PBL Curriculum

Project based learning methodology (See FAQ) is organized around real life activities. These activities are technically classified under multiple intelligences. Specially designed learning spaces conducive for the development of each intelligence provide structure to this learning. Learning of curriculum concepts happens when kids participate in projects, and activities, and during interactions with the facilitators and other learners.

Each child deserves a curriculum designed according to the child’s requirements. We sincerely believe that each child is different and has potential for greatness. Some salient features about the curriculum

  • Curriculum is structured around the concept of Multiple Intelligences. Project Based Learning (See FAQ) approach weaves multiple intelligences through exciting & meaningful activities conducted under the banner of different clubs.
  • Curriculum may be considered as a translation of concepts of standard course books into projects and activities. It turns out that a project typically corresponds to many concepts in different subjects. Students are working on the projects and activities, while academics tracks the coverage across multiple intelligences and concepts of course books.
  • Lessons are not lecture based tied to a class room, but are based on projects and real life activities and conducted in specially designed learning spaces. We encourage our learners to select the activities of their interest. To help them in selection, we provide resources consisting of activity books, videos, demos of experiments, CDs and access to internet resources.
  • Learning activities are organized according to predefined levels as seen here for example. Facilitators help the learners in making choices that are feasible in terms of their competency, time and physical resources availability.
  • L2L curriculum recognizes that kids learn at different speeds during different stages of their life.
  • L2L does not force all 7-year olds to be in the same class and have the same competencies as all the other 7-year olds. Nor we expect that all 9 year olds would be exact replicas of the competences of the other 9 year olds. A child may learn to read earlier than other, but may do maths later. That is, he may develop his mathematical skills later than his reading skills. Or another kid may learn artistic skills earlier than reading skills. Eventually, as they master requirements of multiple intelligence based projects, they would develop skills that require further grooming.
  • For this reason the curriculum of UK is divided into key-stages covering a range of ages. Assessment criteria also allows the students to even cross the boundaries of such key stages that correspond to our classification of students as Beginners (4-6), Middlers (7-9), Juniors (10-12) and Seniors (13-15).

Educational Challenge


“It only requires about 100 hours to transmit reading, writing and arithmetic to children” (John Gatto in “Dumbing Us Down“, confirmed by prominent educationists),


Why most of our students after having spent 12 years in education, can not write correctly, do not read books, are not confident in arithmetic and are not interested in studies?