Sonia Singh is B.Sc(Chemistry Honours) from St. Stephens College, Delhi University and a Master’s in education. She is a trained Instructional designer and content writer having created training modules and trained in person, corporate employess and teachers. She has an experience of working with CBSE, Cambridge and IBPYP schools. She has undergone various IB and Cambridge workshops, and has built her own repertoire of practices for teaching learning. She has also undergone various other training modules and is continuously upskilling herself in different pedagogies. She is also a certified National Geographic Educator. She conducts regular webinars and workshops for teachers across all schools to share best philosophies for effective student learning and teacher well being.
Programme Coordinators
Deepa Nanda
Early Years Programme Coordinator
“Children are not things to be moulded, but are people to be unfolded.” – Jess Lair
Every child is unique who is constantly learning through his or her environment and experiences. Thus, our objective should not be to mould them the way we are rather we should help them discover themselves by being their facilitators and caregivers.
A child’s early years provide a strong base for lifelong learning and lay the foundation for his or her development. To provide them with the best early childhood experiences it becomes vital for any childhood educator to comfort their anxieties and nurture their needs. By nurturing and shaping a child’s life in a certain way, we are raising happy children.
Research continues to emphasize the importance of early childhood education as ‘an essential building block of a child’s future successes. Children learn best when they are given space for creativity and when they play. Play meets their physical, cognitive, emotional, and social needs. It enhances their language development and expression as they collaborate and interact with each other through pretend or dramatic play. Children are natural inquirers who learn best when indulging in different types of play and games. It also builds on their curiosity and imagination.
Tassoni suggests that “some play opportunities will develop specific individual areas of development, but many will develop several areas.”
With a strong belief in this ideology of Jane Piaget, we always strive to give the best learning experiences to our children by designing learning spaces for them both indoors and outdoors where they can explore, investigate, and discover. Our focus is always on skill development to raise independent life-long learners who are future-ready. Through positive relationships and strong partnerships between all stakeholders, we will be able to meet the needs of all children, and nothing can stop them from being resilient, confident, and self-reliant.
Our motto here is to build a culture of happiness and excellence and to enhance learning through collaboration and commitment. Inculcating a growth mindset amongst students to suit the needs of a global citizen and implementing agentic learning are our focus areas.
About Deepa Nanda
Our Early year’s coordinator, Ms. Deepa Nanda has been in early childhood education for over 15 years. Throughout her career, she has worked at premier institutes such as Modern School, Humayun Road and Pathways School, Noida. She excels at designing curricula for the Early Years division and is a firm follower of the Reggio approach for child development.
Ms. Prapti Parasher
PYP Coordinator
“Education is not the filling of a pail, but the lighting of a fire.”– Jess Lair
This powerful quote reminds us that the essence of education lies not in the mere transmission of facts, but in the awakening of curiosity and the nurturing of a lifelong love for learning. When we treat education as the “lighting of a fire,” we shift our role from instructors to inspirers and facilitators who create the conditions for wonder, exploration, and deep understanding.
At Prometheus School, we believe that every child is a capable, curious learner. Children arrive in our learning spaces with questions, ideas, and a desire to make sense of the world. Our responsibility is to protect and fuel that spark by creating experiences that are meaningful, relevant, and inquiry-driven.
An inquiry-based philosophy allows learners to construct understanding through exploration, reflection, and collaboration. When students are given ownership of their learning and the freedom to pursue their interests, the fire of learning grows stronger. They become self-motivated, resilient, and capable of adapting to an ever-changing world.
At Prometheus, our classrooms are vibrant ecosystems where curiosity is celebrated, dialogue is encouraged, and mistakes are seen as stepping stones to growth. Learning extends beyond the classroom walls – into outdoor spaces, community experiences, and global connections—igniting a passion that lasts a lifetime.
This vision aligns with the heart of the IB Primary Years Programme: to cultivate learners who are not only knowledgeable but also thoughtful, compassionate, and action-oriented. By lighting the fire of inquiry, we empower our students at Prometheus School to become independent thinkers, problem-solvers, and empathetic global citizens—ready not just for school, but for life.
