Disha India

Projects Sahaas Vidhyalya - The Experiential Learning Community School

A collective community initiative - Parents, Teachers and educationists come together to create SAHAAS - a center for learning. SAHAAS will be envisioned, managed and owned by the local community. It will be based on the Gandhian principles of Nai Talim:

  • Teaching from the real life experiences from the local context of the child
  • Using productive works as pedagogic medium of teaching and learning
  • Integrating head, heart and hands in the process of learning
  • Mother tongue as the medium of instruction
  • Bridging the gap between school and society
  • The idea of self-reliance and self-management/self-responsibility

The local community will come together in all aspects of a holistic life – work, education and development. This will lay the foundation of a trusting and interdependent community that will take charge of its education, health and farming systems leading to a self sustained living.


SAHAAS is a center of possibilities. Here each child is respected for his/her uniqueness and encouraged to pursue his/her strengths and aspirations. We aspire to nurture the child into an independent, confident, compassionate and fearless being.

Learning redefined

Learning is a natural process and should take place in the child's surroundings while living his daily life. It should be holistic and designed to develop the mind, body, heart and soul of the child. At SAHAAS learning is designed keeping in mind the uniqueness of each child and providing each one with the necessary time and space to explore and unravel their unique potential. It is one such learning space, where one explores, experiences, experiments and embraces life to its fullest. SAHAAS develops life long learners...

Theories that guide us...

Our curriculum and pedagogy are guided and inspired by principles of Nai-Talim, Integral education and experiential learning.

  • Gandhiji's principles of Nai-Talim - We use child's local context as a medium for learning and teaching. This means using productive works like farming, cattle rearing and crafts as medium of teaching and learning. The idea is to use experience as a source of learning and education as a process for social change. It is a bilingual school where both the languages are used interchangeably.
  • Integral Education - Our core belief is that each child is unique and has to carve his/her own unique path in life. Hence we focus on the holistic development of a child i.e. mind, body, heart and soul. Helping a child to grow as an attentive, empathetic and compassionate being, living in harmony and oneness with the universe...
  • Experiential Learning - Our experiences are the true source of learning. As the curriculum would be experiential in nature where the child would learn to observe & reflects on his experience. These experiences would help him form a theory, which he would then explore, examine and verify in real life situations. Hence learning for life through life
Salient Features
  • Curriculum
    We will have an experiential curriculum based on the NCF. The curriculum is designed keeping in mind the child's local context, skills needed and life. The curriculum is vertically aligned keeping in mind the age and ability of each child. The curriculum structure will cater to the unique learning ability, pace and style of each child.
  • Pedagogy
    Learning expeditions are the core pedagogic medium. Each expedition will have an authentic purpose and audience with a real life connect. Learning would be integral and bilingual. As the focul of the pedagogy would be to create life long learners hence teachers would be as one of the facilitators. Learning would also be facilitated by peers, experts both local and from outside and self. Learning would be visible and transparent for all stake holders: child, parent, teachers and management.
  • Culture of Excellence and Craftsmanship
    A culture of excellence and craftsmanship would be the core of all learning and teaching. Multiple drafts would be the quintessence that would encourage children to work and rework on his own work till he achieves an excellent product. This would help the child learn and work fearlessly and critique his own work. Thus encouraging self-learning.
  • Children develop into compassionate, confident and holistic beings Awake, aware and attentive to the present moment and in harmony with the universe. Self-discovery through focus on integral and holistic development of the child. Self of the child would be central to all learning pedagogy. Each child would be respected and nurtured for his uniqueness.
  • Inspiring young entrepreneurs
    Children would be taught the art of seeing and creating possibilities. This would be achieved by a number of internships and work projects. We will use productive works from the local context of the child as a pedagogic medium to teach the curriculum. Hands on productive work would build confidence and self-reliance and will lead to the creation of productive/creative opportunities for themselves and their local community.
  • Children work for the larger good (Jagat Kalyan Hetu)
    Each expedition would have an authentic service hence creating a service and abundance mindset. Children will experience a culture of service and abundance all around themselves in the school. Children through their expedition will work on social issues and become the medium of change. This will help them grow into proactive citizens of the country from early years of their life.
The Learning Structure
    We will have 4 vertically integrated learning groups:
  • Group 1 -KG to 2(30 students and 3 year duration)
  • Group 2 -Grade 3 to 5 (30 students and 3 year duration)
  • Group 3 -Grade 6 to 8 (30 students and 3 year duration)
  • Group 4 -Grade 9 to 12 (40 students and 4 year duration)