The fact that knowledge is constructed by the child implies that curriculum, syllabus and textbooks should enable the teacher in organizing classroom experiences in consonance with the child's nature and environment, and thus providing opportunities for all children, Teaching at Educon International School is aimed at enhancing children's natural desire and strategies to learn. Knowledge is distinguished from information, and teaching is seen as a professional activity, not as coaching for memorization or as transmission of facts. Activity is the heart of the child's attempt to make sense of the world around him/her. Therefore, every resource is deployed to enable children to express themselves, handle objects, explore their natural and social milieu, and to grow up healthy.

Key Differentials

  • Curriculum for Excellence based on Holistic Well being Pedagogy blended with ICSE Pattern.
  • Education for Global Citizenship
  • Immersion Teaching Methodology
  • Play based International Curriculum for Pre School
  • Personalized Learning - 20:1 Student - Teacher Ratio
  • Well Trained & Competent Teachers
  • Lego Education Integrated with Curriculum
  • Experiential Learning Modules
  • Well Defined Learning Outcomes
  • Regular Parent Teacher Interactions And Professional Development Workshops


Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression of our emotions, our thinking, our learning and our sense of personal identity. Language is itself a key aspect of our culture. Through language, children and young people can gain access to the literary heritage of humanity and develop their appreciation of the richness and breadth of India’s literary heritage. Children and young people encounter, enjoy and learn from the diversity of language used in their homes, their communities, by the media and by their peers.

Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum.

The Literacy and Language framework in middle school promotes the development of critical and creative thinking as well as competence in listening and talking, reading, writing and the personal, interpersonal and team-working skills which are so important in life and in the world of work. The framework provides, for learners, parents and teachers, broad descriptions of the range of learning opportunities which will contribute to the development of literacy, including critical literacy, creativity, and knowledge and appreciation of literature and culture.

The three organisers within the literacy and English framework are:

  • Listening and talking, reading and writing.

In Middle School Progression within and across levels takes place in a range of ways, including:

  • Continuing development and consolidation of the range of skills
  • Increasing independence in applying these skills, and the ability to use them across a widening range of contexts in learning and life
  • Gradually decreasing levels of support used by the learner (for example from teachers, classroom assistants, parents or peers), and reduced reliance upon techniques such as wordlists or writing frames
  • The ability to mediate discussions without teacher intervention
  • In reading, the increasing length and complexity of text (for example the text’s ideas, structure and vocabulary)
  • In talking and writing, the increasing length, complexity and accuracy of response.
  • Increasing awareness of how to apply language rules effectively.

In Middle school , Long-term success in using literacy is closely linked to learners’ motivation and capacity to engage with and complete tasks and assignments. For this reason, it is important to observe and discuss their enthusiasm for stories, poetry and prose, their interest in words, their preferences in reading, and their enthusiasm for sharing experiences through talk and writing. Their progress can be seen, for example, in their increasingly creative use of language and their developing appreciation of literature and culture.

Foreign Language

Learning other languages enables children and young people to make connections with different people and their cultures and to play a fuller part as global citizens. It is important for the nation's prosperity that young people are attracted to learning a Foreign language and that they become confident users of a Foreign language, well equipped with the skills needed in the new global marketplace.

The study of a Foreign language has a unique contribution to make to the development of cultural awareness as it provides children and young people with a means of communicating directly with people from different cultures, enhancing their understanding and enjoyment of other cultures and of their own. They gain insights into other ways of thinking and other views of the world and therefore develop a much richer understanding of active citizenship.

One of the key aims of Foreign languages teaching is to develop young people’s 'Communicative Competence' so that they are able to use and enjoy the language effectively in real situations and for a range of relevant purposes in work and leisure throughout their life.


Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests.
The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions:
Number, money and measure

  • Estimation and rounding
  • Number and number processes
  • Multiples, factors and primes
  • Powers and roots
  • Fractions, decimal fractions and percentages
  • Money
  • Time
  • Measurement
  • Mathematics – its impact on the world, past, present and future
  • Patterns and relationships
  • Expressions and equations.

Shape, position and movement

  • Properties of 2D shapes and 3D objects
  • Angle, symmetry and transformation.

Information handling

  • Data and analysis
  • Ideas of chance and uncertainty.

