Our curriculum has been developed in-house, and uses diverse methodologies and tools. It is closely aligned with the National Educational Policy, 2020 and develops critical thinking and creativity amongst students.
We focus on improving the Functional English of our children and empower them with the essential knowledge, skills and understanding they need to function more confidently and effectively, in life and in their studies and career. Functional English is employment focused, helping our children to access more opportunities.
Our curriculum is delivered using multiple tools such as games, songs, flash cards, theme based discussions, and promotes Active Learning, promotes critical skills, and follows an integrated theme.
Pehlay Akshar’s Schooling methodology is unique, and it is critical that those delivering the program understand the philosophy as well as the methodology behind our curriculum. We recruit our own teachers based on their aptitude and passion, and follow a rigorous screening process. We then train them to deliver our curriculum, and measure performance regularly to give feedback and upskill. Our teachers from across geographies also regularly connect and exchange ideas, share their challenges and practices, building their own peer network to learn and collaborate.
Our programs are designed for grades 1 to 8 and are delivered in collaboration with the Education Departments, in Government schools across rural, semi-urban, and urban areas, during school hours. This allows us to teach our children in a familiar environment where they feel safe, and ensures a high level of attendance.
We call our fun and interactive learning space a ‘Magic Classroom’. A ‘Magic Classroom’ is built on the strong foundation of safe spaces. An environment where both teachers and students are meaningfully engaged, internally motivated and genuinely appreciated. This enables us to nurture students’ curiosity where they express themselves freely without any fear. The beauty of this approach is that it can be applied in all subjects, across mediums of instruction and geographies.
We have defined concrete desired learning outcomes extending across six levels. Annually, we conduct baseline and end-line evaluations to measure the outcomes and improve our program.
