Pre – Primary / Kindergarten (LKG – UKG)

Education typically designed for children from 3 years of age to the start of primary school. The educational properties of pre-primary education are characterized by interaction with peers and educators, through which children improve their use of language and social skills, and start to develop logical and reasoning skills. Children are also introduced to alphabetical and mathematical concepts, and encouraged to explore their surrounding world and environment. Supervised gross motor activities (i.e. physical exercise through games and other activities) and play-based activities can be used as learning opportunities to promote social interactions with peers and to develop skills, autonomy and school readiness.

Salient features of the pre-primary department are:

A good head start for learning

Teaching in a fun filled way play method

Putting children on a path of lifelong learning

Higher development in language and mathematical skills.

A great opportunity to develop social skills.

Exposure to enhance communication skills.

Learning goals in a pre-primary school:

Children learn a great deal in preschool. The emphasis is on the cognitive development of the child as learning is due to practice and interaction in a big group.

Social interaction is the second most important feature of Pre-primary school education. The kids learn to interact with children of their own age in a supervised environment.

Playing with mud, holding crayons, practicing free coloring and writing on board helps in motor development of the children. Both fine motor & gross motor development takes place by the various activities performed in the classroom under the supervision of trained teachers.

The child is prepared for the curriculum of the structured schools.

Upper Primary Department (5TH – 10TH)

Universalization of Elementary Education (UEE) is a constitutional provision and a national commitment in India. Universalization implies educating all children upto the age of 14 which is equivalent to completion of upper primary level of education. Over the years, efforts by the government towards achieving the goal of UEE were focussed more on the primary stage than on the upper primary level of education.

Universalization of upper primary education in India is normally discussed in terms of enrolling and retaining all children belonging to the age group 11 to 14. This seems more to be a desirable goal to be achieved in the long run than a realizable target at the present levels of development of primary education. Enrollment is a function of the relevant age group at the primary level of education. However, enrollment in upper primary schools is more a function of primary education completion rates than a function of the relevant age group. It is logical to argue that all children in the relevant age group (11 to 14) cannot be enrolled in upper primary classes unless they complete primary level of education.

Salient features of the upper-primary department are:

Young children find security in rhythm, ritual, and repetition.

Young children learn through play.

Young children want to belong to a community that is safe, beautiful, and good.

Young children explore the world with wonder.

Young children “understand” the world first through their bodies.

Young children seek independence and mastery.

Young children thrive in the natural world.

Young children use stories to construct meaning.

Young children seek patterns in the world around them.

Young children construct their identities and build cultural bridges.

Young children express themselves in complex ways.

Learning goals in a primary department:

To develop and promote the pupils’ eagerness to learn, their skills, interests and talents.

To strengthen and develop the pupils’ trust in their own ability to act.

To strengthen and build their social competence (responsible behavior, team spirit, integration, development and acceptance of rules and norms, critical thinking),

To enhance their language skills (communication, expression).

To develop and impart basic knowledge, skills, abilities, insights and attitudes that serve.

To acquire reading, writing and arithmetic skills (including the use of modern communication and information technologies in a manner suitable for children).

To get into contact and deal with the environment.

To broadly develop artistic and technical skills as well as physical and motor skills.

To gradually develop an appropriate attitude towards learning and working (perseverance, care, accuracy, the readiness to help others and considerateness).