About Us

Prarambhika School


Prarambhika is a place where students get knowledge and they learn to synthesise, analyse, apply and evaluate this knowledge being given to them. It is about sports and drama, quizzes and plays, music, dance, and any other skills the student wants to try. The curriculum at Prarambhika is guided by the principle of integrated education and it also learns from progressive international practices in school education.
Prarambhika has evolved from the collective conviction of the Core Team members about children, their learning experiences, and what adults can provide for them. We believe that there is much more to education than merely teaching a syllabus and preparing children for examinations. The respective Core Team members have been involved with complementary aspects of innovative school education for the last several years. Prarambhika is affiliated with the CBSE Board, New Delhi. The school is led and guided by a Core Team of two members: Mrs. Ranjana Chowdhary and Mr. Sumit Prakash

Our Philosophy

They say life is the biggest school and time the constant teacher. For over three decades, Prarambhika has been preparing its students by laying strong foundation of education and values, that will not only answer a childs' curiousty but will encourage them to stay curious.

Prarambhika's Principle

  • Cross curriculum teaching methodology
  • Experential learning
  • Empathy towards the world we live in
  • Collaborative learning

Our History

Prarambhika was founded on 15th July, 1980, by Mrs Ranjana Chowdhary on the principle that every child has a keen and sharp ability to learn. Also, learning should add to the over-all development of the student. While academic knowledge is essential and revered, it is not the complete picture. It has to be backed by a confident personality, a good character and intelligent thought. School should be a safe and fun place for the students and teachers. Prarambhika should be a place where each students feels happy, welcome, challenged and satisfied at the end of the day.


Knowledge is defined as remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain.


Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating furture trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest level of understanding.


Application refers to the ability to use learned material in new and concrete situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension.


Analysis refers to the ability to break down material into its component parts so that its organizational structure may be understood. This may include the identification of the parts, analysis of the relationships between parts, and recognition of the organizational principles involved. Learning outcomes here represent a higher intellectual level than comprehension and application becasue they require an understanding of both the content and the structural form of the material.


Evaluation is concerned with the ability to judge the value of material (statement, novel, poem, research report) for a given purpose. The judgements are to be based on definite criteria. These may be internal criteria (organization) or external criteria (relevance to the purpose) and the student may determine the criteria or be given them. Learning outcomes in this area are highest in the cognitive hierarchy because they contain elements of all the other categories, plus conscious value judgements based on clearly defined criteria.