Teaching Methods

Making Lesson Plans:

Every teacher at Lumens makes at least 3 different lesson plans for each lesson, which include familiarization (i.e. new words to be introduced in the lesson) and the integration of all 4 aspects of the Quad Seek methodology.

Before the lesson begins, the children are made to familiarise with the unknown words to be used in it, through different methods like word-cards, games, craft, songs etc. – which attempt to provoke different aspects of Quad seek in the learner. The reason for doing so is that, each child is bound to have a different kind of aptitude, which may make them more inclined to either the physical, the spiritual, the intellectual or the emotional aspect, of Quad Seek. It is imperative to gauge this inclination, in order to decide what kind of study-plan would thus work best with the child.

Class Structure:

From any small time school to IIT, IIM or Harvard, each class (in fact each subject) has its exceptionally bright students (that are quick to understand what is taught), the ones that are mildly interested and the ones that find it really hard to even get the basics right.

In most cases such as this, a teacher teaches a lesson expecting all of the above 3 categories to learn at one go, at the same speed. This in turn, draws one or the other category further away from the topic. In Lumens each class will have an individual library and Laboratory, which would always be stocked with books and tools related to the topic taught by the teacher. So in a typical class, where the teacher finds students that understand the lesson easier than others, he/she would move that group to the library corner and give them some more advanced/ challenging tasks to do, using books. The laboratory will be used to explain topics in a practical manner. This arrangement would ensure maximum learning for each child to the best of their interest and caliber.

Also, at Lumens we have a format of just 25 students per-class, and students are taught in groups of three based on their attributes and inclinations. Due to this, our teacher-student ratio is high, in order to ensure each student gets individual attention.

Alternative Teaching Methods:

We also have plans to have children from the higher standards conduct a few classes a week, teaching those from the lower standard (e.g. 4th and 3rdstandard). This won’t just help them understand the subjects even better, but it will also inculcate team work and empathy within them.

Pre Primary Level:

At this level we begin with FUN-IN-LEARNING techniques, to help the child familiarize with the world around, and to see the inter-play of the things that surround him/her. We do this through games, story-telling, puppets, narratives, play acting etc. in order to allow the child to set the pace and lead on, while feeling no pressure.

This stage of our schooling focuses on developing the child physically, emotionally and intellectually. The objective behind doing so, is to build a strong base for the child to grow in a conscious, concise and systematic manner. We deliberately don’t divide what the children learn into subjects at this point, except for into - language, mathematics and general knowledge – while organizing activities.

Our Method:

The human brain grows between the ages 0 to 6 years, and a child is also the most curious during this period, which makes it the best time for learning. Thus, this is where we first introduce the ‘Quad-Seek’ method to our children, to ensure an all-round growth in them.

Our Physical Programme focuses on aiding the development of the brain and fine tuning the sensory organs, to prepare the mind and body for better learning. It includes –

Creeping- Enhances motor co-ordination and growth of the mid brain Crawling– Enhances Pons & reflex organs
Brachiating - Enhances growth of lungs for better supply of oxygen Climbing - Enhances depth perception
Balance beam walking - To enhance balance and convergence of vision Walking/Running - Enhances clear speech and long sessions of concentrated work

Our Intellectual programme simultaneously helps stimulate the sharpened minds, by offering vast amounts of knowledge to their immense curiosity. It includes -

The Reading program: Children learn words through continuous interaction with teachers and flash cards, flashed with planned frequency. Through knowledge of words and stories, interest in reading is cultivated.

The Math Program: This includes the learning of numbers, sequence and basic arithmetic functions.

The IKP Program: It ensures that children learn -

  • The world map and the map of India.
  • Words learnt in the reading program (like fruits, vegetables, animals, birds, flags, etc.) are brought back in various contexts (shape, size, taste, hybrids, nutrition etc.),to build association and to ensure the conversion of information to knowledge.
  • Fun science experiments to showcase concepts like air pressure, magnets, light, sound etc. are conducted to fuel curiosity and interest for the subject.

