Questions Parents Ask

Yes. The recognition and certification arrangements depend on the pathway selected.

The British Pathway is affiliated with Cambridge International (IA702) and Pearson Edexcel (94883) to offer their approved programmes and qualifications. The Indian Pathway from Classes 1 to 8 is aligned with India’s National Curriculum Framework. For senior grades, learners prepare for Secondary and Senior Secondary qualifications through NIOS, subject to its eligibility and examination requirements.

Certificates for board-level qualifications are issued by the respective examination body. Families living outside India should also confirm whether the selected qualification meets the admission, equivalence or regulatory requirements of their country or intended university.

21K School provides the applicable school progress records and, where eligible, a Transfer Certificate for school stages administered by 21K. Board-level statements of marks and certificates are issued by the relevant examination body, such as Cambridge International, Pearson Edexcel or NIOS.

The documents available depend on the learner’s pathway, class, period of attendance, academic completion, document verification and clearance of applicable dues. Families who may transfer should speak with the School Office before withdrawing so that the requirements and timelines are clear.

The name reverses “K–12” to “21K”. It reflects another way to think about school: begin with the learner and design the pathway, pace, technology and human support around how that learner can progress.

Both models can offer structure, teaching, assessment and community, but the experience is different. A physical school brings learners together on one campus. 21K School Online provides live classes, a defined timetable, facilitator guidance, assessments and school activities through a purpose-built online model.

The better choice depends on the learner. Families often consider 21K when they need greater flexibility, continuity across locations, more pathway or timing choices, or room to pursue sport, arts, travel or other serious interests.

No. 21K is a complete online school option for families choosing structured schooling from home or another suitable location. Learners join for many reasons, including flexible schedules, international mobility, sport or performing-arts commitments, health considerations, dissatisfaction with a previous school, or a preference for personalised online learning.

21K was designed as an online school rather than as a physical timetable transferred to video calls. Live teaching works with the learning platform, digital resources, feedback, assessments, progress data, learner support and online community experiences as one model.

The distinction is not simply where a class is watched. It is how the entire school experience is organised for online participation, continuity and personalisation.

No. 21K School does not claim minority status. It is a secular and inclusive learning community open to eligible learners from different religions, cultures, nationalities and backgrounds.

Yes. Admission is not based on religion, caste, creed or ethnicity. We expect every member of the community to treat others with dignity and respect, and we do not tolerate discrimination or harassment.

Yes. 21K is an Indian learning company with a global outlook. It brings together Indian educational insight, international pathways, technology and human support for learners in India and across countries.

21K School is led by Founder and CEO Yesh Raaj, supported by academic, product, technology, learner-success and operational leaders. The leadership team works across 21K School Online, 21K FLOWW, 21K Learning Garage and 21K On Campus.

21K exists to help every learner find their path. We combine pedagogy, technology and human connection to make K–12 learning more personalised, flexible and responsive—while maintaining the structure, relationships and accountability families expect from a school.

21K School was founded by Yesh Raaj, an education entrepreneur with more than two decades of experience in building and supporting educational institutions. He started 21K to create another way to learn: one that is designed around the learner rather than the limits of a conventional classroom.

“A New Dawn” represents the belief that education can begin again around each learner’s needs and possibilities. The visual identity uses deep blue for trust and stability and yellow for curiosity, hope and discovery.

It means that learners do not need to follow one identical route to succeed. 21K provides structure while allowing meaningful choices in pathway, subjects, timing, class size and additional programmes. Facilitators guide progress, technology makes learning visible, and families can choose an experience that fits the learner’s goals.

Promotion is based on participation, completed learning, assessments, demonstrated progress and the requirements of the selected pathway. If a learner needs further support, the academic team discusses the evidence and next steps with the family. For board stages, progression also follows the rules of the relevant examination body.

Learners may participate in house activities, showcases, challenges, Olympiads, sporting events and suitable external competitions. Opportunities vary during the year. The emphasis is on participation, growth, teamwork and achievement rather than ranking every learner against others.

