Curriculum Design

Foundation Years



  • To build curiosity, questioning and wonder in children.
  • To strengthen observation.
  • To enable them to express what they observe, feel and imagine.
  • To train them in building healthy eating habits and social etiquette.
  • To prepare them for formal learning.
  • To engage the five senses.
  • To provide an environment of fun, flexibility and possibilities.
  • To know the self and the environment.


  • In our effort to allow for more efficient experiential learning, the curriculum has been structured to include co-scholastic areas into the scope of mainstream syllabus.
  • Activities like dance, music, games, swimming, skating, personality development and art have been integrated to ensure that content learnt in the scholastic areas is applied by the children in real life situations.
  • The layout of all the classrooms has been modified to allow for experiential learning, exploration of one topic in multiple disciplines, building group dynamics, child led activities and collaborative learning.
  • Furniture is designed to allow flexibility and free movement for kinesthetic learning to take place.
  • The AUDIO VISUAL ZONE is equipped with interactive boards. This facilitates the use of audio visual aids with the children in the classrooms.
  • Children are able to view digital lessons and home production videos prepared by teachers. For instance, visuals and sounds of the ocean and waterfall are experienced by the children in the classroom.
  • The NUMERACY ZONE has teaching learning material that includes Jodo Gyan , beads, coloured pebbles and number cards to ensure activity based appreciation of numbers. Number concepts are taught using concrete objects thereby converting symbols into reality.
  • The LANGUAGE ZONE has library books to allow reading. Word puzzles, sight words, flash cards and games like scrabble encourage children to take initiative in developing language and expression. Here children learn their lessons through dramatization, group discussion and story making. This area helps in enhancing listening and speaking skills.
  • The THINKING ZONE is an innovative feature designed to encourage questioning in kids. Thinking can happen in divergent ways and the same can be developed through activities. This zone aims to build critical thinking, and these exercises help them appreciate different points of view, and allow scope for dealing with misconceptions.
  • The CREATIVE ZONE gives freedom to children to understand concepts through creativity. Here, art is used as the medium of learning. For instance EVS topics like body parts and seasons can be explored through painting and mask making. Easels, origami sheets and paints are available to children to enhance their spatial intelligence.
  • TIME TABLE ON A TYPICAL DAY - Every day, children move into two zones and have one/two co-scholastic activities. Swimming takes place twice a week.
  • This is to let children get into different learning environments, keeping in mind that they have multiple intelligences and that learning is diverse and dynamic. The aim is to cater to the individual needs of every child and not treat them as a homogenous group.
  • Syllabus is transferred through games, drama, stories, puppetry, nature walk, AV aids, role-play and interaction.
  • No readers are used. Thematically integrated assignment booklets have been painstakingly designed. The worksheets are aligned with the activities done.
  • Innovative use of sight words(Glenn Domain Sight reading) and active vocabulary words is done to develop reading and spoken skills.
  • Experimental and experiential learning is emphasized both at school and at home.


  • Personality development classes are conducted to groom into a smart, social independent being.
  • Life Skills programme includes activities like taking care of personal hygiene, cooking without fire, gardening classes, to name a few.
  • Both Indian and Western music and dance classes are conducted regularly.
  • The use of computers begins in class I.
  • Skating is introduced in class I itself.
  • Recreational sports based on motor skills are introduced in class I to identify and develop different skills required for different games.
  • Swimming is a compulsory sport which is considered more of a life skill than just a sport.

Special features

  • Self Survival Skills are introduced to enable the child to guard himself/herself against all dangers.
  • Technology classes make them techno-savvy in this fast changing world full of gadgets.
  • Mother-Teacher programme builds a strong bond to ensure the continuous growth of the child. Here the same teacher takes the class up with her for three years i.e. from LKG to I.
  • Individual dossiers are maintained to document every aspect of the child's development.
  • Putting up of "MOODS" on class boards daily helps children to express their feelings freely and learn to deal with their emotions.
  • Parent Orientation Programmes are conducted for each class. This forms a common platform to bridge the gap between parents and teachers and prepare the parents for a pro-active role in their child's education.
  • Annual Days are segregated class wise to ensure that every child is appreciated for his/her strengths. This also allows every child to get an equal opportunity to participate and showcase his/her talent.
  • Online Parent Portal: Attendance of the students, homework and classwork is shared with the parents online on a daily basis.


  • A continuous assessment based on daily performance takes place.
  • A detailed report is sent once in two months based on the teacher's observation and co-scholastic areas.