A key feature of the mathematics framework is the development of algebraic thinking from this stage. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts.
The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers use a skilful mix of approaches, including:

  • Planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect
  • Modelling and scaffolding the development of mathematical thinking skills
  • Learning collaboratively and independently
  • Opportunities for discussion, communication and explanation of thinking
  • Developing mental agility
  • Using relevant contexts and experiences, familiar to young people
  • Making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies
  • Using technology in appropriate and effective ways
  • Building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevance of what they are learning
  • Developing problem-solving capabilities and critical thinking skills.

Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem-solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if...?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops.


Science is an important part of our heritage and we use its applications every day in our lives at work, at leisure and in the home. Science and the application of science are central to our economic future and to our health and wellbeing as individuals and as a society. Education should add impetus to the long tradition of scientific discovery, of innovation in the application of scientific discovery, and of the application of science in the protection and enhancement of the natural and built environment.

In Middle School through learning in the sciences, children and young people develop their interest in, and understanding of, the living, material and physical world. They engage in a wide range of collaborative investigative tasks, which allows them to develop important skills to become creative, inventive and enterprising adults in a world where the skills and knowledge of the sciences are needed across all sectors of the economy.

In Middle School children and young people participating in the experiences and outcomes in the sciences will:

  • Develop a curiosity and understanding of their environment and their place in the living, material and physical world
  • Demonstrate a secure knowledge and understanding of the big ideas and concepts of the sciences
  • Develop skills for learning, life and work
  • Develop skills of scientific inquiry and investigation using practical techniques
  • Develop skills in the accurate use of scientific language, formulae and equations
  • Recognise the role of creativity and inventiveness in the development of the sciences
  • Apply safety measures and take necessary actions to control risk and hazards
  • Recognise the impact the sciences make on their lives, the lives of others, the environment and on society
  • Develop an understanding of the Earth’s resources and the need for responsible use of them
  • Express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding
  • Develop as scientifically literate citizens with a lifelong interest in the sciences
  • Establish the foundation for more advanced learning and, for some, future careers in the sciences and the technologies.

The Curriculum identifies key concepts by using five organisers:

  • Planet Earth
  • Forces, electricity and waves
  • Biological systems
  • Materials
  • Topical science.

Effective learning and teaching approaches extend experiential learning from the early years into primary , Middle school and beyond.
In the sciences, effective learning and teaching is practised by the skilful use of varied approaches, including:

  • Active learning and planned, purposeful play
  • Development of problem-solving skills and analytical thinking skills
  • Development of scientific practical investigation and inquiry
  • Use of relevant contexts, familiar to young people’s experiences
  • Appropriate and effective use of technology, real materials and living things
  • Collaborative learning and independent thinking
  • Emphasis on children explaining their understanding of concepts, informed discussion and communication.

Through involvement in a wide range of open-ended experiences, challenges and investigations, including those related to the applications of science in areas such as engineering, medicine and forensics, children and young people develop skills of critical thinking and appreciate the key role of the scientific process both in generating new knowledge and in applying this to addressing the needs of society.

In Middle School the experiences and outcomes in science provide opportunities for children and young people to develop and practise a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen; they also support the development of a range of skills for life and skills for work, including literacy, numeracy and skills in information and communications technology (ICT).

In Middle School children take part in a range of scientific investigations and inquiries which develop their understanding of the underlying scientific concepts appropriate for middle school level. They develop a growing awareness of themselves and the world around them through observation, collecting specimens and carrying out experiments. They develop their ability to formulate questions or predictions based on observations or information that can be answered through experimentation, inquiry and research. As they answer these questions, they show an increasing awareness of the factors that could be changed and can plan a ‘fair test’ that involves keeping all the factors the same except one.

While conducting experiments, children are able to safely use simple tools, equipment, apparatus and procedures. They make observations, collect information and make measurements accurately using relevant devices and standard units and ICT where appropriate. They can select, with assistance, appropriate methods to record their findings.

Learners at this level use simple charts and diagrams to present, analyse and interpret their findings, identifying simple relationships, making links to their original questions or predictions and drawing conclusions consistent with findings. They can present their findings in writing, orally or visually using a variety of media.

