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Curriculum Framework has been developed on the foundation of trust, autonomy, flexibility and accountability with the main objective to generate fresh thinking and action.


  • The school would prepare students for the board`s exams.
  • There would be a constant non-stressful daily work.
  • The curriculum would be child initiated at pre-school, child centered at primary and interactive, project and research oriented in the secondary.
  • The curriculum would move in a very natural, sequential manner from primary until Std. XII as a sort of continuum.
  • Every opportunity for developing student’s native talent would be sought to be provided. Children would be encouraged to explore and reason; child to child interaction opportunities, debates, dramatics, quizzes as also live experiences through visits, guest’s lectures and audio-visual media would be provided.
  • Effective, however, free of cost guidance for national level and coveted entrance examinations e.g. JEE, NEET, and NIIT, will be provided.


The objective in designing in-house curriculum is to offer teaching and learning which ensures that all pupils :

  • Are interested and motivated in their work;
  • Achieve success and make progress in their learning;
  • Derive satisfaction from their achievements;
  • Have confidence in their ability to work at an appropriate level;
  • Experience an appropriately broad and balanced curriculum;
  • Have equality of access to learning and subjects of the curriculum;
  • Experience a range of teaching methods;
  • Are involved in integrated and subject -specific activities;
  • Work individually and as a member of a group;
  • Have their progress in the key skills of learning monitored and recorded;
  • Work with a number of adults;
  • Learn in a purposeful atmosphere where there is mutual respect and deep understanding


  • Self – direction: the capacity to carry out independently and to take initiative
  • Inventiveness: The creative use of resources, alternative methods and explanations
  • Problem-solving involving diagnostic ability, problem formulation, problem solving skills
  • Analytical and Evaluative Skills
  • Decision – Making Skills: Deciding what is relevant and what is not, what to include and what to leave out
  • Integrative Skills: The synthesis of ides, experiences, and information from different sources and disciplines.
  • Interpersonal communication
  • Communicating with peer group a and adults
  • Elucidating ideas through written work, graphs, oral presentations etc.
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