The teaching -learning process in the pre-primary focusses on ‘learning through a variety of experiences and building up on conceptual knowledge through activities and play. The children learn by first-hand experiences involving manipulation, exploration, and experimentation. We respect the individual pace of each child and allow the learning to happen in ‘Khel Khel Mein, Khushi Khushi Se’. The school aims to provide a holistic learning environment.

Curriculum for Pre-school

Free-conversation/Circle time- Circle time benefits kids in countless ways and is an invaluable part of the school. Whether participating in group discussions or working on collaborative projects, children gain valuable experience through this special time of day as they engage in various activities.

The children begin the day with ‘meditation’, a mental journey of building listening skills and concentration span. With their eyes closed they go into space or a jungle. Later they express what they have seen mentally.

In kindergarten, ‘current news’ discussion is an important part of circle time. Children regularly bring news clippings (mostly pictures) and speak about it in front of the class. This activity helps children to develop general awareness, critical thinking, vocabulary, empathy, and civic skills in order to be successful in school and in life.

The Morning Assembly is an integral part of the day in which stories, songs, rhymes, puppet- show, skits are included. Children are the active participants. Every child is encouraged to participate in one or the other events in the ‘Assembly’ over a period of time to enhance and build up the child’s confidence and reach.

Learning by Doing-The approach of ‘learning by doing’ is deeply rooted in the essence of experiential learning. It invites young learners to explore, interact, and make sense of the world around them through direct experience. Within diverse educational landscapes, embracing hands-on sensory-rich activities like colouring, free-hand drawing, cutting, pasting etc. learning is not just received passively but experienced vividly and personally. The free-hand drawing is not just lines and symbols, but the child’s expression of his/her thoughts which he/she may not be able to put into complicated words like the adults. These are simple stories told by the child.

Playroom- Children love visiting the playroom where they are free to choose and play a variety of games, whether it is in the doll house or playing with kitchen sets, beads, puzzles, blocks or simply sitting down and browsing through the picture story books. Role play and imaginative games are encouraged like ‘Birthday celebration’ or ‘Ghar Ghar’.

Foundational literacy and numeracy- Developing a strong foundation of language, literacy, and mathematical skills in the early years is critical to all future learning. Relevant literacy experiences give them opportunities for self-expression in oral and written forms, reading with comprehension, pleasure, and critical perspective. Developing mathematical abstract ideas through concrete experiences also enables them to develop a positive attitude towards the subject.

Music & Movements- Children enjoy rhymes and stories where they sing and dance along with the music played in the class. They recite rhymes happily and listen to stories and in turn begin to create/narrate their own stories too. This component builds up listening skills, enhances rhythmic movements, improves language and expression, strengthens physical development and also liberalises imaginative skills.

Outdoor Activities- Children go for nature walks to explore immediate surroundings, plays on the swings and participates in structured outdoor events. Gross motor skills, pro-social behaviour, team spirit, observational skills etc. are a few learning outcomes through such exercises.

Trips and excursions- We also organise short trips like rail museum, Delhi zoo, Garden of five senses etc. for the children. Besides enjoyment they develop close bonding with their classmates, observation skills, emotional and communication techniques etc. A recall cum memory retention activity is performed with the children when they come back.

The Teacher-learning process in the Primary focusses on Learning through a variety of experiences and building up on conceptual knowledge through activities. We respect the individual pace of the child and allow the learning to happen in "Khel-Khel Mein, Khushi Khushi Se."

Curriculum for classes 1 to 5

The curriculum which is being followed in the classrooms is the result of a very meticulously planned and evolved through a laborious process of dialogues, meetings, workshops etc., held amongst teachers and experts in the field of education invited from outside. It had been very meaningfully named as the ‘development curriculum’ focusing on the holistic development of each child. The curriculum so designed and reformed keeps in account the multidimensional development perspective of every child which begins at the pre primary stage and focuses on:

• Introduction of age appropriate tasks which help children to get a feeling of success.
• Total development of the child which prepares the children to acquire reading, writing and arithmetic skills with less stress and in a more joyous manner
• An integrated approach to learning by providing a variety of experiences such as dramatization, story telling, learning by doing, exploring different mediums of arts and experimentation in the activity room.

Main Features

• De-emphasising text book centred teaching-learning.
• Creation of an activity room to facilitate free and creative expression by the children.
• Equal weightage to intellectual, socio-emotional, physical and motor development.
• Scientific reorganisation of seating arrangements in the classroom for greater interaction and personalized teaching of each child.
• Continuous evaluation of learning through a variety of methods.
• Continuous dialogue with the parent fraternity.
• Involving the grandparents in providing a wholesome development to our children.
• Using the library as an effective means to improve reading, speaking and listening skills.
• Senior children acting as ‘mentors’ provide youngsters confidence and dimensions.

Curriculum for Classes 6 to 8

• The Middle school years are the best formative years in the life of a student. It is therefore very essential that during these years every effort should be made to develop love for learning and generate curiosity in growing minds.
• The curriculum frame work is designed to follow the National Curriculum Framework document that is adopted by NCERT. The main thrust is on "learning by doing". A lot of emphasis is given to activity based learning modules, as opposed to Rote learning. This will consolidate the learning pattern and make it memorable and lasting in nature.
• We follow CBSE curriculum. The academic year is divided into two terms. There is one periodic test in each term, terminal exam, a number of activities for subject enrichment. A number of assessment tools are need to identify the learning gaps and sufficient remedial & diagnostic measures are taken to improve the learning outcomes.
• The students are also encouraged to participate in other extra curricular activities also like Games, Music, Art and Computers etc., to develop their all round personality. The SUPW is a platform given to each student to explore his/her potential.

Curriculum for classes 9 to 12

Secondary and Senior Secondary

• For classes 9th to 10th, the students are taught Mathematics, English, Science & Technology, Social Science and one language to be opted either from Hindi, Sanskrit or French as compulsory subjects. Games, Arts, Library & Computer are a part of extra activities and the children also have to choose one from a number of other activities as a SUPW activity.
• Keeping in mind the academic requirements at higher levels, the number of periods for formal subjects in Classes 11th and 12th is more.
• Apart from the usual subjects, the students in these Senior Classes have to learn Games, Library and General studies also as compulsory activities plus another chosen as an SUPW activity.
• For the students of 11th & 12th the following streams of options are taught in the School:

S.U.P.W. Activities

• Students have to select any one of the following activities offered to them as Socially Useful Productive Work (SUPW) Activities.
• These activities include : Interact Club, Student Mentor, Peer Mentoring, Jigyasa Quiz Club, Virasat –The Heritage, Cyberbyte, Campus Management, Disaster Management, Library Services, Collage and mixed media, Learning from Artists, Glass Painting, Fabric Painting, Music Vocal, Indian Instrumental Music, Western Instrumental Music, Dance, Clay Modelling, Craft, Yoga, Theatre Unit, Eco Club : Taruvaran, Maths Club, Science Club, MUN, Sanskrit Club, Literary Club (Hindi), Debate Club, English Literary Club (Senior), Robotics, Photography Club, Space Club, AR/VR, Financial Literacy & Consumer Awareness Club, Election Club, Reading Club, Debate Club, Cyber Club.