Social Science

In Middle School through social studies, children and young people develop their understanding of the world by learning about other people and their values, in different times, places and circumstances; they also develop their understanding of their environment and of how it has been shaped.

Children and young people as they participate in experiences and outcomes in social studies l:

  • Develop their understanding of the history, heritage and culture of India, and an appreciation of their local and national heritage within the world
  • Broaden their understanding of the world by learning about human activities and achievements in the past and present
  • Develop their understanding of their own values, beliefs and cultures and those of others
  • Develop an understanding of the principles of democracy and citizenship through experience of critical and independent thinking
  • Explore and evaluate different types of sources and evidence
  • Learn how to locate, explore and link periods, people and events in time and place
  • Learn how to locate, explore and link features and places locally and further afield
  • Engage in activities which encourage enterprising attitudes
  • Develop an understanding of concepts that encourage enterprise and influence business
  • Establish firm foundations for lifelong learning and for further specialised study and careers.

In social studies, effective learning and teaching draws upon a variety of approaches including:

  • Active learning which provides opportunities to observe, explore, experiment and play
  • Use of relevant contexts and experiences familiar to children and young people
  • Appropriate and effective use of technology
  • Both collaborative and independent learning
  • Discussion and informed debate
  • Interdisciplinary learning experiences
  • Learning outdoors, field trips, visits and input by external contributors.

The promotion of active citizenship is a central feature of learning in social studies as children and young people develop skills and knowledge to enable and encourage participation. Within social studies, teachers plan opportunities for children and young people to become involved in their local community and the wider world to support them in considering and developing their roles as active and informed citizens.

Information & Commnucation Technology (ICT)

Technology – the application of knowledge and skills to extend human capabilities and to help satisfy human needs and wants – has had profound effects on society. In Middle School Learning in the technologies provides a strong foundation for the development of skills and knowledge which are, and will continue to be, essential in maintaining India’s economic prosperity.

The technologies framework offers challenging activities which involve research, problem-solving, exploration of new and unfamiliar concepts, skills and materials, and the rewarding learning which often results from creating products which have real applications. It provides progression in cognitive skills. Children and young people will develop their creativity and entrepreneurial skills and be encouraged to become innovative and critical designers of the future. These attributes are essential if, in the future, our children and young people are to play a major part in the global economy and embrace technological developments in the 21st century.

In Middle School Learning in the technologies enables children and young people to be informed, skilled, thoughtful, adaptable and enterprising citizens, and to:

  • develop understanding of the role and impact of technologies in changing and influencing societies
  • contribute to building a better world by taking responsible ethical actions to improve their lives, the lives of others and the environment
  • gain the skills and confidence to embrace and use technologies now and in the future, at home, at work and in the wider community
  • become informed consumers and producers who have an appreciation of the merits and impacts of products and services
  • be capable of making reasoned choices relating to the environment, to sustainable development and to ethical, economic and cultural issues
  • broaden their understanding of the role that information and communications technology (ICT) has in India and in the global community
  • broaden their understanding of the applications and concepts behind technological thinking, including the nature of engineering and the links between the technologies and the sciences
  • experience work-related learning, establish firm foundations for lifelong learning and, for some, for specialized study and a diverse range of careers.

Teachers in their planning use the framework to ensure that children and young people develop their understanding of important themes such as the impact of technology, informed attitudes to technology, sustainability, and social, economic and ethical issues. These will underpin and continually reinforce learning within the technologies.
Well-designed practical activities in the technologies offer children and young people opportunities to develop:

  • curiosity and problem-solving skills, a capacity to work with others and take initiative
  • planning and organizational skills in a range of contexts
  • creativity and innovation, for example though ICT and computer aided design and manufacturing approaches
  • skills in using tools, equipment, software and materials
  • skills in collaborating, leading and interacting with others
  • critical thinking through exploration and discovery within a range of learning contexts
  • discussion and debate
  • searching and retrieving information to inform thinking within diverse learning contexts
  • making connections between specialist skills developed within learning and skills for work
  • evaluating products, systems and services
  • presentation skills.

It is important to remember that as children and young people play and learn they will develop an interest, confidence and enjoyment in ICT skills that can be transferred and applied in different learning contexts.

