Progressive Education School in Bangalore

Progressive Education School in Bangalore

Tapas is a Progressive Education School based in Banashankari, Bangalore! 

Tapas School has a different take on education for children and it’s quite unique! 

Want to make learning fun and meaningful so that your kids can grow into well-rounded individuals? Check out this article for the details.

Why Progressive Education play an important role in school education?

Schooling for children nowadays entails much more than just textbooks and exams; 

It entails providing children with a holistic growing opportunity that will prepare them for the future

And develop them into well-rounded individuals. 

One of the most effective ways to accomplish this is to develop innovative learning programmes

That allow children to exercise their curiosity and learn in a variety of ways.

The new way forward is interactive learning that moves away from the traditional teacher-student module, 

And kids can benefit greatly from this approach, which Tapas progressive school provides for your child.

Progressive Education School

What is Tapas doing as Progressive Education School In Bangalore?

The Cambridge syllabus is central to the school’s curriculum,

Which has been tailored to make learning more interconnected for the students. 

STEAM education delivered through project-based learning makes it more hands-on for the children, 

Which is one of the distinguishing features that distinguishes Tapas from others. 

To make learning more enjoyable, interactive modules and masterclasses on gardening, hydroponics, math, robotics, astronomy, visual thinking, radio, sculpting, and other topics have been added.

Progressive Learning

How does Tapas implement Progressive Learning in school education?

Project-Based Learning  is one of the best aspects of Tapas progressive school. 

This is a dynamic learning format in which students actively explore real-world knowledge. 

Tapas’ project-based learning is all about the real world – the students are presented with real-world problems and challenges and given the opportunity to solve them all on their own. 

Learning becomes more enjoyable and contextual in this manner, preparing students to face whatever the future holds.

Come experience the power of Project-Based Learning for your child!

If you have any questions, please  Call us at: +91 97 3160 1333  or visit us at:

Why Project-Based Learning and Alternative Schools are the future.

The future of education as a pedagogy is Project Based Learning

Tapas is an Alternative School in Bangalore that is amongst the first schools in India to implement 100% Project-Based Learning.

What is project-based learning?

Odds are that you might not have heard about it. Project-based learning is a teaching method,

That engages students in projects that are meaningful, enjoyable, and relevant.

Project-based assignments are tailored to student needs and skills.

It is an active form of learning for students where they learn by doing.

Project-Based Learning

Why Project-Based Learning?

Students are at the center of the educational journey and take an active part in it.

Multiple studies have shown that passive rote learning from textbooks is insufficient to prepare a student for today’s world.

Traditional learning methods often focus on facts or memorization of information.

Project-based learning on the other hand focuses on higher-order thinking skills, creativity, and collaboration.

It has been proven to be more effective than traditional teaching methods.

It challenges students to take ownership of their learning experience.

In a technology-first society, the fundamental skill set needed to thrive is vastly different from what it was 30 years back.

Project-Based Learning focuses on enabling students to tackle real-world problems by simulating them in the form of projects in the school.

Project-Based Learning demands that students break away from their comfort zones and ask more questions,

Thus developing more curiosity in a child than traditional learning methodologies.

The four main benefits of project-based learning are:

It improves student achievement, is student-centered, fosters teamwork and problem-solving skills,

And promotes the use of higher-order thinking skills.

Project-Based Learning also enables students to more accurately demonstrate their capabilities in a specific field than the archaic ‘tests’ of traditional learning.

Project-Based Learning


Implementing Project-Based Learning.

Why is it that then most schools shy away from project-based learning?  Because it is difficult to implement.

And it needs experienced educationists at the helm to be implemented well.

Project-based learning demands a total transformation of the traditional teaching apparatus and classrooms.

Project-Based Learning is an instructional strategy that helps students to learn by doing.

Teachers give their students the chance to solve a problem, create something, or work with their creativity and develop skills such as critical thinking and problem-solving.

