In the last few decades, education in the global context has undergone a paradigmatic shift to which Nepal is no exception.  Conventional pattern of teaching learning that favored replication of ideas has been replaced by the pedagogical approaches and practices that encourage thinking, inquiry, analysis and discovery.  The role of teacher has changed from being disseminator of contents to proactive moderator, encouraging facilitator and an inspiring role model who sets up learning atmosphere to stimulate engagement of learners in, and beyond classroom.  The students, in the similar way are not perceived to act as passive recipients; rather they are expected to grow as active, empowering and self- determined individuals. 

Realizing the paradigmatic shift that has taken place in teaching- learning, we have also been adopting the approaches that best facilitate learners learn, and adapt in the 21^st century.  Our classroom practices don’t confine the learners to the content in the books and lectures.  Rather, they learn through projects, participation, inquiry and experimentation.  Experiential Learning (EL) forms the core of our pedagogical principle, while individual learning pattern and aptitude of learners are considered in the Multiple Intelligence (MI) approach to which we adhere.  Science, Technology, Engineering, Management and Arts (STEAM) is integrated in the curriculum while co-curricular and extra- curricular activities that align to STEAM form indispensable part of our teaching learning practices. Furthermore, projects that fortify personality development and leadership are carried out on a regular basis.