The school follows CBSE curriculum which is in tandem with NCF 2005. The curriculum helps in the holistic development that encourages children to become creative and original thinkers, makes them to enjoy the learning experience through a varied spectrum of indoor and outdoor activities. Students undergo a highly enriched curriculum that gives them a sound and broad foundation of basics as well as opportunities to be challenged and to delve deeply into areas of their interest.
The methodologies are designed to emphasize on confidence building, hands on experience, group learning and communicative competence. Our teaching methods are an eclectic mix of recent innovations and existing learning styles.
It provides opportunities to explore and discover their immediate surroundings through Logical, Analytical and Critical Thinking, Ability to apply Problem Solving, Positive Thinking, Self-confidence and Language Skills to express themselves verbally and in writing.. The activity-based approach for teaching and grading system for assessing the performance of children have been adopted. Evaluation at this stage takes place in a stress-free and learner friendly environment on a continuous basis, ensuring comprehensiveness and transparency.
Our curriculum envisages integrated learning experiences for children. The curriculum ensures a smooth transition from the home environment to the Primary school . At the end of six months (two terms in a year) the teacher assesses if the desired outcome has been achieved in the following areas:
- Recognition of the environment
- Pattern copying
- Sequential arrangement
- Creative Skills
The Secondary School classes emphasize on skills of learning. The curriculum is innovative, relevant, evolutionary and developmental. It balances the integration of acquired knowledge, skills and its application – connection into action and content areas, fostering High Order Thinking Skills (HOTS) as well as it builds children’s self-confidence and assurance through planned assessments and revision strategies which are an integral part of teaching and learning. The students are also familiarised with the life skills needed for dealing with the demands and challenges of everyday life. The pedagogy of curriculum transaction at this level involves an integration of Science and Technology, Mathematics and Social Sciences in combination with Languages. Evaluation is in the form of continuous internal testing and term examinations. The students’ achievements are graded accordingly.
Continuous and Comprehensive Evaluation (CCE)
The CCE has come into practice since 2009 to make learning stress-free and ease the students the fear and phobia of examination. The CCE is a diagnostic tool for a teacher focusing on personal attention of the students. The academic year consists of two terms April-September and October-March. Each term has 2 FAs and 1 SA. The CCE evaluates the students to learn with understanding involving in projects, practicals, field trips, quiz, paper presentation, ppt etc.,
The Co-Scholastic areas are assessed in two parts . The first part being Life Skills, Attitudes and Values. Life Skills consists of Thinking Skills , Social and Emotional Skills. Sports, Yoga, Clubs, Performing Arts and Craft contribute as the second part. The Co-Scholastic will enhance credits in Scholastic areas. The school day is packed with activities that allow students to become effective communicators, problem solvers and creative thinkers.
Parents must understand that pressurising a child to perform beyond their ability and capability will hamper the child and that is not the aim of CCE. Competition is necessary for the growth of the child but not comparison.
Professional Development of Teachers
A school’s most important asset is its teaching force and hence the most rewarding investment a school can make is to ensure that teachers continue to learn. Training of teachers is a regular and on-going activity. The School conducts an in-depth analysis to identify relevant, training needs required for its teachers.