St. Augustine's School is a minority Christian School established and administered by the Roman Catholic Diocese of Darjeeling. The school is under the religious jurisdiction of the Roman Catholic Bishop of Darjeeling who is also the President of the Governing Body.

The school was established in the year 1945 A.D. and is situated in the town of Kalimpong of Kalimpong District imparting quality education with the state-of-the-art infrastructure and facilities. With time St. Augustine’s School has become the finest learning centre for children for the pursuit of excellence not only in academics but in all walks of life.

The curriculum at St Augustine’s School is guided by the principles of child cantered experiential learning and holistic education. We focus on the wards, their learning experiences and by constant progress, discovery and self-exploration.

We believe that there is much more to education than merely teaching a syllabus and preparing children for examinations. It is in fact not only the preparation for the life but it is the life itself.

True education begins with knowing and understanding the child and letting him train the head, heart and hand by the virtue of experiencing the multidimensional perspective of a holistic and child cantered curriculum, which is not only dynamic but also ever evolving.

Curricular ETHOS:

To design a curriculum that is relevant and appropriate to the needs of today’s children, the content, teaching methods, and co-curricular activities have been streamlined and reorganized around the following aims –

  • Enabling all children to become successful learners.
  • Providing them opportunities to develop as confident individuals.
  • Creating a value-based climate for children to grow up as responsible citizens.

Designing a transformational Curriculum that has the potential to rejuvenate subjects, to enhance interdisciplinary learning, and to create meaningful and sustainable connections with the real world that children experience outside the school and to link academic and vocational knowledge and skills more coherently.

What is meant by ‘curriculum innovation’ and ‘innovation in teaching and learning’ is being creative and innovative in terms of what is taught, and how it is taught. Simply put, we view the school curriculum as the bedrock for exciting, new, and innovative classroom approaches. We have been able to work towards this transformation only because we see the planning, research, and practice are seen as a triangular framework for reconsidering and renewing curriculum design and related classroom practices.

Our curriculum emphasises on:

  • Child is at the centre and the Child is all - the means, the purpose, and the outcome.
  • All the children to get equal opportunities to excel in their life in their own special way. Everyone to get a chance to participate in all the school programs and activities.
  • Competition is only a motivating tool for us that encourages children to push their limits and drives them to bring out the best in them. However, we promote competition with self rather than with each other. It is about raising the bar from level to level once a child attains it. In the process, no one loses and everyone wins.
  • The learning program must look at developing the whole individual with a versatile all-rounded personality by training the head, heart, body, and conscience through a Conceptual Interdisciplinary Academic Programme integrated with Enrichment Activities for multi-dimensional exposure, Cultural Education in performing and visual art, physical education in games, sports, health and fitness, character building through value education and life-skill program & technical education through computer-based and technology-enabled learning program.
  • Though our curriculum is enriched with several out-of-box programs specially designed to inculcate life-skills and values in young children, but we emphatically believe in creating an overall inspiring climate in our entire school where values and life skill wisdom is interwoven across its length and breadth & where each individual and each program walks the talk and inspires through role-modelling.
  • If we have to enhance the self-esteem of children, the best way to do it is to expose them to platforms where they can explore their talents. The boost it gives to their self-esteem and self-confidence is amazing, better still this confidence rubs off on other areas of their lives. For example, the confidence painters or debaters get from their events gives them the confidence to face exams better or handle real life situations better.

Teaching Methodology:

The word “Teacher” is a very important part of a student’s life, a person on whom they can rely upon for help. They determine how well a student can perform and succeed in any of their future endeavours. It is extremely important that schools have good teachers, but it even more imperative they have a good teaching methodology. Teachers find a variety of approaches that stimulate interest and motivation among the students. The simple and effective teaching methods are a testimony at providing a complete and holistic approach in education, which aims at developing the children into academically sound and socially well-integrated individuals. At St. Augustine’s School, Kalimpong ‘Teaching-Learning Methodology’ is interactive along with judicious use of labs, library, technology and the environment. This has enriched the process of learning and at the same time broken the monotony. The Teaching Methodology of St. Augustine’s School, Kalimpong highlights the following:

  • We concentrate first on the student’s aptitude, then on the skills and knowledge they need to acquire. We aim to give students a richer educational experience by recognizing every student’s talent.
  • The use of various learning styles and multiple intelligences to ensure that all students in the class are engaged.
  • A curriculum that caters to the individual as well as the class as a whole.
  • Academic support for students who fare poorly in the class.
  • Continuous evaluation that is diagnostic in nature, to clearly identify areas of improvement so that each child can progress effectively.
  • A strong sense of discipline is inculcated from the early years itself.
  • Develop an analytical and creative mind, besides scientific thinking and reasoning.


St. Augustine’s School, Kalimpong believes that learning and teaching focuses on individual student’s learning needs and learning styles. It enables the student to learn more effectively and develop high-order thinking skills through learning proficiencies, learning approach and learning solutions which are interconnected and provide joyous learning experiences.

Learning Proficiencies:

Proficiencies define the applied skills and knowledge that enable students to successfully engage in the learning process and take meaningful action. At SAS students use and develop proficiencies through a range of challenging tasks which leads them to collaborate, apply and innovate. These proficiencies help students draw and build upon what they know, how they think and what they can do. At SAS learning proficiencies are acquired by imbibing and applying skills through innovative programmes which in turn leads to community action.

Learning Approach:

Learners progress through the curriculum and excel in a particular stream or program in their journey across the school. In so doing they are actively involved and engaged in the inquiry process to take ownership of their learning. Students deepen their understanding through exploring, questioning, experimenting, making connections, conducting research, collecting data, analysing, solving problems, reflecting and defending their views. The students are involved in a deepened process of constructing ideas, active interaction with the teachers and mentors and peers through project based and problem based learning which ultimately facilitate them on a broader perspective.

Learning Solutions:

At SAS we acknowledge, appreciate and support the personalised, remedial, enrichment as well as differentiated learning and teaching on physical, virtual or blended platforms. The teachers and the mentors take the initiative in providing conducive environment which fosters equal learning opportunities for all students. The initiative involves:

  • A method where Students are encouraged to set goals in different subject areas and design a required action plan to achieve them. Teachers provide students time, resources and guidance on how to self-regulate their path towards achieving their goals.
  • A method where all teachers identify students’ learning needs at the beginning of the academic year as well as throughout the year to ensure that each student is catered to.
  • A method where the unique needs of students who need a little push to reach their real potential. To achieve this teachers create customised action plans and level based worksheets to challenge these students.
  • A method where the teachers work towards developing self-awareness, self-control and interpersonal skills for their success.