A frog that has got caught in a well jumps high up to come out of it. It tries in vain until it has jumped enough number of times. Ultimately, it manages to escape out of it. This is an old tale which all of us have heard at some point in time with numerous variations. But, what strikes me is the effort by the frog and the ultimate result. It’s fair to say that the frog ‘learnt’ what to do to jump out of it. I believe that the same frog may take lesser time to jump out having ‘learnt’ the trick if it gets caught another time in the same well. If an animal with such a small brain can ‘learn’, one may easily gauge the power of the ‘Human brain’ and its capacity to ‘learn’.

Our Education System gives ample stress on ‘core’ subjects which has compelled us to believe that if we do not score marks, we have not learnt the concept or we are ‘poor learners’. It is rather sad, that we attribute the level of learning to the marks scored in assessments. How do we score marks for skills like ‘learning to cycle’ or ‘learning to wear a shirt’? What would be the parameters for assessment of such a skill? Is it not weird that we have no scale to measure the extent of skills learnt in school? ‘Learning for life’ is a much- used phrase with a deep meaning, which we may rarely analyze. If we study a ‘subject’ or a ‘topic’ to establish its understanding for a lifetime, no test or assessment can challenge us. The main aim of Surya The Global School in-house curriculum called LEARNING FOR LIFE CURRICULUM (LFL) is to make learning long term and lifelong.

The different ways to learn a single concept ensures that all kind of learners find a place and a mode to learn a ‘subject’ or a ‘topic’. LFL encompasses detailed lesson plans which direct teachers/facilitators to deal with topics with a lot of approaches as well as variety in formative assessments. More importantly, schools and teachers forget that while they deliver the ‘regular curriculum’, there is also a ‘hidden curriculum’. Hidden Curriculum is the unintended Curriculum. It consists of learning experiences both positive and negative, that are not a part of the explicit curriculum but that result in attitudes, beliefs and values of students. LFL carefully and consciously incorporates lesson plans for cognitive development, emotional development and life skill development through multiple programmes like theatre, dance, music, robotics, sports, karate, taekwondo, yoga besides the regular academic programmes. All of these are blended in the curriculum and are clearly structured with exclusive lesson plans for each of the grades from 1-10, ensuring an all-rounded learning experience.