A pedagogy rooted in neuroscience
A curriculum framework designed for success
Simply gathering facts and sitting through a lesson isn’t true learning. How we learn is just as important as what we learn. And what matters the most is whether those lessons truly stimulate learners’ brains. After all, if learning doesn’t spark curiosity and excitement in young minds, can we really call it learning?
Over and above the storyline of MysticLand and the interplay of characters, our curriculum and tools follow the unique RAAC framework.
READ
Reading can be the most impactful and memorable activity. Alternatively, it can also be the most boring and mundane activity. The shift comes from how engaging the reading experience is. This is defined by as much as what we see while we read.
MysticLand’s visual style makes learning through reading an immersive and enjoyable experience.
ABSORB
Progressing from engaged reading into real absorption requires ways to enable the learner to form interconnections between neurons in their brain.
MysticLand’s execution ideas for every lesson, supporting audio-visual material makes learners absorb content better and gear up towards applying what they absorbed.
APPLY
What learners have absorbed needs to be applied. Without a pathway for application, learning becomes a mere memory test.
Ample activities at the end of every lesson allow learners to apply what they have absorbed. The structured activities have an element of expressing personal opinions and drafting actionable activities to make the world a better place.
CREATE
Today’s world requires more creative, visual thinkers. Education without creativity severely restricts the capacity of learners to think outside the box.
MysticLand provides a safe space for learners to express their creativity and come up with the most creative ideas. From the coolest inventions to imagining life outside Earth. After all, imagination knows no bounds.
The RAAC Framework in action
GK, Grade 3, Chapter 5
After reading about the very inspirational stories of 8 inventors and their inventions, learners will be in their best possible state of mind to invent something on their own. This is exactly what we have done. The creative activity in this chapter is called ‘What would your invention be?’ The outcome of this exercise is for learners to unlearn the idea that technology has to be at the centre of every invention. They will have to observe their own day from the moment they wake up till they go to bed, spot opportunities to make their life more efficient, better or entertaining. And solve it with an idea for an invention!
GK, Grade 6, Chapter 6
Learners dive into the world of Artificial Intelligence and learn about its needs, types and potential opportunities. After this, they are asked to pour their learnings into a creative essay titled ‘The AI world in 2040.’ This is when they explore a futuristic scenario on how their day would be in 2040 when powered by AI. What all functions that we perform can be AI integrated.
EVS, Grade 3, Chapter 13
Learning about earthquakes and how they are formed is important. But what is equally, if not more important, is knowing what to do in case of an earthquake. After going through the steps on what to do in an emergency, learners will have to have an open conversation with their parents. They will then put together an Earthquake Escape Plan with their parents so everybody remains safe. This plan has to be displayed at home in a prominent place for everybody to see and implement.
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
It was our pleasure to be a part of the MysticLand Program. The children took part with great enthusiasm and learnt a lot from the colourful GK books. The community service conducted was a success. The whole school joined hands for the cause. Besides this, the value education and the gratitude cards made the program more meaningful.
Ms. Neha Kumar, Head of Primary
Stepping Stones School, Chandigarh
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