About Ms. Prapti Parasher
Ms. Prapti Parasher, the PYP Coordinator at Prometheus School, is a passionate and dedicated educator with over a decade of experience in implementing the IB Primary Years Programme (PYP). She brings a wealth of expertise in curriculum development, instructional leadership, and fostering a culture of inquiry, reflection, and continuous growth.
Ms. Prapti’s professional journey is distinguished by her commitment to student agency, inclusivity, and the creation of collaborative learning communities. As a certified IB Workshop Leader, Programme Leader, Consultant, and School Visit Team Leader, she has supported schools across the globe in their authorization and evaluation journeys while facilitating impactful professional learning experiences for educators.
Ms. Prapti holds a BSc in Psychology from Roehampton University, London, and a Postgraduate Certificate in Education (PGCE) from the University of Greenwich, London. She is currently pursuing a Master of Education (M.Ed) from a university in the United States, which is due for completion —further modeling the values of curiosity and lifelong learning that she inspires in her students and colleagues.
Rachel Brahmdev
Asst. PYP Coordinator
“Education is not preparation for life; education is life itself.” – John Dewey
At Prometheus School, we believe that education should be a transformative experience that equips students with the skills and mindset necessary to navigate and thrive in an ever-evolving world. My educational philosophy is firmly anchored in this belief and aligns seamlessly with the core principles of the International Baccalaureate (IB) framework, which emphasizes holistic development, inquiry-based learning, and global citizenship. The essence of the IB philosophy is to develop learners who are inquirers, knowledgeable, caring, and capable of contributing to a more peaceful world through intercultural understanding and respect. My journey in education spans over a decade, and during this time, I have witnessed the profound impact that a well-rounded, inquiry-driven education can have on young minds. Encouraging students to ask questions, explore diverse perspectives, and engage in meaningful, real-world problem-solving cultivates a love for learning and develops critical thinking skills. We are dedicated to creating an environment where students are empowered to take ownership of their learning, embrace challenges, and collaborate effectively. We recognize the need to continually adapt and innovate in our teaching strategies to stay relevant in a rapidly changing world. By integrating technology, promoting transdisciplinary learning, and encouraging creative expression, we ensure that our students are not only well-versed in current knowledge but also adept at critical thinking and problem-solving.
About Rachel Brahmdev
Rachel Brahmdev brings over a decade of expertise in the IB Primary Years Programme (PYP) and a passion for transformative education. Her dedication to shaping engaging and meaningful learning experiences for students is reflected in her commitment to excellence in curriculum planning, differentiation, and assessment methods.
Staying at the forefront of international education, Rachel actively engages in professional development to remain updated with the latest developments and best practices in the field.
Rachel has also received a certification from Harvard Business School on Leading Learning, equipping her with the skills to develop whole-school systems aligned with her instructional vision, create strong data-driven structures focused on students’ academic and character development, design professional learning opportunities to enhance teaching, and navigate change to empower her teams in meeting students’ evolving needs.
Harnessing her experience, expertise, and passion for education, Rachel aims to inspire and empower students to become lifelong learners, critical thinkers, and global citizens ready to thrive in our ever-evolving world.
Ms. Sugandha Malhotra
IBDP Coordinator
“Educating the mind without educating the heart is no education at all.” : Aristotle
This ancient wisdom reminds us that real education is much more than the mere accumulation of information. It is the gradual, redemptive process of cultivating mind, character, and imagination. At its core, education is about the kindling of curiosity, the stirring of reflection, and the forging of empathetic citizens who are not only capable of succeeding in the world, but of making it a better place.
At Prometheus School, our method of learning, particularly the Diploma Programme, is based on inquiry and meaning-making. We understand that every learner comes into our classrooms with his or her own background of experience, interest, and perspective. Our task is to provide a space for these differences to come alive and to facilitate them through a process of discovery that is both challenging and highly personal.
The IB Diploma Programme is not just a curriculum, it is a philosophy that equips students to relate subjects, challenge assumptions, and consider big ideas. Our students are not only studying for exams; they are constructing conceptual understanding that cuts across subject lines. They debate ethical concerns in Theory of Knowledge, craft independent investigations in the sciences, and investigate identity and voice through literature. Every part is leading towards an overall picture of education where thinking, feeling, and doing are intertwined.
