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Primary Year’s Programe

The primary year's programme is aimed for the students in the age group of 3 to 10 years, to imbibe necessary skills and knowledge required in initiating the education. It is helpful in enhancing the qualities of an individual so that they can develop their personality as per the international standard.

The primary year’s programme is aimed for the students in the age group of 3 to 10 years, to imbibe necessary skills and knowledge required in initiating the education. It is helpful in enhancing the qualities of an individual so that they can develop their personality as per the international standard.
It emphasises upon the cognitive and psychomotor elements of student, that assessed and written as per the international standards of education.
The chief aim of primary years programme is to encourage the nature of curiosity and development of various skills within a child. It also tend to use the independent learning process for our students. Creative thinking and the ability to analyse is essential for learning.
It use creative and critical thinking skills to teach the students regarding solving different problems and represent a strong sense of equality and fairness, candour, rights and esteem.

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Middle Year’s Programe

The Middle School Programme is structured to meet children's varied intellectual and developmental needs of the age group of 11 to 14 years. The curriculum is a blend of the National Council of Educational Research and Training (NCERT) Programme and the concepts and skills learnt in the Primary Year’s School Programme.

The main aim of the Programme are developing skills related to writing, reading, reflecting, critical thinking, public speaking, fostering initiative among students and a desire to acquire knowledge. Academic subjects include English, Hindi/Sanskrit/French, Mathematics, Science, Social Science. Art, Drama, Computer Science, Music, Yoga and Dance are integrated into the mainstream curriculum and are further strengthened as optional co-curricular activities.

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