Building Thinkers. Dreamers. Doers.

Approach & Learning Design

At Gatik, we take great joy in designing a curriculum crafted to foster curiosity, creativity and critical thinking in compliance with NEP 2020. We bring together a structured CBSE framework that supports competency-based learning along with experiential models that enhance student engagement.

Technology and digital tools are blended into the curriculum. Students are taught about innovation, social responsibility, integrity and discipline in every subject are lived through daily practice. We have STEM labs to technical workshops, to art studios to make learning joyful and an integral part of the curriculum.

Hands-on labs and skill studios extend learning beyond the traditional boundaries. The Centres of Excellence help students to not only optimise their potential but also personalise their journey, ensuring each child truly follows the path and not the crowd.

Learning Spaces & Whole-Child Development

The campus is a modern ecosystem of community learning. Utmost care has gone into making the space safe and child-friendly.

Classrooms are technology-enabled, collaborative spaces for creative studios and for hands-on practice, like music and instrument rooms, visual arts, pottery, home economics, and maker space, which are seamlessly woven into the design to support student engagement.

Different labs for languages, maths, and science are created for explorative and competency-based learning.

Assessment as a Journey of Growth

Evaluation at Gatik is considered not just a measure of performance but a continuous journey of development. Children are assessed through a mix of reflective exercises, formative assessments, projects, alongside rigorous end-of-term exams and exhibitions.

Formative Assessment: To test higher-order skills like critical thinking, conceptual clarity and analysis skills.

Ongoing: Conduct 3 formative assessments per unit,

• One informal graded assessment during the ongoing unit. (e.g.quiz projects, experiments, presentations, and long writes, performance)
• One formal graded formative assessment at the end of each unit. ( e.g., Analysis, reflective writing, peer reviews, short writes, speech, etc.)
• Teachers should conduct at least one more informal assessment at the start of the unit to check the understanding and level of the students.

End-of-term Exams: Two end-of-term exams in a year.

Feedback: Individualised feedback, along with next steps for improvement for each student, for formative assessment and end-of-term exams.

At Gatik, we believe the sports education, Centres of Excellence and service initiatives enable students to develop holistically, intellectually, physically, emotionally and ethically.

Mentors, Learners and Community Partnership

Students as Pathfinders: Every child is a potential player in their own education journey. Having options in reflection, responsibility for outcomes and electives, they are recommended to lead with curiosity, purpose and independence.

Teachers as Mentors: Teachers at Gatik are mentors, facilitators and are more than instructors. They integrate subject expertise with the skills of training, assuring that classrooms balance structure and creativity. Through moulding integrity, equity and inclusivity, they assist children to study not what they think, but how they think.

Community as Partners: Parents, community members and professionals are inherent, providing real-world views and taking part in student showcases, assuring that learning stays connected and relevant.