverside is unique in the connection that the students feel with the school and one of the ways that this is fostered is making sure that the school campus is a place they always feel welcome. In Key Stage 3 students have the opportunity to spend the night at the school campus with their classmates and their teachers. The time they spend on campus cooking together, playing games and engaging in team building activities helps them to further bond as a class. School is then seen as a safe place that values their whole identity, not just their academic results, and the students also develop much stronger and more genuine relationships with their teachers through the informal interactions and time spent together on night outs
  • Persistence
    Persistence
    Being the change, changes the being. While there has been a focus on citizenship throughout the earlier years at Riverside, the focus shifts in KS3 to developing leadership and perseverance for social causes. There are a variety of initiatives for the students to choose from (bringing smiles to terminally ill children with cancer or teaching municipal school children). Their seniors make sure they have a genuine passion towards the initiative students chose to join. The students organize and lead these sessions themselves every week and engage in weekly reflections to ensure they are doing right by the people they are working for. The student CEO of each initiative is also part of a board that meets thrice yearly with experts in the field to resolve problems and guarantee accountability.
  • Global Exchange
    Global Exchange
    Cultivating a global mindset because Geography is history. Learning about other cultures and other countries is central to broadening the mindset of adolescents and thus the students in KS3 have the opportunity to participate in exchange programs with schools from all over the world. In previous years students have had the chance to host and visit students from California, Singapore, Bhutan and Sweden. Each of the schools that Riverside aligns itself with has something to offer as regards curriculum or outlook and through team building activities, project work and academics the students can learn much about the diversity of other students around the globe. The students hone presentation, cross-cultural communication and teamwork skills through this process and develop a much wider perspective on the world.
  • Buddy Interaction
    Buddy Interaction
    Typically, a 'buddy' is considered to be a friend who knows us well, accepts us as we are and is fun to hang out with. A buddy is also someone we like to do things, explore and pair up with. Through this relationship, we learn about each other, about ourselves and about life. Buddy interactions create real life/family like scenarios of interaction between children of different age groups, similar to siblings but without the rivalry.
  • Making Learning Visible
    Making Learning Visible
    We understand better that which is visible, tangible, and experienced. The complex world of learning becomes simpler for the layperson - the parent - through the process of making learning visible. When their children's learning and progress becomes visible and accessible (through sample work), parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. They begin to see the child as a more holistic individual with special strengths and a few areas that require reinforcement.
  • Artist in Residence (AIR)
    Artist in Residence (AIR)
    Students are provided with an opportunity to interact and learn from an expert to produce an output of excellence. It is a collaborative process where students from each grade participate towards one successful production. Students exercise choice and voice where they choose, interview for and are selected for specific committees. Each committee must use a variety of languages of learning (e.g., videos, visit, and interaction with experts) in their journey from novice to apprentice to competent.
  • Open house
    Open house
    Enabling the parents with strategies for academic growth
  • Science Day
    Science Day
    Build attitudes of wonderment, fearlessness and respect while designing solutions for real-life problems
  • Business Challenge
    Business Challenge
    Enable the students to plan and execute a business initiative as it is run in the real world
  • Math Challenge
    Math Challenge
    Enables students to build cross-domain connections and apply knowledge of concepts by representing them in new ways
  • College Fair
    College Fair
    Helping build awareness of admission expectations in college
  • I CAN talk
    I CAN talk
  • Mastery Project
    Mastery Project
    The personal project towards mastery is a two-month long journey of personal growth, driven around a question chosen by the students from an academic domain of their choice. Although there are aspects where students interact with others and develop inter-personal skills, it is primarily an introspective journey. It culminates in a jury presentation where students make visible the process of research and apprenticeship.
  • Exchange Program
    Exchange Program
    Exchange programs with other schools in the city, state, country, and around the world moves students from self to the world and vice versa. Students are able to experience different cultures, ideas, and thoughts. Through interactions and dialogues, students expand their vision of how connected they are and yet how to celebrate differences. Sharing their own experiences and learning from others keeps ideas alive and helps them to grow. This helps students reduce the fear of the unknown and allow them to be more competent and less helpless.
