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Testing Methodology


We have designed an assessment format, in consultation with a group of senior special educators and using NIMHANS battery or GLAD (Grade Level Assessment Device for Children), and discovered that the assessment format was on par with Pearson's WRAT (Wide Range Achievement Test).


We assess the actual learning level of every child at the beginning of the year through our diagnostic test. The outcome of the assessment helps us correlate the functioning grade level of the child. We then use skill-based techniques to enhance learning and bridge the gap.

Teacher Training


We have 2 teachers for each shelter home and we call them Skills Educators.


Skills Educators are hired from within the community. They are trained to teach the curriculum and learning material regularly through continuous mentoring.


Our goal is to equip teachers with the knowledge and skills they need, to be effective early educators.

Curriculum Implementation


Our classes take place in the centres after school hours. The Skills Educators are which is focused on improving their literacy and numeracy skills.


We try to provide children with adequate support individually and in small peer learning groups.

A specialized level-based curriculum helps each child learn or progress at his/her own pace. Thus, the children adjust better to the pace of learning in their regular classes and this motivates them to attend school regularly.

We assess each child’s progress through the year and conduct a final assessment at the end of the year to assess the level of learning each student has achieved.



LANGUAGE (Kannada and English) -

  • Expressive language

  • Vocabulary development

  • Reading fluency

  • Comprehension

  • Spellings

  • Sentence Construction 


  • Numeric skills

  • Spatial skills

  • Logical thinking

  • Mathematical Reasoning

  • Functional Mathematics


In line with the NEP (National Education Policy) goal of encouraging critical thinking and logical decision-making

1.  Skill-based learning has an emphasis on ‘Making Connections“ 


These connections are made between abstract (for e.g. numbers) and concrete (concept of quantity). When a child is introduced to numbers it is done so with the quantities as well. For e.g. the two digit number 25 is further strengthened in the child’s mind by denoting the same with two bundles of sticks (each bundle having 10) and 5 independent sticks.


The children are exposed to rote learning in school, and because numbers is an abstract concept for a young child, they do not make the right connections and hence the concept (logic) is not clearly understood and they fall back as they progress to higher grades. 

2.  Visual and Spatial concepts 


Activities to strengthen perception are incorporated at various levels. For example the concept of fractions is taught using concrete objects to visually understand the meaning of a whole or unit or parts of a whole. 


Currently, the children are learning fractions as numbers (numerator, denominator) This makes it difficult to understand different types of fractions such as equal, mixed , improper or do computations like addition, subtraction and multiplication with fractions. Hence this method of teaching weakens the ability to carry out mathematical operations.


Concepts such as directions, quantity, depth, height, area etc. are made to understand with various activities. 

3.  Math Language  


Mathematics is seldom looked at as a language, it is usually only looked at as numbers. In skill based learning the understanding of the symbols is at a much deeper level and the correlation between addition and multiplication and subtraction and division is made and they can visualize the increase or decrease in quantities.


Currently, the children understand symbols such as - + ÷ × at a basic level. So when there is a word problem which requires the comprehension of Math language to solve the same, they are unable to do so.


Children are explained connections between addition and multiplication; subtraction and division etc. They are taught how to cross check if their answers are correct. Word problems improve inferential thinking and reasoning.


In line with the NEP (National Education Policy) goal of giving importance to language

1.  Building blocks of Language  


Skill-based techniques teach from sounds and blending of sounds to make a word and manipulate sounds to make new words (syllabication).


We teach them to identify a word by breaking it into syllables so that they are able to read any word.

On the contrary, current schools teach the children to memorize spellings.

2.  Comprehension of Language  


Children are currently learning language as words and sentences.


Skill-based teaching encourages children to use words that they have learnt in conversation.

Only then will they understand the inferential meaning of words and what they can communicate.


Language is seldom understood without oral proficiency.

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