Parents receive evidence through class participation, submitted work, facilitator feedback, assessments, projects and progress reports. The learning platform also helps the school track completion and understanding so that support can be offered before a learner falls significantly behind.

Progress is not measured by marks alone. We also look at whether the learner can explain, apply, create, solve and reflect.

Learners use prescribed books, digital resources and facilitator-curated reading materials. Depending on the class and pathway, resources may include e-books, reference material, articles, videos and research databases. Families may also use a local public or private library to build a wider reading habit.

Online school cannot replace regular access to a field, court, pool or specialist coach. 21K supports physical wellbeing through age-appropriate fitness, mindfulness and wellbeing activities, while the flexible timetable gives learners room to pursue sport locally.

Learners may also participate in selected online and in-person school events and represent 21K in suitable external competitions. Families seeking intensive sports training should arrange the relevant local coaching and facilities.

Learners can extend their experience through 21K FLOWW programmes, including English and Mathematics Mastery, additional languages and Capstones such as Financial Literacy, Artificial Intelligence, Public Speaking, Coding and Entrepreneurship. These are delivered online and may carry an additional fee.

Hands-on Robotics + Design, Coding + Gaming, Electronics, AI + IoT and Capstone + Tinkering are also available through 21K Learning Garage centres in selected Indian cities.

These are targeted sessions for learners who need help with a concept, skill, language requirement or transition into the class. Support may be short-term and is recommended from learning evidence and facilitator observation. It is not a separate label for the learner; its purpose is to close a specific gap and restore confidence.

Enrichment extends learning for learners who are ready for greater depth, application or challenge. It may involve advanced problems, wider reading, projects or specialised activities. The academic team recommends enrichment according to learner readiness and the options available within the programme.

Learners do more than watch a screen. They discuss, investigate, design, experiment, create and present. Activities may include home-based science investigations, surveys, interviews, research, simulations, collaborative tasks and projects using commonly available or school-provided materials.

Facilitators explain the task, establish safety expectations, observe progress where possible and use reflection and feedback to connect the experience with the underlying concept.

The amount varies by age, pathway, subjects and the learner’s pace. Younger learners generally receive short, purposeful follow-through activities. Older learners should expect independent reading, practice, assignments, projects and preparation for assessments.

Homework is intended to reinforce learning or prepare for the next step—not to fill the day with repetitive work.

Values are built through daily choices and relationships. Live classes, group work, assemblies, projects, learner leadership, community activities and facilitator feedback provide opportunities to practise responsibility, empathy, integrity, communication and collaboration.

Families remain important partners because many values are strengthened through routines, conversations and responsibilities beyond class.

Discipline at 21K means helping learners build self-management, respect and accountability. Clear expectations apply to attendance, punctuality, behaviour, academic integrity, communication and responsible technology use.

When a concern arises, the school seeks to understand what happened, support better choices and work with the family. Repeated or serious concerns are handled under the applicable learner policies.

The learner or parent should inform the facilitator as early as possible. The facilitator may clarify the task, provide reasonable support or agree on a revised submission plan where appropriate. Repeated non-completion is discussed with the family so that the school can address the underlying cause and restore a workable routine.

Assessment depends on the class and pathway. It may include quizzes, oral responses, submitted assignments, projects, portfolios, periodic tests and formal examinations. Online assessments are conducted through approved platforms and instructions are shared in advance.

At board stages, learners follow the assessment and examination requirements of Cambridge International, Pearson Edexcel or NIOS, including any requirement to attend an authorised examination venue.

School assessments may use time limits, question variation, browser or platform controls, camera supervision, oral checks and follow-up conversations. Younger learners may need an adult nearby for technical support, but the work must remain the learner’s own.

Board examinations follow the invigilation and venue requirements of the relevant examination body. Suspected malpractice is reviewed under the applicable academic-integrity rules.

