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Pre Primary Years Curriculum


gee teeOur mascot — GEE TEE — is a charismatic and clever bird, standing tall and proud, ready to spread its wings and plunge into the high flight of creativity, collaboration and innovation for a strong and sure start. It signifies confidence that each child represents at Birla Open Minds.

Early Years (Pre – Nursery to Kindergarten II)

Our curriculum draws on research in Neuroscience and is developmentally appropriate, creative and integrated. It aims to instil care for self, others and the environment, in our children.

Developmental Appropriateness


Our approach considers the development of the child as a whole — intellectually, physically, emotionally and socially, across ages. It also recognizes that all children are intelligent and capable learners and will develop across and within these developmental areas, in unique and individualized ways.

The learning goals that lead the curriculum, instruction and assessment are thus developmental in nature and ensure a "whole child" focus.


We engage learners through creative learning experiences. Creative expression across learning domains is invited, encouraged and celebrated.

Children are exposed to dynamic learning environments, challenges and choices in activities, open-ended questions, and fruitful interactions with peers and teachers. Working with colours and textures, engaging with music and movement and a plethora of other mediums along with ample freedom ensure the nurturing of creativity in each child.


Since children learn in different ways and learn better if learning experiences are interconnected or integrated, our curriculum is suitable for them. It is theme-based and investigates ideas from multiple perspectives.

Our themes combine different areas of learning and become catalysts for developing a concrete understanding of concepts, skills and attitudes while relating learning to life. This learning ensures the development of multiple intelligences in children.

Happy Learning Spaces

We believe in providing an engaging and stimulating environment for our young learners.

Our learning environment is cheerful, engaging and designed to keep the needs of our children in mind. The furniture is ergonomic and safe; classroom spaces are aesthetic, uncluttered and organised; the materials and resources are non-toxic; learning is visible everywhere through various displays and the whole environment is child-friendly.

The specially designed curriculum aims to maximize the children's creative potential and builds their life skills to ensure that they make good choices and lead meaningful lives. Creative potential is nurtured through a wide variety of experiences encompassing the — creative arts, performing arts, scientific exploration, life skills enrichment, outbound explorations and edutainment.

The Outdoors

The verdant environs resplendent with a vegetable patch, garden, trees and flowers aplenty, in addition to equipment for play, make for vibrant outdoors. We, at Birla Open Minds, perceive the outdoors as an extension of the classroom where children, with their magnifying glasses and cane baskets, can be found — exploring, discovering and sharing the mysteries of nature.

Table Top Activities

Table top activities are teacher-guided and provide focused learning experiences for small groups of children. They allow the teachers to have intense interactions with the children and provide individual mentoring. Some of the activities children engage with are — scientific explorations, artwork, theme-based fine motor and eye-hand coordination activities, concrete math manipulatives and puzzles galore.

Learning Centres

Learning centres are resource-equipped centres, set up in different corners of the classroom, where children engage in activities of their choice. The centres for block play, dramatic play, language and literacy, math manipulatives, scientific explorations, and art and music, have theme-focused material. Play at these centres reinforces conceptual understanding besides providing opportunities for differentiated learning.

Care for Self, Others and the Environment

Care for self begins with building self-esteem through developing self-help skills, providing choices, autonomy, challenges, success affirmations and support to help children realise their potential and to flourish in the knowledge of being unique and special. Working collaboratively through opportunities for sharing, waiting for one's turn, taking the role of the other and resolving conflicts helps children extend this care to others. Caring for the environment is a habit that is inculcated early in children.
This connecting thread — that of caring for self, others and the environment — runs through the entire curriculum and practices followed at BOM.