SFHS, Chandigarh SFHS, New Chandigarh

SFHS New Chandigarh

learning process is centered on real-world contexts and primary experiences to activate knowledge development. This is supported by differentiated teaching strategies designed to meet the needs of all diverse learning styles.
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5

acres of total land

3:7

build to green area

8:1

student to teacher ratio

5

distinct playing spaces for the students

A holistic learning ecosystem

classrooms designed for young learners

The classrooms are bright, airy, and spacious, designed to nurture curiosity and comfort. Each room is fitted with all-weather air-conditioning, air-purification systems, and generous windows that welcome natural light. Age-appropriate furniture, thoughtfully selected for every stage from Play Class to Grade 5, supports posture, independence, and collaborative learning.
Interactive smart boards, class libraries unique to each room, and flexible layouts ensure that the learning environment is responsive to the IB PYP approach. Strategically located offices for the Early Years and Primary Years Coordinators allow ready access, ensuring seamless coordination and close connection to daily student life.

FACILITIES AND ACTIVITIES

Academic programmes

IB PYP

Strawberry Fields High School is an Authorised IB World School offering the Primary Years Programme (PYP). IB World Schools share a common philosophy—a commitment to improve teaching and learning of a diverse and inclusive community by delivering challenging, high quality programmes of international education that share a powerful vision.

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Teaching faculty

impeccable instructors

The educators at SFHS–New Chandigarh form a committed and inspiring team. They are IB-trained, PYP-certified professionals who bring expertise, empathy, and reflective practice into their classrooms. 
Their approach is rooted in inquiry, kindness, and a deep respect for children’s perspectives.

Working collaboratively and in alignment with the school’s ethos, they cultivate a culture where every child feels known, valued, and encouraged to grow.

ACTIVITIES >

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Admissions process

The admissions process at SFHS–New Chandigarh is transparent and welcoming, focusing on building a community committed to holistic education. After submitting the application, families participate in a parent interaction to ensure alignment with the school’s ethos and educational philosophy.

A subsequent interaction with the child identifies their unique learning style to ensure the environment is a good match. The school then provides clear guidance on seat availability and final steps, ensuring families feel informed and supported throughout.