  • Coffee at Riverside
    Coffee at Riverside
    Coffee at Riverside is a ‘chat show’ where students interview guests that are inspirational, mavericks (“out of the box thinkers”) or experts in their field. This is an opportunity to interact with people they might not normally encounter and hear different perspectives. Students develop the important skill of asking higher order questions. Students strive to produce a professional output so that they gain the maximum from their guests in a minimum amount of time.
  • Master Class
    Master Class
  • Agenda setting and closing the loop
    Agenda setting and closing the loop
    Agenda Setting and Closing the Loop are daily routines. Collaboratively, teachers and students determine the events of the day and set the tone and pace of work. Agenda setting also happens at the beginning of sessions, when objectives of a lesson are made transparent. Closing the loop, provides an opportunity to determine what has been accomplished, either at the end of the session or at the end of the day.
  • Conglom
    Conglom
    Starting the day with Conglom builds a sense of belonging that continues through the day. By prioritizing this community time for the first session of the morning, students recognize that building relationships is an important component of their time at school. This is also an opportunity for teachers to get to know each student better. The boundaries between real life and school life start blurring as students share their experiences from outside school in the classroom. Students do not have to compartmentalize their lives.
  • Funderstanding
    Funderstanding
    Funderstanding affords students the opportunity to take stock of their own learning and share it with their parents. By reviewing and reflecting upon the term and then demonstrating their understanding to their parents, students feel a sense of achievement. Since this is a collaborative effort, each child gets an idea of the different perspectives of their classmates. This process is also an opportunity for teachers to observe the many ways in which children make sense of their world, what concepts they have internalized, misconceptions that they may harbor and whether each child is able to identify his strength.
  • Thinking Routines
    Thinking Routines
    Students need skills that are applicable in different real life situations, so that when they encounter a conflict, dilemma or problem, they are capable of strategizing their thinking to find a solution. The explicit understanding of thinking empowers students with the confidence to deal with problems independently.
  • Revisiting
    Revisiting
    Individuals retain different memories of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students experience the same unit of learning in different ways. Revisiting makes it possible for them to become familiar with and strengthen the details of their individual journey while aligning themselves to the big ideas and concepts.
  • Reflection
    Reflection
    Individuals have different memories and feelings of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students perceive the same experiences in different ways. Reflection makes it possible for students to strengthen details of their individual journey by thoughtfully considering recent experiences and connecting them to earlier ones. In addition, they can evaluate their progress and identify areas of strength and areas that need improvement. Identifying emerging patterns can help students break negative patterns and enhance positive ones. It provides a good springboard to discuss strategies and tackle discrepancies. Ultimately, this helps students to maximize their own learning.
  • Assessment and Evaluation
    Assessment and Evaluation
    Students are assessed and evaluated throughout the learning process rather than just at the end of the month / term / year with an examination. It is done in different working contexts so different aspects of students' skills and understanding is revealed. As students are actively involved in the process, they have opportunities to revisit, review and recall the process. Teachers have an opportunity to evaluate student growth (both individual as well as the collective achievement of a grade). The evaluation process is designed to be personalized and specific to individual students, rather than a one-size fits all approach.
  • High quality adult learning
    High quality adult learning
    High quality teacher development is the key to facilitating student learning. A teacher who understands how children think and learn acquires the skill of designing instruction that offers the best opportunity for each child to grasp concepts. Students experience individualized instruction, which enables each one to realize her potential. This can only be achieved through a continuous study of research in pedagogy, learning theories and their implementation in the classroom.
  • Parent Partnership
    Parent Partnership
    Regular dialogue between teachers and parents about daily learning and experiences allows parents to get a closer view of the classroom and their child's life in it. They are able to witness their child's growth in all domains (cognitive, physical, social and emotional). When their children's learning and progress becomes visible and accessible, parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. The focus shifts to nurturing the child's wellbeing, celebrating learning and viewing him/her as a more holistic individual.
  • Peer and public scrutiny
    Peer and public scrutiny
    Through Peer and Public Scrutiny, students imbibe the idea that for almost everything in real life, teams of people make things happen. In addition, they realize that the public - the audience or user - is the ultimate judge of the strength of an idea or product. Through this process, students begin to understand how 'life' works and see a reason for thinking from the point of view of the end user/audience.