Health & Physical Education

In Middle School Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Learning through health and wellbeing enables children and young people to:

  • make informed decisions in order to improve their mental, emotional, social and physical wellbeing
  • experience challenge and enjoyment
  • experience positive aspects of healthy living and activity for themselves
  • apply their mental, emotional, social and physical skills to pursue a healthy lifestyle
  • make a successful move to the next stage of education or work
  • establish a pattern of health and wellbeing which will be sustained into adult life, and which will help to promote the health and wellbeing of the next generation of Indian children.

In Middle School effective learning through health and wellbeing which promotes confidence, independent thinking and positive attitudes and actions.
Regular physical activity is essential for good health. Physical education Curriculum inspires and challenges children and young people to experience the joy of movement, to develop positive attitudes both individually and as part of a group and to enhance their quality of life through active living. This gives children and young people an important foundation for participation in experiences in physical activities and sport and in preparation for a healthy and fulfilling lifestyle. Children and young people participate in and enjoy physical activity and sport, in addition to planned physical education sessions, at break times and lunchtimes, during travel and beyond the school day. Outdoor learning contributes to physical activity and enhances learning in different areas of the curriculum.

In Middle School the health and wellbeing experiences and outcomes are designed to encourage links with all other areas of the curriculum, to reinforce learning and to provide relevant, enjoyable and active experiences.

  • The health and wellbeing experiences and outcomes provide valuable opportunities to develop skills in literacy and numeracy.
  • There are important links between health and wellbeing, and Value education and growth of spiritual wellbeing, and in considering relationships.
  • Participation in expressive arts activities can make an important contribution to a child’s or young person's sense of wellbeing and can bring learning to life. Using the expressive arts as a medium for learning, for example through role play, can engage learners in issues such as bullying, in more engaging and accessible ways.
  • There are very close connections between dance and physical education, in particular through the shared outcomes in evaluating and appreciating.
  • There are clear connections between science and several aspects of health and wellbeing; between the technologies and, for example, food and health; and between the social studies and the aspects relating to citizenship and participation.

Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future.

Art Education

The inspiration and power of the arts play a vital role in enabling our children and young people to enhance their creative talent and develop their artistic skills.

By engaging in experiences within the expressive arts, children and young people will recognise and represent feelings and emotions, both their own and those of others. The expressive arts play a central role in shaping our sense of our personal, social and cultural identity. Learning in the expressive arts also plays an important role in supporting children and young people to recognise and value the variety and vitality of culture locally, nationally and globally.

In Middle School Learning in, through and about the expressive arts enables children and young people to:

  • Be creative and express themselves in different ways
  • Experience enjoyment and contribute to other people’s enjoyment through creative and expressive performance and presentation
  • Develop important skills, both those specific to the expressive arts and those which are transferable
  • Develop an appreciation of aesthetic and cultural values, identities and ideas and, for some,
  • Prepare for advanced learning and future careers by building foundations for excellence in the expressive arts.

The Curriculum framework in Middle School begins with experiences and outcomes for presentation and performance across the expressive arts, followed by the experiences and outcomes in:

  • Art and Design
  • Dance
  • Drama
  • Music.
  • This framework provides children and young people with opportunities to be creative and imaginative, to experience inspiration and enjoyment and to develop skills in each of these areas.
    Participation enables children and young people to experience and enjoy the energy and excitement of performing and presenting for different audiences and of being part of an audience for others.

    Within a rich, supportive environment teachers draw upon a skilful mix of approaches to promote a climate of creativity and innovation, including:

    • Active involvement in creative activities and performances
    • Tasks or performance opportunities which require a creative response
    • Opportunities to perform or present to an audience
    • Partnerships with professional performers or artists and other creative adults
    • Raising awareness of contemporary culture and connecting with young people’s experiences
    • Appropriate, effective use of technology
    • Building on the principles of Assessment is for Learning
    • Both collaborative and independent learning
    • Establishing links within the expressive arts subjects and with the wider curriculum
    • Opportunities to analyse, explore and reflect.

    The majority of activities in the expressive arts involve creating and presenting and are practical and experiential. Evaluating and appreciating are an integral part of the creative process and are linked to developing creative skills, knowledge and understanding and enhancing enjoyment.