Yes. Learners write in notebooks, complete worksheets, show calculations, draw diagrams and produce age-appropriate extended responses. Some work is completed digitally and some by hand. Where handwritten work needs review, it can be photographed or scanned and submitted through the approved platform.

Selected in-person events, city meet-ups, educational visits and community experiences may be organised during the year. They depend on location, learner interest, partner availability, safety review and minimum participation. Unless expressly included in the programme, travel and participation costs are borne by the family.

A digital portfolio is a curated record of a learner’s work and growth. It may include projects, presentations, writing, artwork, reflections, achievements and facilitator feedback. It helps learners and parents see progress over time and gives the learner a stronger role in explaining what they have learned.

Pre-Primary learning is play-based, developmentally appropriate and organised around communication, early literacy and numeracy, physical development, personal and social growth, creativity and understanding the world. Live sessions are supported by stories, songs, movement, conversation and hands-on activities away from the screen.

The prime areas are communication and language, physical development, and personal, social and emotional development. These foundations support specific areas such as literacy, mathematics, understanding the world and expressive arts and design. The exact framework and terminology used depend on the selected Indian or British pathway.

The Indian Pathway is aligned with India’s National Curriculum Framework for School Education. It builds strong foundations in languages, Mathematics, Science, Social Science and broader capabilities through live teaching, independent work, projects, assessments and feedback.

For senior grades, the Indian Pathway progresses through NIOS, subject to its eligibility, subject and examination requirements.

English is the principal medium of instruction. Language subjects are taught in the relevant language, and facilitators may use limited age-appropriate support to help a learner understand during transition. A learner should have, or be developing, sufficient English to participate in the chosen class.

Additional Indian and international languages are available online through 21K FLOWW, subject to the learner’s grade band, level, cohort and minimum class viability. These programmes are ordinarily separate from the Online School fee unless the selected plan expressly includes them.

Yes. 21K FLOWW offers selected international languages online. Availability, starting level, class timing and fee are confirmed at enrolment. Families should choose a language because the learner is interested and can attend consistently, rather than simply adding another subject to an already full schedule.

The Learning Kit supports the selected class and pathway and may include prescribed learning materials, workbooks or activity resources. Contents vary by programme and academic year, so parents should rely on the list shown in the applicable fee or onboarding information.

Dispatch begins after the required admission steps, payment and address confirmation are complete. Delivery time depends on stock, destination and courier service. Families joining close to a cohort start should keep the digital or interim materials shared during onboarding available until the kit arrives.

Online learning should not mean learning alone. Learners meet facilitators and classmates in live lessons, discussions, projects, assemblies, clubs and selected events. At the same time, families should protect time for friendships, outdoor play, sport, neighbourhood activities and extended family life.

During admission, consider whether the learner is comfortable participating online and whether the family can provide regular opportunities for in-person social interaction.

21K uses controlled school platforms, authenticated access, class protocols, moderation and support processes to create a safer online environment. Learners and parents must also follow responsible-use rules, protect login credentials and report inappropriate behaviour or suspicious communication promptly.

No online environment is risk-free. Safety depends on appropriate systems, active supervision, clear behaviour standards and responsible use by every participant.

Personal information is collected and used for legitimate school, learning, communication, support, payment and compliance purposes. Access is limited according to role and applicable controls. Families should use official channels, protect credentials and avoid sharing learner information in unofficial groups.

Facilitator engagement may vary by subject, programme and specialist role. Regardless of the engagement model, every facilitator assigned to learners must complete the school’s selection, verification, onboarding and academic-quality requirements.

Recruitment considers subject knowledge, teaching experience, communication, comfort with technology and the ability to engage learners online. The process may include interviews, document and background checks, teaching demonstrations and reference verification. Facilitators then receive onboarding, platform training, academic guidance and continuing feedback.

The aim is purposeful screen time, not continuous screen exposure. Live lessons include explanation, discussion, interaction and planned breaks, while projects, reading, writing, physical activity and practice often happen away from the screen.