  • Buddy interaction
    Buddy interaction
    Typically, a 'buddy' is considered to be a friend who knows us well, accepts us as we are and is fun to hang out with. A buddy is also someone we like to do things, explore and pair up with. Through this relationship, we learn about each other, about ourselves and about life. Buddy interactions create real life/family like scenarios of interaction between children of different age groups, similar to siblings but without the rivalry.
  • Learning embedded in real life
    Learning embedded in real life
    Authentic experiences establish the relevance of what the child is learning. They make connections from the classroom to the real world. Real life situations allow for boundaries to be blurred between disciplines and domains. Students get to see the application of skills from each domain used seamlessly. The transfer of learning from one domain to the other is enabled without seeming contrived. Since there is a wide range of skills and concepts to be applied, it allows for differentiated instruction, where a child can choose an area of her strength, interest and readiness.
  • Individual Parent Meeting
    Individual Parent Meeting
  • Sports Day
    Sports Day
  • Making Teaching Visible
    Making Teaching Visible
  • Buddy Interaction
    Buddy Interaction
    Typically, a 'buddy' is considered to be a friend who knows us well, accepts us as we are and is fun to hang out with. A buddy is also someone we like to do things, explore and pair up with. Through this relationship, we learn about each other, about ourselves and about life. Buddy interactions create real life/family like scenarios of interaction between children of different age groups, similar to siblings but without the rivalry.
  • Conglom
    Conglom
    Starting the day with Conglom builds a sense of belonging that continues through the day. By prioritizing this community time for the first session of the morning, students recognize that building relationships is an important component of their time at school. This is also an opportunity for teachers to get to know each student better. The boundaries between real life and school life start blurring as students share their experiences from outside school in the classroom. Students do not have to compartmentalize their lives.
  • Reflection
    Reflection
    Individuals have different memories and feelings of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students perceive the same experiences in different ways. Reflection makes it possible for students to strengthen details of their individual journey by thoughtfully considering recent experiences and connecting them to earlier ones. In addition, they can evaluate their progress and identify areas of strength and areas that need improvement. Identifying emerging patterns can help students break negative patterns and enhance positive ones. It provides a good springboard to discuss strategies and tackle discrepancies. Ultimately, this helps students to maximize their own learning.
  • Revisiting
    Revisiting
    Individuals retain different memories of the same experience depending on their inclination, prior experience, and mindsets. Similarly, in schools, students experience the same unit of learning in different ways. Revisiting makes it possible for them to become familiar with and strengthen the details of their individual journey while aligning themselves to the big ideas and concepts.
  • Thinking Routines
    Thinking Routines
    Students need skills that are applicable in different real life situations, so that when they encounter a conflict, dilemma or problem, they are capable of strategizing their thinking to find a solution. The explicit understanding of thinking empowers students with the confidence to deal with problems independently.
  • Assessment and Evaluation
    Assessment and Evaluation
    Students are assessed and evaluated throughout the learning process rather than just at the end of the month / term / year with an examination. It is done in different working contexts so different aspects of students' skills and understanding is revealed. As students are actively involved in the process, they have opportunities to revisit, review and recall the process. Teachers have an opportunity to evaluate student growth (both individual as well as the collective achievement of a grade). The evaluation process is designed to be personalized and specific to individual students, rather than a one-size fits all approach.
  • High quality adult learning
    High quality adult learning
    High quality teacher development is the key to facilitating student learning. A teacher who understands how children think and learn acquires the skill of designing instruction that offers the best opportunity for each child to grasp concepts. Students experience individualized instruction, which enables each one to realize her potential. This can only be achieved through a continuous study of research in pedagogy, learning theories and their implementation in the classroom.
  • Parent Partnership
    Parent Partnership
    Regular dialogue between teachers and parents about daily learning and experiences allows parents to get a closer view of the classroom and their child's life in it. They are able to witness their child's growth in all domains (cognitive, physical, social and emotional). When their children's learning and progress becomes visible and accessible, parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. The focus shifts to nurturing the child's wellbeing, celebrating learning and viewing him/her as a more holistic individual.
  • Peer and public scrutiny
    Peer and public scrutiny
    Through Peer and Public Scrutiny, students imbibe the idea that for almost everything in real life, teams of people make things happen. In addition, they realize that the public - the audience or user - is the ultimate judge of the strength of an idea or product. Through this process, students begin to understand how 'life' works and see a reason for thinking from the point of view of the end user/audience.
