PPS aims to achieve the following objective through its designed curriculum;

Objectives of Pre-school curriculum

-To ensure child-friendly environment where each child is valued, and respected, feels safe, and secure and develops a positive self-concept,

-To ensure a sound foundation for good health, well-being, nutrition, healthy habits and hygiene.

-To enable children to become effective communicators and foster both receptive and expressive language.

-To help children become involved learners, think critically, be creative, collaborate, communicate and connect with their immediate environment.

-To enable a smooth transition of children from preschool to primary schools. z

-To work as partners with parents and community to enable each child

Different range of activities like drawing, coloring, cutting, tearing, pasting, clay work, music and singing, dance and story-telling are introduced to hone the hidden talents of the students through the play-way method using to enhance their fine and gross motor skills. Suitable toys and apparatus are provided in the activity areas which help the children to build muscle control, balance and dexterity

Objectives of Primary & Secondary School Curriculum

PPS aims to achieve the following objective through its designed curriculum;

Students should explore their inner potential and enhance self-awareness.
They learn to utilize technology and information for the betterment of humanity.
They must inculcate the values and cultural learning in them.
They could able to promote life skills, set their own goals and acquire knowledge for lifelong learning.
They could express their talent in public and also appreciate others for good work.
Students should strengthen their knowledge and develop livelihood skills.
Students should be physically fit, healthy and well being.
They must try to achieve cognitive, affective and psychomotor excellence.

Curriculum

Pre-Primary
‘The innovative thematic curriculum for the Pre-Primary’ published by the Council for Educational and Professional Services (CEPS) is in use to reinforce values, concepts, ideas, skills, and activities. A thematic approach to teaching involves integrating all subject areas under one theme. The curriculum is developmentally appropriate and aims for the holistic development of students by equipping them with the key 21st Century skills. It ensures stimulating experiences across different domains to address the needs of a child.

NURSERY

English

Numeracy

Environmental science

Hindi

Conducive Learning environment: Activities are planned ensuring a joyful, rigorous, engaging, responsive and effective pedagogical environment that fosters an overall development of the students. Due care is taken that the students should be exposed to numerous and meaningful social engagements to develop their capacities and dispositions for an effective social life.

Emphasis is laid on developing the language, numeracy, cognitive, socio-emotional and motor skills. Different Pedagogies being used emphasises on developing core concepts to enhance essential learning and critical thinking based on experiential learning.

Holistic Development: Through creative play and social interactions, the little ones are equipped with knowledge, skills, attitudes and values in a truly engaging, innovative and refreshing way. Interactive smart classes, computer-aided techniques, audio–visual presentations and practical experiments, broaden the horizon of children.

Experiential and Inquiry-based Learning: Due importance is given to Inquiry based learning and exposure to the world beyond textbooks is provided through various activities like class projects, celebrations, stage presentations, trips ,excursions, dramatisation, sensory play etc. Hands-on activities that are appropriate for children at this age are planned and incorporated into our daily routine.

Art and Sports Integrated Pedagogical Approach: Due focus is laid on Art and Sports Integrated Pedagogical Approach. Art can play an effective role in strengthening the child’s curiosity, imagination and helps in developing skills related to intellectual, socio-emotional, motor, language and overall literacy.

Sports Integration fosters holistic development by promoting physical and psychological well-being while also enhancing cognitive abilities.

VALUE-BASED EDUCATION
The focus on value education remains strong in all Apeejay Education institutions. The school has a very well-knit value education programme to raise ethical and socially responsible children.

The students imbibe the essential qualities of honesty, fair play, empathy, courage, integrity, compassion, loyalty, and courtesy through morning assemblies, the celebration of festivals, and day-to-day interaction with the teachers. The effort is to guide the students towards appropriate behaviour and the development of a strong character.

ASSESSMENT CRITERIA
A continuous and comprehensive assessment scheme is followed. The student is assessed regularly and evaluation is based on child’s participation and performance in class activities, project work, group work, worksheets, class assessment, class response, reading and communicative skills, morning assembly, individual and group behaviour.

Primary
The primary wing provides a happy, caring and a stimulating environment that instills in the students zeal and joy for learning.

Thematic Curriculum which is balanced integration of the cognitive, psychomotor and affective domains of learning is followed in Classes I-III.

Classes I-III Subjects

Activities

English

Dance

Mathematics

Music

Environmental Science

Yoga

Hindi

Physical Education

General Knowledge

Computers

Classes IV and V Subjects

Activities

English

Art & Craft

Mathematics

Dance

Hindi

Music

Social Studies

Yoga

General Science

Physical Education

General Knowledge

Computers

Teaching Learning Strategies: To make space for critical thinking, inquiry-based, discovery-based, discussion-based, and analysis-based learning a variety of creative and innovative strategies are implemented. To make space for critical thinking, inquiry-based, discovery-based, discussion-based, and analysis-based learning a variety of creative and innovative strategies are implemented.

Holistic development: Classroom sessions regularly contains more fun, creative, collaborative, and exploratory activities for students for deeper and more experiential learning. Under this structure, students get actively involved in their learning and are encouraged to think critically and solve problems independently.

