Intense Focus On Skill Building




At Levelfield, we designed our teaching methodologies to ensure learning with understanding.

We would not like our children to say - “This was not taught at school (or at home) - so I can’t do it.” We spent last three years to create a huge library of problems that test application-orientation and higher-order-thinking.

Thinking-orientation is a constant theme in our school. Beyond thinking-oriented problems in math and science, we also get the children to solve a lot of analytical puzzles like Nonogram, Shikaku, Sudoku and Tangram. There is also an emphasis on strategy games - where in addition to chess, our favourites are the Japanese strategy games Go and Gomoku. The idea is to get children to think every day, so that exercising the mind is a habit for them.

In English too, our approach is similar. We do not believe that children can learn to read by reading a 50-page textbook many times during the year. They will possibly memorize the textbook, but will not develop the ability to read anything else. Rather, children should be exposed to a large amount of reading material so that they can read something new every day.

However, the challenge is to create so much of reading material that is appropriate for a primary level child, who has just begun reading. The vocabulary has to be simple, the sentence construction uncomplicated. Most story books available in the market do not fit the bill - they seem to think just by employing large font and nice pictures they can make the book appealing for kids.

At Levelfield, we have created a huge amount of reading material appropriate for children. Some of the stories are conceptualized and written by us, some of them rewritten version of folktales and fables from the world, some of them rewritten version of out-of-copyright children’s classics like ‘The Prince and the Pauper’ or ‘The Gulliver’s Travels.’

Our 'independent-reading-module’ is finely graded, starting from simple material which uses only the top-200 most frequently occurring English words, and goes on to become more difficult step-by-step. The ‘independent-reading-module’ has been so effective that children from vernacular medium, who just a year back could not read a sentence in English – can now read 50-100 page books independently.