CURRICULUM

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Curriculum

Tagore emphasized

"the necessity of broad based curriculum. According to him, curriculum should be so broad that all aspects of child's life - physical, intellectual, social, economic, moral, aesthetic and spiritual may be developed".

Rabindra Nath Tagore emphasizes on the necessity of a 'Broad-Curriculum'. According to him, curriculum should be so broad that all aspects of a child's life-physical, intellectual, social, economical,moral, aesthetical and spiritual must be developed.

The curriculum of our school is child-centered and activity based so that learning happens to be meaningful and joyful. The NCF 2005 serves as a guideline for syllabus, textbooks, and teaching practices for our schools. The NCF 2005 has based its policies on previous government reports on education, such as Learning without Burden and National Policy of Education 1986–1992, and focus group discussions.

The curriculum consists of practice work and questions based on syllabus for the class with the difficulty level increasing gradually over the academic session. Appropriate weightage is given to continuous evaluation (out of total) which uniformly distributes the academic load across the full year session.

The school focuses on a holistic approach in the curriculum which addresses concerns in every aspect like academics, socio-emotional, physio-motor, speech and linguistic area but also in developing pre-vocational skills of the students to keep pace with the formal system of education. Along with guiding them in their academics, they are also groomed in another quintessential aspect, which is imbibing the values of a good samaritan. This combination allows them to simultaneously excel in academics and co-curricular fields, which render them capable of fulfilling their goals. The school also work on other aspects which include:

• Remediation of the students from the mainstream who have undergone a formal diagnosis of Learning disability. They are helped to form a conceptual understanding related to subjects and other issues.

• Monitoring such students in their mainstream classes.

• Frequent Parent Teacher Meetings and counselling.

• Enabling the student to reach their potential through an Individualised Educational Programme which is subject to constant evaluation and revision.

• Happiness is an integral part of the curriculum.