Our emotional programme helps balance out any draining of the self – physical or intellectual activities may cause, by weaving daily schedules with activities like –

Stories Art/ craft
Plays Music

Our spiritual programme aims to ensure that amidst their acquirement of knowledge and intellectual growth, our children also learn to be sensitive, respectful and contributing members of society. We do so by -

  • Converting biographies of famous personalities into human interest stories
  • Dramatizing events so that the causes that lead up to it, or the consequences of it, are better understood.

At the end of our Pre-Primary program (by the age of 5 ½, if program is begun at 2 – 2½ years of age), children can -

  • Identify 1000 pictures i.e. they would know so many objects and will have its association too.
  • Read any 2 languages with ease.
  • Know numbers and basic mathematical functions
  • Will be physically fit and healthy


This is the transition level where children move out into an interim stage where the foundation laid in the pre-school is leveled and strengthened in preparation for the super structure of the K-12 curriculum.


The general objectives at this level are:

  • To build familiarity with the language primarily through spoken input in meaningful situations (teacher talk, listening to recorded material, etc.)
  • To provide and monitor exposure to and comprehension of spoken, and spoken-and written inputs (through signs, visuals, pictures, sketches, gestures, single word questions/answers).
  • To help learners build a working proficiency in the language, especially with regard to listening with understanding and basic oral production (words/phrases, fragments of utterances, formulaic expressions as communicative devices).
  • To recite and sing poems, songs and rhymes and enact small plays/skits
  • To use drawing and painting as precursors to writing and relate these activities to oral communication.
  • To become visually familiar with words, their meanings, and to notice its component-letters sounds
  • To associate meaning with written/printed language.

At the end of this stage learners should be able to -

  • Talk about themselves, members of the family and the people in their surroundings.
  • Follow simple instructions, requests and questions, and use formulaic expressions appropriately
  • Do tasks (including singing a rhyme or identifying a person, object or thing) in English
  • Recognise whole words or chunks of language
  • Recognise small and capital forms of English alphabet both in context and in isolation
  • Read simple words/short sentences with the help of pictures and understand them
  • Write simple words/phrases/short sentences within experience
  • An oral-aural approach (with limited focus on reading/writing depending on the level)
  • Learner-centred activity-based approach including bilingual approach
  • Integration of key environmental, social and arithmetical concepts
  • Pictures, illustrations, cartoons, and toys to be used to arouse the interest of children
  • focus on discussions, work, activities that promote reading with comprehension


The general objectives at this level are:

  • To build familiarity with the language of arithmetic primarily through spoken input in meaningful situations (teacher talk, listening to recorded material, etc.)
  • To provide and monitor exposure to and comprehension of numerals spoken and written
  • To help learners build a working proficiency in the numbers, especially with regard to counting and basic operations.
  • To enumerate, count, classify and group both in numeral and statement forms
  • To use drawing and painting as precursors to basic concepts of shapes and sizes

At the end of this stage learners should be able to -

  • Count to numbers up to thousands.
  • Follow simple statements and use formulaic expressions appropriately
  • Perform simple addition, subtraction and multiplication tables to nine
  • Articulate in written form operations of addition and subtraction
  • Pictures, illustrations, counting aids to be used to arouse the interest of children
  • Focus on discussions, work, activities that promote simple arithmetic comprehension
  • Understand basic shapes including polygons, circles and angles

At this level there may not be enough conceptual basis for any clear demarcation of physical and social sciences, but it could be possible to introduce ways of looking at the social and natural world in the form of activities, ways of data collection, and making sense out of them. Elements of daily life would be familiarised in the context of hygiene and cleanliness of surroundings; reaching out from the immediate environs to widening circles to discover simple aspects of the universe. Hands-on simple experiments in physical and social sciences will be conducted.



