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.
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.
All IB programmes are designed to help students develop and demonstrate
international-mindedness. The Primary Years Programme (PYP) encourages students’ openness to others and the world by allowing them to inquire into human commonalities through transdisciplinary themes.
“Children must be taught how to think and not what to think.”
– Margaret Mead
The PYP takes an inquiry-based approach to learning. Learners are encouraged to become “inquirers” as part of the IB learner profile.
Following the IB’s approach to learning and teaching, our school’s vision and mission values the numerous ways people collaborate to generate meaning and make sense of the world. We believe that inquiry is an authentic way for learners to relate to, investigate, and understand the
world around them, drawing on transdisciplinary themes and interests.
Not only does the inquiry process aid in the development of international-mindedness, but it also promotes enthusiasm for life-long learning. This constructivist inquiry process is represented as the interplay between asking (inquiry), thinking (reflection), and doing (action), which leads to
open classrooms that value different views and perspectives.
Our understanding of the learner is the foundation of our approach to learning and teaching. With a heavy emphasis on voice, choice, and ownership, teachers and students engage in the inquiry process connecting passion with purpose and creating capacity through student action.
Most importantly, we encourage our learners to reflect on their learning and take action in response to their inquiries or motivation to make a positive difference and bring about positive change.
About Ketaki Kapoor
Ketaki Kapoor began her professional life as a kindergarten teacher in Mumbai, India. Her journey with the IB started in the year 2009.
Her fascination with how students constructed their understandings and her interest in the way questions and big ideas could drive curriculum soon led to a passion for integrative and inquiry-based approaches to teaching and learning. This passion has become a long career focus for inquiry-based curriculum development.
Whether to demonstrate techniques, coach teachers or build her repertoire of practices, Ketaki is committed to regular and ongoing work with students. Her chief professional responsibility as a PYP Coordinator is to bring evidence-based practices into classrooms by working with teachers and other school leaders – to increase student engagement, improve student achievement and build teacher capacity in schools.
In addition to her school responsibilities, Ketaki works with the IBEN and CIS. She provides support and training to promote high-quality experiences in classrooms and schools in her roles as an IB Workshop Leader, IB School Visit Team Member, IB Programme Leader and CIS Accreditation Team Evaluator.
At Prometheus School, we believe that every student deserves the opportunity to discover and pursue their passions. Our students are growing up in a complex and rapidly changing world, characterized by conflict, constant change, and technological and scientific advancements. In this volatile, uncertain, complex, and ambiguous (VUCA) environment, it is essential that schools prepare students to be resilient and responsive members of their communities. That is why we are dedicated to empowering our students to build the skills and resources they need to navigate the unknown challenges of tomorrow.
To achieve this goal, we utilize the Middle Years Programme (MYP) at Prometheus School. The MYP is a crucial time in a child’s life, as it is an age of self-discovery and adolescence. With the focus on teaching and learning in context, highlighting the need to learn and think deeply using concepts, the MYP makes for a robust programme for a child to becoming a responsible and innovative individual. The Personal Project allows students to set their own learning goals and explore their interests in authentic ways, while community service helps students become more aware of local issues and take meaningful action.
At Prometheus School, we approach teaching with intention, intuition, and innovation. We strive to create a magical learning environment where the heart and brain come together to make magic. We believe that by setting ambitious goals and taking pride in taking risks, we can ensure the success of our community. We are committed to collaborating and aligning our actions with the vision and mission of our institution. I welcome you to join us in this journey of teaching and learning at Prometheus School.
About Sumit Mandhwani
Sumit is an experienced educator who has taught in international schools since 2015. He has worked with the International Baccalaureate (IB) Diploma Programme and Middle Years Programme (MYP) and has taught a range of subjects, including Integrated Humanities, Economics, Global Politics, and Theory of Knowledge. Sumit is also a certified Erickson and Lanning Concept Based Curriculum and Instruction trainer and consultant, and works with educators to build a curriculum that focuses on transferable concepts. He holds an International Coaching Federation Diploma and is a certified Digital Wellness Coach.
