Jyotirmay International School

About School

‘Jyotirmay’ is a Sanskrit word that literally means ‘luminous‘. Indeed, we, at Jyotirmay International School believe in spreading the light of education in the minds of youngsters.

‘Todays’ world is Myriad, and can be confusing for the uninitiated. At Jyotirmay International School, we make every effort to provide a well-rounded education to young minds in order to prepare them for the real world. This is why we offer a holistic blend of core-curricular as well as extra-curricular activities designed to enable our students to achieve academic excellence and success in the real world. Jyotirmay International stimulates the intellectual, physical and social development of students. Our curriculum fosters multi-cultural awareness, making students better national and international citizens. Our teachers are highly experienced, delivering best international educational practices, opportunity and success but a definite pre-requisite.

We at Jyotirmay International believe that exams should support learning so that we are able to produce future inventors and problem solvers and to achieve this, we feel that innovation and creativity must not be stifled at any cost. However, we also need to set high standards as well as hold ourselves accountable for them. Schools like ours are not just about passing exams but about creating ideas, gaining knowledge, fostering understanding and ultimately the pursuit of truth. Our fervent plea to all students is to savor every minute in the portals of this school, be proud, keep a sense of proportion, have a questioning mind and live life to its fullest. We hope that you all will enjoy this special time at Jyotirmay International School.

Vision

Mission

To provide an environment that is conducive to individualized, student-initiated exploration, discovery and learning in the years of early childhood; moving on in later childhood to educator-initiated, guided discovery and learning, with integration across subjects and activities; blending these processes in teenage, so that the child is pro-active in gaining knowledge and applying the same to project-related experience, while continuing to maintain focus on the reality of external assessment. continuing the process into teenage without losing sight of the reality of external assessment.