Project Approach

The School follows the Project Approach to Learning wherein teaching is based on a theme/topic which is local, current in nature, concrete, small scale, age appropriate and interesting. Other subjects of learning are integrated with the project to ensure that children learn while carrying out activities that interest them. Children work in groups and independently using multiple intelligences and suiting their different needs. Collaborating, Co-operation and Sharing is the hallmark of this system.

Each Project has three phases.

Phase 1.   Throughout the first phase of a project, a baseline of understanding is established and reviewed for all the children in the class.

Phase 2.   With the teacher’s guidance each child becomes involved, working individually or collaboratively, at their own level. The children will represent their learning using basic   skills, science and social studies conventions, construction, art, music, and dramatic play.

Phase 3.   The teacher arranges a culminating event such as a play, drama or art work to bring the project to a close.

The project is structured to include Discussion, Field Work, Representation, Investigation and Display. The structured design lends itself to understanding of all aspects of the project and all related subjects too. Thus, your child will show holistic growth academically as well as in personality development.

Your child will be eager to learn due to our project based approach. We encourage holistic learning where teaching is activity based. The ‘Project Aaproach’ is implemented which integrates a range of subjects thus helping pupils learn in a manner which enthuses as also providing an insight to the pupils on the everyday application of their learning. Thus the bonding between the pupil and teacher grows strong with both teachers and pupils being participants to a group activity with pupils contributing their ideas and innovations and the teacher proving the role of mentor / guide. The focus for the teacher is on learning by the students and not fault finding. Thus the child is encouraged to learn and is not inhibited by the fear of making mistakes.