Families should also create healthy routines around posture, lighting, sleep, outdoor activity and recreational device use.

Live class time is only one part of the school day. It is used for teaching, discussion, guided practice and feedback. Reading, written work, projects, revision, physical activity and independent application take place beyond the live timetable.

The appropriate balance changes with age. Older learners are expected to manage more independent work than younger learners.

A balanced day can include independent schoolwork, reading, outdoor play, sport, music, art, hobbies, household responsibility and time with family or friends. One advantage of online school is that families can build a fuller day around the learner’s goals rather than extending screen time unnecessarily.

This depends on age, independence and the home environment. Pre-Primary learners require a Learning Coach—a parent, guardian or capable adult—to support setup, transitions and follow-through. Older learners may attend more independently if they can use the platform safely and know how to reach a responsible adult when needed.

No. A Learning Coach is mandatory for Pre-Primary learners, but this does not mean an adult teaches in place of the facilitator. For other younger learners, age-appropriate support may be recommended for setup and routines. Older learners are expected to become progressively independent; parents are not expected to supervise every lesson.

Live classes follow a timetable because interaction and community require learners and facilitators to meet together. Flexibility comes from choosing an available cohort, pathway, class timing and class-size option, learning from a suitable location, reviewing authorised recordings where available, and organising independent work around the live schedule.

“Flexible” does not mean that every live class can be attended at any time.

Where offered for the selected cohort, pathway and class, families may choose a Class of 24 or a Class of 20. Not every option is available in every cohort. Senior School classes are subject-based and ordinarily capped at 24 learners. Final availability is confirmed during registration.

Technology is the delivery environment, not the purpose of learning. 21K uses it for live connection, resources, practice, submission, feedback and progress visibility. Learners still read, write, speak, calculate, build, draw, move, investigate and work with people.

Families should consider the learner’s readiness for responsible device use and maintain clear boundaries for non-school screen time.

Live-class time depends on the learner’s stage, pathway, subjects and cohort. Pre-Primary has shorter sessions; Primary and Middle School have progressively longer learning windows; Senior School follows subject-based schedules rather than continuous screen time throughout the published operating window.

Live classes are for teaching that benefits from human interaction: explanation, questioning, discussion, modelling, guided practice, collaboration and immediate feedback. Resources or recordings can provide information, but live facilitators help learners make sense of it and respond to what the class needs.

The learner should review the authorised recording or shared resources where available, complete the assigned work and contact the facilitator if clarification is needed. Recordings support continuity; they do not replace regular attendance or participation.

Repeated absence may affect progress and is discussed with the family.

Parents should use the approved Parent Hub, support channel or absence process and provide the learner’s name, class, dates and reason. For a planned absence, inform the school in advance. For an extended or medically related absence, the school may request supporting information and agree on an academic continuity plan.

Parents can use the official communication and meeting channels shared during onboarding. Begin with the facilitator or designated support contact for a classroom matter; concerns can then be escalated to the appropriate academic or school leader.

Scheduled conversations protect teaching time and allow the team to review the learner’s record before responding.

Use the Parent Hub or the official feedback and support channels. Include the learner’s details, a clear description and any relevant dates or evidence. The concern will be directed to the responsible team and escalated where necessary.

Yes. Scheduled Parent–Facilitator Meetings provide a structured review of progress, participation, strengths and areas requiring support. Parents may also request a meeting when a specific concern needs discussion, subject to facilitator availability and the school’s communication process.

A Windows 11 laptop with at least an Intel Core i3 10th Generation or equivalent AMD Ryzen 3 processor, 8 GB RAM, a 256 GB SSD, webcam, microphone and stable Wi-Fi is recommended. A reliable internet connection of at least 20 Mbps is recommended for one learner, with backup connectivity where possible.

Phones and tablets are not suitable for regular classes or all assessments. Families should consult the current Learner Laptop Requirements before purchasing a device.

