The curriculum for Classes I-III is developed to accommodate the natural learning abilities of children of this age group, allowing our pupils to learn effectively with minimal effort. The curriculum is well-structured and thorough, with the goal of developing students' analytical skills, practical knowledge, values, and life skills.
We strive to provide a holistic and well-rounded experience for our students at all of our schools. Learning is accomplished through a variety of teaching and learning activities that focus on different areas such as child behaviour and learning abilities. We keep in mind the needs of children of this particular age group to build knowledge through hands-on activities and experiences that connect classroom learning to real life. We believe that rote learning will not lead to a deeper understanding of concepts. Our teaching methods assist children in developing and retaining concepts throughout their school life.
EVS is taught using a variety of hands-on activities and real-world experiences. Nature walks, garden visits, and social interaction-based activities (interviews, making cards for helpers) are used to create a knowledge of the community and our place in the world. Activities in the science lab allow youngsters to readily experience simple yet abstract concepts. These practical learning methods encourage students to learn with interest, igniting their scientific spirit.
Young children, particularly those in the primary age group, always learn better when they explore topics in real life rather than learning them from books. Because children are naturally inquisitive and like exploring their environment, various activities are held not just in the classroom but also outside. We incorporate practical learning in science education by giving students several opportunities to explore nature on our beautiful campus, which is home to a diverse range of flora and fauna. We have a well-equipped Science Lab where students can observe specimens, models, and charts. As part of Science Education, simple experiments linked to the topics being taught in class are also undertaken regularly.
Age-appropriate exercises in class strengthen the ideas of logic, patterning, and quantifying — the basics of Mathematics. Fruits, leaves, money, beads, pencils, and audio-visual aids are used. The emphasis gradually shifts to shapes, patterns, numbers, and the four mathematical operations. Projects and social interactions are utilised to teach youngsters the fundamentals of handling data, money, and measurement and time.At Sri Kumaran Public School, we want our students to enjoy coming to school and be stress-free about their studies. Students of our primary school are still in their tender years and are too young to be put under the pressure of formal examination.
Kannada and Hindi, along with English are taught to the students of Classes I-III. Kannada is introduced in Class I and Hindi is introduced from Class II onwards. Our medium of instruction is English. A special emphasis is laid upon Kannada in adherence to the National Education Policy 2020. The languages are taught with the goal of helping children improve language skills. The emphasis is initially placed upon improving the child's oral language skills, and later on, other skills such as listening, reading, and writing are integrated into the curriculum. Teachers take special care of students whose first language is not Kannada, offering them individual attention and creating worksheets and activities to offer extra assistance.
Languages are taught through visual, auditory, and kinesthetic methods. Activities such as reading and narrating stories, describing characters, reciting poems, and listening and talking are utilised to effectively teach languages. To improve their understanding of various languages, children read materials aloud, comprehend stories, and write age-appropriate words, standalone sentences, and small paragraphs.
The languages are taught with the goal of helping youngsters improve language skills. The emphasis is initially placed upon improving the child's oral language skills, and later on, other skills such as listening, reading, and writing are integrated into the curriculum.
Grammar concepts, vocabulary and spellings are strengthened through various hands-on activities such as flashcards, audiovisual aids, and online applications based study.
We believe that a child's development cannot be measured in a single day. It is critical to assess each student throughout the academic year in order to accurately determine their progress and where the child may require assistance with concepts or skills learned. This provides an overall snapshot of the child's learning during the school year and benefits in future development.
A child's development is measured not only academically, but also by the development of their individual personalities. We are able to provide parents with a more comprehensive view of their child's academic progress as well as their personality and behavioural development through our assessments.
The school uses an informal continuous assessment approach. This informal system of continuous assessment was created in accordance with our integrated approach to education. Rather than using a formal examination system, facilitators monitor the performance of students throughout the academic year through written classwork, assignments, worksheets, classroom discussion, and participation in activities. In the assessment report, grades are assigned for skills in Math, English, Environmental Studies, Second Language, Games, Art and Craft, classroom participation, and co-curricular activities.
