The pre-primary curriculum aims to cover the following three broad goals :

Good Mental & Physical Health and overall well-being of kids

Early childhood years are of critical importance for laying the foundation for their physical, socio-emotional and psychological health and well-being for life. These are the formative years when children, with the right opportunities and encouragement, can develop their five senses, strengthen their larger and finer bones and muscles and refine their eye-hand coordination. Also, as they initiate and engage in more and more play-based activities with other children of their age, they automatically develop their sense of identity and social skills.

Children become 'Effective Communicators'

By the time three-years old come into a preschool in monolingual cultures, they have already begun to communicate their needs, likes and dislikes orally in their home language, which is also the school language. Usually, children from infancy (0–2 years) are exposed to books and reading through storytelling by elders. The preschool curriculum is thus required to build on all these early experiences and enhance children’s communication skills so that they can orally share their thoughts and feelings or describe their experiences more effectively. It also ensures that children are able to receive and share information and develop higher order skills — critical and creative thinking. They gradually learn to read and write with comprehension in that language.

Children become Involved Learners and Connect with their Immediate Environment

Children in the preschool years begin to understand the world around them. They relate to their surroundings and make sense of it as they ‘see’ it. They are not so much governed by the concept of number, a skill which is still developing in them. A major goal of preschool education is to help children move towards logical thinking by helping them move from their perception-bound to more concept-based understanding. Mathematical thinking involves thinking about objects and their quantitative and spatial relationships.

Peer Interactions

Engaging with other children in play provides an important context for learning where children observe and imitate and build on what they observe.

Adult Interactions

Through adult interaction, teachers and parents can help children identify associations with and make connections to previously learned skills. Adults guide children and arrange environments to support the learning process. Teachers play a significant role in expanding learning through the implementation of intentionally planned and developmentally appropriate curriculum.

Material Interaction

Children interact with a variety of materials during free and guided play.

Environment

Children are in constant interaction with their environment. They want to touch everything they see. This is how they learn. Children explore the physical, social and natural environment by manipulating objects, asking questions, making predictions and developing generalisations.

Few Pedagogical Approaches for Curriculum Transaction

• Theme-based Approach
• Play-based Approach
• Activity-based Approach
• Projects or Inquiry-based Approach Emergent Curriculum
• Integrating Approaches

Early learning outcomes

Early learning outcomes are the expectations for the learning and development of young learners. It emphasises on what children should know and be able to do at the end of each year. Teachers align content, pedagogy, activities, experiences and opportunities for play, exploration, discovery and problem-solving in order to achieve the learning outcomes.

CURRICULUM

PRIMARY & UPPER-PRIMARY

In , primary education or elementary education lasts eight years in India. Pupils aged 6 to 14 complete the following two stages: primary stage, grade I-V; upper primary stage, grade VI-VIII. A primary curriculum is a framework that structures what a school sets out to teach its pupils. In this way, it covers the skills, knowledge, attitude and values, laying out the theory, product and practice. Therefore, we often refer to it as a set of learning goals.

EXAMINATION PATTERN AND WEIGHTAGE

Exam Pattern for Class 1 to 5

As per the latest exam pattern for class 1 to 5, the assessment of students will be done in two areas i.e.

• Scholastic
• Co-scholastic

The scholastic area mostly includes test marks, notebook upkeep and subject enrichment. On the other hand, the co-scholastic areas include skill-based activities, art education, physical educations and other co-curricular activities like dance, art, music, etc.

The academic year is split into two sessions i.e. Formative and Summative Assessments

Formative Assessment (FA) - Assessment for learning

Through this assessment, the students are observed on a regular basis regarding their progress in academics. It includes conversations, projects, class-work, visual testing, assignments, class test, homework, practical, quizzes, oral testing, etc. These formative assessments are purely informal; however, the date and time of test will be announced beforehand. These assessments will be conducted in the regular periods of concerned subjects.

Summative Assessment (SA) - Assessment of learning

This assessment test is the final assessment of the student’s performance. This assessment will be conducted twice a year, at the end of each term in the form of a proper pen and paper-based test conducted by the schools themselves.

Grading System for class 1 to 5

All the internal and the external assessments will be made in marks. However, the overall results will be given in grades. The final report card of students will reflect only the grades. The exam pattern for class 1 to 5 is same and the grades given are on 5 point scale. The grades will be based on a student’s performance in all the 6 exams (4 FAs and 2 SAs).

CO-SCHOLASTIC ACTIVITIES (CLASSES VI-VIII)

For the holistic development of students, co-curricular activities will be carried out and graded term wise on a three point grading scale.

• Work Education - Work Education refers to skill-based activities resulting in goods or services useful to the community
• Art Education (Visual & Performing Art)
• Health and Physical Education (Sports/Martial Arts/Yoga/NCC/etc)

DISCIPLINE (CLASSES VI-VIII)

Students will also be assessed for the discipline which will be based on the factors like attendance, sincerity, behaviour, values, and tidiness, respectfulness for rules and regulations, attitude towards society, nation and others.

Grading

Will be done term-wise on a 3-point grading scale (A=Outstanding, B=Very Good, C=Fair)