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Primary Education

Welcome to Buddhi Primary  – a unique school blending world class educational programs to bring the best in international education to your child. With a special focus on individual learning, we ensure that your child spends her foundation years in an environment of homely comfort, meaningful learning and holistic growth. The Buddhi Primary curriculum prepares young children for taking on an academic and subject focused lower secondary learning program in the middle years.

We believe that children need a safe and emotionally secure environment for successful learning at school. We believe that learning does not take place in a vacuum. It is always contextual and to a great extent dependant on prior learning. It is also important to use the imagination and creativity of the children and let them learn at their own pace through interaction with peers, adults and the environment. We believe that unlike the days when one style fit all students, in today’s context there is a need to acknowledge and accept students with perspectives other than our own, to diversify our curriculum and to pay more attention to how our students are experiencing the learning process. We believe that being literate in the 21st century is more than reading and writing well. Being literate today includes the ability to acquire, use and synthesize information,to solve problems and to communicate effectively. We believe that assessment and evaluation of children’s progress should be ongoing and continuous and it is important to ensure that assessment does not overtake teaching and learning in the classroom.

Program Implementation

Primary Programme at Buddhi

Buddhi follows an open plan classroom, and mixed age learning groups are an important aspect of our programme. Children of different ages learning together helps balance the social, emotional, and intellectual needs of the children. A mixed age class provides an environment where the learning continuum can be managed easily. Children move on to higher levels of learning as and when they are ready sometimes even in the middle of the school year. It also helps younger children learn about friendship and other skills by following the older ones. A quiet six year old may prefer the company of a younger child, yet be ready to read independently. An observant five year old may be inspired to learn numbers by watching an older child.

To ensure that needs of all the children are met with, and also to help them thrive socially, children are placed into developmentally appropriate peer learning groups as for example,

Learning group A – ages 5 to 7 years

Learning group B – ages 7 to 9 years

Learning group C – ages 9 to 11 years

We follow a flexible and fluid learning environment where each child works at their ownlevel and pace with ample scope for individualised support and extension.Our primary curriculum is also flexible to allow our students to approach learning through application, research and inquiry and the key drivers are curriculum integration and child led learning.

Buddhi’s learning program in the primary years is organized as per the following focus areas. Key academic skills are taught in an integrated fashion to facilitate purposeful learning that results in building a solid foundation of thinking and application skills in young children. This further allows them to acquire and consolidate socio-emotional skills that are crucial abilities they will need as they grow into young adults. Such an integrated approach allows young children to develop into independent learners, a quality that will serve them well through their high school years and in the wider world later.

Inquiry Learning:

Here our learning focus is in the areas of  Science, inquiry and thinking. Our focus is on laying the foundations for building investigative (questioning), critical and analytic thinking skills through science based investigations. Students will have learning experiences about tools and skills necessary to conduct scientific investigations and in finding answers. Children will be encouraged to use these skills in teacher directed inquiries which form the foundation for learning for concept based science in lower secondary and high school years. Children will have opportunities to work through activities across the four scientific domains: Life, Physical, Earth and Space Science during their years in the primary programme. There will be ample scope for language and numeracy integration through books and activities which offer meaningful and enjoyable reading practice while exposing them to core concepts and ideas of science.

Discovery Learning:

Key learning here is in areas of Social Studies, exploration and independent research. Our Discovery center is designed to provide opportunities for building independent research skills through a range of theme based activities designed to foster curiosity, interest and exploration in young children. The themes will relate to applied areas in social studies. Here again there will ample scope for language and numeracy integration through books and activities as they go about exploring their interest and creating models and displays to demonstrate their learning.

Language and Numeracy:

These are the two core curricular learning areas that form the basis of grouping in our primary programme.

In our Language Programme, where English is the first language,

we focus on building verbal language, reading comprehension and writing for communication.

