Our Difference

All UE schools are clearly the most technologically advanced organization of learning.

Our commitment to technology is more than just lip service – we consistently allocate a significant portion of our annual collections to technology investments.

Financial investments apart, we also impart adequate training to all students and teachers of the school so that these investments can actually be used productively.

The idea is to impart “holistic digital literacy” and inculcate digital tools as part of students’ culture and lifestyle. Some of our successful technology developments are as follows:


All class rooms and other learning spaces have a 42″ Plasma TV that is used by teachers for presentation of rich-media learning materials. Many classrooms also have interactive whiteboards (Smart Boards) that allow real-time annotation and lecture capture for future reference.

GOOGLE APPS  UEG  is the first educational network in India to subscribe to the Google AppsTM  suite for our schools.

a)Staff/students can have their own personalised home-page and email IDs on the school domain name.

b)The school management can blog and reach out to parents.

c)The school administration can publish all circulars, schedules and news items on the school website. Parents can subscribe to email alerts and feeds via the website to keep in touch with the latest happenings in the school.

EPHOTOS All UEG schools provide an innovative and convenient service called ePhotos.

ePhotos helps parents view, share and print their child’s latest school photos over the internet from the comfort of their homes, offices or nearest cyber cafes.

Apart from photo prints, parents can also order gift items like posters, t-shirts or mugs with their child’s photos on them.

Photos or gift items can be shipped anywhere in the world. Photos can also be shared on popular social networks or through email easily.


Traditionally, computer labs are used by schools just to impart IT lectures. Our computer labs sport latest student-friendly laptops instead of old and bulky desktops. These laptops are mobile/portable and be carted around the various learning spaces with ease. This allows for interesting uses – for example, students can read a Wikipedia article about a frog’s anatomy, while dissecting it in the Biology lab.





Our schools have deployed the world’s favourite learning management system, Moodle, to allow students to access a library of E learning resources based on the schools servers. Moodle can also be used for assignments, discussions and collaborative learning – particularly useful for secondary students.


NINTENDO WII All UEG schools have adopted Nintendo Wii for providing “Virtual PE” and “Virtual Music” lessons for its students. The Nintendo Wii (pronounced “We”) is a video game console that allows users to control a game using physical gestures using motion sensing technology. In effect, players have to actually swing their arms to hit a ball while playing virtual Tennis or to bang a drum while playing virtual music. The school provides virtual lessons in addition to real life sports and music classes. The console is systematically incorporated in the PE and music curriculum by means of detailed lesson plans and role plays.

To introduce this section, we would like to quote from the National Curriculum Framework: 2005. ‘Learning for the sake of being examined in a mechanical manner takes away the joy of being young, and delinks school knowledge from everyday experience’.

For the curriculum to serve its noble purpose, it must become a facilitator of curiosity and enthusiasm. After capturing a child’s attention it must accelerate knowledge gaining. It should provide the child with questions to ask, with pursuits to follow and act as an interface between individual experience and theoretical assimilation. By doing so, such a curriculum will then breathe new life into the educational process.  Children will then understand the importance of arranging and rearranging concepts so as to gain a stronger grasp on studied matter…and reject  information that was memorised without any conceivable use in mind.

At Universal we lay emphasis and follow a developmentally appropriate curriculum which culminates in the I.C.S.E. Let us now offer you a detailed insight of the curriculum. For your convenience it is divided into 3 parts, each of which has been explained in concise bulleted points.



  • Arousing the curiosity of the child thereby creating joy in learning.
  • Learning through doing, observing, reasoning and most importantly first hand experience.
  • Creating a healthy and holistic learning environment by enhancing non-formal learning.
  • Giving greater impetus to child centred, child directed activities as opposed to teacher directed activity.
  • Teaching aids like story books, picture books, films, worksheets, activity sheets, puppets, slides and other audio visual representations form a part of the process of learning.
  • In the first year, the activities conducted aim at increasing the child’s trust in school i.e. the new environment, the new teacher, the new set of children that are present. Play is the primary medium of education. Age appropriate toys and learning tools are provided to children.
  • In the second year, games, music and play activities increase the interpersonal contact between the children. At this stage, appropriate attention is paid to strengthening pre-reading and pre-writing attributes  of each child.
  • In the third year, motor and speech skills are improved through games, scribbling, colouring, recitation, music, drama. Enhancing the linguistic abilities of the children assumes great priority and special attention is paid to children from non-English speaking homes.
  • In the fourth or final year of the pre primary section, physical and mental co-ordination is further accelerated by way of specially supervised activities like cutting with safety scissors, puzzle solving and building blocks. Increased self reliance is encouraged wile the training imparted ensures that each child is proficient and ready for primary school.

The think tank at Universal Education prepares the child for the 21st century competencies:

  • Global awareness and responsibility
  • Co-existence skills in a pluralistic world
  • Critical and creative thinking
  • Collaboration, communication and information skills

The curriculum is regularly updated based on global innovations in the field of curriculum design.


Young minds require a solid foundation to support future learning. Our curriculum is designed to excite students about learning and prime them for success

The curriculum in the first two years eases the learner into formal education. The educational experiences act as a bridge between the preschool and the demands of formal schooling. Our emphasis remains on strengthening literacy and numeracy skills which will support the learner during one’s entire school life.

For learners to become lifelong readers and writers, it is essential that they approach early reading and language skills through a strong integrated instructional process. To help the child to become a fluent and skillful reader, we offer an extensive engagement with the English language including hearing and talking about stories and everyday events. The child also learns to connect words with ideas to express in oral and written communication.

For learners to achieve mastery in mathematical concepts, it is essential that they discover the principles underlying mathematical operations with an emphasis on problem solving. Through mathematical activities that are practical and relevant to their lives, learners develop mathematical understanding that they can apply in their daily lives and eventually in the workplace. The five strands of number sense and numeracy, measurement, geometry and spatial sense, patterning and algebra, data management and probability are gradually revealed to the young learner.


As the learner has gained mastery over basic concepts underlying each subject area in the primary years, the learner is now ready to meet the rigours of the academic programme in the secondary section aligned with the ICSE Examinations.

The focus shifts to self-reliance and initiative with purposeful, goal-directed facilitation by the teacher. Opportunities are therefore created for questioning, enquiry, debate, reflection and arriving at concepts or creating new ideas.


Exposure to a plethora of co-curricular experiences in Fine arts, Visual arts, Performing arts, Physical education, Fitness and sports programmes, Information and Communication Technology integration make learning at Universal complete.


Our life skills curriculum offers sound values and skills to nurture the child to become an active global citizen committed to finding solutions to the challenges of life in the 21st century.


Our Self Defence and Disaster management programme deserves a special mention as it prepares our students to deal with unforeseen eventualities.


We believe that each child is unique with a different learning potential and is blessed with a distinct learning style. We, at Universal  believe that assessment is a means to measure the learning outcome of each student and learning need analysis of the learning group.

Therefore, we provide a variety of learning experiences to tap the learners’ full potential and identify the learning needs of students.

At the Primary Grade Levels, we conduct periodic Continuous Comprehensive Evaluation through written and activity based assignments planned based on the various learning experiences enjoyed by the students during the teaching learning sessions.

At the Secondary Grade Levels, the students are being exposed and trained for the Summative Evaluation pattern. Continuous Comprehensive Evaluation is conducted periodically as well to check the effectiveness of the learning process.

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