Experiential learning: It helps students make deep and long-lasting connections with the course material. As a part of the thrust on experiential learning, activities related to art-integrated education is embedded in classroom transactions not only for creating joyful classrooms, but also for imbibing the Indian ethos through integration of Indian art and culture in the teaching and learning process at every level. The pedagogical structure based on the principles of ‘learning by doing, and ‘active learning is followed.

The aim of education is not only cognitive development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st Century skills.

It is our constant endeavour to encourage and facilitate our students to learn to be collaborators, innovators, and creative thinkers who will be ready to take on any challenge.

VALUE-BASED EDUCATION
Education is knowledge imbued with wisdom and ethics which mould the behaviour and personality of the students. The focus on value education remains strong in PPS.

Besides this the students imbibe the essential qualities of honesty, fair play, empathy, courage, integrity, compassion, loyalty, and courtesy through morning assemblies, the celebration of festivals, and day-to-day interaction with the teachers. The effort is to guide the students towards appropriate behaviour and the development of a strong character.

ASSESSMENT CRITERIA:
A continuous and comprehensive assessment scheme is followed. The student is assessed regularly and evaluation is based on child’s participation and performance in class activities, project work, group work, worksheets, class assessment, class response, reading and communicative skills, morning assembly, individual and group behaviour.

However, for Classes IV and V, Periodic tests are conducted in each term.

Class I-III:
Class I-III have Continuous Comprehensive assessment. Through this assessment, the students are observed on a regular basis regarding their progress in academics.

The assessment of students is done in two areas i.e.

Scholastic
Co-scholastic

Scholastic: It includes discussions, quizzes, class-work and homework, visual testing, oral testing, projects, assignments, art integrated activities, class test etc.

Conceptual Understanding- Further to assess understanding of concepts, children are assessed through oral discussions fortnightly.

Children are assessed for reading proficiency, dictation and recitation on regular basis.

Mental ability is assessed through assignments.

The report card of the students reflects only remarks for Class I and Grades for Class II and III.

Co-scholastic:
For the holistic development of the student, co-curricular activities are observed through participation and students are graded term wise on a 3-point grading scale.
Scholastic:
We have two terms in an academic session.

The term includes two types of assessments:

TERM -1
Periodic Assessment -1 (MM-40 Marks)
Periodic Assessment -2 (MM-40 Marks)
Notebook- 10 marks
Subject enrichment activities- 10 marks
Total -100 marks
TERM -2
Periodic Assessment -3 (MM-40 Marks)
Periodic Assessment -4 (MM-40 Marks)
Notebook- 10 marks
Subject enrichment activities- 10 marks
Total -100 marks
Subject Enrichment Activities:

Languages: Listening skills, speaking skills, reading skills, project work, worksheets, spell bee, elocution,
Mathematics: Activities, experiments from Math is fun, project work, puzzles, worksheets
Science: Experiments, project work, quiz, group activities and worksheets
Social Science: Map work, project work, quiz, group activities and worksheets
Co-scholastic:
For the holistic development of the student, co-curricular activities are observed through participation and students are graded term wise. The report card of the students reflect marks as well as Grades for Class IV and Class V.

Middle Classes VI-VIII
The Middle School curriculum marks the stepping stone to success. It is the transitional period from childhood to adolescence which includes a lot of biological, emotional and academic changes. During these developing years of the child, the curriculum of Middle School offers a productive and research-oriented environment which augments our students’ interpersonal skills. It lays a strong foundation for the holistic development of the child.

The amalgamation of curricular, co-curricular and extra-curricular activities provides a dynamic platform, thereby making learning a splendid experience.

With the use of latest technology and advanced teaching methods, our school emphasises a deeper understanding of the concepts taught to the students.

The students of Classes VI-VIII learn at least one extra language in addition to Hindi and English, viz., Sanskrit or French.

Subjects
English
Hindi
Mathematics
Science
Social Science
Sanskrit/French (Third Language)
Computers
General Knowledge
Physical Education
For development of sensitivity towards Fine Arts - music, dance, drama, craft, drawing and painting are also a part of the curriculum.

Evaluation
Two terms with two examinations- First Term in September and Second Term in Feb/March
Periodic tests per term for continuous assessment
Term-1 Examination
Common Examinations for Final term
Classes IX-X
At the secondary level, the school follows the CBSE curriculum for the courses of study and strictly adheres to the guidelines issued for the scheme of studies and scheme of examination.

The subjects of study offered for Classes IX and X are as follows:

Two Languages (English and Hindi/Sanskrit/French)
Mathematics
Science
Social Science
Work Experience (Fine Arts, Music, Dance, Computer Science, Home Science)
Health and Physical Education
It is expected that all students would have studied three languages up to Class VIII. This is according to the three-language formula of the Government of India. However, those students who cannot clear the third language in Class VIII and are promoted to Class IX shall be examined by the School at the end of Class IX in the same syllabus and textbooks as prescribed for Class VIII. A student must qualify in the third language before becoming eligible for appearing at the Secondary School Examination of the Board at the end of Class X.