He has received the International School Teacher Leadership Certificate from the Principals’ Training Center and is an approved NEASC Accreditation Visitor for International Schools. He has presented at numerous international education conferences and finished in the top 100 globally in the International Teachers’ Olympiad. He has also received the Reliance Foundation Teacher Award multiple times.
“Thinking is the capital, Enterprise is the way, Hard work is the solution”—Dr A P J Abdul Kalam
These words by the former President and famous as the Missile man of India, a renowned space scientist, completely resonate with me. This truly defines the core skills required to succeed in life, which is the aim of education. And that the education systems must focus more on developing these skills. For education to be lifelong, relevant to the time and age, learning not only should be dynamic but also innovative. This means we need to constantly upgrade teaching strategies with innovations and requirements of that time, this is so true in today’s world situation and in these times of online teaching and learning. As educators, we have all integrated different new strategies in our approach to teaching to focus on skills that are relevant to the new demands of online teaching. I can also relate this to IB philosophy and teaching approach, our school’s mission, and vision, which also focuses on skills and innovations for students to be equipped for the future. Knowledge, which is relevant today, may not be tomorrow, and we might require to unlearn and relearn, however, proficiency in skills will go a long way. We will be able to achieve that if we have learning skills defined very aptly by Dr Kalam.
About Jyoti Deveshwar
Ms. Jyoti Deveshwar joined Prometheus in September 2020 as IB Diploma Coordinator. Before this role, Jyoti served as Head of Mathematics at Rabat American School, Morocco. During her teaching and administrative career of approximately 23 years, she worked with many reputed international schools as head of Mathematics: Pathways School Gurgaon, Oaktree International School, Kolkata, GD Goenka World School, Gurgaon to name a few. She has been one of the founder teachers in Pathways World School Aravali and GD Goenka School and was a part of the initial team that led the school to its IBDP authorization. She also worked very closely for the MYP authorization, CIS/NEASC accreditations at Pathways School Gurgaon.
Jyoti holds a Master’s degree in Mathematics from Delhi University, Bachelor’s degree in Education from MD University, Bachelor’s degree in Mathematics from Delhi University, Post Graduate Diploma in Computer applications from Pondicherry University. She has rich IB expertise and has done various latest workshops in Higher Mathematics, Theory of Knowledge, Extended Essay, Approaches to learning, all important areas of the IB diploma programme.
In her spare time, Jyoti likes cooking, reading, gardening and travelling.
Jyoti is excited to welcome students to the IB diploma programme at Prometheus School for the upcoming academic year.
Cambridge Programme Coordinator
Imparting education means inculcating a love of learning in the hearts of the students and inspiring them to become responsible, creative, ethical, and compassionate individuals who take agency and equip the themselves with the requisite skills for known and unknown challenges in future. In this context, W.B Yeat’s words, “Nelson Mandela’s words “Education is not the filling of a pail but the lighting of a fire,” have been my guiding light.
I believe that the time at the secondary school is a golden period in which students explore a variety of learning opportunities and equip themselves with a multitude of educative experiences before they begin to engage in the pursuit of personal and professional passions. I take pride in our well-planned curriculum and appropriate guidance which helps students make the right choices to achieve their potential and finally their ambition.
The active learning approach is at the heart of our curriculum which provides opportunities to students to be constructive engaged and involved with their learning with focus. This approach is corroborated by our mission statement which says that we seek to create a community of curious lifelong learners through compassion, collaboration, and creative pursuits. The Cambridge programme with its wide variety of programme supports and caters to the above stated essential need of our students.
About Namrta Pande
Ms. Namrta Pande is a practiced and skilled mathematician who has completed her BSc (Hons) in Mathematics and Masters in Mathematics and from Delhi University. In addition to her teaching qualification, she is also a proficient speaker and teacher of German with an expertise level C2 on the CEFR (Common European Reference Framework) from Max Mueller Bhavan. She has been a part of the education sector for over 10 years now. She has a wide-ranging experience of working across boards like CBSE, Cambridge and IBMYP. She has also attended multiple IB and Cambridge workshops to hone various aspects of her teaching and student management skills. She is also an IBMYP examiner with IBO as well as a certified Microsoft Innovative Educator.