We don't send parents worksheet timetables or notify them about the assessments we do in school. This is to ensure that there is no stress and that it is simply another day at school. Students are given worksheets monthly, once in each subject, and the evaluated worksheets and notebooks are sent home periodically with positive comments to promote student morale. Regular feedback is provided through comments in the books as well as through our School Management Software, Edchemy.
We also hold regular parent-teacher meetings to keep parents informed about their child's progress in the classroom.
Children are becoming increasingly reliant on technology in the digital era. Nothing, however, can replace the method of learning that books provide for youngsters. Books introduce students to new worlds while also assisting them in developing their reading and comprehension.
Students as young as Class I-III come to the library once a week. This is part of our curriculum so that we can instil the habit of reading in children at a young age and have them carry it on as they grow.
The Sri Kumaran Public School was among the first to implement Quality Circle Time (QCT) in primary classes in order to improve overall development of its students. It is a procedure developed by educator Jenney Mosely to help children develop self-esteem, empathy, compassion, and self-confidence.
It is the process by which children can come together to express their feelings and views on subjects that are important to them. This could be related to their classes, school, or something else. The students sit in a circle, and each individual has the opportunity to speak about whatever they wish. This activity teaches children that their ideas and opinions count, while also developing listening skills, patience, and assisting the child in relating to others in the classroom.
In keeping with our objective of providing students with hands-on experiences, we offer a well-equipped Math Lab with facilities for learning math through models, kits, and activities. It uses tools, simulation, and audio-visual aids to demonstrate complex mathematical ideas. These exercises allow the child to practically explore mathematical concepts. Learning through practical experiences assists children in deciphering and remembering these complex concepts. Learning takes on new meaning and interest.
Shloka chanting classes every week are yet another activity that adds to our students' holistic growth. The age-old custom is beneficial to the mind, body, and soul. Children who are introduced to it at a young age gain greatly from it. It helps them in remaining calm, improving focus, sharpening cognitive abilities, and increasing memory. Our students certainly love this session since it gives them a sense of belonging and unity.
Sri Kumaran Public School holds mindfulness classes for primary students. On a daily basis, children are pushed into schoolwork, competitive activities, and hobby programmes, keeping them occupied and active, and at times overwhelming them. Mindfulness helps them to enhance their attentiveness, self-control, classroom participation and compassion. It is an opportunity for children to relax and express gratitude.
The Sri Kumaran Public School has the benefit of a world-class swimming pool built right within its campus. It allows students to improve their physical fitness while having fun splashing around in the water. Every student looks forward to this weekly class. Swimming lessons begin in Class III. Every feasible safety precaution is taken. Lifeguards and qualified coaches are always on hand during swimming lessons to help children gain confidence. To motivate children, swimming competitions are also held.
Chess classes are held once a week for the students of Classes II and III. Chess was introduced because it helps pupils strengthen their logical and creative thinking skills. Because a child must continually consider moving pawns and their impact on the opponent, it teaches children to become "if-then" thinkers. This helps them with the most vital life skill — problem solving. Research shows that it also enhances reading and math skills.
A structured Physical Education Programme focused at our students' fitness, health, and overall happiness is part of the school curriculum for Classes I-III. To entice young pupils to participate, interesting and inventive physical exercises with colourful props and equipment are used. These activities are enjoyed by the children. Outdoor activities, exercise, and mass drills are used in physical training (PT) sessions to increase stamina and coordination.
Students are taken on nature walks around the school campus as it fosters an appreciation for nature and myriad different life forms. They study and observe the varied plants and animal life. This inculcates a love towards the environment they live in and teaches them why it is important to conserve nature.
Yoga strengthens and improves posture and flexibility. It also improves concentration and memory while also aiding in emotional regulation. Yoga is incorporated into the curriculum at the Sri Kumaran Public School beginning in Class I to assist children to calm their minds and body. All students between Classes I and III attend weekly sessions where they are observed and graded.
