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Our Curriculum

curriculamWhile the Indian education system concentrates on loading as much information as possible in the minds of the students, it rarely enables the teachers to draw out their inherent potential. The change was needed to stop teachers from directing and feeding in answers in the minds of the learners; to bring about a paradigm shift by getting the teachers to become facilitators of knowledge; and to help the learners to extract solutions, question preset theories and be responsive and adaptable. Thus, a unique pedagogy had to be built to fulfill this vision and philosophy.

Another factor to be kept in mind is that children need to become equipped with 21st century skills, social and emotional skills while developing themselves in areas they have talent in. They need to be proficient in creative and critical thinking, analysis, reasoning, problem solving, synthesis, data handling, applying their learning, and presentation skills. They need the best pedagogic practices, the latest technological tools and liberation from the tyranny of rote learning.

At the end of the years of schooling, the confident and responsible person that needs to emerge out of the school system requires careful nurturing. Thus, the system needs to be given opportunities to build values unconsciously in the minds of the child so s/he becomes an asset to society and becomes a harbinger of progress.

To enable progressive and aware parents to provide such learning opportunities to their children, the MLS Learning System was developed. Over the years, it has evolved and now is replete with a complete solution to each aspect of education, including content in various forms for children, facilitators and even for parents. The school curriculum is designed keeping in mind the school’s mission which offers high quality education that is integrated with high moral values. It  ensures growth of each individual and prepares them to play a constructive role in building a strong and safe nation.

‘If a child is not learning the way you are teaching, then you must teach in the way the child learns.’ Dr. Howard Gardener, an American Psychologist, refuted the long held assumptions about intelligence that people are born with a uniform cognitive capacity and also acknowledged the existence of multiple intelligences in children. The theory reaffirms that each child is different from others and knowledge of multiple intelligences to teachers will stimulate them find various interesting ways to help children in the class. The purpose of schooling must be to help children reach vocational and non-vocational goals that are appropriate for their spectrum of intelligences. Children who are helped to do so feel more engaged and competent and therefore more inclined to serve society in a constructive way.

The management at MLPS has framed the curriculum keeping the best interest of the child in its mind. The lively, inter-active, child friendly ambience of the class helps a child learn faster, promotes all intelligences and enables him to form a bond with the teachers which is so essential to develop a healthy relationship between the two. Classes in MLPS are a treat to the eyes and a memorable experience- one of its kind. Participative learning, learning through project works and the sentences like “you knew it”, “We will learn” transform the class-rooms into activity theatres. Children love the atmosphere where the teacher is not teaching but learning with them. They enjoy the thrill of discovering.

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