Home » Life at BNPS » Pre Primary

A typical day at BNPS Pre-Primary wing

Hii !!! I am Khushi… 

I study in Bharat national public school. 

I am 5 years old. 

I am standing on my bus stand, eagerly waiting for my yellow bus. Yippie!!!!! My bus has arrived. I bade hi to my friends. We all chat and arrive our lovely school. At the reception Banpreet mam and Satwinder mam wish me "Good morning". Now i have reach to my colourful classroom where I say hello to my teacher and friends. Then me and my friend Nishu take out our water bottles and give water to the plants which are outside our classrooms. Then my mam take our class towards the front lawn where we collect some bajra in our hands and feed the birds. We come back and assemble in the mid field for the morning assembly. After the morning assembly we come to our classes where we all are getting ready for the circle time. I shared my good times with my friends and teacher. Also together we make some rules for our classroom. Now it's a language class: my mam narrates the story "Meenu and her copy cat".

I enjoyed the story a lot. She then gives us a worksheet on which I draw my favourite pet "dog" on it. Now I am eagerly waiting for my games period. Ravi sir takes our class in the ground. We are now getting ready for the race. We all enjoyed the games period. After so much of activities we feel hungry. After coming from the ground we wash our hands and sit together for the lunch prayer and start eating yummy lunch. I share my parantha with my friend Nishu. After completing my lunch Tanuja mam has come for the art and craft period. She give us lot of material such as colours, papers, fevistic and my drawing file. I make my house with the colour paper. Now Its time to meet mummy papa. I kiss my teacher and she says "good day" . Me and my friends wave bye to each other and I finish my beautiful day by sitting again in my yellow bus. 
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she has done BA (honours) eng .she is very patient and has strong determination towards the welfare of children.


Anjali has experience of working with children in Canadian schools. She graduated from Centennial College, Canada .Always eager to know child psychology. Her past experience of working with special needs children sparked her curiosity to learn more about special needs children and she is currently pursuing study for the same.



She has doneB.El.ED. from Delhi University (Miranda House). She has experience of more than 2 years. She is hardworking and confident teacher in her approach with children. She believes in dynamics of teaching process following a play way approachand has creative hands.(leenarajoria4168@gmail.com)



She has done M.A. in English and B.El.Ed from Delhi University. She is a hardworking and self-reflective person. She believes that teacher needs to take up the role of a facilitator and work towards holistic development of children.

Chavi Bhatia 
She is a teacher with strong communication and research skills, she can plan, control n facilitate various interactions in the classroom and she takes into account different needs and abilities of students. She firmly believes in activity based learning. She has a extensive teaching experience of around five yrs as a Montessori teacher. She studied her B.A from M.S. university, NTT from LBSTI, Home Science from Polytechnic, DIT from NIIT and B.Ed. from Jaipur. (luv.4Chhavi@gmail.com)


Deepa Gaur

She has done B.El.Ed and M.Ed. She is a hardworking, Patient, and cheerful teacher. She knows how to grasp attention of children. She understands children's needs very well. (myworld.gaur@gmail.cm)



She has done B.Com and ECCE. She is a hard working person who loves working for holistic development of young children.


Fariha Siddiqui

She has done B.El.Ed from Miranda House and pursuing M.Ed. from Delhi University.. She is very Hardworking, Creative and interactive with her approach towards learning. With high esteemed patience aspiring to achieve the goals of learning. She believes in experimental Learning.   (fari_sidiqui20@gmail.com)

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Theme Based Learning
Vinci , a 7 year old girl, was wondering how does a plant grow! Her mother advises her to grow one of her own and she visits a nursery to buy some seeds. She carries Rs 50 and asks the gardener to return Rs20 to her as the cost of seeds was Rs 30. She sows the seeds in a pot and finds it better to keep it in a shed as the summer heat might ruin that growing plant. With time she gets to know the appropriate amount of water the seeds required as she observed that the excess amount would flow out from the bottom. Day after day she observes it growing and one fine day she notices a bud that turns into a flower. Seeing the flower growing gives her the ultimate joy and she protects it from getting pricked by anyone.

Vinci's experience of growing a plant involved mathematics, where she calculated the amount of money she would get back from the gardener. It included science, where she used observational skills to find the amount of water the plant required and the parts of the plant. Languages, where she communicated with the gardener and used self-talk for thinking. It involved social science where she kept in mind the weather conditions required for the growth of the plant. And besides this, a sense of sensitivity was built in her where she protected the plant from any kind of damage. This is real life! We don't experience Mathematics, Science, English, Hindi , Social science and other disciplines and life skills in isolation from each other in our real life.