The advantage of using Project-Based Learning in the classroom is that,

It can be tailored to different levels of learning and different subjects.

It is also more engaging than traditional teaching methods because it requires active involvement from the student.

A research study found that not only were Project-Based Learning participants more likely to say they enjoyed school,

But also that they had improved attitudes toward math and science compared to those who did not participate in Project-Based Learning activities.

The Project-Based Learning process is a five-step plan that allows instructors to create projects with real-world applications.

The steps are Define, Explore, Plan, Implement, and Evaluate.

There are many useful tools for teachers to use,

When implementing this model including presentations and graphics on the topic of the project.

Project-Based Learning

Project-Based Learning is the future.

In the future, Project-Based Learning will be a major part of our education system.

That is because it allows for a more engaging and immersive experience that pushes students to their limits.

While giving them a sense of ownership over their work.

It also gives them ways to demonstrate mastery in ways other than traditional tests.

Tapas School Bengaluru

Summ(it) Up!

At Tapas, we celebrate the completion of the first term of school with an entirely child-led exposition called Summit Of the Minds.

The exposition is facilitated by the students from start to finish. Learner-led exposition builds up the students’ sense of responsibility and accountability whilst also honing their communication skills.

It enables them to have a deeper understanding of what it means to meet learning targets.

The Benefits of Learner-Led Exposition

  • Students actually show parents what they know and are learning in school.
  • Parents are exposed to materials and activities that students engaged in during the school day which helps them gauge actual progress.
  • Teachers can observe interactions, comment, offer suggestions, and model strategies.
  • Students, parents, and the teacher are all active participants in the conference.

Learner-led Expositions | Tapas School Bengaluru

At Tapas, we believe that Learner-led Expositions are an important way to engage learners with understanding and taking ownership of their learning.

We also believe that these expositions help us build better communication and stronger relationships with the families of Tapas.

Parents and family members are critical partners in helping support the child’s learning and growth.

The long winding road to the Summit!

The learners started with actively participating and deciding how the presentation of the topic will be done. They made a game out of it, used charts, made videos, and planned experiences/activities for parents to do.

The facilitators gave a few ideas, to begin with, and welcomed the learners to plan them.

The facilitators’ role was only to guide the learners and keep reminding them of the purpose gently and subtly.

The learners initiated planning the event as well.

Starting from where the presentations can happen, the invite design, right up to putting up signs, and all the way to feedback forms.

As can be imagined, Tapas was abuzz with the learners’ voices, more than usual.

Here are some anecdotes to give you an insight into how the days leading up to the summit looked.

Role Allocation:

The ease with which the learners allocated roles to each other, segregated the responsibilities, and organized themselves into groups, left us amazed!

There were the roles of head of operations, designing, creativity, and more. Each ‘Head’ would convene ‘secret’ meetings, secret because they had requested the facilitators to stay out of it!

The most remarkable observation was to see learners don the hat of a leader for one of the duties and happily transition to a team player for another.

We kept hearing the term ‘Boss’ quite often when they would refer to the head of that duty.


One of the learners approached the facilitator two days before the event.

And asked if they could do the morning routine of sanitizing and entering student details, as they wanted to practice doing it for the SOTM.

This incredible foresight was that of a learner, all of 8 yrs old!

The same student, when they observed that it was time-consuming for them to write every name on the day of dry run, they improvised and asked the visitors to write their name themselves. Aha!

Personalized Invites

Each child made invitations to all the people they wanted to invite. Here’s a peek.

Day of the Summit

The learners decided that the parents would be divided into two batches so that they could enjoy each presentation without crowding.

When one of the learners was nervous to present, another helped them saying “you need to do the presentation or else, your parents would take you out of tapas as they would think, you didn’t learn anything from school, and then we cannot be friends anymore”

One of the learners had not planned to make every parent do the activity he was demonstrating. He observed the first few presentations of his friends, where he noticed how the parents were participating.

