About Us


At PODDAR BRIO International School, nurturing the leaders of tomorrow is a prime concern. We believe that talent needs to be nurtured. Many times it takes someone else who can recognize that an individual can think beyond their actions, can think bigger, and has the potential to make a bigger impact. To lead the 21st century, we will need a new generation of leaders, leaders who characterize development, collaboration and experimentation.

We need to create an environment where students can gain the confidence to make a difference. It is only when they receive holistic learning experience will they be able to excel. At PODDAR BRIO International School, we aim to create leaders of tomorrow.


M. Sc., B. Ed., M. B. A., LLB
PODDAR BRIO International School

Shri A. K Singh is the founder member of PODDAR BRIO International School. He played a great role in bringing up this institution. To its present impressive campus, the school owes its growth and success to him. From a humble beginning as a teacher in 1979, his remarkable achievements and untiring dedication to fulfil students’ needs has earned him the distinction of an exemplary teacher, academician par excellence and enterprising leader. He was awarded ‘The Maharashtra Best Teachers Award’ in 2003 by Government of Maharashtra which is testimony to the heights achieved by him. For his outstanding contribution in the field of education he has received many accolades in his inspirational journey. His vision of nurturing holistic individuals who are intellectually vibrant, socially committed and spiritually enlightened is praiseworthy. Shri. A. K Singh believes that education should be about respecting one another as equals and encouraging the individual to journey on a path of self discovery, to follow personal dreams including those aspirations which motivate the soul to make the world a better place. His enterprise in amalgamating technology with classroom pedagogies speaks volumes about his futuristic outlook. With more than 35 years of experience, Mr. A. K. Singh is a pioneer of educational reforms. He has served as the member of Education Committees, NMMC for 10 years; member of SSC/HSC Mumbai Divisional Board, Vashi for 5 years and Principal of Smt. Sushiladevi Deshmukh Vidyalaya and Junior College, Navi Mumbai, amongst others for 14 years. He has worked as a senior teacher as well as house master in G. D. Somani Memorial School (I.C.S.E), Cuffe Parade, Mumbai for 18 years. He has also worked as a senior teacher in one of the reputed schools in Bandra, named St. Stanislaus High School.
Shri A. K. Singh believes that all children can learn when their environment is safe, welcoming, and conducive to acquiring knowledge. Creating this positive learning environment requires educators to utilize effective communication, strong classroom management, parental involvement, academic rigour, high expectations for all, collaboration and collegiality, acceptance of change, and accountability. The education of our students requires educators to synthesize many components. When we unify our efforts around a strong vision, sound educational practices, professionalism, and an environment of collaboration and collegiality, we create an environment for meaningful learning. This positive learning environment embraces the concept that schools are for students and achievement.
Under the dynamic leadership of Mr. A. K. Singh and his highly competent team, many reputed educational institutes have flourished, to name a few.

1. Brio World Academy, C.B.S.E. School, Azamgarh (U.P.)

2. S.S.M. College of Education, Kalyan

3. S.S.M. Junior College of Science & Commerce, Kalyan

4. Hill Spring Junior College of Science & Commerce, Kalyan

5. Swami Vivekananda High School and Junior College of Science & Commerce, Navi Mumbai

6. G. C. Junior College of Education (B.T.C.), Azamgarh (U.P.)

7. G. C. College of Education (B.Ed.)

8. R.S.S. Junior College of Education, Azamgarh (U.P.)

B.SC (Hons) S.B.S.M. (M.I.T.)
PODDAR BRIO International School

I feel " The goal of education is not to increase the amount of knowledge but create the possibilities for a child to invent and discover, to create men who are capable of doing new things."
By: Jean Piaget
Dipak Kumar Poddar is the Executive Chairman (Full-time Director) of "PODDAR HOUSING AND DEVELOPMENT LIMITED". He has been the pillar of the Company since 1986. A Science graduate from University of Calcutta, he holds a Master’s and Bachelor’s degree in Mechanical Engineering from Massachusetts Institute of Technology, USA. He is a powerhouse with a rich experience of about four decades in finance, automobiles, garment exports, precision engineering, real estate and other areas. In the past he has served in the capacity of Managing Director of Bajaj Auto Finance Limited. He is also on the Board of companies such as VIP Industries Limited, Bajaj Allianz General Insurance Company Limited and Bajaj Finserv Limited amongst others.

