Curriculum
NAS keeps play at the centre while making learning purposeful. Children build attention, empathy, language, movement and agency, while meeting early sequencing, patterns, problem-solving and reflection through stories, routines, materials and physical games.
Roots and Wings
The NAS curriculum is built around two promises: protect the roots young children need now, and grow the wings they will need for the world ahead.
Sensory learning, nature, movement, music, stories, practical life, relationships, Mumbai culture and hands-on investigation.
Sequencing, patterns, decomposition, problem-solving, systems thinking, debugging and physical coding games without turning early years into screen time.
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.
How Play Becomes Learning
NAS classrooms depend on warm 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.
Studio Journey
As children grow, the curriculum becomes more layered: still playful, still relational, but increasingly able to hold inquiry, independence, collaboration and reflection.
Nursery children build safety, language, sensory confidence, movement, songs, stories and first classroom routines.
LKG children test ideas through making, sorting, questioning, patterning, early mathematics, stories and collaborative play.
UKG children strengthen listening, early literacy, number sense, problem-solving, independence and readiness for the next school step.
Growth Over Grades
NAS understands progress through real classroom moments: play, conversations, work samples, photographs, child words, teacher notes and portfolios. The aim is to plan the next helpful step, not rank young children.
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. NAS will guide you on the right early-years fit and a gentle next step.
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