The curriculum adopted and followed at Lovely Angels is unique and draws inspiration from five different ways of teaching. The objective is to create an experience for the students which is un-paralleled and meets not only the academical need, but also strives to attain the physical and men-tal well-being of the child.


Our way of teaching encourages expression and creative skills among children. Children always tend to get excited if certain fun element and play is involved in it. It enables the child to improve various skills like motor, creative, imaginative, aesthetic, cognitive, linguistic etc. Our teachers are well trained in Play Way and are experts in conducting activity-based classes to bring out the best of the child’s potential.


Physical Development

Intellectual Development

Social Development

Emotional Development

Educational Development


We follow the Kindergarten system of pre-schooling in which children are taught creative play, social interaction and natural expressions. Our teachers engages the child through activities like art and music, transforming play time into opportunities to instil important cognitive skills, motor skills, and social skills.
(Kindergarten is a German term meaning ‘garden for children.’ It was started in Germany and France in the late 18th century)


Free self Activity


Social Participation

Motor Expression

Teaching through Play

Teaching through songs, gestures and construction


Lovely Angels is a great patron and follower of the Montessori way of teaching which is a child-centered educational approach based on scientific observations of children. Our curriculum is based on self-directed activity, hands-on learning and collaborative play and we use Mont materials. Our teachers make children work in groups and individually to discover and explore knowledge of the world and to develop their maximum potential.


Multi-age classrooms

Emphasises on responsibility and self-discipline

Curriculum that emphasises independence

An orderly classroom with prepared workstations

A teacher who guides rather than directs

An atmosphere of mutual respect


Respect for the Child

Respect for the Child is the major principle underlying the entire Montessori method. Montessori believed children should be respected. Respect is shown for children by not interrupting their con-centration. Respect is also shown by giving pupils the freedom to make choices, to do things for themselves, and to learn for themselves.

The Absorbent Mind

Montessori education is based on the principle that, simply by living, children are constantly learning from the world around them. Through their senses children constantly absorb information from their world. They then make sense of it because they are thinking beings.

Sensitive Periods

Montessori pedagogy believes there are certain periods during which children are more ready to learn certain skills. These are known as sensitive periods, and last only as long as is necessary for the child to acquire the skills.

The Prepared Environment

The Montessori method suggests that children learn best in an environment that has been prepared to enable them to do things for themselves. Always child-centred, the learning environment should promote freedom for children to explore materials of their choice. Teachers should prepare the learning environment by making materials and experiences available to children in an orderly and independent way.

Auto education

Auto education, or self-education, is the concept that children are capable of educating themselves. This is one of the most important beliefs in the Montessori method. Montessori teachers provide the environment, the inspiration, the guidance and the encouragement for children to educate themselves.


Our curriculum is also influenced by the Reggio Emilia Philosophy which values the child as strong, capable and resilient; rich with wonder and knowledgeable individual. Our curriculum and classes are designed keeping the need and the interest of the child in mind. Our teachers learn alongside children, becoming involved in group learning experiences both as a guide and resource.


Children are capable to construct their own learnings
Children are collaborators and learn through interaction within their communities
Children are natural communicators and should be encouraged to express themselves however they feel they can
The classroom environment acts as the third teacher


Emergent Curriculum:
A classroom’s curriculum stems from the particular interests of children. Teachers compare notes and observations in team planning sessions to decide which projects would be best suited to children in their classes, what materials will be need-ed, and how they can encourage parents and the community to become involved.

In-Depth Projects:
These projects are thorough studies of concepts and ideas based on the information gathered about children’s interests. Teachers act as advisors on these projects, helping children decide in which direction they would like to take their research, how they can represent what they learn, and what materials would be best suited for their repre-sentations.

Representational Development:
Reggio Emilia approach calls for the presentation of new ideas and concepts in multiple forms, such as print, art, drama, music, puppetry, and so on. Varied presentations ensure that all children have the chance to understand and connect with the concepts being explored.

The idea of collaboration is seen as necessary to further a child’s cognitive development. Groups both large and small are encouraged to work together to problem-solve using dialogue, comparisons, negotiations, and other important interpersonal skills. Each child’s voice is heard in order to promote a balance between a sense of belonging to the group and a sense of self.


We treat our students with respect and are cognitive of the fact that though they are young by age but do have their own individual intelligence which influences their actions and ways of thinking. We have taken interest and note of Gardner’s theory of Multiple Intelligence and consciously try to understand and imbibe his proposed Eight Intelligences in our curriculum and activities.


Linguistic intelligence: The ability to read, write, speak and memorise words.

Logical/mathematical intelligence: The ability to deal with logic, numbers, reasoning and critical thinking

Musical intelligence: The sensitivity to sounds, rhythm, tones and the ability to sing, play musical instruments and even compose melody

Bodily-kinesthetic intelligence: The ability to use one’s body effectively, es-sential for roles such as a dancer, actor or surgeon

Spatial intelligence: The ability to generally be aware of one’s surroundings, such as the ability to judge distance, depth, height, size, volume, and the ability to use read maps, etc.

Interpersonal Intelligence: The ability to understand and communicate with other people

Intrapersonal Intelligence: The ability to understand one’s own interest and goals, and to control one’s emotion

Naturalist intelligence: The ability to understand the natural environment


Every newborn comes with a unique talent in this world, their curious brains are not to be doomed. It should motivate and teach them, make them grow into a better human being and a passionate person.
International research based curriculum focussing on the holistic development of a child.
Designed by leading child psychologists, this curriculum has been implemented successfully in Lovely Angels classrooms for over 11000+ children.