B.Sc., B.A., UK.
PODDAR BRIO International School

I believe that " The function of education is to teach one to think intensively and to think critically, Intelligence plus character is the goal of true education."
By: Martin Luther King. Jr,
Rohit Poddar is the visionary that has taken the "PODDAR HOUSING AND DEVELOPMENT LIMITED" brand to the next level. He has all the arsenal to spread the wings of his empire, worldwide.
He has studied at Cathedral School Mumbai, Winchester College(UK) and holds a B.Sc. (Hons) Degree in Civil Engineering and Business Management from Kings College London, UK. He is also a fellow of the Aspen Institute India for the India Leadership Initiative focusing on business ethics and was also voted one of the 200 Global Young Leaders by Asia Society in 2010.
Rohit Poddar is the Managing Director of Poddar Developers Ltd. and the Poddar Group. He is also the Director in several of the Poddar Group Companies. Since 2 decades, he has been handling various businesses such as automobile tyre manufacturing, textile & apparel manufacturing and organic farming. Mr. Poddar is the visionary behind the affordable housing venture for the Poddar Group, which was flagged off in 2009, and is on numerous policy panels on affordable housing at the State and National level. He co-founded the organically grown brand in the USA in 2005, which is an organic lifestyle brand.

PODDAR BRIO International School


Ms. Rashmi Singh
M. Sc., B. Ed., M. Phil
C.E.O ,
PODDAR BRIO International School

Dear Parents and students,
I express a warm welcome to the entire student and parent community from the bottom of my heart. With the passing of one more year of PBIS fraternity, I express the deep sense of my gratitude to all the people who have supported us directly or indirectly in imparting meaningful sensible and quality education to our children.
I strongly feel that,
Instead of buying your children all the things you never had,
consider teaching your children all the things you were never taught.
Material wears out but knowledge stays.
We in PBIS believe that students want and need to learn as much as they need the basic necessities of life. An educator's primary job is to fill that primal need for learning by creating engaging and relevant learning experiences every day. The greatest gift a teacher can give students is motivating them to experience repeated learning success. Students learn best by doing, and active teaching encourages active learning. Teachers should treat students as active participants in the learning process, providing them with skills, such as:
· How to plan their study
· How to make the keynotes and make it presentable.
· How to retain important information.
· How to express themselves in a confident and effective manner.
We in PBIS provide ample opportunities to our students so that they should be aware of their own learning preferences, and teachers should assist with creating a plan to develop other learning skills. Educational tools are a means to an end. For example, the technology used appropriately can greatly magnify the students' capacity to learn and the teachers' capacity to teach, inspire, and motivate. We do believe that having access to knowledge resources is as important to a child's educati
on as the actual curriculum content. Relevant and current information must be at the teachers' and students' fingertips to provide answers when the questions are still fresh. Information "on-demand" is more valuable than information "just in case."
We in PBIS believe that strong relationships between schools, families, and the community are essential to the academic success of all students. Education is a shared responsibility between schools, families, and the community, with the best results coming when all three work together. In fact, I believe the three most critical dynamics of school improvement are teaching and learning, school climate, and family involvement. Research tells us that the greatest indicator of student success is the level of family involvement in education. This comes at a time when more children than ever before in United States history have working mothers and fathers. Therefore, schools must take the initiative in developing and sustaining effective partnerships. A well-planned visionary partnership is necessary for all students to succeed.
I conclude by giving a mention of this beautiful thought The most important attitude that can be formed is that of desire to go on learning.


PODDAR BRIO International School aims to be an institution of excellence dedicated to producing principled, balanced and open-minded thinkers of tomorrow.


To fulfill the vision, PODDAR BRIO International School provides an environment to tap and nurture the latent potential of every student through a focused pursuit of knowledge, skills and values which blend with his persona, giving him an identity as an individual, social being and a citizen of the nation and world at large.


PODDAR BRIO International School believes in providing children with an environment that integrates individual and group learning with playing, knowledge, reasoning, creativity, discipline & freedom all into a seamless mix of experiences, discoveries and structured inputs. Poddar Brio International School is designed to be a true centre of learning, a place where students enjoy the thrill of learning new things every day. Here learning is not an imposition, interference or a theft of freedom but an excitement, and the key to a greater freedom than they have ever known. Inspired by Rabindranath Tagore’s vision for an educated community, Poddar Brio International School imbibes the spirit of creativity and co-curricular excellence that complements the academic learning beautifully.

“Knowledge must continually be renewed by ceaseless effort, if it is not to be lost. It resembles a statue of marble which stands in the desert and is continually threatened with burial by the shifting sand. The hands of service must ever be at work, in order that the marble continue to lastingly shine in the sun. To these serving hands mine shall also belong.” (Albert Einstein on Education,1950)

We believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially. It is our desire as an educator to help students meet their fullest potential in these areas by providing an environment that is safe, supports risk-taking, and invites a sharing of ideas. There are three elements that we believe are conducive to establishing such an environment:

(1) The teacher acting as a guide

(2) Allowing the child's natural curiosity to direct his/her learning

(3) Promoting respect for all things and all people.


