The curriculum for Pre Primary - KG1 and KG2, would be play-based and child centered recognizing the students’ multiple intelligences and encouraging creative thinking. A day at the Pre Primary would involve much free play, both indoors and outdoors, and structured time. Indoor free play would be based around a series of activities such as Dramatic Play, Sensorial Learning, Art and Discovery Hour/Wonder Time.
Primary School would cover a period of five years - Grade I to V, during which the basic skills in all subjects would further be enhanced and higher level skills would be introduced to challenge students and stimulate their interest.
In the Middle School years - Grade VI to VIII, (as also in the Primary years) through our specially designed curriculum the students would experience the joy of learning, gain a deep understanding of important concepts, develop research and experimental skills and learn to accept personal responsibility for actions, decisions and outcomes. They would be guided by experienced, motivated, well trained and caring teachers.
Along with these essential Scholastic areas, the rich and varied Co-Scholastic program at TSUS would include exchange programs, educational trips and community service, especially at the Middle School level.
It is our goal that each child attains, to the fullest of his potential, the fundamental knowledge and skills that will allow him to function effectively as a participating and contributing citizen in our society. The school’s activities and programs would be designed to help each child achieve his/her “Personal Best.” and work towards “Bettering their Best”
The Senior School – Grades VIII to XII, would follow the CBSE syllabus. Here too the endeavour would be to make learning more child–centric and interesting. Therefore, the focus would be on projects and presentations based on group activities, which inculcate the values of team work. At this level, some of the approaches that will be adopted are:
Schools would follow the Continuous and Comprehensive Evaluation (CCE) pattern as prescribed by CBSE, which is a school-based evaluation of a student that covers all aspects of a student’s development. The term ‘continuous’ is meant to emphasize that evaluation of identified aspects of students ‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire span of the academic session. It means regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self- evaluation.