Little Flower Public School follows the ICSE syllabus and is affiliated to the Council for the Indian School Certificate Examinations (CISCE)

In 1958, the Council for the Indian School Certificate Examinations was born from a need to impart a uniform body of knowledge to students across India. The goal of CISCE is to provide an education that excites students and helps them reach their maximum capacity. ISC was created in 1986 to provide more specialized education and training to older students, to prepare them for more professional courses.

Little Flower Public School imparts education as per the curriculum prescribed by the CISCE board, to Indian school children, with the vision of creating a morally upstanding generation of inclusive and progressive citizens who thrive in diversity and adversity. Our students are taught to develop an understanding of the outside world alongside prescribed curricula, analytical skills, an ability to grasp concepts independently and the desire to make an impact.

Our students begin their academic careers early at Little Flower. Starting as toddlers in pre-primary, we see them through childhood and adolescence in the primary and middle/secondary classes. We bid goodbye to them as young adults of 18, when they finish the ICSE and move on to more specialized professional courses.

We are proud that our students have done extremely well and the foundation that they developed here has served them in good stead.

Pre-School Curriculum

Research and educational experiences underline crucial importance of early years in the child’s developmental experience.  The rate of maturation and development and the pace of learning, is greater during these years than at any subsequent period in the child’s life.  The child’s experience of learning in the early years, has a profound influence on later learning.

Young children enter pre-school with a lot of curiosity, a sense of wonder and an eagerness to learn.  They are attracted towards learning experiences that are engaging and pleasurable, positive, concrete and hands-on experiences encourage young children to make choices, decisions and explore their immediate environment.  This helps them feel competent and confident.

The Preschool curriculum developed by CISCE, is meant for an early childhood setting where three to five-year-old children receive age and developmentally appropriate early education.  The curriculum is divided into two sections, namely Preschool-1 and Preschool-2.  The curriculum follows a holistic approach where practitioners support and scaffold children’s learning through enriched play experiences.  The pedagogical and transactional processes/strategies suggested in the curriculum include engaging and enjoyable play activities and learning experiences that awaken/ignite children’s thinking processes and help build their confidence.  The activities and play-based experiences connect young children’s fascination with learning in every domain so that they can enjoy, learn and make the most of their time in preschool.

Curriculum for the Primary Level [Classes I-V]

At the primary stage, subject areas dealt with are English, Hindi [Second language], Mathematics, Environmental Studies [EVS], science, Social studies, Computer Studies and Arts Education.

English has been treated as the first language and presented in a manner which takes into account multilingualism as a learning resource.  Hindi is one of the second languages up to the elementary stage [I-VIII].  The teaching-learning of languages would provide language as a tool to structure thought processes and to explore different realms of knowledge and imagination.

Mathematics focuses on reasoning and is conceptual at every stage.  The approach of this subject would facilitate hands-on experiences and enable children to link Mathematics with day to day life experiences.

The Environmental Studies [EVS] curriculum [Classes I-III] is presented as an integrated curricular area following the thematic approach.  The focus is on learning about the environment, through the environment and for the environment.  In Classes III-V, Science and Social Studies have been identified as core areas.  At the primary level, a multi-disciplinary approach of Science and Social Studies learning has been followed and the concepts and concerns have been addressed through various themes, identified from different discipline in these areas.

Computer Studies, another core area of this stage has been developed with the focus on use of technology in Education.

The curriculum for Arts Education at the primary level has been developed as a core area and follows a theme-based approach.  The learning of this subject would provide scope for creative expression, appreciation and working together.

Curriculum for the Upper Primary Level [Classes VI-VIII]

The curriculum for the Upper Primary Stage covers English, Hindi [Second language] Mathematics, Physics, Chemistry, Biology [under Science], History & Civics, Geography [under the subject History, Civics & Geography], Computer Studies and Arts Education.

Being the medium of instruction [first language] the focus of English language learning at this stage is on oral and written expression, in a creative manner.  This

would help develop a sense of appreciation and critical vision for different forms of literature among children.  The emphasis of Second Language learning at this stage is to hone the skills and develop an interest in the language and literature.

The focus of Mathematics learning at this stage is to consolidate and expand the learning through problem solving techniques.

Science at this stage branches out into Physics, Chemistry and Biology, so as to help children understand the issues and concerns of these areas.  In Social studies, two core areas, History & Civics and Geography, have been identified.  Computer Studies curriculum focuses on acquisition of knowledge and skills in ICT so as to enable students to use common software application and technology to access and utilize information.

The emphasis of Arts Education at this stage is on development of creative expression through visual art forms.  Arts Education follows a theme based approach in this curriculum, wherein efforts have been made to provide suggestions for integration of Arts Education with other curriculum areas.

Curriculum for the Classes IX & X

Our school has prepared students for the ICSE examinations for over two decades. We have maintained an illustrious record of 100% first classes across the years.

The ICSE syllabus is ideal if your child is comfortable with structured learning. The syllabus and methods are decided not by university professors or scientists, but by teachers who actually transact lessons in the classroom. It is regularly updated to

incorporate the latest global trends. A variety of projects and laboratory work allow for application-based learning.

The ICSE syllabus is respected and accepted worldwide. Its equal focus on languages, arts and science is perceived as providing a balanced platform for learning.

Subjects we offer for Classes IX and X

Group 1

  • English
  • Second language ( Hindi / Sanskrit / Kannada )
  • History and Civics
  • Geography
Group 2

  • Mathematics
  • Science (Physics, Chemistry, Biology)
Group 3

  • Computer Applications / Home Science / Physical Education/Mass Media & Communication/Hospitality Management.

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