About Us


Carefully watch your thoughts, for they become your words. Manage and watch your words, for they will become your actions. Consider and judge your actions, for they have become your habits. Acknowledge and watch your habits, for they shall become your values. Understand and embrace your values, for they become your destiny.

-Mahatma Gandhi

Calorx Public School Ghatlodia aims at all round development of the child / individual. It focuses on the current needs and aspirations of a society, its inherent values, concerns as well as broad human ideals. There are several frameworks that can be referred to derive a meaningful working framework for assessing all round development of the child including Scholastic and Co-Scholastic domains. The calorx academic framework, with innovation and inquiry as the major components helps to create and sustain the curiosity of the child leads to acquiring skills and attitudes for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The teachers and parents play a pivotal role in shaping the future of the children. It's through inclusion of technology and activity based teaching, that there is a paradigm shift from ‘rote learning to learning by doing. The inclusion of learning theories like constructivism, cognitivism and connectivism equips Calorxians with adequate life skills and prepares them for challenges in life ahead. Our Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. Our school empowers children by imparting linguistic, media and financial skills as they play a pivotal role in the overall development of the child. As children's metacognitive capabilities develop.

A deeper understanding of learners, educational aims, the nature of knowledge, and as a social space can help us arrive at theories to guide classroom practices. beliefs and capable of regulating their own learning. The inquisitive minds of the children need to be provided with explanations for why things are the way they are, the relationships between causes and effects, and the bases for decisions and acting. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that children have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are, the relationships between causes and effects, and the bases for decisions and acting.

In the pre-primary section the teachers adopt different teaching strategy to cater to the need of different kind of learners. The buildings and classrooms are used as useful teaching aids and promotes learning. Since children have different learning styles, so the lesson plan is designed in such a way that it supplements the learning of visual learners- children who learn by seeing, the auditory learners- children who learn by listening and the kinesthetic learners- children who learn by doing. Colourful charts and visuals as well as gestures are used for visual learners, auditory learners are made to listen to stories, poems, songs etc. Kinesthetic learners are involved in a lot of physical activities which helps them explore the physical world around them. They prefer hands on learning through both touch and movement. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. Stress is laid on developing the communicative skills of children.

The school organizes workshops at regular intervals for the teachers, parents and students. Workshops help teachers to update their subject competencies , to apply appropriate pedagogic techniques and to make learning process connected with real life. Parents and students are briefed about the latest trend in the field of education to equip them with the skills to keep themselves abreast with the competencies such as using technology tools effectively;, stress-free and joyful improving their Life skills such as active communication skills to deal with the needs of the learners and the society effectively. It helps in the development of innovative methods, processes and practices for improving of teaching-learning environment in schools. It also bridges the gap between the students and parents by enabling them understand each others perspective.

English is the most spoken and written language in the present world and is considered a universal language. It plays an important role in our daily life because of its global presence and it beingthe massive means of communication. If the two person from different location wants to communicate with each other then he will have to use English language as a bridge. This language connects two people of different countries, societies, cultures. English language immediately opens up new opportunities from all over the world. It is said, language can't be taught, it has to be caught. Students at Calorx Public School, Ghatlodia are exposed to learning situations making them use their communication skills in English. The school is fostering the enhancement of English communication with the help of a well equipped English Lab where students hone up their linguistic skills with the assessment of Listening and Speaking skills.

At CPS, we follow NCERT books and the curriculum includes a total teaching-learning programme comprising overall aims, syllabi, materials, methods and assessment. In a way it provides a framework of knowledge and potential, seen as suitable to a particular level. The progress and achievement of the learners as well as the effectiveness of the teaching materials and methods used for transaction are measured through evaluation. Thus evaluation should be perceived as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process. Evaluation or assessment will not be perceived as something which is administered by the teachers creating undue stress on learners on the conclusion of an academic year. When evaluation is carried out continuously, it will not be viewed as an end of the learning exercise making learning stress free and gradual. Both the teachers and the learners will discover assessment broadly irrelevant and alien to the curriculum if evaluation is done only at the year end. Further, such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process; learners will not perceive tests and examination with fear. It will lead to diagnosis, remedial action and enhancement of learning.

A few years ago we did not assess the overall performance of a child, but only his or her academic achievement in specific areas resulting in the child being rote learners. We assessed learners based on a single pen-paper reflected through examination results. Earlier, we did not assess either the effort put in by learners, their continual performance, attitudes to learning, ability to practically apply what is learned in everyday situations nor did we assess them on how creatively they used the techniques learnt in day to day life .Schools need to develop in their learners the ability to take risks, to be adaptable, to be flexible, to cope with constant change and become lifelong learners. In this context, learners become dynamic leaders with their teachers as facilitators. The CCE scheme is thus a curricular initiative, attempting to shift emphasis from memorizing to holistic learning. It aims at creating citizens possessing sound values, appropriate skills and desirable qualities besides academic excellence. The school advocates Continuous and Comprehensive Evaluation (CCE) which refers to a system of school-based assessment of students that covers all aspects of students' development. It emphasizes on two fold objectives i.e Continuity in evaluation and assessment of broad based learning and behavioural outcomes. The second term 'comprehensive' means that the scheme attempts to cover both the Scholastic and the Co-Scholastic aspects of students' growth and development. It is an established fact that attitudes and aptitudes can manifest themselves in many other forms other than the written word, the term refers to application of a variety of tools and techniques and aims at assessing a learner's development in higher order thinking skills such as analyzing, evaluating and creating. Formative Assessment is thus plays a pivotal role to provide continuous feedback to both the teachers and the learners, it helps them replan their lesson plan, techniques, activities to suit the requirement of the learners. Formative Assessment (FA) is a tool used by the teacher to continuously monitor a student's progress in a condusive, supportive environment. It involves regular feedback, a chance for the student to analyse and evaluate their performance, take advice and improve upon it.

It is hoped that all this will equip the learners to meet the challenges of life with confidence and success . The school aims at the holistic development of children which can improve student's performance tremendously, while boosting their self-esteem and paving way to success.

Mahatma Gandhi has aptly said,"Literature, music and the arts, all are necessary for the development and flowering of a student to form an integrated total personality.


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