Gatik's is a happy, cheerful place, a home away from home, which is routine-rich. Our teachers use bilingual language to teach and comfort our students. We prioritise emotional safety, predictable transitions, and plenty of choice time, which helps keep children confident and calm. Students in Gatik's pre-primary program follow a play-based approach, where children learn through stories, songs, movement, sensory play, and hands-on exploration. Hence, learning feels like discovery rather than “work.
We use a play-based, inquiry-led approach aligned to the National Education Policy (NEP) 2020, with a strong focus on language, movement, social skills, and real-world exploration. Teachers facilitate learning by developing cognitive and metacognitive skills through learning centres, guided play, circle time, and purposeful conversations, rather than long seatwork.
Foundational Literacy and Numeracy (FLN) is built through daily phonological awareness, story read-alouds, vocabulary development, and early writing readiness (fine motor and print awareness). Numeracy begins with concrete experiences in counting, sorting, patterns, shapes, measurement language, number sense, and the use of manipulatives and play.
We use a gentle settling-in plan with staggered routines and protocols for parents to follow during the first week based on the child's needs. Use of bilingual language and consistent caregivers, with clear comfort strategies, so children feel secure quickly. Teachers closely observe, communicate with parents, and provide additional reassurance, buddy support, and brief confidence-building activities.
Safety is ensured through secure campus access, verified staff, child-safe infrastructure, all the furniture has curved corners, indoor play areas are carpeted, vigilant supervision, and clear protocols for arrival, dispersal, and emergencies are layed out. Hygiene is maintained through daily cleaning schedules, regular sanitisation, safe food and water practices. The infirmary well equipped to handle emergencies and the process is well-defined.
Parents receive regular updates through the almanac, notes on routines, appetite, mood, and milestones achieved. We use a Mobile App for Communication - daily/weekly highlights, photo evidence where appropriate. Progress is shared through portfolios, periodic check-ins, and Parent-Teacher Meetings (PTMs) focused on development, not comparison.
Primary grades run a clear Foundational Literacy and Numeracy progression: daily reading routines (phonics/decoding, fluency, comprehension), purposeful writing, and explicit vocabulary instruction across subjects. Numeracy is strengthened through concept-building with models, mental maths routines, and problem-solving that connects maths to real contexts.
Teaching emphasises “why and how” through experiential learning and real-world connection are made, questioning is encouraged. Visible thinking routines are part of the teaching- learning practices, so students explain their reasoning instead of memorising steps. Lessons regularly use checks for understanding, misconceptions are addressed early, and students apply learning in tasks and projects.
Quantitative Aptitude (QA) and Logical Reasoning (LR) are introduced through short, fun daily routines through, patterns, sequencing, comparisons, puzzles, estimation, and “explain your thinking” tasks. We use low-floor/high-ceiling problems so every child can enter, while stronger learners can stretch deeper. These teaching- learning practices are part of the daily routine in the class.
We firmly believe that each child learns at their own pace based on their abilities. Our teachers are here to support the students' growth journey so we differentiate by task and support by, teaching in small groups, using scaffolded materials, extension challenges, and alternative ways for children to show learning. Progress is monitored through regular observation and learning evidence. Support plans are created early, in partnership with parents if needed.
At Gatik, we look at assessment as a journey of growth. Formative assessments are ongoing observations, classwork evidence, quizzes for feedback, rubrics, portfolios, and periodic skill checklists aligned to learning outcomes. An occasional skill-based paper-and-pen test is conducted if required.
Summative assessments are balanced and age-appropriate, with an emphasis on demonstrating understanding and application of knowledge (competency based)
No, the primary years are designed to be low-stress, with a focus on conceptual learning and the development of cognitive and metacognitive skills. Students are given opportunities to explore. Assessments are used to guide teaching rather than label children. We build steady routines and confidence so children are prepared naturally, without last-minute exam anxiety.
Young learners develop communication through daily talk structures, storytelling, presentations, collaborative projects, and guided reflection. Values are built through class agreements, restorative conversations, leadership opportunities, and consistent modelling of respect, responsibility, and empathy.
We run a planned transition with bridging routines, school-readiness skills, short structured learning blocks, and familiar practices carried forward into Grade 1. Children meet primary teachers, experience “step-up” days, and parents receive clear guidance on expectations and support.
We are introducing a stronger school-wide FLN structure and a progressive Quantitative Aptitude (QA) and Logical Reasoning (LR) programme (often referred to as Quantitative and Logical Reasoning (QLR)) with daily warm-ups and age-appropriate problem-solving. We are introducing inquiry-based, integrated learning for projects and student-led showcases, along with clear monitoring rituals, so learning remains joyful while standards rise steadily.
Alongside this, we have a year-long programme called “Beyond the classroom” which gives students the opportunity to explore and help build real-world skills like communication, teamwork, critical thinking, creativity, and emotional intelligence by applying classroom learning to authentic challenges.