Light music, dance, fancy dress, shloka recitation, recitation of poetry in English, Hindi, and Kannada, clay modelling, drawing, handwriting, pick and speak, and show and tell are all part of our annual literary festival. It attempts to foster not only a sense of camaraderie among students but also their overall grooming and growth. Students participate enthusiastically and learn about healthy competition and sporting spirit. It also instils in them a sense of fair competition and provides them with the confidence to manage it later in life. Prize winners receive certificates and gift vouchers.
Plays, speeches, singing, and other programmes commemorate the several special assemblies held at Sri Kumaran Public School throughout the school year. World Environment Day, Hindi Day, Kannada Rajyotsava, national holidays, and harvest festivals are among the festivities. This helps children appreciate the significance of the occasion through engaging activities and boosts their confidence as they have the opportunity to perform on stage.
Our School Day celebrations, conducted every two years in November, is a grand event that the children especially look forward to. It provides students with yet another opportunity to demonstrate their talents through a variety of programmes such as folk dance, dance dramas, singing, and plays. Teachers and occasionally resource persons train the students. It is a special day for both the school and the students, as parents and grandparents assemble to watch the students perform.
We encourage students to develop their artistic abilities by displaying them in various formats. Their' artwork is exhibited on the cover page of school notebooks to highlight the talents of our budding artists.
Gnanamanthanam, our school magazine, also proudly displays the creativity of our students through writing articles, poetry, painting and artwork. They are sourced from the different competitions the students participate in and also from their regular co-curricular activity classes.
Bulletin boards line the walls of the corridors of the Sri Kumaran Public School. These bulletin boards either have a theme-based presentation of the students’ work or simply promote their accomplishments and talents by displaying their collages, drawings, charts, crafts, and writings. The children learn from each other while working to put together the bulletin boards. The appealing displays enable them to subconsciously absorb knowledge. They also take great pride in showcasing their work.
At a time when waste management is a major issue in our country, with cities overflowing with garbage, we teach our students from an early age to live consciously. We teach by example at Sri Kumaran Public School. We have our own sewage treatment plant, where we recycle water for gardening purposes. We segregate our garbage into wet and dry bins. Students learn about the need for waste segregation and how to implement it even outside of school from as early as Class I.
Festivals generate a lot of waste because of decorations, purchasing new idols, and bursting crackers. We encourage our students to celebrate mindfully, taking into account the environmental impact. We generally recommend using unpainted idols and green crackers to celebrate in a sustainable manner.
We also collaborate with Saahas, a non-profit organisation, to recycle the e-waste generated by our school in a responsible manner.
To become good students, children must be exposed to a variety of life experiences. School field trips give students a fresh perspective and firsthand experience of what they have learned in the classroom. Field trips are held once a year for the primary sections. This is usually a welcome change of pace for the students and fills them with joy and excitement.
Field trips are one of the most effective educational methods for connecting pupils between the classroom and the real world. They also provide an opportunity for students to strengthen their social skills by interacting with their peers outside of the classroom. During these outings, children learn while having fun through activities and games.
Art fosters the development of a child's creativity, imagination, feelings and emotions. It encourages children to express their ideas creatively and freely. It promotes a child's overall development by improving fine motor skills. It also enhances the child’s cognitive skills as it uses their senses such as sight, and touch. Art is incorporated into the curriculum as a graded activity beginning in Class I to promote children's overall development.
Pottery is offered as a graded activity in the curriculum beginning in Class I. Students like working with and playing with soft clay, which helps them develop their visual-spatial abilities. It increases not only their inventiveness but also their attention span. Children continue to explore new things without inhibitions, which improves their self-confidence. It also helps with hand-eye coordination. It also contributes to the child's mental and emotional development.
We organise storytelling sessions for Class I students as part of their curriculum. It is an important element of teaching to stimulate the imagination of the young and develop their literary abilities through observation and imitation. While the children enjoy these sessions, they also learn to pay attention and inculcate values through the stories.
