The demand for education is an appetite that grows with the feeding. The more complex a nation’s economy, the greater will be the demand for a longer period of education or training. The more democratic a society the more anxious its citizens become to give their children a good start in the race of education. Supporters of education technology have commonly relied on the argument that we need to educate our young people for a substantially different world in the twenty-first century than existed in much of the twentieth.

All schools are different. It is something we often forget. One of the problems with the way that the evidence has been presented in the past is that we don't take enough notice of those differences. Schools need to say “What is our real learning need? What do our teachers and students in this school need the most? Maybe they need to be doing more work to explore their own understanding, for example, maybe we should put more of an emphasis on assessment in this school, in the formative sense. How can we be more effective at assessing what our students understand so that wemay support them more effectively.

We are now seeing a long-overdue re-evaluation of the main purpose of technology in education. The education system is still called on to deliverthe same mix of basic aptitudes as ever was the case, focusing on the ability to make arguments, solve problems, communicate and collaborate. Traditional education systems managed to deliver these basic aptitudes with some success to small, social elite. Now the breadth of the curriculum has widened, our economy has come to demand an increasingly well-educated workforce, our society has become more democratic and the aspirations and expectations of our fellow countrymen have been raised by the habits of consumerism. All these trends require more education, delivered to higher Cbsce Course standards, to more people but our education systems have not managed to scale successfully in order to meet these demands. Nor is there any realistic prospect that it will do so, so long as it continues to rely on the central role of the individual, often isolated, teacher-as-craftsman.

It is in this context the Shemford Futuristic School is unique among the contemporaneous schools. Our School in its core essentially envisages holistic development of the child through quality education so that he/she will be able to grow on an equal footing with children from any other modern metro institutions, be it an International School or Public School.

This is the first ever venture in the history of temple town Chidambaram, managed by M.P.T. Educational and Welfare Trust, and started in 2012 at Chidambaram town as KG Campus and in the year 2014 moved to the main campus located in the outer skirts of Chidambaram. We had a small beginning with fifty one students and nine teachers. However, by the grace of God we have now ascended to the level of being a Secondary School recognized by the Central Board of Secondary Education with Four hundred and Fifty students, Thirty two teachers and twenty non- teaching staff.