Vinci, through her hands-on experience in a real-life situation of finding answer to a question of her interest, came to learn various skills and content of several disciplines. Theme Based Learning brings such an opportunity to learn holistically within a classroom. This method of teaching links curriculum strands and capitalizes on children's interests, creating a sense of purpose and community in the classroom. By building on their interests and life experiences, young people's attitudes, skills and knowledge are developed in meaningful ways. Inquiry and communication are activated by a desire to know more, resulting in enthusiastic participation in the learning process.

The core idea of theme-based learning is that real-world questions capture students' interest and provoke thinking as the students acquire and apply new knowledge in a real-life context through varied experiences and exploration. The teacher plays the role of a facilitator, working with peers to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience.
Therefore, rigorous and in-depth Theme- Based Learning:

  • is organized around an open-ended Driving Question or Challenge.
  • creates a need to know essential content and skills.
  • requires inquiry to learn and explore.
  • requires critical thinking, problem solving, collaboration, and various forms of communication.
  • results in a publicly presented performance demonstrating learning of children; giving scope for sharing, reflection and feedback on learning.

Mathematics Teaching at BNPS
(Primary School)
In consonance with the aims stated in NCF 05', the goal of mathematics teaching at BNPS is considered to be "mathematization of the child's thinking". This in action means clarity of thought, ability to pursue assumptions to logical conclusions, an ability to handle abstractions, and choose an appropriate approach for problem solving. A crucial implication of this lies in offering a multiplicity of approaches while teaching instead of teaching procedures to arrive at right answers. Such learning environments provide opportunity where children are exposed to think 'mathematically'. We see this as crucial for establishing a link between school mathematics and the world around, helping children apply their understanding in day-to-day life, and think logically in a deductive manner. This also keeps the fear of mathematics away by helping children deduce links and create personal algorithms that offers a sense of achievement.

At the same time it becomes important to not only build understanding of concepts (numbers, geometry, data handling etc), but give equal weightage to skills like visualization, estimation and communicating ideas mathematically, so that they not only are able to solve problems involving maths in their daily lives, but also are able to perceive things logically and create new knowledge.

The curriculum for primary mathematics at BNPS incorporates the progression from the concrete to the abstract and subsequently a need to appreciate the importance of abstraction in mathematics is established. Activities with concrete objects form the first step in the classroom to enable the child to understand the connections between the logical functioning of their everyday lives to that of mathematical thinking.

Following are the major instructional strategies followed at BNPS:-

  • Connecting Mathematics with learners' experiences & previous knowledge. Mathematical games, puzzles, stories and other activities involving mathematical concepts are used to enable children to make these connections and to build upon their everyday understandings.
  • Providing a non threatening environment, where learners commit mistakes and learn from their mistakes i.e. providing supportive environment where both failures & successes are valued.
  • Focusing on application of concepts and skills by giving more importance to process of solving problems, instead of giving sole importance to finding correct solution.
  • Giving examples but letting the children reach the generalizations. Letting them use their own strategies and then decide which strategy is better/best.
  • Using deductive approach i.e. let the students struggle with the problems & come out with their own solutions/ strategies rather than teachers providing correct solutions. This requires scope of open ended problems that can be approached through different ways.
  •  Linking conceptual and procedural knowledge i.e. providing scope for observation & application of the connections of learning in real life & with other subjects.

Language Teaching at Primary School
Language teaching at BNPS aims at enabling the students to navigate through any form of text and draw out its meaning. The students not only extract form the text, they are also helped to add to the text by verbalising their opinion about it. At the heart of the language teaching lies the ability to express an opinion eloquently. We work towards building this opinion as well as teaching the student the right kind of expression. In the primary grades the focus is on teaching the students various strategies that will help them make meaning of the text at hand. Extensive opportunities are provided to the students to put across their opinion in both oral and written forms. At this stage initiative is acknowledged and appreciated. While adequate spaces are offered for free expression, there is also structured time for teaching the mechanics of the language. Desired time is allocated for teaching grammar, whose teaching is function driven rather than the focus being on structure. As the student moves to the middle grades, the strategies become automated and the student independently applies these strategies to the various texts (s)he is exposed to. The spaces to articula