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The curriculum of Euro School is based on the ideas, theories and practices prevalent internationally. Creating global citizens is a task that needs detailing at each stage. While most schools focus only in ensuring that the students are taught the prescribed syllabus, at EuroSchool, special emphasis is given on the way the knowledge is imparted to ensure that the learning is wholesome.

The Euro School curriculum discourages rote learning completely. The curriculum encourages students to take active part in the learning process through a unique LRPA model that makes learning stress free and enjoyable. This 4 pronged approach denotes how each concept, be it mathematical, scientific or linguistic, gets ingrained into the students.

The various aptitudes and strengths of individual students are further identified and honed. They are encouraged to focus on their areas of interest and skills, thus preparing them for future challenges and the relevant certification.

This curriculum eliminates the lacunae and repetition that characterize a curriculum which is based on text books and traditional teaching methods. The latest teaching methodologies and pedagogies are incorporated to effectively deliver the curriculum and create an ideal environment for learning.

The backbone of our curriculum system is a structure of “Pupil’s Performance Standards”. It comprises of 70 skills and techniques laid down for English, Mathematics, Physical Science, Social Science, Environmental Education and Information and Communications Technology. Every EuroSchool teacher is trained and has a detailed ‘Weekly Lesson Plan’ for each subject.

Stress free curriculum environment

Euro School emphasizes on children acquiring multiple skills during the early schooling years but in a manner that makes his / her schooling experience enjoyable and memorable. Evaluating students on the merits of a single annual examination puts them under undue stress. Therefore Euro School follows the system of continuous assessment, a unique methodology for evaluating pupil performance. It comprises of one or all of the following:

Observation: Using specific criteria to record the presence or absence of knowledge, co-operative learning skills, extent of participation, interest in the topic and material, psychomotor skills and levels of motivation.

Assessment: On- going assessment of an activity in class on a day-to-day basis
Appropriate assessment of the given task that would involve manipulation of words, materials, ideas or concepts.

Written Assignments: Anecdotal records on the development of specific skills related to instructional objectives or the attitude expressed or demonstrated by a pupil towards learning.