We invite students to try out their ideas in real life, through service, research, collaborative projects, and creative expression. Whether it’s planning a CAS project, writing an extended essay, or managing a group science inquiry, learning becomes experiential. From these experiences, students acquire crucial life skills, critical thinking, resilience, empathy, time management, and communication that equip them not only for university, but also for leadership, innovation, and global citizenship.
Ultimately, it’s not what they learn but the questions they continue to ask, the values they form, and the curiosity they retain. Because once that spark is ignited, it doesn’t just illuminate their own path forward, it lights the way for others as well.
About Ms. Sugandha Malhotra
Ms. Sugandha Malhotra is a dedicated and reflective educator with nearly a decade of experience in teaching across various curriculums. She has been implementing the IB Diploma Programme across diverse school settings for many years. Her professional journey is marked by a deep commitment to fostering academic excellence, holistic development, and a culture of inquiry and international-mindedness.
With over five years of experience as an IB examiner, Ms. Sugandha brings valuable insight into assessment standards and curriculum expectations, supporting both student achievement and teacher growth. Her strengths lie in promoting conceptual understanding, interdisciplinary connections, and skill-based learning that prepares students to navigate complexity with confidence and empathy.
Ms. Sugandha holds a Master of Philosophy (M.Phil) in English and a Master’s degree in English Literature. Her academic background, combined with her hands-on leadership in curriculum planning and implementation, allows her to guide learning experiences that are rigorous, relevant, and responsive to the unique needs of each student. She is driven by the values of integrity, resilience, and lifelong learning, cultivating independent thinkers and compassionate global citizens.
Ms. Aarti Khurana
Cambridge Programme Coordinator
At Prometheus School, the Cambridge Pathway is not just a curriculum — it is a commitment to staying true to the ethos of Cambridge education while fulfilling our vision to nurture the next generation of global leaders who can thrive anywhere in the world. Every Cambridge learner at Prometheus is encouraged to be curious, resilient, and compassionate — living proof that rigorous academics and holistic development go hand in hand.
Rooted firmly in our mission to build a community of lifelong learners, the Cambridge approach at Prometheus is designed to shape not just capable students but thoughtful citizens of the world. “Educating the mind without educating the heart is no education at all.” These words by Aristotle guide our belief that real learning builds character as much as intellect. Resilience is nurtured when learners are taught to question fearlessly, learn from setbacks, and adapt with confidence and optimism.
Empowerment is woven into daily learning — each student is given the tools and opportunities to lead, inspire others, and create meaningful change. Collaboration strengthens this foundation, reminding learners that together they can solve challenges far more effectively than alone.
Creativity and ingenuity are at the heart of Cambridge learning at Prometheus. Students are encouraged to think critically, challenge assumptions, and connect ideas to real-world issues. John Dewey’s words resonate here: “Education is not preparation for life; education is life itself.” Our classrooms are living laboratories for problem-solving, innovation, and action.
Equally important is our culture of appreciation — celebrating progress, effort, and resilience in both success and failure. Inclusion is a promise kept daily. Every learner, regardless of background, identity, or ability, is valued, respected, and given the space to belong.
At Prometheus, the Cambridge Pathway is a bridge between global standards and our local vision — a journey that shapes confident, compassionate leaders ready to make a difference in the world.
About Aarti Khurana
Ms. Aarti Khurana is a visionary leader with an impressive background and an unwavering passion for nurturing young minds. With nearly three decades of dedicated service to education, she has lent her expertise to fostering the IB and Cambridge curriculums, working with premier institutions like Sharda World School, Pathways School Noida, Kasiga School Dehradun, and Selaqui International School Dehradun.
A gold medalist in both her Bachelor’s and Master’s degrees and an MPhil in English Literature from Kurukshetra University, Ms. Khurana also holds a degree in Behavioral Counselling from UCLA. Her leadership style is rooted in compassion and a deep commitment to student and staff development. She believes in creating growth-driven environments that empower students and educators to thrive.
Recipient of the Times Best Educator Award in Northern India, she has held pivotal roles—each enriching her educational vision. Her grasp of Indian National Curriculums, Cambridge IGCSE, A Levels, and the IB continuum transcends boundaries, yet it is her unyielding passion for each child’s potential that truly sets her apart.
A dedicated autism advocate, she champions inclusive spaces where every learner’s unique talents are recognised and celebrated, inspiring students to discover themselves and embrace meaningful challenges.