The House of Children is the Primary Years programme, the curriculum of which is divided into five major categories and each category is linked with the other and happens simultaneously in an interwoven manner.


Research shows that a child starts absorbing language while in the womb of the mother and this is perhaps one area that the child continues to learn throughout his/her life in various ways. Keeping in mind that language is one of the most fast developing area in this age group, the curriculum is tailor made to give a rich learning opportunity to the child. At this stage, children can learn various languages and aspects of each language by absorption. The salient features of the language curriculum include:

  • Exposure to languages by way of music, name lessons, vocabulary enrichment, conversation, stories and group lessons
  • English is the primary language and the other languages that are available in a structured form are Hindi and Kannada
  • Focus is on developing the spoken language but the formal learning depends on the development of one language even if it is the mother tongue
  • Presentation of sounds happens with respect to the child’s level in the spoken language as opposed to his level in the languages offered in the community
  • Preparation or developing pre skills in each area in the formal learning is given importance
  • Adults constantly prepare activities and materials according to the needs of each child and as a group


A very important aspect of learning which is prevalent in every step of our life is that we use math in some form or the other. There has been research that clearly indicates that math is present in nature, in art, in music and in all walks of life. The salient features of our Math curriculum include:

  • Math is introduced through dimensions in our environment
  • Child unconsciously absorbs concepts of dimensions through sensorial exercises
  • Absorption of concepts of dimensions leads to generalization which in turns leads to introduction  to numbers and relating numbers to quantity
  • The curriculum is structured in a series and the path of learning depends on the child’s level of exposure and development of pre-skills and generalization of the concept in his surroundings/daily life
  • The child does not do an activity because it is part of the curriculum but because he/she needs it


This field encompasses the areas of science, geography and history. Concepts are introduced through stories, experiences and materials. The curriculum is dynamic and evolves in the classroom but is guided with what is suitable for the age group and how much can be offered to the intelligence at this stage. Activities that form the curriculum in this area include:

  • Nature walk where the child relates to many concepts that are introduced in the classroom
  • Stories and Group Discussions in various topics
  • Theme based activities and projects like spring related activities during the season to explore the flora, fauna, weather, living and food
  • Live projects as part of the environment preparation for example growing herbs, germination and food preparation
  • Experiments and construction where the child performs certain procedures to understand and relate to concepts/ facts
  • Field trips to get an experience of what we learn

Art and Music

In this age group, our Art and Music curriculum encompasses preparatory skill training and more importantly exposure to these fields to develop a keen interest and appreciation for the forms. Children learn to respect different forms of Art and Music and also accept various cultures and the diversities thereof. Art and music is interwoven into the main curriculum and children participate in these areas on a daily basis. Activities that form the curriculum in this area include:

  • Group discussions and stories
  • Daily exercises and practice
  • Introduction to various forms and media
  • Interaction with guest artists and musicians
  • Project and theme based learning where we explore a certain form through a theme like festival, season, natural phenomena and the like

Culture and Tradition

Pramiti follows a secular education system and so no particular religion is taught as part of the curriculum. We focus on respect to different religions and to live in harmony. As part of our culture, we celebrate a number of festivals that are typical of different religions but from the child’s perspective, festivals are a medium of celebration, feasts and getting together with family and friends. We celebrate festivals to experience the culture and tradition that is signature to each of them and thus introduce children to songs, dances, stories, food and other such  specialities. Focus is on imparting values to children that will help them understand the goodness of life and the principle of live and let live in harmony by respecting each other. Certain practices like “Om” chanting, Buddhist chants, stories from mythology, prayers and “slokas” are introduced. These are coupled with lighting the lamp, candles, incense sticks and putting rangoli and bringing flowers and decorating the environment. These practices bring in positive energy, calmness and an environment that is pleasing to the senses and also brings about a sense of discipline.


We couple our sports programme for this age group with free play and structured activities. Sports is a medium to exercise gross motor skills and also introduce team work, group dynamics and develop social skills of taking turns and waiting for others to take their turns.