    Learning in the expressive arts offers rich and exciting opportunities for interdisciplinary work across art and design, dance, drama and music and with other areas of the curriculum. Children and young people will develop, enhance and apply skills gained in the expressive arts in a very broad range of activities including role play, participation in whole school events, community events and outdoor learning. Such activities promote the development of skills in areas such as talking and working with others, and contribute greatly to children and young people’s mental, emotional, social and physical wellbeing.

    Learning in the expressive arts helps learners develop their knowledge, understanding and appreciation of contemporary and historical arts within their own communities, within India and beyond. Children and young people will enjoy numerous and diverse opportunities to contribute to, reflect on and respond to the arts within their own and other cultures.

    Through their involvement in the expressive arts , all children and young people can express themselves in innovative, motivating ways, and experience enjoyment and enrichment in their lives.

    The framework acknowledges that many children and young people will engage with the expressive arts in what were formerly seen as extra-curricular activities, and that the expressive arts can and should play an important part in the life of the school.

    21st Century Life Skills Curriculum


    Theme One: Introduction To The Concepts Of Life Skills And Life Skills Education
    Theme Two: Skills Of Knowing And Living With Oneself

    • Topic 1: Self Awareness
    • Topic Two: Self Esteem
    • Topic Three: Assertiveness
    • Topic Four: Coping With Emotions
    • Topic Five: Coping With Stress

    Theme Three: Skills Of Knowing And Living With Others

    • Topic One: Relating with Others
    • Topic Two: Negotiation
    • Topic Three: Empathy
    • Topic Four: Managing Peer Relationships
    • Topic Five: Effective Communication
    • Topic six: Non-violent Con?ict Resolution

    Theme Four: life skills for making effective decisions

    • Topic One: Creative Thinking
    • Topic Two: Critical Thinking
    • Topic Three: Decision Making
    • Topic Four: Problem Solving

    Theme Five: Application Of Life Skills In The World Of Work

    • Topic One: Life skills as a tool for identifying alternatives of earning a living
    • Topic Two: Life skills as a tool for making successful entrepreneurs

    Theme Six: Life Skills As A Tool For Making Good Leaders


    At our School we have integrated information technology into schooling. We teach students to communicate about basic components, work co-operatively in classrooms, practice responsible use of devices, etc. The computing facilities are driven solely by curricular needs.

    Comprehensive Evaluation

    Educon International School has considered the limitations of the existing evaluation system, which relies mostly on one shot, end of the year impact evaluation. At Educon International School evaluation is treated as an integral part of the classroom teaching / learning process. Furthermore, evaluations, conducted periodically, provide the type of feedback on student achievement that enable teachers to improve their methodology, if required.

    Educon International Schoolis guided by 5 Principles

    • (I) Connecting knowledge to life outside the school.
    • (ii) Ensuring that learning shifts away from rote methods.
    • (iii) Enriching the curriculum so that it goes beyond textbooks.
    • (iv) Making examinations more flexible and integrating them with classroom life
    • (v) Nurturing an overriding identity informed by caring concerns within the democratic polity of the country.

    Teaching Learning Process

    The team of zealous, committed, professionally enriched, educators synergies the children to excel in their learning abilities. Their innovative methods and communication skills are constantly upgraded at the numerous workshops that they attend incorporating advancement of the learning process.

    Life Skills Education

    Knowledge based education influences the brain and value based education influences the heart. The life skill programme is interweaved into the curriculum. It helps children inherit universal values like fearlessness, purity of mind, patriotism and truth. Discussions on life management skills, improving the power of concentration and self confidence are held during these activities.

    Education for Global Citizenship

    "Excellence in Education" Educon International School has always strived for its mission statement. In fast changing interdependent world, we believe that education for global citizenship is essential in the lives of children and young people are increasingly shaped by what happens in other parts of the world. Education for Global Citizenship gives them the knowledge, understanding, skills & values that they are to participate fully in ensuring their own, and others well-being and to make a positive contribution both locally and globally.

    Education for global citizenship is good education because it involves children & young people fully in their own learning through the use of wide range of active and participatory learning methods. These engage the learner while developing confidence, self-esteem & skills of critical thinking, communication, co-operation & conflict resolution.

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