  • Learning embedded in real life
    Learning embedded in real life
    Authentic experiences establish the relevance of what the child is learning. They make connections from the classroom to the real world. Real life situations allow for boundaries to be blurred between disciplines and domains. Students get to see the application of skills from each domain used seamlessly. The transfer of learning from one domain to the other is enabled without seeming contrived. Since there is a wide range of skills and concepts to be applied, it allows for differentiated instruction, where a child can choose an area of her strength, interest and readiness.
  • Agenda setting and closing the loop
    Agenda setting and closing the loop
    Agenda Setting and Closing the Loop are daily routines. Collaboratively, teachers and students determine the events of the day and set the tone and pace of work. Agenda setting also happens at the beginning of sessions, when objectives of a lesson are made transparent. Closing the loop, provides an opportunity to determine what has been accomplished, either at the end of the session or at the end of the day.
  • Assembly
    Assembly
    Assemblies provide a platform for students to showcase their strengths and talents, move outside their comfort zone and extend themselves to face an audience. This builds confidence. When the main events of the week are shared across classes and student achievements are celebrated, students build a sense of identity and belonging within a community. When peers and seniors in the community applaud a student effort and achievement, it builds self esteem and pride in the individual.
  • Squads
    Squads
    Building relationship across Key Stage through Squads
  • Hindi Divas
    Hindi Divas
  • Individual Parent Meeting
    Individual Parent Meeting
  • Camps
    Camps
    Camps provide an opportunity to get students out of their comfort zone. The comforts that students are normally accustomed to are taken away and they must cope and adapt to this new environment. Spending time in a natural setting helps students build awareness and appreciate nature better, which can translate into behavioural changes in their daily routine.
  • Artist in Residence (AIR)
    Artist in Residence (AIR)
    Students are provided with an opportunity to interact and learn from an expert to produce an output of excellence. It is a collaborative process where students from each grade participate towards one successful production. Students exercise choice and voice where they choose, interview for and are selected for specific committees. Each committee must use a variety of languages of learning (e.g., videos, visit, and interaction with experts) in their journey from novice to apprentice to competent.
  • Citizenship
    Citizenship
    Through the Citizenship Curriculum, Riverside aids all Stakeholders (students, parents, teachers, partners, et al.) to break out of that cycle of inaction by providing a framework of do-ables that generates opportunities for being an active citizen. By providing authentic experiences to participants, they become Aware of the realities, which leads to Enablement and finally they are Empowered to be active change agents.
  • Exchange Program
    Exchange Program
    Exchange programs with other schools in the city, state, country, and around the world moves students from self to the world and vice versa. Students are able to experience different cultures, ideas, and thoughts. Through interactions and dialogues, students expand their vision of how connected they are and yet how to celebrate differences. Sharing their own experiences and learning from others keeps ideas alive and helps them to grow. This helps students reduce the fear of the unknown and allow them to be more competent and less helpless.
  • Coffee at Riverside
    Coffee at Riverside
    Coffee at Riverside is a ‘chat show’ where students interview guests that are inspirational, mavericks (“out of the box thinkers”) or experts in their field. This is an opportunity to interact with people they might not normally encounter and hear different perspectives. Students develop the important skill of asking higher order questions. Students strive to produce a professional output so that they gain the maximum from their guests in a minimum amount of time.
  • Student led conference
    Student led conference
    In our lives, both professional and personal, feedback is very important for our growth. However, more beneficial than feedback from others is our knowledge of our self. Self assessment and metacognitive skills are important for individual growth. Therefore, it is essential to introduce these skills early so that children take naturally to being self directed, honest and balanced about their own progress.
  • Making Learning Visible
    Making Learning Visible
    We understand better that which is visible, tangible, and experienced. The complex world of learning becomes simpler for the layperson - the parent - through the process of making learning visible. When their children's learning and progress becomes visible and accessible (through sample work), parents gain a more qualitative understanding of the learning as opposed to a quantitative numeral or grade. That understanding helps parents support their children better during the school years. They begin to see the child as a more holistic individual with special strengths and a few areas that require reinforcement.
  • Making Teaching Visible
    Making Teaching Visible
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