Foundational Stage: This is further subdivided into two parts: 3 years of preschool followed by classes 1 and 2 in primary school. This will cover children of ages 3-8 years. The focus of studies will be on activity-based learning.

Preparatory Stage: Classes 3 to 5, which will cover the ages of 8-11 years. It will gradually introduce subjects like speaking, reading, writing, physical education, languages, art, science, and mathematics.

Middle Stage: Classes 6 to 8, covering children between ages 11 and 14. It will introduce students to the more abstract concepts in subjects of mathematics, sciences, social sciences, arts, and humanities.

Secondary Stage: Classes 9 to 12, covering the ages of 14-19 years. It is again subdivided into two parts: classes 9 and 10 cover the first phase while classes 11 and 12 covering the second phase. These 4 years of study are intended to inculcate multidisciplinary study, coupled with the depth and critical thinking. Multiple options of subjects will be provided.

Experiential learning and blended learning are emphasized to impart curriculum in our institution. We aim at reducing the curriculum load of students and allowing them to be more “inter-disciplinary” and “multi-lingual”. For example, “If a student wants to pursue fashion studies with physics, or if one wants to learn bakery with chemistry, they’ll be allowed to do so.

Report cards will be “holistic”, offering information about the student’s skills.          

Our outstanding record of academic excellence is the culmination of a personalized approach to learning that challenges thinking, grows knowledge, develops meaningful relationships, and inspires leadership in all students.

While we teach conceptual knowledge and understanding, it is not enough to ‘know. We want our children to have insight – to influence others, to show empathy, and make a humane difference in the world.

Founders of Orchids have always considered education as a way of living. We believe that education is the art of human learning, a venture involving creativity, imagination, and discovery with a focus on developing individual character, spiritual depth, discipline, and resilience in our students. There is no single recipe to drive this vision other than an acute awareness of our changing world and heightened sensitivity to real-world issues, contexts, and challenges.

We believe that some of the most important yet hard-to-measure outcomes of education are the essence of a meaningful life. So we place the principles of humanity – empathy, truth, justice, integrity, and human rights – at the very center of our curriculum design.

Excellence is not an exclusive club at the Pandit’s Orchids and we recognize there is no single right way to achieve it. We use a variety of teaching styles tailored to students’ different needs to cultivate strong, attainable work standards and study ethics.

Starting with our Foundation Class from almost-four-year-old, our teachers nurture curiosity and a sense of wonderment in the world that continues through. With small class ratios in our Junior School for New Entrants and upwards, we teach a wide variety of specialist subjects through CBSE & Wonder Years Module teaches students analytical skills to enhance lifelong learning.

Parent management committee meetings help us to resolve any concerns that parents have with regard to curricular and co-curricular activities. Parent teacher’s meetings held once in two months help us to strengthen our student’s performance.

Over the years our experience has witnessed the fact that students with parents who are involved in their school tend to have fewer behavioral problems and better academic performance. At an elementary level, the effect of parent’s involvement gives positive results at the secondary level of schooling. We expect the parents to involve not only in making their kids complete their homework but also in shaping their behavior by keeping regular contact with teachers and involving more with their wards school life. Parent involvement can monitor school and classroom activities, it also monitors teachers and positively affects teachers’ self-perception and job satisfaction.

At Orchids we have frequent parent-teacher meet going on along with regular visits from the parents. A parent management committee is formed with the objective of getting valuable feedback from parents to bring out the necessary changes in academic activities. We conduct parent orientation programs at the onset of the new academic year where we share our policies, curriculum practices, and approach to education. As we close the academic year, we send out a form to get feedback from parents on every aspect of our school’s functioning.