The Early Years Program is a blend of experiential learning and a gradual building up of skills for the Foundation Years. While we realise the importance of nurturing the natural curiosity of a child and letting every child develop and learn at their own pace, we also believe in step by step building up of skills so that the child is ready to take on the academic and other challenges of a higher grade. Our early years program is testimony of that.

Early 2

The Foundation Program is exactly that, a foundation. This is the stage where all the basic concepts are taught through multi modal instruction. Concepts which are taught are drilled through various means of expression such as worksheets, class activities, games and interactive circle time so that the concepts are embedded in the child’s mind before we expand the concepts to the next level.

The Foundation Years Program moves the child from a phase of exploration to a phase of knowledge where all the skill - sets are taught separately but integrated and applied in real life situations through projects and demonstrations by the children.

This laying of the foundation is crucial to the edifice of knowledge that we will be building in the Middle Years Program.

Primary 1

The Middle Years Program transfers the child from the phase of knowledge to the next phase of application.

At this stage we start building on the foundation and add the bricks of skill sets to this theoretical knowledge base. Children carry out experiments in simulated and real time laboratories in Chemistry and Physics. They will also explore the physical region and climate of Africa and Australia through Geography and the cultural and social aspects of the same countries through the Literature emerging out of these continents. In the Middle Years we challenge the children to look beyond, compare, critique, question and contribute!

The middle years are also an exploration into the child’s natural inclination towards a particular stream which helps them hone their talent and academic skills in the direction of a professional's or a passion for life.

Middle 1

At Chrysalis High we understand the implication of these three years. Our higher education program brings in subject matter expertise teachers who pool in their years of knowledge and expertise to ensure that students are prepared for the academic challenges that await them.

The curriculum has been created to give horizontal relevance to the student, i.e. it is meaningful to them at the time of learning and has vertical alignment with the broad goals of the national and international systems of education so that every concept is a building block for the next concept.

We create opportunities for the young adults to interact with various professions and receive an in depth counseling to help them select their avenues for life. Our expert faculty doubles up as their friend and guide to help them deal with the pressure of these years.

Our constant endeavour to ensure complete understanding of the concept by the child drives us to seek new means to deliver the curriculum.

Our team strongly believes in the right blend of tradition and modernity. We have developed our own content which is relevant, current and broad based. We have integrated most of our lessons with media tools like power point presentation, videos and interactive games.

Our curriculum is delivered effectively through multi media teaching where classrooms become an interactive area of learning rather than a passive one. Each lesson is planned so that media becomes a supplement to the teachers not a substitute for them.

grade 1

PUPA (Prior Understanding of Pupil Attributes)

In conventional schools, by the time a teacher comes to know about the personality of the child, a lot of time has gone by. This also results in teachers “branding” children of specific behavior, which in reality might be ignorance in understanding the child.
PUPA (Prior Understanding of Pupil Attributes) is an initiative of Chrysalis High to enable the teacher to understand the children even before the academic year has started. PUPA is a collaborative effort which involves the parent as well as the teacher.
Instead of relying on brief notes of an admission form, our teachers spend time with each parent individually in an effort to know the child, his/ her favourite TV programs, his/ her fears, what makes him laugh, what word he uses for water or food...... little things that will help the teacher handle the child in a way which is optimal to his/ her learning. Every little detail learnt from you will be preserved for the whole academic year. Over the month the teacher will add her observations and record anecdotes that shape your child.
At the beginning of the next academic year, the previous class teacher sits with the new class teacher and shares each child’s progress and personality individually, helping her gain a prior understanding of each pupil’s attributes. And this process continues till the child is in school, ensuring that the teachers spend most of their time in the child’s learning & not in trying to understand the child.


CHAMPS (Chrysalis High Amateur to Masters in Performing Arts & Sports)

CHAMPS start for all children from Grade I.
They can select activities like Swimming, Skating, Basketball, Gymnastics, Yoga, Contemporary Dance, Western Music, Theatre and Chess. Each of the activities is taught to the child by a coach who specializes in that field. The children are observed closely so as to understand & hone their talent in any of the Sports or Performing Arts. The parents are involved from time to time in the process of holistic development of the child. If any child wishes to pursue any of the activities as his/her career, the child is counseled on the same and helped/ guided in exploring options available in the country & globally.

STEaM (Science, Technology, Engineering, Art, & Math)

As the future work force will focus on Data Science, Automation and Technology – Coding, Advanced Robotics and Autonomous Transport, Artificial Intelligence and Machine Learning, Advanced Materials, Biotechnology and Genomics; Chrysalis High focuses on building these concepts into our kids minds.


  • Science Experiential Laboratory (AwSTEM Studio) caters to the science concepts which the child learns in the classroom setup. Concepts rather than being taught are experienced by the children in an activity-based manner.
  • Models used by the students in this laboratory are developed and built by the R&D team of Chrysalis High.
  • Using Imported & Latest Science Kits (from countries leading in the usage of Educational Technology, concepts are taught by STEaM Facilitators (Engineering Graduates).


