Our Primary environment is prepared to meet the needs of children aged between 2.5 and 6 Yrs.

Primary environments are carefully designed to meet the needs of the children of 2.5 to 6 years. An environment filled with exciting materials invite children to meaningful work. Children enjoy choosing their own activities, once they are introduced to the materials.


A typical day involves a variety of work like taking care of oneself, tending to plants, academic and going out. One could see young children trying to sew, another one pouring water into marked glasses, one attempting to build a tower while another tracing shapes to make beautiful patterns. In a corner, a child is caring for a plant that she likes, while a couple of other children chatting their way to glory. A small group manipulating a math material to arrive at the product while another group intently watching the adult presenting a new activity.


At first glance, a layman might mistake the environment for a chaotic class but further observation will slowly reveal the underlying order that paves the way for natural development. The Montessori materials, when chosen out of will, by the child, provides a strong foundation for not only academic skills such as total reading, creative writing and critical thinking but also essential life skills. The role of the adult in this process is to be a facilitator connecting the child to the environment.


Children, by the end of the primary program, are confident, think for themselves and emotionally mature. Their academic conquests in their primary make them ready for the challenges in the next plane of development.


Elementary children (aged between 6 and 12) are characterized by an extraordinary sense of imagination, reasoning capacity and abstraction.

The Elementary Program is designed to encourage children to wonder, work and explore using their enhanced capacity to be creative, work as team, take up responsibility and imagine in the second plane of development.


The entire universe appeals to the imagination of the child. His reasoning mind brings in a lot of how's and why's. His new sense of abstraction simplifies and explains the working of the world. He reinforces his capacity to be a self-learner through research and exploration.


After acquiring the many tools in the primary environment, the students begin their elementary journey with the 'five great stories' (from the birth of Universe to the birth of Mathematics). These stories not only bring to light the interconnectedness of all things around us but also initiates the child into a spirit of inquiry. Children get to work on a variety of subject areas such as Mathematics, Geography, Biology, History, Agriculture, Art and Music in an integrated way and not as compartmentalized subjects. The learning is strengthened by our 'Going Out' program, mostly organised by the student themselves to places such as museums, water bodies, exhibitions, farms, etc.


Our elementary program is offered as DAY BOARDING or WEEK BOARDING (Residential).


The ultimate aim of the elementary program is to help children grow into confident, self-learning and self-correcting, independent citizens, contributing to the larger good of the society.


" Let us give the elementary child a vision of the whole universe. " - Maria Montessori.



Students in the senior school move to a somewhat conventional format. However, the spirit of inquiry will form the basis on which entire learning rests upon. Children in this third plane prepare themselves to become members of the adult society. There is intense physical, intellectual and social transformation that is taking place in them and our learning environment takes in to consideration their relevant needs when designing learning programs.


Our programs are designed to meet the requirements of the IGCSE (equivalent to 10th grade) and Advanced Level (equivalent to 12th grade) curriculum offered by Cambridge Assessment of International Education (CAIE) and Pearson Edexcel, UK. The assessments are student centric and are designed to assess the skills and not just the content acquired during their course of academic study. Competence in Subject Content, Application, Intellectual inquiry, Responsiveness to change, Communication, Critical thinking, and Cultural awareness are key elements that forms the framework for assessment.


Classroom subjects are explored in an integrated manner, where students grapple with real-world issues while honing their skills in Math, Economics, Science, Humanities, Language and Writing. Children in senior school toil in the field, sell the goods in the market to understand economics. They challenge themselves and push further in physical education. They interact with general public and experts to understand ' alternate perspectives '. They campaign for social change. They make themselves heard through blogs and articles. Overall, a very challenging and busy life at the senior school.