Theme based
The curriculum follows a ‘theme based’ approach in all the curricular area rather than a ‘topical approach’. The theme facilitates in addressing the issues related to the area under study in a holistic manner.
Child centred
The identified concepts, skills, issues and concerns are age-appropriate so that the understanding of the child develops gradually from self to the immediate surrounding and further to the wider environment. The child moves from simple to complex, concrete to abstract, informal to formal concepts in a logical and phased manner.
Wide range of learning experiences
Recognising the fact that there are different learning styles and individual children learn in different ways, the curriculum suggests a range of transactional processes varying from classroom discussions, case studies, field visits, surveys, hands-on experiences, experimentation, model making, poster making, slogan writing, etc. The curriculum aims to ensure that learning is a joyful experience for all children.
Spiralling
The content in this curriculum has a sequential arrangement of learning experiences, that will provide a spiral of cumulative learning. As they progress through classes, children will revisit certain topics or themes several times, but the depth and complexity of the theme or topic/concept will increase with each revisit. The new knowledge gained will be put in the context of the pre-existing knowledge which will serve as a base or the foundation.
Integrated approach
The curriculum encourages an integrated approach to teaching-learning, so as to enable children to comprehend learning experiences as a unified whole, to help them see meaningful linkages within and across various subject areas. Instead of moving from one topic/subject area to another, learning information in a disconnected, compartmentalised manner, the curriculum aims to help children make sense of life’s experiences by helping them connect and correlate knowledge and experiences across various topics within as well as across subject areas.
Contextualized
The content that students study will be delivered to them in a contextual manner based on the resources available, the interests and aptitude levels of the children while also keeping in mind the geographical locations and the socio-economic and cultural contexts.
Social Constructivist approach
Emphasis is given on learning by doing (I do; I understand much better). This approach provides opportunities for children to construct their knowledge rather than placing them as recipients of information in the transactional process. The knowledge gained by them is thus an outcome of the children’s own activity.
Development of life skills
Age appropriate themes encourage the development of life skills. These life skills are taught in an integrated and infused manner rather than as 'add on' activities.