Over the last 18 years, BRAMS has designed, implemented and shared a unique user centered curriculum that is providing students with a model which focuses on quality of learning AND student well being. This model has proved its academic achievement as well as its unique philosophy of ‘Doing Good AND Doing Well’..
Step 1 caters to our youngest learners. They enter the learning journey at a time when their brain is at its most competent and absorbent state. They are wired to learn. Their learning occurs at a furious pace and is predominantly sensorial and more multidimensional than at any other state. For these learners, their world, people, surrounding, events, is a huge complex mosaic. As they grow through Step 1, they develop competencies to chip away at the large picture through simple known methods (from simple to complex).
In Step 2, the learning journey becomes very elastic. Children are armed with sufficient competencies and self management and begin to interact with the world with greater complexity. It is elastic in the sense that they are able to move between experiences, to make connections and draw conclusions. They can consciously strategize their encounters to maximize their learning. The teacher energizes the learner with explicit strategies which the learner in turn applies consciously, visibly, and moves away from helplessness towards independence.
The Step 3 team is a mature learner with fairly advanced competencies and communicative abilities. The learner has sensitivity and sensibility. Most importantly, the learner is meta cognitive (aware of the learning process) and thus, empowered to “solve problems and fashion products” that are aligned with his competencies that are used to effect change for self and the environment.