At the Maurya School, we follow a logical model of education which measures success by the accomplishments and attitudes of our students. We believe that all of our students can succeed and that their success spurs them on to further achievements. We ensure this by incorporating the following measures.

• Developing the clean statements in measurable terms of what the student will do to demonstrate learning.
• Providing the time and resources needed for each student to attain this mastery.
• Ensuring that students engage in learning at a level which is challenging and yet a level for which each student has the pre-requisite skills necessary for success.

Nursery & Kindergarten:

Young minds are fragile and pose a million questions. The foremost task for the facilitators at such a time is to help children make a smooth transition from home to school.

Comfort within the school ensures a child’s ability to master the basics of Reading, Writing and Arithmetic. Simultaneously, children grow familiar with social skills required to adjust with peers and develop a sound value system.

ENLIGHT curriculum plays a vital role in shaping the initial learning years of our children’s education. We make use of a variety of tools such as storytelling, dramatization, counting games, group activities, pretend play, art, music, role-play, fields excursions, puppet shows and sports activities.

We also provide for a ‘Theme Time’ where several activities are integrated around a central theme to make the learning experience more meaningful and relevant for the child.

Classes I to V:

As children reach the junior stages of education and development at school, they are encouraged to nurture their dreams, interests and hobbies to cultivate a deeper curiosity. It is in this phase that a child wishes to try out every activity and to be everything he/she aspires to be. The likes, dislikes, strengths and weaknesses of every child start coming to the forefront and in turn determine their aptitudes and interests.

Our facilitators acknowledge the need to serve as mentors and guiding forces to children to help them along this wondrous path of self discovery. At the same time, a strong base in education is built through formal and informal learning situations to prepare them for greater and more abstract academic challenges. These are realized through group activities such as quizzes, field excursions, project work, role plays, assembly presentations and group discussions.

A greater focus is also laid on formal learning of Languages, Mathematics, Community and Environmental Studies.

Classes VI to VIII:

Often referred to as the wonder years, this phase of a student’s life is a crucial and a memorable one. Children in the Middle School level start developing a sharper focus in terms of their goals and ambitions in life. They also begin to identify more closely with certain peer groups and fine tune their skills in areas of interest to them.

This adolescent phase is often categorized as one of physical changes and emotional upheavals. Understandably, the facilitators at The Maurya School take on multiple roles of friends, guides and mentors. The students are guided to think and act responsibly and make effective judgments in the family, school and within society.

Our curriculum at the Middle School stage is aimed at helping students become active thinkers and confident learners. Activities such as conferences, debates, field trips, counseling sessions and personality development workshops have thus been designed to promote self-awareness, development and understanding.

Classes IX- XII:

This formative phase decides the professional life of a student. There are thousands of questions in the mind of students. Science, Arts or Commerce, MBA, MBBS or B. Tech, IT or Designing. There is so much choice. The facilitators are well geared in their planning and management to help students strike a perfect cord between academics and co-curricular activities. This is the phase when the call of the hour is to understand the importance of ‘Time-management’ and ‘Man- management’.

Therefore the Academic programme is customized in a way to facilitate not just textbook learning but also enables students to get familiar with the world outside. We have expansive plans of formulating a detailed time line and guidelines which will be put into effect for completion of work, preparation of classroom assignments and assessment.

We will be putting in to effect specialised counselling sessions to help students identify their field of interest on the basis of their ability and aptitude. Students will be provided with information on varied opportunities and avenues available. Students are also encouraged to gain information about various educational and professional opportunities so that they are able to make an informed and wise choice for themselves.