Magic English




Magic English – A 1-year foundational English language programme, for Class 2 and above, that develops fluency in understanding and expression, especially for children from non-English environments.



How does Karadi Path Magic English work?

Karadi Path's Magic English programme enables language learning through a process of "language immersion" while triggering intuitive learning processes. It also stimulates the "deep motor area" of the brain which is the seat of mother tongue learning. Each Karadi Path session consists of 3 modules—Action Path, Music Path and Story Path—and the entire programme is designed across 84 sessions.

Action Path is a kinaesthetic approach to language learning. It is a set of specific commands which encourages the learner to engage physically with a new language and breaks inhibition.



Music Path is designed to familiarize the learner with the sounds of a new language by embedding it within simple musical structures. It uses Karadi Rhymes, which contain sophisticated learning strategies in terms of vocabulary, phraseology, concepts, contexts, grammatical usage, etc.


Action Path and Music Path stimulate the "deep motor area" of the brain to make the maximum use of the main module, Story Path.


In Story Path, the children listen to a series of scientifically-scripted stories while following along with a picture book. The stories are narrated in an exciting manner in prose, verse and song. Each story is introduced in a phased manner such that the child progresses from the story as a whole >> each page >> each paragraph >> each sentence >> each word. (Conventional language learning methods proceed in the opposite direction, teaching words first.)


In the classroom, a detailed Karadi Path schedule of activities for each period is created keeping in mind the profile and demographics of the students, teachers and school.



Karadi Path at work


Naandi Foundation, an NGO in Mumbai, implemented Karadi Path in 50 Hindi and Marathi medium Municipal schools of the Greater Mumbai Corporation. The total number of students covered was approximately 5000 studying in classes 4 and 5.








Independent Case Study


The baseline assessment was conducted on a random sample of 384 students at the beginning of the programme. The end-line assessment was conducted six months later. The average baseline score of the students was 8.73 out of a maximum of 90 at the beginning of implementation. It was expected that at the end of the Karadi Path programme this score would have doubled in comparison to the baseline score.

The average end-line score of 355 students was 26.72 out of a maximum of 90 at the end of the Karadi Path intervention—a 306% improvement on the baseline score!


  • 1
    Government and Municipal schools in Tamil Nadu 5400 children across 30 schools are using Karadi Path

    Independently monitored and recommended by the Directorate of Teacher Education Research and Training (DTERT) and Department of Education (DEE). Separately, Karadi Path was adopted across 330 schools with the support of UNICEF.


  • 2
    Government schools in Goa

    After a pilot study in 20 schools, Karadi Path was adopted across 100 Konkani, Marathi, Hindi, Kannada and Urdu medium schools covering 6100 children. Based on internal reports of the State Institute of Education (SIE), Karadi Path is recommended for adoption across all government schools in Goa.


  • 3
    Semi-urban and rural schools in Tamil Nadu

    75 private matriculation and CBSE schools in Tamil Nadu covering 20,000 children are using Karadi Path. Over 500 teachers are trained and accredited for KP.




How to bring the bear to your classroom


Karadi Path accreditation

Karadi Path is a proprietary programme and is being offered to schools on a limited basis. All schools must be Karadi Path accredited. Accreditation is a simple but important process. Your Karadi Path counsellor will provide you with details regarding the accreditation.

The programme can be introduced in standard 2, or one year after the introduction of English, whichever is first. The child should know alphabet recognition, phonetic sounds of the letters and the concept of letters forming words. In the first year of implementation this programme can be offered to students of standards 3 and 4 also.


Infrastructure requirements

The programme requires an enclosed classroom and an audio CD player with AC mains or battery power source. The class size should ideally be between 20 and 40 children.



Infrastructure requirements


The programme requires an enclosed classroom and an audio CD player with AC mains or battery power source. The class size should ideally be between 20 and 40 children.
























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