  • Grammar, punctuation, spelling & vocabulary are integrated with the Reading & Writing program.
  • The levelled reading & writing approach allows teachers to track the reading & writing levels and progress of students.
  • In reading students progress from Early Emergent Readers through Emergent Readers, Early Fluent Readers and Fluent Readers.
  • In writing, students progress from Emerging Writers through levels such as Beginning, Early Developing, Developing & Fluent.
  • Audio books and online reading programs  help students to quickly accelerate their reading levels.
  • Story, play & novel reading and creative writing are an important part of the English Language curriculum.

Our students also learn conversational skills & functional literacy in Indian languages such as Hindi and Kannada.

Our numeracy programme focuses on learning core skills in number operations, activity based learning in areas of measurement, patterns, statistics and geometry. Problem solving, Organising and using Data and other applied aspects of mathematics are also emphasized. Our numeracy programme is supplemented by an online maths tutorial “mathbuddy” which gives students 24 hour access to level based lessons and activities with ample scope for acceleration and challenging activities. In addition to introducing procedural mathematics, we offer a unique thinking based curriculum via math models, board & online games and real life activities to lay the foundations of mathematical thinking in our students at this stage.

All students will have at least two hours of level based language and numeracy sessions each week. In addition to this, language and numeracy will regularly be integrated into inquiry and discovery learning activities. Students in the last year of the primary programme will have access to 2-3 sessions a week with our literacy and numeracy specialists to help with transition into our lower secondary program. Some of these sessions will be integrated with the lower secondary class group to make the transition easier.

Personal Effectiveness:

Education is about giving people the opportunity to develop their identities, potential, their personality and their strengths. It is about allowing children to develop into confident and independent adults.

This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills including the inner capacities and the practical skills we need. Inner capacities – often known as psycho-social skills – cannot be taught, rather they must be learnt as one deals with life. They are not the same as academic or technical learning. They must rather be modelled into and promoted as part of daily learning activities, and in particular by teachers. These skills have to do with the way we behave, the attitude we carry – towards other people, towards ourselves, towards the challenges and problems of life.

At Buddhi, we are focused on skills in :

  • communicating, in making decisions and solving problems, in negotiating and asserting ourselves, in thinking critically, in respecting other people and their ways and in understanding our feelings.
  • the art of cooperation, the importance of finishing a job, following a schedule and persisting.

Such life skills are abilities that children will need to learn and need to use every day for the rest of their lives. Our activity focused program naturally includes opportunities for the child to learn social skills through taking on responsibility, working with partners and teams, and participating in class councils to talk about their feelings, thoughts and opinions. With this we are able to take students to levels beyond the scope of a standardized curriculum.

Home Work:

Homework at Buddhi is designed to be work completed at home independently by students, under the guidance of caregivers. It is deliberately planned to be simple and at the level of the student so that she/he can work at it independently. The work is further designed at two levels to enable a student to attempt the higher level if they are ready. The primary goal of homework at the Primary learning years is to build an independent work practice that will serve students well in middle and high school when study becomes an integral part of their learning. Therefore consistent completion and submission of homework is the focus. Parents and caregivers are encouraged to approach the homework teacher with feedback and individualized work needs will be addressed after careful consideration.

Art & Recreation:

Art  and recreation are an integral part of Buddhi’s  school curriculum and complement the core learning that happens through the school day. Activities in art, drama, cooking, gardening and play are offered. These activities emphasize “creative thinking” and “life skills” as key goals. These activities offer opportunities to our students to develop a practical attitude towards learning and provide opportunities for leisure, social engagement and developing work habits.


The focus of Sports & games is to provide opportunities for children to test their limits and achieve difficult goals, and develop a good attitude towards fitness and health. It teaches them to think outside the box and to step outside their comfort zones. Students learn to appreciate different sports and fitness activities, which helps them identify, develop and pursue their areas of interest.

Our teachers are continually assessing student learning and engagement and build a portfolio of their activities  throughout the school year. Each student portfolio depicts an anecdotal account of their learning journey and includes pictures and narratives from both teachers and students.