A printer and scanner are not compulsory. Learners can usually view resources digitally and submit photographs or scanned copies using a phone or suitable application. Some families may still find a basic printer useful for worksheets or longer reading material.

Facilitators review the work designated for submission and provide feedback through the applicable platform or class process. Some practice may use self-checking, peer review, answer keys or automated feedback so that learners receive a quicker response and learn to reflect on their own work.

Parents can support routines, but they should not complete or correct assessed work on the learner’s behalf.

Yes. Parents receive progress information through the school’s reporting cycle. Reports may include achievement, participation, facilitator observations and areas for continued development. The format and frequency depend on the pathway and stage, while board examination results are issued by the relevant examination body.

Yes. Assemblies, class experiences and community events may recognise festivals, national or international days and cultural traditions. The purpose is to build awareness, respect and belonging in a diverse community—not to promote one religion or culture over another.

Assemblies may bring learners together for reflection, celebration, learner voice, announcements and shared values. 21K is secular; assemblies do not require adherence to a particular religious doctrine. Any reflective element is framed around universal values such as compassion, integrity, gratitude and peace.

Online learners do not ordinarily wear a school uniform. They should join live sessions in clean, age-appropriate clothing suitable for a classroom. Religious and cultural clothing is respected. Any event-specific dress requirement will be communicated in advance.

No. The school does not provide learners or parents with another family’s personal contact information without an appropriate lawful basis or consent. Learners may see limited profile or class information needed for participation. Families should not extract, record or circulate class information through unofficial groups.

No. Each login is issued for a specific learner or authorised parent and must be kept confidential. Sharing credentials can expose personal information, disrupt attendance and compromise academic records. If credentials may have been shared or misused, reset them and contact support immediately.

A timing change may be requested, but it is not automatic. Approval depends on the learner’s cohort, pathway, class or subjects, seat availability and timetable feasibility. The learner should continue attending the confirmed class until the change is formally approved.

The regular live academic timetable is primarily scheduled from Monday to Friday. Selected activities, events, support sessions or special programmes may take place on a Saturday. Families should follow the published academic calendar and the timetable issued for the learner’s cohort.

Personal attention comes through manageable class sizes, live interaction, facilitator observation, feedback, progress information and targeted support. It does not mean continuous one-to-one teaching. Families seeking additional individual instruction should ask whether a suitable support or Mastery programme is available.

Yes. 21K welcomes eligible learners across countries, subject to pathway, cohort, time-zone, technology, documentation and payment availability. Families must independently confirm how the selected qualification is recognised for local regulation, future school transfer, university entry or other intended purposes in their country.

Registration fees, school fees and programme fees are non-refundable except where 21K School is unable to accommodate the learner in the confirmed cohort, pathway, subject or programme. Payment gateway charges and other incidental costs are not refundable.

Where an instalment plan applies, a family may choose not to continue for a future instalment period by informing the school before the next payment. Amounts already paid remain non-refundable. The published Refunds and Cancellations terms apply.

Consider whether the learner can participate consistently in live online classes, work increasingly independently, communicate when support is needed and learn from a structured home environment. Also consider your time zone, device and internet readiness, pathway goals, need for flexibility and access to in-person friendships and activities.

Another model may be better if the learner needs a physical campus throughout the day or cannot attend the available live timetable consistently.

21K can suit learners seeking a structured school that travels across locations and time zones; families balancing education with sport, arts, travel, relocation or health needs; and learners who benefit from timing, subject or class-size choices.

The best fit is a learner who will participate actively and a family prepared to maintain attendance, technology and age-appropriate routines.

Yes. A learner in another school may join standalone 21K programmes where eligibility and schedules permit. 21K FLOWW offers online Mastery, languages and Capstones, while 21K Learning Garage provides hands-on programmes at selected centres. These options can complement—not duplicate—the learner’s main school experience.

