School Curriculum

We, at Arunodaya have firm belief on the fact that a child blooms in a School therefore, the emphasis is more on the overall development of the child. To achieve this good facilities and favourable atmosphere is provided. An integrated curriculum which not only concentrates on the academics but also on the qualitative development of every child help them to achieve Life and Character building education.

APS Uniqueness

1. Visual skills and reaching: – Attained by eye focusing, eye teaming, and verbal linguistic, auditory – musical, visual – spatial.
2. Inter Personal (People Smart), Intra Personal (Self Smart) and Naturalistic (Nature Smart)
3. Passing Relevance to students Academic lives right from the beginning of early years at school till in school.
4. Meeting the Diverse need of individuals.
5. Electives to inspire, creativity, Innovation & skills
6. Enhancing Scope of Individual life Skills.

Education is totality aims to engender fundamental capacities among children such as successful learners, self reliant individuals, responsible citizens and effective contributors. Recent emerging changes in our school systems, curriculum framework, educational programmes and policies of the government have opened before the learners, greater choices in deciding their courses and curriculum. This has set forth before the stake holders, the challenge of giving to the children an independent, holistic and autonomous learning in schools which is a highly desirable and ineluctable but challenged concept in education ushering into this learning environment our educational schools can bring and create a purely egalitarian learning community thereby opening the doors of democratic learning to bring one and all to grow and develop in the realm of intrinsically controlled but essentially free and independent environment. Just imagine a school or an educational system where teaching learning experiences are directed, designed and delivered in such a way that every child finds himself / herself at the helm towards undertaking an independent, comprehensive, self – decisive voyage concerning academics as well as other aspects of life.

Curriculum (Classes I to IV)

In classes I to IV, the focus is on encouraging inquiry, exploration and on inculcating confidence in key learning skills – listening, speaking, reading, writing, information technology capability, problem-solving, observation and measurement. Children are encouraged to speak and perform at assemblies, concerts, drama, and thus gain confidence in their ability to communicate to the mass.

We recognize that children at this level are active, curious, experimental, imaginative, talkative and, above all, disconcertingly frank. Each child is an individual with his or her own unique abilities, interests, aspirations and expectations. Therefore, our curriculum in these classes is structured to encourage and motivate them to become self-confident, self-reliant and self-disciplined. The School seeks to achieve this through a variety of curricular and co-curricular programmes. Children learn and develop through:

• A number of informal methods like activities, projects, presentations and hands-on experiences, apart from formal learning;
• Activities like free play, dramatization, enacting through puppets, singing, dancing, art, and so on;
• Outdoor and indoor play and games;
• Sharing ideas with other children and discovering facts for themselves through observation and reference work
• Exciting experiential learning opportunities through field trips which are planned for specific educational purposes;
• Exploring and reading books, newspapers and magazines, thus enhancing their knowledge and inculcating in them an interest to be learning-oriented while appreciating the value of reading and research;
• An appropriate balance of whole group, small group and individual activities, which cater to individual differences in learning;
• An inter-disciplinary appreciation of Language, Mathematics, Social Studies and Science by learning as individual subjects as well as in an integrated way;
• Physical education, improves health and fitness,Exposure to team, individual sports, competitive and non-competitive, which encourages sportsmanship.
• The ICT introduces concepts to the students to the concept and reality of information and communication technology provides a framework in which practical skills and knowledge can be acquired and developed;
• A supportive learning environment where individual needs are addressed in a positive and in an inclusive way;
• Opportunities in Dance, Fine Arts, Western and Indian Music, Speech and Drama and Yoga, which facilitates an all-round development. These are a part of the regular curriculum, and are also being offered as co-curricular and core activity programmes;
• Celebration of the changing rhythms of the year through a variety of festivals and activities. These are celebrated through whole-school assemblies, play performances, special holidays and functions, which help children in meaningful bonding and appreciation of such festivals.

Curriculum (Classes V to VIII)

In classes V-VIII, students build on the foundations laid in the primary school. New challenges are met as communication, reasoning, problem solving and value judgment become far more complex. Our aim is to provide a broad-based curriculum which facilitates in-depth study of the key elements of English, Hindi, Sanskrit, Mathematics, French, Science, History, Geography, Art, Computer Studies, Music, Yoga, Dance, Physical Education and Personal Social and Health Education (PSHE). A detailed curricular framework is formulated, which is a blend of both the Primary Programme (which continues upto class V) and the Central Board of Secondary Education Curriculum. This framework would ensure progression and continuity through the school and avoid repetition.

The Arts are a fundamental means of expression and communication in all societies, and hence to give children access to the cultural diversity and traditions that constitute artistic heritage. Thus, the middle school children participate in Music, Art, Dance, Yoga and other activities during their regular class time as well as participate in co-curricular activities; they also take part in core activity programmes (sporting and non-sporting), which are conducted before or after school hours.

The educational philosophy of the School encourages children to get a wide range of first-hand experiences. Much of our work is focused on the environment and therefore school trips are a vital part of the curriculum. The evaluation system in the middle school is such that each child feels that he or she has made progress and shown positive achievement and success. The school follows a policy of awarding grades rather than marks for individual components of work. There is continuous evaluation of a child’s performance in class, and student’s performance and grades are monitored and reviewed throughout the year to facilitate their continued progress.

As the School is affiliated to the Central Board of Secondary Education, it adheres to NCERT/CBSE Curriculum.