The general objectives at this level are:

  • To instill the awareness of associating different kinds of languages appropriately, in context to the person being addressed in any given situation.
  • To enable them to match frequently used words to objects, and spoken words to printed words.
  • To enable them to read any basic text with full comprehension, processing as he/she reads.
  • To enable them to write complete sentences with correct punctuation and grammar, while creating essays, letters and messages that are comprehensible and comprehensive.
  • To instill a sense of confidence and understanding in them, that will allow them to attempt spelling words unknown, and to make intelligent guesses of the meanings of sentences containing unknown words.
  • Make them aware of the home in context to the state, the state in the context of the country and the country in the context of the world, the world in the context of the universe.
  • To make them aware of their bodies, socially accepted rules and norms, the family, the environment (flora and fauna).

At the end of this stage learners should be able to –

  • Express feelings and opinions, in order to understand those of others and to view it in the context of his/her experiences.
  • The enable students to engage in simple discussions.
  • Use gestures and movements befitting the language in order to convey their feelings, while being aware of gestures used by others to understand their expressions.
  • To follow basic instructions and interpret them in the form of appropriate responses.
  • Make simple oral presentations.

Though it may yet be early to demarcate study of various sciences, aspects of each nonetheless would have been enhanced through observation and experimentation. Children would be exposed to hands-on science through learning-through-doing approaches. The stress here would be to ensure that the student has a wide knowledge base both empirical and experiential in readiness for the next level of learning.


The general objectives at this level are:

  • To instill a complete understanding of numbers including fractions and complex operations.
  • To enable them to view numbers from various perspectives in readiness for exercises in Algebra, in the years following.
  • To sharpen basic skills to enable postulation of higher concepts.
  • To make them aware of the basic elements of geometry and how to formulate statements into algebraic expressions.
  • To create an understanding of life skills like computation of ratios, profits, time, money and data representation.

At the end of this stage learners should be able to –

  • Have a complete understanding of numbers to crores /billions
  • Be adept at all basic operations – addition, subtraction, multiplication and division – at fast paces.
  • Easily work with operation of fractions including operations thereon.
  • Be comfortable with detailed concepts of time, money, measures, ratios, trade related life skills
  • Work with lines, angles, triangles, circles and the applications within experiences.


This is the time to build on the secure foundation laid in the 10 earlier years, equipped with a strong base of general information, a well-developed skill in reading and comprehension and strong proficiency in math. Added to it would be a grounded sense of practical exposure to laboratories and competence in computer literacy.

The learner would imbibe the skill of thinking an idea through looking at a problem from varied perspectives and being able to hypothesise, analyse, apply his garnered knowledge and conclude in areas within experience thinking an idea through with capacity to conceptualise from varied viewpoints. The student would display a marked ability to make decisions, after quick surgical examination of perspectives and enquiry into the situation tempering logic with empathy and understanding of stake-holders

The student would have a complete understanding in the first language with premium oral skills, an ability to read fluently and process seamlessly to understand intricate nuances and frame grammatically orderly and cohesive sentences. The pupil would in the second language, be able to process while reading comfortably with complete understanding and show a fair familiarity at the basics with a third.

He would show focus, coherence and discerning independence while being able to merge into roles in team-work to achieve goal directed results. The student would exhibit strong sense of values while not shying away from bold and innovative decisions. The student would perform excellently in the proficiencies of Literacy in Technology and Information, Curricular Literacy, Logical Reasoning, Oral and Written Communication, Independence in thinking as well as collaborative working.

Higher Secondary grade 11 to 12

This is the culminating stage of school education where the student would have garnered the fundamentals in a wide variety of subjects in preparation to moving to areas of acquiring specialised knowledge and skills.

  • Students would have factual, technical, procedural and some theoretical and practical knowledge of non-specific areas presenting a readiness to go to next levels of specialised learning.
  • The students would display ability to think a problem through in great depth, culling their years of grounding to present their points of view in a precise and logical sequence with élan
  • They would have a range of cognitive, technical and communication competency to select and apply a range of methods, tools, materials and information to provide and transmit solutions in a cohesive and systematic manner to predictable and sometimes unpredictable problems exhibiting strong aptitude of moving from the known to the unknown.
  • The student would have had the time and opportunity to experiment in an assortment of subjects viewing his own inclinations and aspirations in the context of future choices of career pathways.
  • They would demonstrate a high degree of confidence and commitment moderated with a strong sense of social consciousness.
Click to explore the journey