The school, while following traditional methods of achieving computational fluency through skill and drill (especially at primary and middle grade level), also focusses on the modern conceptual of mathematics education with an emphasis on 'conceptual understanding' and 'problem-solving skills'.

To bring about this synthesis, a well-equipped Maths lab has been set up, conforming to the guidelines and recommendations of the CBSE. The primary objectives of the Maths lab are:

• To help fear of mathematics (algebra and geometry) in pupils by making maths learning more meaningful and enjoyable
• To make mathematics more pragmatic and life-oriented
• To provide study and test-taking skills
• To practise interactive maths on the computers
• To provide alternative instruction using a wide range of audio and video resources

A multi-functional English language lab is utilized for the development of English language acquisition and communication skills, especially listening comprehension and verbal fluency. The lab is equipped with sophisticated electronic and digital devices such as language repeaters, tape-recorders, audio/video tapes/discs, and software-based interactive CD-ROMS.

Students' use of the English language lab will

• promote their functional use of the English language by developing fluency in thought and enhancing elaboration skills;
• provide oral and aural practice, informative feedback and opportunities for self-critiquing;
• pave the way for a smooth translation of academic understanding into meaningful communication;
• prepare the students for tests-such as TOEFL, GRE, IELTS, NELTS and other foreign university entry eligibility tests-by including teaching modules based on international English language testing services.

Saibaba Central School follows the CBSE science syllabus. In addition, SCS recognizes that pupils acquire factual knowledge from their texts and their programme of study, often without grasping the underlying scientific concepts, nor appreciating their relevance and meaning, since they lack a context. To address this limitation, SCS supplements dry textual study with its own kit-based science curriculum. These innovative kits afford students the opportunity to engage in hands-on, intellectually challenging activities, such as building pulleys and levers, electrical circuits and other devices.

The kit-based science curriculum, in combination with the school's modern science laboratories, is designed to

• provide students with hands-on, 'minds-on' science projects
• promote scientific literacy, essential for success in our modern society that is increasingly shaped by science and technology
• spotlight the relationship between what students learn at school and what they experience in their everyday world
• inspire students to pursue questions about their everyday experiences by cultivating their curiosity, critical thinking processes and problem-solving skills
• equip students with a basic knowledge and understanding of science facts and principles so that they are able to describe, explain and predict natural phenomena.

A social activity is provided where the student is given a spatial appreciation of the worlds biography

The standard CBSE social syllabus is followed. However, the school recognizes that the pupils acquire factual knowledge in their programme of study which is generally learnt isolated from the contexts without understanding the underlying scientific concepts, their relevance and meaning. The school tries to resolve the situation by supplementing the dry content-based system with its own kit-based social curriculum by providing the students with the tools necessary to engage in activity-based, intellectually challenging the programmes. The adopted kit-based science curriculum combined with well-equipped science laboratories shall:

Saibaba Central School recognizes that today's children are growing up in a digital world and that computer literacy is a vital component of education. Computer education is, therefore, an integral part of SCS's curriculum. A computer lab with the latest hardware, software and other appropriate resources facilitates in-depth learning.

Students are introduced to keyboarding in Class I and continue to practise it through to Class V. From Class III, students are introduced to and work with various software programs. Computer courses focus on word-processing skills, spreadsheets and databases, developing multimedia projects and using the Internet for research.

Within a structured programme, students are encouraged to use computers as tools for:

• story writing
• writing research reports
• designing project outlines
• conferencing with other students
• e-mail communication

Students' access to the Internet is closely supervised.