Curriculum design as a dynamic process
Young children learn best when the learning is situated in their context. Class organization, grouping of children by learning levels, curriculum development and teacher development have all been done with this objective in mind.
The tribal communities were knowledge holders and possessed a large amount of indigenous knowledge about the local forests and intuitively understood the connection between the local ecology and their life. Right from the start, integrating knowledge of the local ecology was therefore a mainstay of our curriculum.
The schools have introduced the students to a wide variety of activities, from sports to creative expressions like painting, pottery and music, hands-on craft skills in addition to the reading and writing expected skills expected at relevant age levels. Structured experiences of participating in events with the world outside their village – through academics, art and sports has been encouraged for the students to see and interact with the world outside.