  • Manipulation of Big Data - Data Science, coding, automation being the future, current education system does not cater to developing these skills in the students.
  • Chrysalis High focuses on OS Kernel Programming and Programming Languages used in Automation like Scratch / MakeBlock, microPython, Python, Java, C.
  • These Programming Languages are used in coding the Robots thereby manifesting the ideas onto the Physical World by actually seeing the codes running in Robots.


  • Basic Science related activities / models which are built / carried out by the students with the materials provided help them understand the concepts.
  • Building robots for specific problems like measuring the climate, sensing the obstacles, etc are also carried by the students which help them in learning the engineering design process.
  • Students also focus on the basic scientific problem-solving techniques onto the problems to be solved.


  • Art by way of Speaking Skills, Quizzing, Video Editing help them in understand their artistic skills.
  • Creating art using the robots built by the students (Spirograph, Abstract Art) enables the kids understand th working of the robots and develops technical skills (building, programming).
  • Origami – making structures to make the robots look lifelike improves concentration and developing artistic skills.


  • Chrysalis High focuses on giving the best of the curriculums to the students. Kumon Math Series, Singapore Math Workbooks helps the students understand the concepts with better understanding as the concept is reiterated repeatedly, to give a solid foundation.
  • Each concept is explained to the student with the help of an activity. The Mathematics laboratory of Chrysalis High caters to all the concepts of Mathematics of Grade 1 to 10 with manipulatives procured and in built by leading experts in Mathematics.




References :

  1. the 10 skills you need to thrive in the fourth industrial revolution
  2. the fourth industrial revolution what it means and how to respond
  3. WEF FOJ Executive Summary Jobs.pdf





CHISEL (Chrysalis High Institute of Sustained Education & Learning)

We, at Chrysalis High, believe that our people are our most important assets. Effective teachers can have life changing impact on a student. Competent people in administration can make life so easy for teachers & parents as well. A Principal’s leadership can have a lasting impact on the image of the school.

At Chrysalis, we consciously select only those people who are passionate about making a “real” difference to the learning process of the child. The best of the curriculum fails if there is no passion in delivering it & boring topics can become very interesting if the teacher just adds passion to it.

We ensure that all people joining us are passionate & motivated and also share our vision of “helping our children soar.”

Chrysalis High is arguably the only school in the country which has a sustained development program for its entire staff – CHISEL. CHISEL (Chrysalis High Institute of Sustained Education & Learning) is a program designed to identify & fill gaps in each teacher’s development process. Through various observations, each teacher’s training & developmental needs are identified. Training programs are developed or outsourced according to those needs. Teachers go through the training programs & are evaluated again through additional classroom observations to ensure that they meet the benchmark of Chrysalis High.

Transition Blocks

As teachers & parents, we have experienced the struggles that our children have to go through especially when the demands of the curriculum expand exponentially, for example when our child moves from Kindergarten to Grade I, from Grade IV to Grade V and from Grade VII to Grade VIII.

A kindergartner moving to Grade I has to cope with increased academics, structured formal class environment and increase in school timings. The added difference of separate teachers for different subjects creates sudden hurdles resulting in a sharp fall in motivation and consequently, learning.

Chrysalis High creates transition blocks. A specially designed block across which different stages of the curriculum from kindergarten to Grade X, where the teachers hold the children’s hands and help them leap across the hurdles seamlessly. Approaching changes are introduced gradually; skill gaps are met and closed. Curriculum is modified to help children prepare themselves to meet challenges of the next phase of their academic life.

Community Integration

Community Integration Program, interwoven with the curriculum, is the thread of our core values of helping children gain self knowledge and moral responsibility towards the community. A grade wise progressive course of action, the Community Integration Program seeks to integrate learnt academic skills with application in practical life in and around the school.

The CIP is aimed at providing children with nuggets of experiences which propel them towards gaining an insight into their strengths and building their character through collaborative positive action throughout their academic life.


Individual Support Program

Individual Support Program is one of the key differentiators of Chrysalis High. While we truly believe in celebrating excellence, we also believe that at one point or another, every child needs support.

Classroom learning is a group effort and occurs in a dynamic, and more often than not, a distracting environment, therefore many children lose out on concepts, instructions and step during teaching.

Support, especially academic support, given at the right time, with the right intensity can help the child bridge that gap. These gaps, if not addressed at the right time can lead to low conceptual clarity, low motivation and ultimately a complete refusal towards academics tasks.

A thorough process of identification of skill gaps, target based program and strategy based remediation has helped many children recover their academic losses and integrate into the classroom with confidence and motivation.

Chrysalis Quality

Chrysalis understands that not every teacher is the same. But it is important that every child in each classroom gets Chrysalis quality of Learning & Development. To ensure the same, Chrysalis has a Curriculum Team, which solely looks at development & implementation of curriculum; and training & development of teachers. The Curriculum Team develops age appropriate curriculum, trains the teachers on the same & then ensures consistent delivery of Chrysalis quality by the way of monitoring, handholding & guiding the teachers. This happens in partnership with the school team of Coordinators & Principal.

Chrysalis Quality. Delivered. In each class. To every student.

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