Fees must be paid online through the authorised 21K School payment portal, Parent Hub or an official payment link issued through a verified channel. Do not pay in cash, make a direct bank transfer, or use a personal account, unofficial UPI ID, QR code or intermediary.

Payment gateway charges are borne by the parent. GST is charged where applicable. Interest-free instalments may be available for 21K School Online and 21K On Campus; standalone programmes are ordinarily payable in full and in advance.

Begin by choosing the cohort—the month in which the learner should start. Then select the available pathway and complete registration through the authorised 21K School platform. Registration begins application processing and eligibility review; it does not guarantee a place.

The remaining steps include eligibility review, academic-plan confirmation, school-fee payment, document verification and onboarding. Admission is confirmed only after the applicable requirements are completed.

Yes. Each child needs an individual registration, learner profile, eligibility review and academic record. This allows attendance, learning evidence, reports, communication and support to be managed separately for each learner.

Each learner must have a separate registration and use their own login so that attendance, participation, submissions and progress are recorded correctly. Separate devices are strongly recommended for live interaction and assessments. Sharing one device should not be treated as the regular arrangement unless the school has expressly approved it.

Contact the school through the official withdrawal or support process before the next applicable instalment or programme period. Fees already paid are non-refundable. Future unpaid instalments are treated according to the selected fee plan and published terms.

Before withdrawing, ask the School Office which reports or transfer documents may be available and what academic completion, document and no-dues conditions apply.

21K operates multiple start cohorts. Joining after one cohort has begun may be possible through a later cohort or, in limited cases, through a late-entry review. Availability depends on pathway, class or year, subjects, timing, seat availability and whether the academic team believes the learner can transition successfully.

21K School Online is ordinarily a complete school programme. Senior School learners select subjects within the rules and combinations available for their pathway. Learners who want focused study without joining the full school may consider eligible FLOWW Mastery, language or Capstone programmes instead.

Families choose 21K for a structured online school experience with live teaching, pathway and cohort choices, manageable class sizes, progress visibility and flexibility of location. The model can create more room for serious interests while keeping academic learning organised.

The benefit depends on active participation. Online school works best when the learner attends consistently, completes independent work and has a reliable home-learning environment.

A transfer may be possible, but the receiving school makes the admission and class-placement decision under its own rules and local regulations. Recognition can also vary by country, pathway, class and qualification.

Before changing schools, parents should confirm the receiving school’s documentation, equivalence and admission requirements and ask 21K which records can be issued for the learner’s completed period.

Parents may access selected registration, communication, support or learner information through the Parent Hub and available mobile services. However, a phone is not a substitute for the learner’s laptop. Regular live classes, assignments and assessments should be completed on a device that meets the published Learner Laptop Requirements.

Homeschooling is an arrangement in which a child’s education is primarily organised from home rather than through daily attendance at a physical school. The parent may lead the learning directly or use tutors, curricula, online programmes or other resources.

21K School Online is different from unstructured independent homeschooling: it provides live classes, a timetable, facilitators, assessments, progress reporting and school processes within the selected pathway.

Online schools are one important part of education’s future, but they will not replace every physical school. Their value lies in widening access, supporting mobility and offering families greater flexibility and choice.

The strongest model is not defined by the screen. It is defined by teaching quality, learner participation, human relationships, sound assessment and whether the learner is genuinely progressing.

Blended learning combines face-to-face and online learning within one planned experience. A learner may attend a physical setting for some teaching or activities and use digital platforms for other lessons, resources, practice or assessment.

21K School Online is primarily an online school, while selected in-person events and complementary Learning Garage experiences may extend learning beyond the online environment.

In flipped learning, learners first encounter selected content or preparation independently and then use live class time to question, discuss, practise and apply it with a facilitator. This makes shared time more interactive than a one-way lecture.

At 21K, flipped learning may be used alongside direct teaching, guided practice, projects and other approaches according to the learner’s age, subject and learning goal.