  • Provide student’s access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied creates an opportunity for individual discovery and construction of knowledge to occur.
  • Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn. One way to take learning in a direction relevant to student interest is to invite student dialogue about the lessons and units of study.
  • Provide our students with the ownership in the curriculum, so that they are motivated to work hard and master the skills necessary to reach their goals.
  • Helping students to develop a deep love and respect for themselves, others, and their environment occurs through an open sharing of ideas and a judicious approach to discipline.
  • Setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn, they learn to respect themselves, others, and their environment.
  • Impart a solid education, and to work with them to be sensitive to their individual needs.

The curriculum will adopt the following principles:

  • To create a connect between learners' spiritual, ethical, social, cognitive, mental and physical growth and development;
  • To nurture individuality and thus enhance one's innate potentials;
  • To foster constitutional literacy and tolerance for different cultures;
  • To develop scientific outlook and transformative competencies, in order to meet the demands of changing society. The aim of education is not just to let learners obtain basic knowledge but to make them life-long learners. It is to nurture future citizens who are mentally and physically robust, assertive, confident, empathetic and helpful to the community, intellectually inquisitive and reflective, tolerant and with creative vision and global perspective. Schools will accomplish such standards through the promotion of values-based learning activities which emphasize humanity, practicality, individuality, inclusiveness, and modernity. Such activities involve collaborations between oneself and others, individuals and the community, as well as humans and nature. To achieve this, we must guide our learners to achieve the following curriculum goals:
  • To enhance self-awareness and explore innate potential;
  • To develop creativity and the ability to appreciate art and showcase one's own talents;
  • To promote capabilities related to goal setting, decision making and lifelong learning;
  • To nurture assertive communication and interpersonal skills;
  • To learn to be empathetic towards others, display dignity and respect to the opposite gender, to contribute for the community, and focus on preserving environment;
  • To foster cultural learning and international understanding in an interdependent society;
  • To strengthen knowledge and attitude related to livelihood skills;
  • To acquire the ability to utilize technology and information for the betterment of humankind;
  • To inspire the attitude of functional and participatory learning; and
  • To develop abilities related to thinking skills and problem solving.

Core competence and outcomes in order to achieve the above-mentioned goals, the curriculum shall focus on the requirements and capabilities of learners and aim at developing core competencies which a global 21st century citizen should possess. Such core competencies may be categorized as follows:

  1. Self-awareness and exploration of innate potential, which involves thorough understanding of one's personality, competencies, emotions, requirements, and dispositions, respect and love for self, regular self-reflection, self-discipline, optimistic attitude, and ethics, showcasing one's individuality, and instituting values.
  2. Appreciation, representation, and vision, which include the ability to perceive and appreciate the beauty of things as well as using imagination and creativity, developing a dynamic and innovative attitude, and expressing one in order to promote the quality of living.
  3. Goal setting, decision making and lifelong learning, which involves the development of individual abilities in order to bring forth one's talents, chart the path for future success, and develop the capability of lifelong learning in accordance with the transition of the current century.
  4. Effective communication skills, which involves making effective use of all kinds of symbols (such as languages in both verbal and non-verbal forms, sounds, motions, visual and written) and tools (such as media and technology) in order to better interpersonal relationships through skills of listening attentively to and communicating effectively with others, and sharing various perspectives and information assertively with others.
  5. Empathy, which involves being aware of other people's feelings and situations, respect for the opposite gender, tolerant of different opinions, and unbiased to humans and groups of different identities, with respect for life and thoughtful for the community, the environment, and nature, obeying and respecting the rules of the law, and holding an attitude which is conducive to collaborative work and leads to individual, societal as well as global transformation.
  6. Cultural learning and international understanding, which involves appreciating and respecting different groups and cultures, taking pride in the history and culture of one's own country, as well as holding a positive outlook towards different cultures, developing a global perspective with conjoint interdependence, trust and cooperation.
  7. Knowledge and attitude related to livelihood skills, adopting approaches by which such considerations and practices are incorporated, equipping and enabling each member to contribute to the community, as well as serve the public and one's country in a productive way.
  8. Utilization of technology and information, which involves the utilization of technology in a positive, safe and effective way for the welfare of mankind, for boosting learning efficacy and living quality.
  9. Functional and participatory learning, leading to the development of higher order thinking skills. Encouraging inquisitiveness and keen observation, actively exploring and discovering solutions, and applying knowledge, attitude and skills in daily life.
  10. Thinking skills and problem solving, which involves cultivating the ability and habit of thinking creatively and reflectively, making logical analyses and decisions, and effectively solving problems and resolving conflicts.


