Primary School


Primary School

Experiential Learning: Just after pre-primary, a child typically develops love for work, higher degree of concentration and inquisitiveness. Our school provides an environment that takes the child through the next stage of her journey, satisfying her urge to find answers about her place in the universe and constructing a big picture of her relationship with the world. We help the child explore science and society through activities that she can repeat as many times as required to build knowledge. Our methods give her time for reflection, help her develop a sense of control over her activities and help her understand concepts physically before moving to abstract thinking.

Journey: The journey that your child makes in the primary years is crucial for their development. Children at this age are like sponges, inquisitive and ready to learn anything that catches their imagination and seems interesting. Therefore, our methodology involves presenting them a series of topics with hands-on activities that stirs their imagination through hands-on activities. Further, all the material is available in the classroom, for the children to experiment with multiple times, till it satisfies their curiosity and till they have internalized concepts.

The Great Lessons: Children begin to wonder about themselves, the environment, their place in the universe, etc. Therefore, instead of presenting with fragmented facts, we introduce them to the GREAT LESSONS, that tells them about their place in the Universe, and how special human beings are. All other pieces of information are then incorporated in the timeline of the universe to help children understand their universe though a top down approach.

Learning Styles: Every child has one or two pre-dominant ways of learning; the three most pre-dominant ways are: Visual, Auditory, or Kinesthetic. At the Foundation School, our curriculum provides for all three methods of learning. This leads to much better comprehension and retention of knowledge. Not only does a child get to listen to the presentations by teachers (auditory), the child gets to see the presentations (visual), the child will also be able to do the activity (kinesthetic) repeatedly to gain competence.

Reflection: Reflection gives the child time to connect pieces of information they have encountered with the knowledge base they already have. In our environment, children get adequate time to reflect upon new learning, since they move at their own pace.

Social Interaction: Children of this age enjoy social-interaction. They enjoy working in small groups. In the process, they learn from each other. Yet, they also have the ability to work independently. Students in a class are typically divided into groups of 4-5 students. Besides giving presentations to the entire student group, the teacher would work with one group at a time. This would also provide better attention to students.

Self-paced interests: While the teacher would ensure that each child learns topics from the core-curriculum, it is natural for children to get interested in a variety of other topics. The students would be provided a platform to pursue these interests through research work, projects, and also self-paced learning.

Tests and Exams: We believe that in smaller age-groups, children should focus on developing themselves. They should compete with themselves (not with others), so that they are better today than what they were yesterday. Keeping in mind the progressive step taken by the Central Boards of Education, wherein they have abolished examinations for students of grades 1-4, we have taken a conscience decision to have tests and not exams. The aim of the test is to gauge whether student has learnt the topic, or if any further learning-work is required. Tests are not a substitute for learning and only serve as barometers to gauge learning.