He improvised on the spot and during his presentation, made every parent experience his learning.

After presenting their learning to two batches of parents, the learners quickly donned their costumes for the art presentation.

Their confidence shone through every step, every expression and radiated throughout the art village!

Post Summit

Learners have been implementing Austin’s butterfly technique of giving and receiving feedback, practicing ‘be specific, be kind and be helpful.’

Feedback is a large part of how learning happens at Tapas. The Monday after the Summit, it was time to get them to share their thoughts about the Summit.

The learners each shared what they felt went really well and also one area that they felt could have been better.

We heard ‘some of the students were making noise after their presentation, that has to be avoided’, ‘everyone presented with confidence’ and much more.

The learners also reviewed the feedback that the parents had given after the summit. Among the post its, most had words of motivation like ‘good job’, ‘great work’, etc.

The learners looked at this and said ‘this is not good feedback’.

We were stunned, it seemed like great reviews from the parents, so why were the learners not happy? They explained their thinking, that these forms of reviews did not qualify as good feedback as they weren’t helpful and nor specific though they were kind.

The learners found one post it with ‘Children can use role-play as a means of presentation next time’.

They all unanimously agreed that this was ‘Good Feedback’!!

When we look back at this experience, we believe that we set out with a few skills that we felt the learners would gain.

The learners taught us that, if any activity is child-led, the learning is far greater than any that can be planned by an adult! Look, we are learning too and we are grateful to our young learners for teaching us with such patience ☺

What is STEAM Education – what is the steam about it?

STEAM education has found growing prominence as educators try and prepare students for the 21st century. More and more schools across the world are adopting STEAM education. And why not? It is known to equip students with skills that are essential in today’s world – problem solving, critical thinking, decision making, analytical thinking, and a host of others.

The STEAM framework brings together the 5 disciplines of Science, Technology, Engineering, Art, and Math in a holistic learning experience. It is today, the most efficient way to train your brain.

STEAM allows instructors to use project-based learning that spans all five disciplines and promotes an inclusive learning environment in which all students may engage and contribute. Unlike traditional teaching approaches, instructors utilising the STEAM framework integrate the disciplines together. Students who are exposed to STEAM education have showed more appetite for critical thinking across interdisciplinary subjects.

We have seen the benefits of this comprehensive learning approach at Tapas. When compared to kids in traditional schools, the implementation of STEAM education with project-based learning at Tapas has resulted in our learners being able to pick up numerous abilities at significantly quicker rates. Learners have also made cross-disciplinary links between topics. STEAM education also fosters a sense of curiosity in students, encouraging them to seek more from their studies at all times. And, in keeping with Tapas’ ideal of always putting the learner first, Tapas School students have started designing their own learning paths.

Using Project-based learning techniques in the STEAM framework is the way forward for educators wanting to equip students with the right skill set to be innovators. Come experience Tapas’s Project-based learning approach and how it can benefit your child.

Teaching Sustainable Development to children

Children in school today are going to be the leaders of the future. For this generation to successfully be able to think of progress that is sustainable and inclusive, they need to be made aware of the realities of today. The 2030 Agenda for Sustainable Development is a global call from all UN Member nations to work on important, world-changing objectives.

Around the globe, children in schools are learning about the UNDP Sustainable Development Goals. Over 3600 classrooms across the globe are learning more about the 17 sustainable development goals. Tapas is proud to be one of them! The UNDP Sustainable Development Goals are actively discussed in our classes with the help of real-world projects. Students learning at Tapas are actively working on projects that help them understand the need for these goals and how to go about solving the problems to help enable the achievement of these goals.

