The first environment of the child is his home and he absorbs a lot from this environment. Learning happens through interaction with parents and kith and kin. The kinds of materials available in the market today are easily accessible and can become part of a child’s home environment instantaneously. But, it is still important that the child is exposed to a second environment that will compliment his home environment with a rich experience and give the child opportunities to mingle with other children in a community setting.

This experience is very different from that which the child has when he plays with children in the park. The child is part of a complete system and learns how to adapt, share, take turns, take care of self and surroundings and also becomes independent with daily routine activities. Children learn from other children and that is the main reason why a second environment in the form of a school is recommended for very young children.

Vertical age group refers to children of different age groups learning together in the same classroom or environment. So, we will find children with a difference in age varying between one year and three years in a group of thirty in the same classroom. The vertical age group divisions are arrived at keeping in mind the developmental stages and the needs thereof.

The benefit of the vertical age group is that it enables learning through observation, interaction, role-modelling, mentor and peer study. It also enables learning in an inclusive community where children learn at their own pace without being judged from the point of view of their age. Further children who have a faster learning pattern in a particular subject can move to the next level without affecting or getting affected by the level of the other children in the environment and vice versa.

We do not follow any particular method or philosophy and our curriculum is not restricted by methods. We follow the child in every aspect and ensure that we provide a conducive environment that enables learning. We have self-designed materials that serve as tools to help children understand concepts and also learn independently with minimal adult intervention in the early years and in the primary years, they provide an alternate method to understanding the various concepts.

The qualifications are guided by the role that the adult (teacher) plays in the school. We ensure that the adult is well equipped with the skills and subject matter expertise required to deliver the curriculum designed for various age groups. We focus also on the attitude of the adults and also whether they are hardworking, ready to learn and better themselves by taking feedback positively. We have people who join us from all walks of life and are with us because they are passionate about working with children in a community and always willing to learn and unlearn.

The environment that has been designed for this age group is very similar to a house in which one lives - it has the furniture, the activities, the space that one would find in a house and since everything is in proportion to the size that the child can use, the environment is called a House of Children. Further, although the timing of the community is fixed at 9:00AM to 2:00PM, children are given flexibility in this range so that they are comfortable and not rushed into anything.

The mode of assessment for this age group is continuous and focused observation. The adults observe the child, the environment and both with respect to each other and draw lesson plans for the child. The child is not assessed based on the end result of the activities he chooses to do but with respect to how he responds to the environment, his learning pattern and the general milestone guidelines that are prepared based on the stage of development of the child.

Pramiti treats examinations as part of the learning process and as a summation of developing study skills. So, children welcome examinations like any other aspect of learning. Children are not “trained” but develop the skill sets required to prepare and write an examination or test. Children develop the sense of self assessment and therefore are able to withstand competition in a healthy way. They become aware of the world of competition and understand how to deal with it rather than run away from it or completely get lost in it. The children of Pramiti are part of a learning process that is continuous, dynamic and enriching.

Pramiti does not believe in rewards and punishment but also understands the need for reinforcement and consequences. The children are in an environment that supports self motivation and being proactive. Children set their own standards and do not look up to adults or others for approval. There are times when children do take liberties in testing boundaries and limits and when their actions are inappropriate there are consequences that are laid by adults in consensus with the children for each environment. So children are involved in framing what is not acceptable in the community and the consequences if the unacceptable happens. Adult intervention sometimes is unavoidable and the school will not take any chances when it is required in certain situations.

Pramiti does not consider any activity to be extra- curricular. We believe that every activity is part and parcel of the curricula of the school and should be treated with equal passion, rigour and importance. The skill sets are developed in a structured way but keeping in mind that imagination and creation know no limits or boundaries. The structure or plan is for the facilitators to help them create opportunities as per the needs of the child to enable learning. The curriculum of Pramiti is defined, yet dynamic and is constantly reviewed and modified to encompass a wide spectrum.

Pramiti believes in continuous assessments. For grades 1 to 5, we conduct formative assessments which happens continuously to ensure students are grasping concepts and also able to apply the same in various instances. For grades 6 to 12, apart from the formative assessments, we also conduct summative assessment that follows a particular format and sequence. We conduct three formative assessments every year at the end of each term and these are conducted under formal examination conditions. While the focus for grades 6 and 7 is not to complete answering questions strictly within a given time frame, it is important for students to develop the resilience and attention span to complete the entire paper set. Focus is also on enabling students to understand how they can improve their work and this is done by giving written and oral feedback to each student and not just correcting the paper to give marks. While we do nots tress on grades and marks, we always encourage and nurture hard work and perseverance.

Role of a parent is to be non-intrusive in the functioning of the school and the school's processes and learning methods. The parents should encourage the child's learning by providing them enriching experiences at home. They must attempt to collaborate with the school and be open to discuss their observations of the child at home too. The role is also to help the child develop a work habit that is healthy and sustainable and also to carry forward the values that are imparted at school at home as well. The home environment can never be a mirror image of the school environment but it also cannot be completely at a tangent.

Pramiti has partnered with a transport provider whose services can be availed for learners of all age groups attending at both of our campuses. This is not a door-to-door service but is an optional facility that is being provided on pre-determined routes. We have our own staff taking care of children in the bus and the vehicles are all trackable with a GPS. Parents / Guardians availing this facility have to pay the transport company directly as per the schedule specified in the fee circular for the academic year.

For more information regarding the fee structure for the academic year 2023 - 2024 you can peruse the following documents for the Early Years Program and for the Elementary Years Program