Everyone, especially young children, enjoys music. We provide music classes to help our students' overall development and well-being. Research has shown that music helps improve cognitive ability, vocabulary, emotional development, and language development. Music also improves memory by helping people recall words and rhythms, and it has been proved to boost mathematical ability as well.
Every year on October 1st, our beloved former Director Late Smt. Meenakshi Balakrishnan's death anniversary is commemorated as Seva Day. She is affectionately known as Mother. She advocated certain beliefs and ideals that the school has continues to uphold to this day. She believed in the value of service, and her life exemplifies that belief. She worked tirelessly till the final day of her life. In her memory, students at our school mark Seva Day to express gratitude and appreciation to the school's non-teaching staff. They express their appreciation by cleaning their classrooms and surroundings. It also teaches children the importance of the work done by the helping staff.
The school's social service initiative includes donation drives. Children are encouraged to help with this initiative in any capacity they can. This instils a sense of social responsibility as well as empathy within them.
Former Director of the Sri Kumaran Group of Institutions, Smt. Meenakshi Balakrishnan, fondly known as "Mother," was the motivating force behind the establishment of Sadhanam, the resource room for children with learning disabilities, in the 1980s. The Director of the Spastic Society, Smt. Rukmini Krishnaswamy, assisted in the establishment of the resource centre. The resource room is now a place of learning for children with learning difficulties, staffed by special education teachers.
Based on teacher feedback and an informal screening by the resource room's special educators, children with learning problems in one or more of the following areas are admitted to the resource room:
The screening results are discussed with the parents, and consent is sought for inclusion in the resource room.
Through the Individualised Educational Program, the resource room caters to each student's individual needs. This is developed in consultation with the student's mainstream teachers and parents. It is periodically reviewed. The resource room teachers also collaborate with the child's mainstream teachers and parents to ensure that the support provided is truly assisting the child in reaching their full potential.
Each student receives assistance during their reviews and worksheets. For example, the student is assisted by reading questions aloud and assessing their levels of attention to complete a task at hand. The special educator observes the child and provides resources based on their individual requirements.
Learning in the resource room, like our main curriculum, is supplemented by a variety of enrichment activities. It is based on the inclusion model, in which the child spends their leisure time pursuing activities that help them grow and strengthen their skills. Yoga, art, music, reading in the library, shloka chanting, and pottery are just a few examples.
Feedback is crucial for the overall development of a child. As a result, parent-teacher meetings are essential because they allow both parents and teachers to collaborate for the benefit of the student. A child's academic and social performance is evaluated during these meetings.
We arrange parent-teacher meetings on a regular basis at Sri Kumaran Public School. Teachers also communicate with parents through written and oral communication throughout the academic year.
We have a dedicated student counsellor for our primary students because we feel that even the youngest pupils' emotional needs should be met for their overall well-being. Addressing emotional concerns that a child may be experiencing is essential. Left unaddressed, it may have an impact on their academic performance or behaviour. The role of our student counsellor is to support the emotional development of students and to assist them in addressing challenges that they may be encountering at school or at home.
Everyone needs someone to talk to, someone who is non-judgmental, confidential, and available to listen. Our student counsellor offers a safe space for students to voice their concerns and worries.
Personal counselling is available for students who wish to consult with a counsellor on their own initiative or those who have been referred to the counsellor. Students can come to resolve difficulties either individually or in groups. The counsellor is available to the rest of the school community as well. In some situations, the counsellor may also involve the parents and teachers.
Our counsellor is also involved in various activities of the school as this helps in rapport-building and to familiarise herself with the students. Such interactions also give her the opportunity to look out for students in need of emotional support or arrange for further follow-up counselling sessions with concerned students and stakeholders.
The counsellor holds interactive class sessions with the children on occasion, in an informal setting where they can open up and speak freely. Based on the classroom conversations, they provide comments to the teachers. The school-based intervention provides a learning experience that improves a child's coping skills and sense of belonging to a supportive school environment.