‘Before NEP made it policy, Bombay Cambridge School made it practice’

Poonam Arora

When the National Education Policy (NEP) was implemented in 2020, many people began speaking about holistic development. But for us at Bombay Cambridge School, it has always been the focus. As educators, we were never only looking at marks, but the all-aroundness of the child. NEP did not change our philosophy; it authenticated what we had already been doing. We are shaping people who care about values, skills and life itself.

Since we are a Cambridge organisation, skills like critical thinking and problem-solving were already embedded in our classrooms. Integration of vocational subjects – coding and entrepreneurship – was also in place. I am particularly proud of our entrepreneurship programme. Our children participate in a worldwide entrepreneurship initiative where they submit business proposals and then implement them within the school. Students of economics and business studies take the lead, but the entire school fraternity becomes involved – not just 15 or 20 children, but everyone.

It helps children think beyond textbooks. And that is exactly the purpose of NEP: to encourage children to look beyond rote content . Everybody is not a 90-percenter. Not everyone will become an academician. So the emphasis is on orienting students towards their likes and strengths. Schools must help children find their niche.

We use blended learning – online resources and classroom teaching – but the focus is on conceptual understanding rather than content load. Peer learning, student-led discussions, and group work have been part of our classroom setup for years. With NEP, teachers are no longer mere transmitters of knowledge, they are facilitators and guides; they explore alongside the children.

Also read IGCSE Board: Cambridge schools doubled in India over the past decade, writes senior VP

NEP 2020: Post-Covid woes, human touch

COVID, however, has changed everything.

One of the biggest impacts has been the reduction in children’s attention spans. To keep them engrossed and focused has become increasingly difficult. And during that time, we learned something very important – it is a myth that children can learn on their own simply from textbooks or online resources. The human touch is essential.

Digital tools such as Google Classroom, online quizzes, all information available at the click of a button. But what about social skills? When the children came back after nearly two years, our immediate worry was not academics. It was the social gap. The children had not interacted with peers for months. Families are small; interactions were limited. Everyone was trying to protect themselves. That segregated living had an impact.

Bringing them back into the classroom was a Herculean task.

We responded immediately by creating a social-emotional learning curriculum when we resumed post-pandemic. We already had a CARE centre operational for 25 years with special educators and counsellors. But now they have become more active than ever. We created age-appropriate modules from kindergarten to Class 10. Teachers, counsellors, and special educators entered classrooms to discuss issues openly, to help children come out of their shells.

Also read From Nipun Bharat to CM Composite School, UP bets big on learning overhaul, basic education secretary explains

The right balance in schools

The balance between academics, sports, arts, and life skills became even more important. We shifted toward project-based learning because we could see children were struggling to focus. We created collaborative groups of four or five students each and carefully ensured that every group included children of varying strengths: academically strong, emotionally vulnerable, socially hesitant. In a small group, interaction felt safer. From there, they gradually moved toward larger group engagements.

We also focused deeply on empathy and community service. Since stepping out physically was difficult, we initiated small community efforts within school. Students created items in art and craft classes (do-it-yourself projects) and we sent them to organizations supporting the less fortunate. Parents and local communities were drawn into the learning process.

We also encouraged regular feedback and self-assessment. During online schooling, a mindset had crept in: “It’s okay not to attend. It’s okay not to learn.” We had to reverse that gently. Students reflected on their learning and even gave feedback to teachers if they had not understood a concept. This actually brought teachers and students closer. Teachers learned to take feedback. If a child struggled individually, peers stepped in.

Every cloud has a silver lining. For us, the silver lining was that children rediscovered the value of peers, of social setup, of life itself.

Also read ‘More exhausting than manual’: How CBSE on-screen marking system is draining teachers it was meant to help

From there, we strengthened our interdisciplinary approach. For example, in economics class, when students learn about cost, profit, and pricing, we connect it to geography – how import and export impact a country’s economy. From there, English classes explore writing about trade relationships between countries. Children begin to see themselves as part of a global community, understanding how economies support one another.

Such integration requires planning. Heads, supervisors, and principals must create time in timetables for teachers to collaborate. During COVID-19 pandemic , when some schools were laying off teachers, we appointed more. We created a complete IT team to support teachers in online transitions. Later, professional development became central. Study circles allowed teachers of different subjects to sit together.

In mathematics, when teaching integers, our physical education teacher created a number line on the ground – positive on one side, negative on the other, zero in between. Children physically moved along it. That is interdisciplinary learning in action.

Also read Reels, Gaming, Burnout: How schools, parents are drawing India’s smartphone generation back to books, sports

School Education: Alternate approaches

We also addressed academic gaps. Some children struggled deeply. Teachers conducted extra sessions – even online after school hours – to ensure concepts were understood. Book clubs and library spaces became more active. We had to wean children off excessive screen time. We even initiated a parents’ library, providing books on parenting in the post-COVID context .

Storytelling sessions increased in junior classes. Inclusive and diverse learning materials were strengthened. We catered to the special needs children and slow learners with even greater intention.

Perhaps one of the most powerful shifts was including children in decision-making. The teachers began asking students, “I have planned this for tomorrow. What do you think?” If children felt they needed more time, plans were adjusted. Alternate approaches were used.

Teachers underwent training – not so much in content, but in skills. Through our HR department, we focused on classroom handling, communication, and student involvement. The teacher still guides the class. But students feel they are part of the decision-making process.

At the end of the day, the curricular content must be delivered; that is non-negotiable. What we can change is methodology. When children become part of the learning process, when they feel heard, when they collaborate, reflect, and connect learning to life.

For us, National Education Policy did not revolutionise our philosophy. It reaffirmed it. It validated our long-held belief that education is not about producing toppers alone. It is about nurturing balanced, empathetic, capable individuals ready not just for exams, but for life.

(as told to Musab Qazi)