THEORETICAL CONCEPT

• The teaching methodology: CBIL and VBIL, i.e. 'Concept Based Integrated Learning' and 'Value Based Integrated Learning' facilitates the integration of global ideas
• The curriculum is in accordance with the guidelines of the CBSE and is followed through NCERT text books.
• Creative arts are as much a part of the students' school life along with academics.
• Apart of the general education program, workshops, educational tours and excursions for students

INTEGRATED LEARNING

The curriculum is integrated so that learning happens primarily through projects and playful activities. Skills required to carry out projects are learnt and interests of children are reflected in the work. Interdisciplinary teaching, integrates math, science, social studies and communication applications

• The teaching methodology: CBIL and VBIL, i.e. 'Concept Based Integrated Learning' and 'Value Based Integrated Learning' facilitates the integration of global ideas
• The curriculum is in accordance with the guidelines of the CBSE and is followed through NCERT text books
• Creative arts are as much a part of the students' school life along with academics

DIFFERENTIATED INSTRUCTION STRATEGY

We recognize the importance of differentiated instruction and one-on-one assistance for our students. Our teachers often spend extra time with students to try to find additional opportunities for working with individual children throughout the school day. Different types of activities with varying degrees of complexity are provided in order to focus on different learning styles and developmental levels. The quick learners are stimulated by follow up exercises and challenging assignments. Children with different learning abilities are given individual attention, simple instructions and exposure to learning aids to which they respond.

MULTIPLE INTELLIGENCE APPROACH

• All the student needs are met through this program. Their intellectual needs are met by constantly being challenged and frequently exercising their creativity. At the same time, their emotional needs are met by working closely with others. They develop diverse strengths and understand themselves better as individuals.
• The emphasis in such a program is upon learning rather than teaching. The students' interests and developmental needs dictate the direction of the program. Such an instruction model adapts to students, rather than expecting students to adapt to it.