Teaching-Learning Strategies
Technology-Enhanced Active Learning classroom at our school supports student-centred teaching and learning. The teachers focus on cognitive learning together with educational research with more engaging activities that invite students to participate in learning, including developing conceptual awareness, applying knowledge through experience and transferring skills across contexts. The teachers also emphasise upon the development of communication skills that cater to the needs of the 21st Century through collaborative learning. They believe that group work can help students uncover and address gaps and misconceptions in knowledge, further develop their conceptual frameworks, improve their public reasoning and team-based skills, and develop their intellectual capabilities.

Evaluation
Two terms with two examinations- First Term in September and Second Term in Feb/March
Periodic tests per term for continuous assessment
Term-1 Examination
Common Examinations for Final term
Curriculum- Senior Secondary
At the Senior Secondary level, the school follows the CBSE curriculum for the courses of study and strictly adheres to the guidelines issued for the scheme of studies and scheme of examination.

The Subjects of study offered for Classes XI and XII are:

English Core
Physics
Biology
Chemistry
Mathematics
Business Studies
Accounts
Economics
Political Science
Computer Science
Physical Education
History
Home Science
Geography
Psychology

Teaching-Learning Strategies
The teaching methodologies include effective class discussion which emphasises knowledge and conceptual gain through peer-to-peer dialogue, case-based learning in which cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor and digital learning which enables the students to gain deeper theoretical as well as practical knowledge of the subject.

Evaluation for Classes XI-XII
Two terms with two examinations- First Term in September and Second Term in Feb/March
Monthly tests for continuous assessment
Term-1 Examination
Year-end Common Examination/Pre-board Examination
Value Education
A child is potentially divine: The school atmosphere, the personality and behaviour of the teachers, the facilities provided in the school, have a large say in developing a sense of values in him/her.

Our action plan is based on the belief that value development is a psychological-cum-sociological process where children at various stages are guided by imitation, suggestions and identification. The promotion of the programmes in human values in the school has implications for curriculum framing and the application of innovative ideas. Conscientious efforts are made to encourage the consciousness of values which permeate the whole school curriculum and our programme of study.

We, at PPS, Gorakhpur inculcate in our students a strong value system. We nurture them like saplings, imbibe in them our cultural heritage and instil universal values.

Thematic Assemblies
The theme of the morning assembly covers all the national and international days as well as the Indian festivals. The morning assembly is presented by each class through:

Prayer
Thought for the day
Positive affirmation, Theme-based Talk Show/Presentation and Dance
Meditation
Storytelling
Group Singing
Thanksgiving
The value of kindness and gratitude is inculcated in the students through the celebration of Thanksgiving Day where they express their gratefulness to those who have helped them in any way possible.

Value Talks
The school has taken an initiative to help students take the right decisions in difficult situations and make them aware of the socio-political and environmental concerns, by organising a value talk.

Gita Vaarta
The ‘Shlokas’ from ‘Shrimad Bhagavad Gita for Modern Youth’ are recited for the students of Classes VI-VIII by their Sanskrit teacher to help students imbibe the moral values from this universally recognised book of wisdom. The ‘Shlokas’ reading is followed by elaborative explanations and relevant stories to make students assimilate the knowledge interestingly.

Value Education Periods:
Value education promotes tolerance and understanding above and beyond our political, cultural and religious differences, putting special emphasis on the defence of human rights, the protection of ethnic minorities and the most vulnerable groups and the conservation of the environment. The school allows special periods for value education in which various topics related to the development of physical and emotional aspects are discussed to cultivate the feeling of brotherhood among them.

Enrichment periods: The value-based topic is covered in the enrichment periods through discussion and debates by the class teacher.

Life skills: Life skills workshops are regularly conducted to help students find new ways of thinking and problem-solving. Various techniques such as Inferential Story development, Puzzle Solving, Group Discussions etc. are used in the life skill sessions.

Value Education Programmes
To brace our learners with the right skills, various enriching Value Education Programmes have been introduced to inculcate good values. Every week one period is devoted to such programmes known as the Enrichment Period for Classes I to XI. The following programmes are undertaken during this period:

Value Education Programme by CBSE
The Central Board of Secondary Education (CBSE), has brought out a value Education Kit. It comprises- a Handbook for teachers and value cards. The value cards are used during the enrichment periods which are based on different value-based topics. The value-based messages are presented through Stories, Brainstorming Sessions, various interesting activities etc.

Vivekananda Study Circle
It aims to initiate the students into imbibing Swami ji's philosophy into their lives. The teachings of Swami Vivekananda are modern, rational, and universal. They provide guidance to modern youth to attain success, prosperity, health and happiness.

The main objective of this programme is to instil values amongst the students and spread the message of universal brotherhood, peace and harmony. The programme is structured into 6 modules. In each module, students learn about the teachings of Swami Vivekananda and how to integrate them in their real life situations.

The values of Swami Vivekananda ji are shared through collaborative learning. Further, through this programme students imbibe the great ideals of Swami Vivekananda follow them in their truest, the most humane and broad visionary sense.