About Us

The Three Pillars

To understand our philosophy, one needs to understand what our three pillars stand for. After reading through the brief descriptions below, you probably have some questions? We would be more than happy to chat with you. Please schedule a tour! 





We provide a wide breadth of educational experiences so as to expand students' horizons and develop well rounded individuals with a strong set of values. We strongly believe that education has to foster the development of the whole child through intellectual, physical, social and emotional growth. We do this through curriculum selection, access to services and diversity of field studies.





Teaching procedures, routines or formulas will have limited mileage considering that the problems of the future are largely unknown. What is known is that those problems will be new and complex. This is precisely why we focus on building transferable skills - skills that are fundamental to complex problem solving. The math curriculum, for example, has to foster persistence, risk taking and creativity, skills that a mathematician would need to tackle real problems. Similarly, the science curriculum has to nurture curiosity, persistence and a healthy dose of skepticism, skills that a scientist would use to make more sense of the world. Simply mastering already discovered scientific truths or math procedures and algorithms will not help us build these competencies.


Whatever the future brings, seekers and changemakers will need skills such as risk-taking and communication, an ability to understand each others' needs and the capacity to persist when initial solutions do not pan out. Our learning objectives in the various disciplines and environment are therefore used as vehicles to develop six key competencies: Curiosity, Cognition, Empathy, Ambition, Creativity and Communication.





In traditional schools, a child's age is all that is required to determine the grade that she is placed in ... which thereby determines the curriculum that she receives. But, age is obviously not a good predictor of what a child does or does not know in the various subjects and domains. And, schools typically don't change the current curricular goals for a child simply because the child received a C or a D in a prior learning goal. Similarly, they also don't skip curricular goals if a child is already proficient enough in a specific area. Inability to tailor to a child's specific needs can dampen a child's engagement and interest or even damage a child's self-esteem and love of learning.


At Sankalpa. we craft Individualized Learning Plans (ILPs) for each student, so that each learner's experiences are calibrated to where they are in their own educational journey. Instead of awarding a grade or a label and moving the child along, we move the curriculum along only after the child achieves the required mastery with current objectives.