Pallavan believes that education should open up an individual's mind and create citizens who are sensitive to human dignity across all classes and genres, eschewing bias of any kind.

There is a genius within each individual and our job is to help discover that genius and also to achieve their maximum potential.

Pallavan believes that the purpose of education is the full development of the human potential, sense of dignity and self worth and the strengthening of respect for human rights, fundamental freedoms and human diversity.

At Pallavan we believe that the early establishment of a positive self-image and a positive view of the learning environment provide a foundation for achievement. We recognize the different learning styles, abilities and interests of each child and incorporate them into our learning environment and educational process.

Towards that end Pallavan will provide a broad and balanced curriculum which promotes confidence, critical thinking skills, leading to the development of well adjusted, adaptable and integrated personalities.

Children, who learn together, also learn to live together.
Mission & Vision of Pallavan
   Pallavan believes and proclaims that:-

Every child has a fundamental right to education and must be given the opportunity to achieve & maintain an acceptable level of learning.

Every child has unique characteristics, interests, abilities and learning needs.

Education systems should be designed and educational programmes implemented to address the wide diversely of these characteristics and needs.

Those with different needs must have access to a regular school which should accommodate them with a child-centred pedagogy capable of addressing those needs     through individualised education programme plans (IEPP).

Pallavan with this inclusive orientation, will provide the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive     society and achieving education for all.

Pallavan will develop good practices of effective education for disabled and non disabled children alike which will ultimately manifest improved efficiency and cost    effectiveness of the whole education system.

Pallavan believes that it is not our education system which can dictate who it wants to educate, it is students, with and without disabilities, who must be able to choose    where they want to be educated.

Pallavan is committed to a vision of educational equity for all.

There are seven competencies which we believe must be recognized as a set of skills, understandings and processes for education and life. These are:

1. Collecting, analyzing and organizing information
2. Communicating ideas and information
3. Planning and organizing activities
4. Working with others and in teams
5. Using mathematical ideas and techniques
6. Solving problems
7. Using technology

These key competencies will provide students with a set of skills, understandings and processes that initially can be used and practiced across all curriculum areas.

The 8 curriculum areas are

1. Maths
2. Science
3. Technology
4. Languages
5. Arts
6. Physical Education
7. Social Studies
8. Environment

In the concept of students moving through changing contexts throughout the course of the school day, it can be seen that the structure of schools reflects the ongoing change of settings or contexts that students will confront in their life beyond schooling.
These settings may be university, a variety of work sites, unpaid employment, leisure time or personal life.
Key competencies, therefore acquired in a school setting of constantly changing contexts aim to provide skills to compete in a lifetime of constantly changing contexts beyond school.

School practice, therefore, that does not provide training in cross-curricular skills such as the key competencies, isolates curriculum areas within schools. This deprives students access to an already existing microcosm of life in which to acquire and practice life skills. As such schools become institutions that deny students their rights to passage through life.

These key competencies need to be identified as such, recognized by teachers and students, built upon, taught and learnt and documented in relation to students’ progress.

Key competencies for Work, Education and Life

What Students need to know about key competencies?

Tools that put general education to work
1.  Prepares students for the workplace by helping them to apply knowledge and
       > skills in work situations
2.  Equips students to move into either the workforce or into university or
     > vocational education
3.  Not limited to specific jobs but can be applied to all industries and
     >  occupation. They recognize that all students, must be able to work with other
4.  People, solve problems, manage their time and communicate effectively.
     >  Teaching of key competencies will be incorporated into existing school
5.  Curriculum
     >  Teaching of key competencies will make the learning of subject materials more
6.  Interesting and relevant to work situations.


What Parents need to know about key competencies?
1. Tools that put general education to work
2. Prepare students for the workplace by helping them to apply knowledge and skills in work situations
3. Enables young people to be more capable learners and more adaptable to
    > work, university or vocational education and in their personal and social lives
4. Complements and enhance existing academic subjects
5. Part of the existing curriculum and will not involve extra student hours at school


What Employers need to know about key competencies?

1  Tools that put general education to work
2  Prepares students for the workplace by helping them to apply knowledge and
    >skills in work situations
3 Represents generic, transferable abilities that are relevant to all industries and
   > Occupations.