Developmentally Synchronous: Knowing what is typical at each age and stage of development is crucial. This knowledge, based on research, helps us decide which experiences are best for our children’s learning and development. Our curriculum framework incorporates this and identifies strategies and approaches that promote optimal learning and growth at every level.

Sensitive to individual needs: What we learn about specific children helps us teach and care for each child as an individual. Every child has an innate capacity, a potential energy whose expression requires space and support. We believe it is the responsibility of the school to facilitate this awareness and appreciate their special quality. Given the normal range of variation among individual students, decisions about curriculum, teaching, and activities are designed to ensure equal participation and academic inclusion. 

Children are best integrated to their social environment when they learn to appreciate similarities and respect differences. A number of global studies cite the harmful effects of comparison and competition on children’s self-esteem, confidence, and their world view. Learning the key elements of working together and sharing in the early years better prepares students to learn important concepts of equality, appreciation, and fairness in the later years. 

School climate: Our stress-free environment creates a socio-emotional climate where children can learn independence, responsibility, self-regulation, and cooperation. Studies have linked emotional competence to both enhanced cognitive performance and academic achievement. Our school climate is warm and inclusive, where every child is an accepted scholar in the academic community and has complete access to every curricular opportunity.

Discipline: If the word ‘discipline’ is a derivative of the word ‘disciple’, then self-management becomes a matter of introspection, observation, and attention. Our educators are keenly aware of their role with guiding student conduct, and use understanding and discussion as effective strategies for dealing with conflict. Self regulation and personal initiative is encouraged. Every challenging behaviour is seen as an opportunity to help students develop social-emotional awareness and competence.

Child Protection Policy: Our Child Protection Policy guides behaviour on campus to ensure students feel safe, respected, and cared for. Senior students and counselors welcome new students and guide them towards rapid adjustment and healthy participation in school. Every staff member is aware and trained to understand and respond to children appropriately, ensuring there is no compromise in safety standards for students. The School Safety Committee checks all safety standards and invites third-party safety audits regularly.

The curriculum functions within the framework provided by our educational partners - Cambridge Assessment International Education, U.K. and the Maharashtra State Board of Education. The educational programme is a rich fusion of cognitive and creative expression. These are consolidated further by off-site camps, field excursions and study tours. Our curriculum is constructed and configured to create the best possible educational advantage for the learner.

The Core Curriculum: The school’s curricular programme is consciously scrutinized for its sequential logic, suitability for real-time application, and meaningfulness to the learner. Worksheets and internal assessments are designed to be learner-centric and promote a positive academic environment. Analysis of data and planned interventions strengthen our student’s competence and confidence to scale every consequent level successfully. In senior school, our students also have the opportunity to choose subjects based on their interests and aptitude.
The schools offer a Career Guidance (PACE) program which allows our students to identify the career that has best compatibility to his/her skills to enable future success.
The Centre for Educational Design and Publishing has been established to provide customized curricular resources and publications to aid teachers.

The Activity Curriculum: The student schedule is plotted with creative opportunities to balance the academic plan. Personal expression and style is encouraged and appreciated. As part of the social-emotional curriculum students learn art, craft, music, dance, and drama, while the physical curriculum provides well planned exercises, games, and sports. The school environment is perpetually energized by activities, and senior students participate in and represent their school at various events at the National and International level.

School Events and Celebrations: Events and celebrations of special days draw students closer to their cultural roots, generate community awareness, and enrich their sense of global citizenship. Our Annual Cultural Day and Sports Meet promote the values of leadership, team work, and cooperative learning, while students also gain exposure, experience success, and appreciate achievement.

Expert decision making lies at the heart of effective teaching. Children benefit most from teachers who have the skills, knowledge, and judgment to make good decisions, and are given the opportunity to use them. It is the teacher’s professional expertise, lesson plans and delivery, sensitivity and responsiveness to all the children, that has the greatest impact on children’s development and learning.

Academic leadership: Besides being professionally trained and well qualified, our educators set the academic tone of the classroom and the school.  The teacher deliberates every curricular decision, analyzes student response, and drafts suitable plans for classroom learning for the best lesson delivery.  In addition, they help new students make an academic transition, provide individual attention to special-needs students, plan evaluations that motivate students, and collaborate with parents for effective partnerships between home and school. 

Classroom leadership: Creating a warm social-emotional classroom environment actively empowers students with academic excellence, creativity, as well as confidence.  Our teachers plan interactions that help generate a sense of belongingness, care, and respect amongst students. Field trips, excursions, projects, and discussion groups foster relationship building capacity while bringing about conceptual clarity and environmental awareness in our students.

Professional development: With a strong in-house training unit, our educators undergo regular professional development courses and programmes that strengthen their pedagogic foundation, introduce emerging technology tools and new curriculum resources for the classroom, and develop skills that translate into world-class lesson delivery and awareness of changing student profiles. Well planned recruitment, induction and appraisal systems ensure a continuous learning pattern in educators that builds wisdom and competence over time.

Life skills are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands, challenges, and stress of everyday life. Childhood and adolescence are the developmental periods during which one acquires these skills through experiences and situations in one’s environment. With our experienced counsellors and trained teachers, the life-skills programme has been successfully implemented in our schools since over 20 years.
The 21st century life skills that form the core content of our plan (as identified by the World Health Organization) are:

• Critical thinking and creative thinking
• Collaborative decision making and problem solving
• Communication skills and conflict management
• Coping with emotions and stress
• Compassion and Self-awareness

Experience gained in countries where life skills programmes have been developed suggests 6-16 years as an important age range for life skills learning. In BCG, we believe that effective acquisition and application of life skills can influence the way we feel about ourselves and others, and equally, will influence the way we are perceived by others.

The Global Responsiveness and Safety Program (GRASP) has been designed by our senior psychologists and educators to effect changes in environmental and social information which influence the health and development of young people. The programme, combining value education and life skills training, helps analysis of common situations, emotional expressions, inter-personal behaviours, health information, and safety rules. The life skills sessions include special modules of the Personal Safety Education programme for the younger children. The course is reviewed annually to ensure it stays relevant and meaningful for its participants.

With rapid changes in technology, the social and cultural fabric of society is also impacted in significant ways. Children have access to unlimited information, they grasp faster, and are more empowered than ever before to impact their lives and their environment. Our schools collaborate with parents, social service organizations, and peers in the education fraternity to enable the development of a supportive, inclusive and progressive environment for children.

Parent Programmes: A growing body of evidence shows that family engagement improves school readiness, student achievement, and social skills. Regular workshops, meetings, and discussion groups provide an important platform for our parent members to learn practices that lead to healthy family environments and responsible behaviours. They also become ambassadors in the community for child rights and progressive social thought.

Community Service: Lead by the Student Council, our students get involved in a number of social causes. Their activities introduce them to their ability to contribute to their environment, and develop sensitivity to varying social conditions. The Council also plans and implements awareness programs amongst the student body for avoiding wastage, refusing plastic, conserving electricity and water, reporting bullying, and managing material resources. Our school Alumni coordinates programmes for aid during national disasters, and donation drives for those affected, while also guiding our students for planning their future goals in the Career Awareness Program (CAP).

Outreach Service: “Knowledge exists to be imparted”, said Emerson. The educators of BCG participate generously in the development of the fields of Education, Psychology, and Special Education. Lending ourselves for dialogue, workshops and seminars, consultation and lectures to a variety of institutions, Government panels, and conferences, we believe it is our duty to share our learning and innovations for the benefit of all children.