Curriculum
We keep play at the centre while making learning purposeful. Children build language, movement, attention, empathy and early problem-solving through stories, routines, materials and guided play.
Illustrative image Now, and next
One half protects what children need now; the other grows the thinking they will need next.
Sensory learning, nature, movement, music, stories, practical life, relationships, Mumbai culture and hands-on investigation.
The first code is a bead string: sequencing, patterns, problem-solving and physical coding games, with no screens.
Curriculum in Pictures
See how stories, movement, nature, numbers and making help children grow with purpose.
Nature, practical life, music and movement keep learning grounded.
Stories and conversation run through every part of the day.
Sorting, sequencing and number games happen with concrete materials.
Children learn to plan, debug and try again through play.
Making gives children a way to document what they notice.
Observation helps teachers plan without pressure or ranking.
Year by Year
Each year has its own rhythm, but the NAS thread stays the same: safety, language, movement, play, observation and readiness without pressure.
A parent or familiar caregiver stays alongside while the child meets a calm room, soft sensory materials, songs and simple routines for the first time.
Playgroup is a first classroom of the child's own: familiar teachers, sensory play, movement, songs and predictable routines, with a goodbye at the door that grows a little shorter each week.
Nursery gives children more words, pretend play, classroom independence and comfort with peers.
Junior KG makes thinking more visible through making, patterning, questioning, stories and collaborative play.
Senior KG gets children ready for Class 1 (listening, early reading, number sense) and lets them stay five while they do it.
Four Pillars
Language and approaches to learning run through all four pillars, so curriculum is not split into isolated subjects too early.
Inquiry, language, early mathematics, logic and attention.
Imagination, representation, making and expressive confidence.
Empathy, communication, cooperation and conflict repair.
Agency, coordination, movement, self-care and independence.
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Illustrative image How Play Becomes Learning
NAS classrooms depend on responsive adult-child interaction, careful observation and the ability to extend a child's idea without taking it away.
Teachers notice, respond, name, wait and follow the child's ending.
The child leads the exploration while the adult carries a clear learning intention.
Provocation, investigation, documentation, reflection and a next question.
Adult and child stay with an idea long enough for thinking to deepen.
Children become active storytellers through prompts, pauses and expansions.
Routines become sequences, loops, patterns and conditions children can act out.
Growth Over Grades
Progress is seen through play, conversations, work samples, photographs, child words and teacher notes. The aim is a helpful next step, not ranking.
Teachers watch children in normal activity, not only in formal tasks.
Learning stories, photographs, work samples and child quotations make growth visible.
Developmental progressions help teachers choose the next material, question or support.
Families receive plain-language conversations about growth, readiness and support.
Parent Partnership
NAS parent education stays practical: shared reading, conversation, play, sleep, screens, routines, emotion coaching, independence, nutrition and readiness without pressure.
Read the parent guideStories become conversation, attention and imagination.
Responsive adult-child turns are a powerful learning habit.
Sleep, movement, meals and routines support regulation.
Future-facing thinking can grow through bodies, materials and relationships.
Next Step
Share your child's age, questions and programme interest. We will guide you on the right early-years fit and the next step.
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