Academics Information

It is our mission to facilitate:

The development of global citizens – individuals with self-confidence who are able to contribute to community life, build tolerance & accountability and able to deal with emotional and spiritual quotients.

A student with knowledge, attitude, skills, social and moral values which enhances their personality development, physical and psycho-social capabilities which are effectively achieved through professional coaching in sports, creative and personality enhancement activities.

The delivery of curriculum by incorporating activities based on the Multiple Intelligences theory of Howard Gardner, professor at Harvard University that leads to literacy, inquiry, creativity, and critical thinking.

At BMIS we have planned systematic curriculum to make the education process more participative and enjoyable. Home assignments are not a carry-over of class work but oriented towards honing individual talents. These include reference books for reading, sports and physical development, general knowledge, civic responsibilities, talent cultivation etc.

BMIS has played a pioneering role in introducing interactive, multimedia-rich edutainment and infotainment concepts in the city.

We believe that when education is force-fed, the student begins to dislike the process of learning, and dread examinations and homework. The conventional “teacher-to-student” or one-way method of teaching is giving way to active involvement of the students in the learning process through group workshops, where the teacher co-ordinates and facilitates the process.

Quality education for every student and well-rounded development is the sole aim of our academic approach. Our onus on learning ensures that children limit their dependence on private tuitions. We provide individual attention to encourage self-learning, while developing the mind, body and spirit.

“Life Skills Education is designed to facilitate the practice and reinforcement of psychological skills in a culturally and developmentally appropriate way: it contributes to the promotion of personal and social development, the prevention of health and social problems, and protection of Human Rights” – WORLD HEALTH ORGANISATION.

At BMIS our constant endeavor is to reduce the gap between knowledge and practice. Life Skills-Based Education (LSBE) has been adopted as a means to empower young people in challenging situations. Our carefully designed learning policy has an inherent transformative potential. It helps young people to develop critical thinking, acquire problem solving skills that builds their sense of personal worth and also teaches them to interact with others constructively and effectively.

  • To help students apply Life Skills in various spheres of their lives

  • To empower youth with the know-how of knowledge application. After all knowledge is power when used.

One of the chief reasons for the inclusion of the LSBE teaching programme in our school education is the growing discrepancy between education and actual development of the child. We believe teaching needs to have a life altering approach. It should not just propagate information but learning that can be applied in everyday life.

Life Skills Education ensures a holistic approach of teaching and learning. By focusing on a methodology that is balanced in terms of academics, learning and teaching practices, there are more possibilities for fostering a culture of inclusive development in the institute.

Imparting education is not a mundane process that is restricted solely to the use of chalk and blackboard. At BMIS, teachers are not programmed to simply pass on knowledge and facts to the students. Our teachers teach them to think logically, reason, ask questions, discover, develop. Encourage logical reasoning and independent problem solving skills in the students. Foster care and concern for fellow beings, execute every task entrusted to them with efficiency, responsibility and dedication.

To ensure sound teaching practices, selected candidates are professionally screened before recruitment. The basic 5 qualities that we seek and aim to develop in a teacher are: – ‘Vision, Passion, Integrity, Connectivity and Intelligence’.

In order to improve and increase the overall performance of the faculty we organize and participate in a variety of workshop, seminars, conference and team building exercises. These workshops play a vital role in upgrading the knowledge base and the latest trends in education.

We follow a unique strategy to keep our academic processes as exhilarating as possible. Despite the big scale and myriad challenges involved, quality is the most sought after aspect of our education philosophy.

To meet the uncompromising standards of our academic quality, we focus on the three main aspects of our institutions.


  • Involve: Project-Based Learning

  • Our learning methodology extends beyond the prescribed textbooks. Students are encouraged to study complex topics based on experiential learning. Project-based learning ensures that the students master the basic principles for a better understanding of the subject.

  • Correlation: The Concept of Right-Mix

  • Subjects often trace an inter-disciplinary approach. For example Art and Literature. At BMIS we combine subjects based on their correlation so that a wider backdrop is provided to students to understand the concepts in their proper contexts.