In classes I to V, the focus is on encouraging inquiry, exploration and on inculcating confidence in key learning skills- reading, writing, listening, speaking, information technology capability, problem-solving, observation and measurement. Children are encouraged to speak and perform at assemblies, concerts, drama productions, and thus gain confidence in their ability to communicate to a wider audience.
Therefore, our curriculum in these classes is structured to encourage and motivate them to become self-confident, self-reliant and self-disciplined, and thus help them achieve to their full potential. The school seeks to achieve this through a variety of curricular and co-curricular programmes.

Children learn and develop through:

  • A number of informal methods like activities, projects, presentations and hands-on experiences, apart from formal learning;
  • Activities like free play, dramatization, enacting through puppets, singing, dancing, cooking, art, and so on;
  • Outdoor and indoor play and games;
  • Sharing ideas with other children and discovering facts for themselves through observation and reference work;
  • Exciting experimental learning opportunities through field trips which are planned for specific educational purposes;
  • An appropriate balance of whole group, small group and individual activities, which cater to individual differences in learning.
  • An inter-disciplinary appreciation of Language, Mathematics, Social Studies and Science by learning as individual subjects as well as in an integrated way;
  • Exposure to team and individual sports, competitive and non-competitive, which encourages sportsmanship and a school-wide community spirit and a feeling of individual accomplishment;
  • Opportunities in Dance, Fine Arts, Theatre, Western and Indian Music, Speech and Drama and Yoga, which facilitate a well-rounded development. These are part of the regular curriculum, and are also being offered as co-curricular and core activity programmes;


In classes VI - X, students build on the foundations laid in the primary school. New challenges are met as communication, reasoning, problem solving and value judgment become far more complex. Our aim is to provide a broad-based curriculum which facilitates in-depth study of the key elements of English, Hindi, ? Mathematics, Science, History, Geography, Art, Computer Studies, Music, Yoga, Dance, Drama, Physical Education and Personal Social & Health Education (PSHE). A detailed curricular framework is formulated, which is a blend of both the Primary Programme (which continues up to class IV) and the Central Board of Secondary Education Curriculum. This framework would ensure progression and continuity through the school and avoid repetition.


"We are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligence, the so-called profile of intelligence and in the ways in which such intelligence are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

Students learn in ways that are identifiably distinctive. The broad spectrum of students and perhaps the society as a whole would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:



The curriculum refers to the lessons and academic content to be taught to a learner in the school. In empirical terms, it may be regarded as the sum total of a planned set of educational experiences provided to a ? learner by a school. It encompasses general objectives of learning, courses of study, subject-wise instructional objectives and content, pedagogical practices and assessment guidelines. The curriculum provided by CBSE is based on National Curriculum Framework-2005 and seeks to provide opportunities for students to achieve excellence in learning.

1.1 Salient Features of the CBSE Secondary School Curriculum

The Curriculum prescribed by CBSE strives to:

1. provide ample scope for physical, intellectual and social development of students;

2. enlist general and specific teaching and assessment objectives;

3. uphold Constitutional values such as socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation by encouraging values-based learning activities;

4. nurture Life-Skills by prescribing curricular and co-curricular activities to help improve self-esteem, empathy towards others and different cultures etc.;

5. integrate innovations in pedagogy, knowledge and application, such as human sciences with technological innovations to keep pace with the global trends in various disciplines;

6. promote inclusive education by providing equal opportunities to all students;

7. integrate environmental education in various disciplines from classes I- XII;

8. equally emphasize Co-scholastic areas of Art Education and Health and Physical Education.

1.2 Objectives of the Curriculum

The Curriculum aims to:

1. achieve cognitive, affective and psychomotor excellence;

2. enhance self-awareness and explore innate potential;

3. promote Life Skills goal setting, decision making and lifelong learning;

4. inculcate values and foster cultural learning and international understanding in an interdependent society;

5. acquire the ability to utilize technology and information for the betterment of humankind;

6. strengthen knowledge and attitude related to livelihood skills;

7. develop the ability to appreciate art and showcase talents;

8. promote physical fitness, health and well-being.

1.3 Curriculum Areas at Secondary Level :

The secondary school curriculum acknowledges the fact that subjects like language, mathematics, science and social studies help the cognitive development of the child and, therefore require a greater academic emphasis. Further, CBSE also envisions the all-round development of students in consonance with the holistic approach to education and therefore, emphasize integration of co-curricular domains with curricular activities in an equitable manner. In operational sense, the secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic sensibilities and sportsmanship.

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PODDAR BRIO’s unmatched quality levels are maintained by having a limited number of seats for grade 1 to 10.


150 Certified Teachers
400 Trained teachers
400 Successful Kids
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