We are following the syllabus of National Council of Educational Research and Training (NCERT) from this Academic year.
We are in collaboration with EZ Vidya is a company that is engaged in educational research and innovation of educational materials and provides learning solutions to deliver quality holistic education.
It is a channel partner for NGOs and corporate bodies in enabling their socio-educational initiatives including large scale transformation initiatives in the Government school space. It has conceptualized a novel and unique educational program called Chrysalis for school students studying in lower kindergarten (“LKG”) and Upper kindergarten (“UKG”).
The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy on Education (1986).
The national curriculum framework (NCF), 2005, recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community.
The school has been imparting education to children and is keen on introducing new and innovative methods of learning for the benefits of its students.
The success of this effort depends on the steps that school principal and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults.
Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge.