Contextual Learning
The school curriculum aims at developing the children's understanding of the world beginning with the context they live in. Most of the children in the school come from a background where English is seldom used hence we have opted for a bilingual program of education. The mother tongue of most of the students is used in early grades and gradually English becomes a medium of instruction.

The school has published text books which use settings and characters from their culture and this helps the children relate to the content. The children explore the micro habitat - study the smallest part of the environment that supports a distinct flora and fauna.The children study the local culture and history and use the immediate community as a resource to gather information.

Striving for Excellence

In order to ensure that the curriculum meets the context and needs of the learners, the curriculum is periodically reviewed, evaluated and revised through a Plan Do Check Act.The school develops in students a sense of excellence by including skills of cooperation, critical reflection and problem solving, and motivation to strive for continuous improvement in all endeavors.

The School motivates the children to strive for excellence with the motto “Have I put in my best?”. Students are encouraged to compare their performance to their previous one rather than to the performance of their peers. The school also helps the child analyze her/his performance and identify her/his strengths and weaknesses and cultivate necessary skills to improve performance.

Integrated Curriculum
To promote a holistic understanding of the world we live in, the school has an integrated curriculum. A variety of disciplines – language, music, mathematics, science, art, theatre, social science, are together used to study a concept. The integration of subjects and the exploration of their living context make learning meaningful and relevant to the child. For instance when children study the topic 'water' in social studies, children are encouraged to study some of issues concerned with source, distribution and availability of water in their own community - Tumkur. The children undertake activities like a survey of people's conservation habits. Further they also study the folk myths and dances, the melodies and rhythms associated with water.

Inquiry Method
The teaching – learning process aims to encourage children to ask questions to explore different perspectives and infer that there is no one right answer. Children examine accepted traditions, beliefs, attitudes and practices and become aware of the coexistence of multiple perspectives.

Self directed
The curriculum aims at facilitating students to become self-directed learners. Children in junior classes have the autonomy to choose a topic of interest and study it, they are also offered a choice of activities to choose from in order to understand and learn a concept. Students in senior classes choose the topic for project study. In literature discussion students have a choice of book they would like to read, they generate questions for discussion and decide on what and how they would like to be evaluated.

Experiential Learning
The teaching – learning process aims that children learn through concrete experiences. In math classes children use malleable material to understand concepts.

Children visit historical sites and watch videos to get a feel of ancient cultures. They simulate scenes, feel and construct artifacts and models, characteristic of these cultures. Children involve themselves in field work to collect data, gather information to understand issues like environment, gender, caste and consumerism.