India has been at the forefront of fighting climate change and will play an important role in helping achieve the UNDP sustainable development goals. Tapas wants to be one of the flagbearers for educating students about sustainable and inclusive growth in classrooms. Learning of the UNDP Sustainable Development Goals cannot happen in silos, however. It takes a fundamental shift in approach in the children and their way of thinking. At Tapas, our project-based learning approach puts students face to face with real-world problems. This coupled with our value-based education system helps Students not only develop critical thinking and analytical skills but also develop empathy. This helps them understand the importance of inclusive growth. Through our projects simulating commercial environments, we have seen multiple instances of children suggesting ideas that could be termed ‘conscious capitalism’. It is refreshing to see children at this early age develop this keen sense of analysis while also being in touch with ethics.

At Tapas, we are laying the foundation stone for a new way of learning for children in India. Come have a chat with us to understand how this way of learning can help your child be ready for the future.

The importance of Samskrit as a part of the curriculum

The lack of spoken Samskrit proficiency in its home country of India is a crying shame. It is our heritage language and the mother of most Indian languages.
Samskrit should be our everyday language among all sections of the population. It should be the language spoken in homes, in shops, at the railway station, in schools and universities, in doctors’ offices, and in all instances of communication.

Here is the definition of lingua franca from Wiki. A lingua franca is also known as a bridge language, common language, trade language, auxiliary language, vehicular language, or link language, is a language or dialect systematically used to make communication possible between groups of people who do not share a native language or dialect, particularly when not one of the speakers’ native languages.
This is precisely what Samskrit should be for India. It’s unfortunate that English is being used for this purpose. While English proficiency has helped us in being globally competitive, its adoption within our homes and families has damaged our connection with our heritage and our national cohesiveness massively.
Samskrit has suffered from a deep association with holy scripture in the psyche of people. While it’s true that holy scripture is composed in Samskrit, it is still only a language. This burden of association with scriptural works did not hamper the development of Arabic or Hebrew. Arabic and Hebrew have made the leap to secular use quite well.

Israel had the right idea when they united diverse peoples with a common language and managed to resurrect Hebrew and make it fully pervasive within a generation. It’s an awesome achievement, and it united a population that came in speaking various dialects. It’s high time to regenerate secular use of Samskrit similarly.
The younger generation should be taught and encouraged to use Samskrit in everyday life. Spoken Samskrit should be emphasized. Teenagers and bands should be encouraged to compose pop music in Samskrit. Advertisers should showcase young modern youngsters doing present-day activities, hawking modern products in Samskrit. A spoken version of Samskrit, complete with dialect/slang has to be encouraged. It has to be decoupled from the heaviness of ancient associations, and given new life, and made ‘cool’ by today’s youngsters. Nothing makes a trend spread faster than adoption by hip youngsters.
The development of Samskrit does not have to imply the downfall of Indian English or any other language currently in use. Indians have been using multiple languages for thousands of years. Hampering the development of Samskrit on these grounds is flimsy.
It’s simple. India is the home of Samskrit. Samskrit was once the language of the common person of India. It should be again. Soon. Within a generation or so.

To that end, Tapas will be incorporating Samskrit use (spoken and written, in that order) in our schools from the youngest grades. Ideally, spoken language is learned first, at home, in an immersive environment. Grammar comes later in school. Grammar-based language learning rarely leads to spoken proficiency. Hence, we will be creating a language enriched immersive environment for our students, where they will be exposed to spoken English and Samskrit conversation all through their school day. This bilingual approach has been proved by several studies to improve cognitive and socio-emotional development among young children. We would be giving our students a great advantage in both academic and cultural spheres by incorporating Samskrit in our curriculum.

This is a Guest Post By Ms. Padma

Do you have questions
and want to contact us?
Call or visit us.

+91 97 3160 1333

Main School campus:

#213, B.M Kavalu, Bangalore South Taluk, Off Kanakapura Road, Bangalore - 560082

Early Years Campus:

586B, Vajarahalli Main Road, Off Kanakapura Main Road, Banashankari 6th Stage, Kanakapura road, Bangalore, Karnataka - 560062

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