The Royal Academy

 

His Majesty, King Jigme Khesar Namygel Wangchuck’s desire to make world-class education universally accessible in order to nurture successive generations of leaders from all walks of life, guides the Royal Academy’s curriculum. The curriculum at the Academy will empower learners to become active, responsible, and caring citizens.The Royal Academy’s curriculum is rooted in the enhancement of five areas of development (cerebral, physical, social, emotional, and spiritual) to help young adults actualise their utmost potential and empower them to become good human beings. The Royal Academy’s curriculum will not focus on academic achievement alone; it will also emphasise development of character that fosters fundamental values such as honesty, integrity, teamwork, generosity, and compassion. While the Royal Academy’s curriculum is uniquely Bhutanese, it will instill in children understanding, attitudes, and abilities that have global relevance and application.

Creating new standards in education— The School, Educational Research Center and Teacher Development Center form the core of the Royal Academy. The Educational Research Center and Teacher Development Center will initially carry out research on educational practices and inform teaching practices in the school, Bhutan, and later worldwide. It will help create a research-based culture at the Academy. In addition, this collaborative research and development-based relationship across the three arms of the Royal Academy will become the key distinguishing factor responsible for the Royal Academy’s innovative and dynamic curriculum.

CURRICULUM VISION

curriculum

FIVE AREAS OF DEVELOPMENT

  • SPIRITUAL DEVELOPMENT

    Although spirituality is used to describe a wide range of ideas, from personal belief in a cosmic existence to subjective experience of profound connection with the universe, in the context of the Royal Academy, it refers to the idea of mindfulness and interconnectedness. Even though Buddhist concepts will form a crucial basis of this aspect of development, there will be a conscious effort to explore beyond the philosophical and religious aspect of Buddhism.

    The objectives of spiritual development will include:
    1. Inner tranquility
    2. Commitment to being the best in service of all sentient beings
    3.  Concept of being a good human being
    4. Peace and happiness
    5. Compassion
  • CEREBRAL DEVELOPMENT

    Cerebral Development focuses mainly, but not exclusively, on the academic content of the Royal Academy’s curriculum. There is a strong emphasis on developing and enhancing the students’ abilities in the three languages- English, Dzongkha and Mathematics. Without a solid foundation in these languages, students will not be able to access the rest of the curriculum in its entirety. However, the languages will not be taught in isolation as the content used in Learning Experiences will be drawn from the other domain areas such as Science, Social Science, Health, Aesthetics and IT. The content of the domain areas will also be covered in a holistic manner and not in isolation, with links across the domain boundaries being utilised.
    With the wide range of new knowledge emerging constantly and the increased accessibility of this knowledge to learners, it is no longer enough to simply learn static concepts. What is ever more important today is the process of learning and the acquisition of skills and abilities to interpret and critically analyse both pre-existing and new knowledge and apply them to the world around us. That is why alongside the three languages, another key focus of cerebral development at the Royal Academy is creating opportunities for students to develop critical thinking and problem solving skills, and to engage their curiosity and creativity. Students will be constantly encouraged to develop their understanding of meta-learning and acquire new skills to become lifelong learners.

  • EMOTIONAL DEVELOPMENT

    Emotional development at the Royal Academy will focus on emotional hygiene and inculcate in students the ability to recognise their emotions and understanding of the various external and internal factors influencing it. The Royal Academy will create a conducive environment for students to freely express themselves and allow students the space to experience a range of emotions. Emotional intelligence will constitute a minimal but important aspect of emotional development.
    Adolescence is a difficult time where individuals are exposed to emotions that they have not encountered before. In addition to physical and hormonal changes, individuals begin to form distinct features of their personality that dictate their idea of identity and self- esteem. At the Academy, there will be a focus on providing a nurturing environment and the essential tools for students to discover who they are and explore various facets of their identity and personality.

  • SOCIAL DEVELOPMENT

    Social development at the Royal Academy will focus on cultivating the social graces of the students. In addition to being cerebrally developed, students will be given opportunities to develop their social side through:

    1. Working towards a common goal - social responsibility/ collaboration
    2. Community involvement - civic duty
    3. Understanding themselves and others
  • PHYSICAL DEVELOPMENT

    Physical and Health Education is an important aspect of education at the Royal Academy that focuses on the physical development and wellbeing of the child. Through structured physical activities and unstructured fun games and sports, there will be opportunities for students to understand their physical capabilities and fitness. In addition, there will be a focus on providing space for socialisation, and for fostering cooperation, sporting spirit and leadership qualities.
    Expectations from the Physical health programme include:
    1. Fitness and health of each child
    2. Skills development
    3. Technical Development
    4. Strategies & tactics
    5. Rules and their application
    6. Safety & first aid skills
    7. Critical thinking, problem solving and decision making skills
    8. Development of values: self worth, fair-play & sporting abilities/skills, teamwork, appreciation of others, positive attitudes and behaviours in thought, speech and action
  • ASSESSMENT

    At the Royal Academy, roadmaps are an important tool of assessment. Each teacher is assigned a group of students and together they create individual and group roadmaps. Students play a big part in proposing indicators of success along their roadmaps unique to their individual aspirations.
    Teachers will carry out continuous assessment of the students, using a variety of assessment tools such as observations, classwork, quizzes, self study work and portfolios. The assessment will be based on grades as well as teachers’ observations. Although important, it is not solely the knowledge gained by students that will be assessed; understanding of the process of learning and the acquisition of skills and abilities during this process will be the key focus of assessment at the Royal Academy. Since each student will be evaluated by a number of teachers, the depth of assessment for each student will be rich.
    Teachers will be given an online assessment template to track progress of all the students in English, Dzongkha, Mathematics, the five areas of development and essential skills. Teachers need to record progression of all the children along with detailed anecdotal notes on a regular basis, which will be collated and graphed every six weeks by the coordinators. This in turn, will serve as a basis for updating and assessing the roadmap of the Academy. Additionally, it will also help in improving and assessing the teachers’ individual roadmap.

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curriculum