Strong foundations. Joyful learning. Confident beginnings.
In Classes I and II, children are learning far more than letters and numbers. They are learning that school is a safe place, that questions are welcome, and that they are capable. Our Foundational Stage is designed around NEP 2020's 5+3+3+4 structure and NCF-FS 2022, with Foundational Literacy and Numeracy at its centre.
Our aim in these two years is to secure Foundational Literacy and Numeracy as envisioned in NEP 2020, while building moral values, Indian cultural rootedness and emotional intelligence. Learning is joyful and experiential — and it is deliberate.
Five domains of development · Panchakosha Vikas
Motor skills, coordination, health habits, active play.
Observation, reasoning, number sense, problem-solving.
Sharing, empathy, self-regulation, confidence.
Listening, speaking, reading with understanding, writing.
Art, music, movement, festivals, heritage.
Not rows of silent children copying from a board. Our pedagogy is child-centric, play-based, activity-based and inquiry-driven — and it looks like it.
Number bonds built with counters and games. Phonics through rhyme, chant and movement. Children are on their feet as often as they are at a desk.
Activity-based lessons in the Foundational Lab and Play Zone: sorting, measuring, building, growing, observing — then talking about what happened.
Children's own questions drive part of the lesson. Teachers answer with another question as often as with a fact.
Interactive smart panels bring stories, sounds and visuals into the room — used in short, purposeful bursts, never as a substitute for the teacher.
Class strength is held at 35–40, and every Grade 1 classroom has two trained teachers present at all times — so a child who needs help gets it in the moment.
Every subject has its own period each day, planned against clear competencies — so joyful learning is also structured learning.
Five scholastic areas, each planned around competencies rather than chapters. The left column is the subject; the right is what a child can actually do by the end of Class II.
Language & literacy
Listens with attention, speaks in full sentences, decodes and reads simple text with understanding, writes legibly and begins to write independently.
Language & literacy
Reads and writes in Devanagari with confidence, recites and retells, and builds vocabulary rooted in the child's own world and culture.
Numeracy
Understands number, place value, addition and subtraction through concrete materials; recognises shapes, patterns and measurement in everyday situations.
The world around us
Observes, asks, sorts and describes — family, food, plants, animals, water, weather and neighbourhood — connecting classroom to home.
Early technology exposure
Age-appropriate, guided familiarity with digital tools, alongside habits of safe and sensible use.
Air-conditioned, well-ventilated classrooms with interactive smart panels, child-friendly furniture, and space to display what children make.
Interactive panels in every room, used in short purposeful bursts.
A dedicated space for Classes I and II to learn by handling, making and testing.
Daily time for drawing, colouring and making — building focus and fine motor skills.
Simple visual aids that make new words and ideas easy to grasp and remember.
“Assessment helps us understand how each child is growing — not simply what they can remember.”
There are no high-stakes examinations at this stage. In line with the applicable CBSE curriculum and assessment framework, we follow continuous and comprehensive evaluation and a Holistic Progress Card, rating progress across scholastic and co-scholastic domains.
Multiple assessment strategies, subject enrichment activities, portfolio evidence and pen-and-paper tests where appropriate.
Regular practice and reinforcement, with additional support sheets for children who need them.
A systematic anecdotal register maintained by the class teacher, capturing behavioural and academic progress over the year.
Progress is reported across both scholastic and co-scholastic domains, so parents see the whole child.
Special remedial classes for learners who need reinforcement — arranged early, not at year end.
For a six-year-old, feeling secure is the precondition for learning anything at all. These are the practices that make that real.
A dedicated Confession Room where a child can speak freely, and teachers who build genuine emotional connection with each student.
Whiteboards outside each classroom name the week's Best Buddy, Best Orator, Most Disciplined and Class Topper — so effort of every kind is seen.
Children greet respectfully on entering the classroom. Courtesy is a daily habit rather than a lesson.
Grade 1 and 2 receive the highest priority: a support staff member stationed outside the classroom at all times, with continuous monitoring by security personnel.
Periodic counselling sessions for students and parents, supporting emotional as well as academic well-being.
Remedial classes and level-appropriate worksheets, so a child who is behind is helped rather than labelled.
Co-scholastic programme
Every student gets an opportunity to participate in and lead the morning assembly, and children take part in inter-school competitions alongside our celebration of festivals and days of national and international importance.
An active colour-coded house system that gives even our youngest children a first taste of responsibility, teamwork and democratic values.
The school's own in-house news channel, building news reading, communication and early media literacy.
A SEWA Almirah to which students and teachers contribute dry food for children in need — empathy learned by doing.
Around examination periods, we invite the parents of four to five students every day for a one-to-one discussion of their child's progress — so the conversation is unhurried and specific.
Play is the method, not the alternative to academics. Every subject has a dedicated daily period and a competency-based lesson plan; children simply reach those competencies through activity, materials and talk rather than copying and repetition.
Through the Holistic Progress Card, the class teacher's anecdotal record, regular PTMs, one-to-one discussions around examination periods, and daily diary notes.
Remedial classes and additional level-appropriate worksheets are provided, and the two-teacher Grade 1 model means gaps are usually noticed within the lesson itself.
Grades 1 and 2 receive the highest priority: a support staff member is stationed outside the classroom at all times, with continuous monitoring and assistance from security personnel.
Interactive panels are used in short, purposeful segments to bring a story or concept alive. Technology supports the teacher here; it never replaces her.
Every child at MPS International should feel safe, valued, heard, supported — and inspired to learn. That is the work of Classes I and II.
From curiosity to understanding — exploring, practising and applying what they know.
Explore the Preparatory Stage →
