• Learning centers: Math, language, music and art are learnt through observations in nature, construction (building blocks, clay) pretend play, reading and reuse-and-recycle centers. These offer children a place for learning and exploring at their own pace.

• Conversing Time: Skills of social interaction, listening, conversing, feeling, thinking, empathy and patience are learnt by sharing ideas and experiences with each other.

• Science, Discovery and Explorations: Children at this age demonstrate a keen interest in exploring and discovering the world around them. The curriculum provides rich opportunities and stimuli from the immediate environment to encourage observation, investigation, exploration, questioning and documentation of their of their learning in myriad ways.

• Sand and Water: Sand and water are not only soothing play material, but also stimulating to the imagination. Sand play is a major catalyst for developing concepts, constructing language and promoting social skills. Sand play gives children a chance to explore science concepts like wet and dry, volume, pouring and sifting and other cause and effect in a hands-on way. It improves find motor skills and eye-hand coordination. It is a great group activity.

• Gardening and working with nature: plays an important role in developing sensitivity to the environment, developing observational skills and assuming responsibility through acts of caring and nurturing.

• Clay Work and Pottery: help develop fine motor skills and creative expression.

• Block Play: nurtures creative thinking and enables articulation of ideas.

• Art and Craft: are integral to the way children learn and document their learning, experiences and feelings.

• Music and Movement: Children engage in creative dance movements; learn to play musical instruments and to sing.

• Theatre, story telling and puppetry:is helpful in child’s social, emotional and communication skills.

• Physical education, games and movement: includes swings, slides, balancing beams, rope ladders, obstacles etc. Children are guided by trained professionals to develop coordination, team work, independence and confidence.

Assessments are an important facet of our education policy. Teachers conduct written as well as oral assessments to help improve teaching effectiveness and learning quality.

Curriculum in middle and senior section

Grade 6 onwards: semester examinations (October and March) are held, in addition to continuous assessments. Assessments are more formalized and follow the patterns expected by the CISCE (ICSE) and UCLES (IGCSE) boards.

Assessments are made by gathering information regarding students’ progress, keeping in mind the educational goals. This is done, taking into account their knowledge, the ability to apply that knowledge and their disposition towards a particular subject.

Feedback: The process of feedback starts from kindergarten. It tests what the children know and guides teachers on where they need to progress with respect to pre-defined outcomes.

Integration of Assessments

The assessment practices adopteIn keeping with the school’s beliefs on multiple intelligences and differentiated learning, the following are some ofd:

• Class Presentations: Oral reports on projects

• Essays: Written work with novel ideas and arguments supported by evidence.

• Role play/Interview: Verbal interaction between assessor and assessed

• Multiple-choice questions: Selecting the correct answers

• Projects: In-depth exploration of a topic or field.

• Short answers: short, descriptive, qualitative answers, including diagrams

• Written report: Methodically written account of a project or investigation.

• Hands on Activities: Making mobiles, models, collages, involving creativity and imagination, tactile skills, coordination and expression

• Worksheets: Testing critical thinking and problem solving.

Unit Review & Semester Exams

Unit reviews evaluate learning over a completed sub section, encompassing multiple concepts. There will be a unit review every Tuesday for all grades, beginning class 1.

Middle School & Semester Exams

The focus is on inquiry-based learning and in-depth explorations of subjects-Biology, Physics and Chemistry, Algebra, Geometry and Arithmetic, History, Civics, Geography, Language and Literature Appreciation, Art and Music and Sports, which often culminate into integrated projects. Assessments are not based merely on subject knowledge but also on researching, organizing, presentation and application skills.

The foundation of the middle-years program is based on the following practices, guided by the developmental needs of the students.

• Individual Learning Plans for Special Education Needs students

• Continuous assessments based on observations, projects, activities, worksheets, research and presentations, weekly reviews.

• Bi-annual semester exams

• Special activity weeks

• Workshops, guest lectures

• Technology Integration

• Teacher student ratio of 1:20 (2007-08)

• Weekly student-led assemblies “Student Council / Leadership training

• Co-curricular activities