Our school follows a progressive approach to learning and a blend of internationally recognized frameworks that foster inquiry and investigation. The school curriculum is designed to nurture global citizens of the 21st century, mindful of their role in their communities and the world, and keen to actively contribute to both.
Bright Minds Public School will be a beacon of meaningful and authentic learning that empowers students with the skills, attitudes and flexibility necessary to tackle the challenges and opportunities of our ever-changing world.
we strongly believe in the holistic development of our entire family. Our students and teachers together strive to create a cohesive learning environment that is conducive to developing a child’s innate talents.
In addition to a focus on academic excellence, our students are encouraged to think critically and to question the world around them.
Our dedicated teachers encouraged to improve their skills through the in-service training workshops conducted regularly throughout the year.
Further, through a wide range of extra and co-curricular activities, we aim to develop a child’s personality and stimulate them to be mindful, sensitive and responsible members of society.
We focus on the socio-emotional development of every child to ensure that each and every child feels safe, supported and motivated.
At various times, students may benefit from some additional support from our team of professionals.
Our team of Counselors and Learning Support teachers work individually or in small group formats with students identified by teachers and the Principal. Sometimes the support is short-term and sometimes of longer, consistent duration.
The aim is to help students understand challenges they may face in their learning or emotional development, to learn and practice strategies and to advocate for themselves. One-on-one support does not take place without prior discussion with the student’s parents and their expressed permission. Small group work may sometimes be conducted as part of the fabric of the classroom life and permission is not sought – these are often short-lived sessions targeting some issues with social dynamics and bullying or assisting students with specific or new skills.
