Secondary & Senior Secondary

Secondary & Senior Secondary

The Secondary & Senior Secondary curriculum is designed to develop skills in creative thinking, inquiry based, rigourous research and problem solving. At this stage, the pace of academic demand is accelerated and students are gradually prepared to forge ahead. Students gain a strong foundation and develop into holistic beings. During these years, the smooth transition from childhood to adolescence is facilitated by a comprehensive, value-added education.
Academic challenge becomes the focus as the students start preparing for board exams. Our mission is to equip students with comprehensive and conceptual knowledge in each subjects along with social development.

Field Trips, Sauhardrika, Cross-curriculum, Assessments, Competitions

Going on field trips is an interesting means of making connections with real life experiences. Students undertake trips to various factories, fairs, botanical gardens and out locations. This way the students are able to connect their classroom learning with expereince based learning. New refreshing perspectives help them develop their thinking and communication skills. They get more confident and curious about the various walks of life. Research based skill is honed to the fullest when they gather information on various issues like scarce resources, marine life, musical instruments, habitats and global warming, to name a few.
Sauhardrika, Our Founders day celebration, is a week long school initiative and every class puts up a theme based stall with interactive games, presentations on charts and videos. Many stalls use the performing art and skits to bring home the message. There is a spirit of personal and shared responsibility in every aspect of this endeavour. The whole school works towards this event in a collaborative atmosphere. Real life issues and problems, when taken out of the classroom context become all the more enriching.
Our assessment format includes project presentations and group discussions along with the other CBSE prescribed assessments (formative and summative assessments). Internal assessment are conducted on a regular basis. Prarambhika uses ‘gap analysis’ method to ascertain students who needs ‘extra’ attention and use Google Classroom and Khan Academy effectively to talior assistance to such students.
Our children are encouraged to participate in National Level Competitions in all possible fields like Science National Congress, Olympiad, Behes, Debate, Sports and more to ensure that our children are at par with peers across the country.

Physical activities in the Primary, Middle & Senior School

Our Children eagerly look forward to Badminton, Kho-Kho, Kabaddi, Skipping, Yoga, Athletics and fun games. Indoor activities include Board games and Carrom.

Further Information

Prarambhika School


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.