  • Mentors: Inspiration and Guidance

  • Teachers play a crucial role in shaping a student’s personality. At BMIS, teaching is not a one way process but a dialogue that involves the active participation of students. In this age of information, teachers are facilitators who guide and encourage the students towards a better tomorrow.

  • Sharp Skills: The Art of Teaching

  • We believe teaching is an art and not mere employment. Like any other art form, teaching also needs constant up gradation of skills. The BMIS organizes a range of programmes and workshops that focuses on skills development of teachers. If the learning process has become smart, the teachers need to be smarter.


  • Engage: Parental Participation

  • Teaching is not limited to the school premises alone. The fact is that parents take up the role as teachers outside school. So, a sustained camaraderie between the institution and the parent becomes indispensable. We take active steps to involve parents in the teaching process and take their feedback seriously. We consider this process as the back bone of our high learning standards.


  • Connect: Forging New Partnerships

  • We regularly encourage new partnerships with government agencies, private players and community development organizations to expose students to newer experiences. By fostering these partnerships we allow our students to get involved into various career and community development programmes right from the school level.

A holistic academic approach requires an elaborate framework and planning. It is the concern of every parent to choose the best possible curriculum for their kids. In our country, the trend has been slightly different. Most parents think good schooling is merely having a wonderful infrastructure and qualified teachers, but that alone is not enough.

Curriculum can be compared to a grand narrative that keeps the schools vision and mission on track. It includes setting educational goals as well as the rationale for those goals. The selection of a particular curriculum often spells the difference “excellent” and “mediocre”. At BMIS we believe that an integrated curriculum facilitates to measure the student’s progress which is crucial for the academic excellence of the students and thereby the institute.

A well designed and holistic curriculum offers maximum learning experience and brings down the unproductive time spells in the classroom. It also prepares students to explore their own academic tastes and interests.

The importance of a well balanced curriculum is highly advantageous for students who get less supplemental learning and exposure due to various reasons. Moreover, a coherent curriculum is vital for the full development of the students thinking faculties.

There is little dispute that the curriculum chosen by the student will go a long way to determine the course and success of his/her chosen career. A balanced curriculum will endow students with sound knowledge to be successful, confident and responsible which we believe is the core purpose of all learning.

Our academic excellence is carried forth by our highly trained and qualified teachers who also deeply identify with our vision. The staff members are chosen after a rigorous selection process. As part of our various skill- training programs, we also impart special training to our teachers on a regular basis to keep them updated about newer trends in the teaching methodology. We believe that teachers are not only imparting learning but also act as role models who need to display qualities of a leader so that the students are influenced in a positive way.

Selection Process

  • At BMIS we believe that good learning depends upon the quality and competency of the staff members. Hence the institution formulates a deeper understanding of the teacher selection process.

  • A number of guidelines and criteria are carefully followed to select the best faculty in the teaching industry.

  • Each application form is looked into with great detail and a check of thorough background of the candidate is done.

  • The shortlisted candidate is called for a screening interview with our selection panel.

  • The short-listed candidate has to qualify a written aptitude test and demonstrate his teaching skills in order to judge his/her core competencies.

  • Every selected candidate has to undergo an exhaustive Q & A session with the head of the school.

  • The selected candidate should possess some invaluable qualities like: good understanding of the instructional methodology, a team player, display leadership skills and should be totally dedicated to the cause of “Excellence in Education and All-Round Development”.

  • Each candidate is screened through a unique recruitment policy in which the interview panel looks for crucial competencies and resources while appointing a teacher.

  • Engage: Parental Participation

  • Teaching is not limited to the school premises alone. The fact is that parents take up the role as teachers outside school. So, a sustained camaraderie between the institution and the parent becomes indispensable. We take active steps to involve parents in the teaching process and take their feedback seriously. We consider this process as the back bone of our high learning standards.