ADMISSIONS >

Photo gallery

Latest news of SFHS New Chandigarh
July 24, 2025 SFHS Facilitators Engage in UDL with Dianne Blackburn "There is no average learner," said Todd Rose in his now-famous work The End of Average, a declaration that has reverberated across postmodern educational discourse. In a world increasingly aware of complexity—of identity, cognition, and experience—such a statement challenges us to unlearn centuries of one-size-fits-all instruction. At SFHS, we have always welcomed that challenge. Here, we believe that the act of teaching is inseparable from the act of learning. Our educators—more aptly, our learning facilitators—carry within them not just the responsibility to deliver content, but the curiosity and humility to evolve alongside the learners they serve. It was in this spirit of lifelong learning that we welcomed educational consultant Dianne Blackburn, whose two-day session on 13th and 14th July on Universal Design for Learning (UDL) invited us to radically reconsider how we design learning for the full range of human experience. Today’s classrooms are mosaics of culture, language, emotion, and story. Each learner enters with their own internal landscape shaped by background, belief, family, trauma, and joy. The Universal Design for Learning framework acknowledges this truth not as an obstacle but as a foundation. Rooted in neuroscience and educational equity, UDL offers a guiding question that shifts the center of instructional design: not “How do I teach the average student?” but rather, “How do I create a space where all students can learn?” This was the question answered by Ms. Blackburn over the course of two days at SFHS. Dianne began her session with an invitation not to study pedagogy, but to feel it. A simple question, “How are you feeling today?”, prompted a collective pause. In that moment, our attention turned inward, recognizing that feelings are not distractions from learning, but the ground on which it stands. Emotional check-ins, she reminded us, are not mere warm-ups; they are vital forms of data. A student’s emotional state informs their availability for learning, and planning with empathy must become a non-negotiable norm. Ms. Vineet Gill, our Inquiry and Research Lead shared: “As an educator who believes every learner deserves to move ahead, this UDL workshop with Dianne struck a deep chord. Thoughtfully curated and guided with clarity, it offered rich interactions and a tapestry of content formats that sparked meaningful dialogue. What resonated most was how simple shifts in lesson design—paired with a responsive mindset—can lead to profound transformation. With the learner as the shining center, the framework invited us to reimagine our practice with purpose, and to rediscover the quiet joy that blooms when teaching meets every learner right where they are.” Our facilitators engaged in crafting Essential Agreements for themselves, not as rules but as shared values. Around each table, there emerged norms of care, respect, and voice, affirming that when learners co-author the classroom culture, they are more likely to inhabit it fully. Dianne then drew us into the roots of UDL, beginning not in the classroom but in architecture. She traced its lineage through the principles of inclusive design, curb cuts and ramps intended to provide access for people with disabilities, but ultimately used by everyone. Similarly, UDL is not an intervention; it is an anticipatory act. It calls upon educators to design flexibly, to offer options from the beginning, and to create multiple entry points into knowledge. She reminded us of the persistent myth of the “average learner,” an illusion that continues to shape curricula and expectations. UDL demands we break free from this fiction and embrace learner variability as a strength, not a problem to solve. In a story drawn from a UK classroom, Dianne recounted a moment where a group of high school girls disengaged from a lesson on developing a game about pirates. When asked why, they simply said: “We’re not interested.” This anecdote served not as an indictment of student motivation, but as a wake-up call for educator adaptability. Learning cannot thrive where learners see no relevance. The solution lies in voice and choice, cornerstones of UDL. Read More
July 22, 2025 Celebrating the Spirit of Indoor Games at Strawberry Fields High School Newton Hall at Strawberry Fields High School recently transformed into a lively arena of excitement and friendly competition as students gathered to immerse themselves in the joy of indoor games. From the strategic moves of chess to the swift rallies of badminton, the event provided students with a wonderful opportunity to relax, bond, and showcase their talents beyond the confines of the classroom. The atmosphere was filled with energy as students from Grades 5 to 12 enthusiastically participated in games such as carrom, chess, badminton, and table tennis. These activities not only offered a refreshing break from academic routines but also fostered teamwork, mental agility, and social interaction. The event served as a meaningful reminder that learning is not confined to textbooks but extends to every opportunity that helps students grow, connect, and thrive. At Strawberry Fields High School, the spirit of sportsmanship stands above all else. Whether one wins or participates, the true victory lies in the camaraderie, respect, and joy that come from playing together. Read More
July 22, 2025 Insightful Conversation with Nimish Mehra On Thursday, July 17th, students from grades 11, 12 and IBDP had the opportunity to attend an engaging talk by Mr. Nimish Mehra, a Shark Tank alumnus and founder of Fupro, an Indian company specialising in high-tech and affordable prosthetic products and components. Coordinated by the Young Indians Entrepreneurship initiative, Mr. Mehra spoke to the students in depth about the relentless effort required to run a start-up. He began by sharing memories of his school life, creating a relatable connection with the students. After graduating as a race-car engineer from VIT Vellore, he spoke about his transition to business and entrepreneurship. Following a knee surgery, he felt a rising curiosity about the challenges faced by those with mobility issues. He encouraged students to view product design and manufacturing as a means to solve problems, emphasising the importance of considering how many people their products could help. Mr. Mehra stressed the value of consumer interaction and research, advising, "Speak to 1,000 customers, understand their problems to identify your product. Once you have done this, go back to your customers and speak to them yet again." He listed his time on Shark Tank India as a significant milestone in his career, attributing his success to essential qualities such as ownership, accountability, and self-confidence, critical components for anyone looking to thrive in the start-up ecosystem. He described his experience on the show as a powerful teacher in problem-solving, providing him with the instinctual and adaptive skillset that every start-up owner must develop. In his closing remarks, Mr. Mehra inspired the students to embrace the thrill of entrepreneurship and the challenges that come with it, encouraging them to seek out and tackle problems head-on.   Student Reflection: Being a newcomer to the start-up world, this experience helped me identify and start working on the steps to actually develop a successful start-up. Starting ReBrew last year, my start-up, was something I did based on just one principle: "to solve a problem". Is this a relevant problem? Will someone care about this as much as I do? Will I be able to have any impact towards solving it? These were the questions walking with me as I entered any room and hindering me from even discussing this part of my life with most of my peers. Talking with Nimish Sir, in front of the majority of the high school students at my school, in front of my mentors, and my teachers gave me a newfound confidence. Having someone who has gone through the same process as I believe in ReBrew as much or nearly as much as I do was something I had never felt before. After having this session with Nimish sir, I have a clear plan on what to do going forward and how to do it. Every pitch I make, every time I advertise ReBrew, every time I reflect on the crucial point of growing my little start-up, this is the key moment I will be reflecting upon. I could not be more grateful to SFHS, Nimish sir or even Shark Tank for making this interaction possible. Gaurjan Sharma, IB DP Yr 2   We recently had an insightful and engaging session in school with Nimish Mehra, an entrepreneur who runs a startup that creates and sells prosthetic limbs. He spoke to us about how he started, the challenges he faced, and his experience pitching on Shark Tank India. What made the session even better was that it wasn’t just a talk, he involved us in a hands-on activity where we got to come up with our own startup ideas. It was a fun and eye-opening experience, especially for those of us who are curious about entrepreneurship and innovation. Prannya Nayyar - Grade 12 (Commerce Stream)   Mr. Mehra created an atmosphere where students felt comfortable participating. His use of relatable examples made it easy to connect the concept to real life. Kimaya Singh, 12A   The talk was insightful as it presented a real-life case study on how to run a startup. I liked the comprehensive question-and-answer round and its informal format of it. Mansimar Kaur, 11A Read More