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UTOPIAN SCHOOLFinal Project Report

Team: VD 1029

Vidyaarth, Techfest IIT Bombay

Himanshu Rasam

Indian Institute of Technology - Bhubaneshwar, India

Abhishek Ukey

Indian Institute of Technology Bombay, India

Shilpa Mohite

Missouri State University, USA

Sushrut Thorat

Indian Institute of Technology Bombay, India

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ABSTRACT

We are still miles away from an Utopian System of Education in India, despite effortsover years. Quality Education has become a necessity. So, we thought about helping theefforts by modeling an entire school because we believe that the factors that constitute

are inter-related and distinct developments take a long time to come into practice.

After conducting a survey and visiting schools, we re-designed the Curriculum for the 5thto 10th grade, to include concepts like Modern Sciences, World-View History andMathematical Philosophy. We then went on to complete the school with a glimpse ofTeaching and Evaluation methods, and additions like setting up committees for theDemocratizing the Curriculum with students in the Administrative Framework.

The Curriculum we designed is a stepping stone to the inclusion of once excluded, butnow necessary subjects and topics. The Administrative Framework sets up an example ofthe inclusion of students into the regular administration of the school, thus developingthem in the process. The project was reviewed by some students of the Indian Institute

of Technology, Bombay who had discomforts with the current education system. We havetheir positive responses.

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CONTENTS

Sr. No. Topic Pg. No.

1 Abstract 2

2 Introduction 4

3 Problem Statements 6

4 Utopian School 85 The Solutions 99

6 Scope 100

7 Authors Speak 101

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INTRODUCTION

Education in its general sense is a form of learning in which knowledge, skills, and habitsof a group of people are transferred from one generation to the next through teaching,training, research, or simply through autodidacticism.[1] In short, the most important

thing in Human Life.An article posted by the GNU[2] sums up the Indian Education Scenario. We haven'tachieved much success despite the persistent attempts to optimize the system. Therewere two things the system took into consideration while it was formed:

The Industrial Age [3][4][5] Economic state of the nation.

Atleast, the first factor is now pass. The system needs to change. It is, but very slowly.The second factor is actually the biggest challenge for the system.People know that the system is striving for betterment, and that should be enoughmotivation to move on and also help the system. But, there is a general discontent in themasses about the workings of the system. Some things just don't seem right. We knowthat any formal development can't be influenced by such 'intuitional' claims, but weshould atleast gauge the claims to either prove/disprove them. But surveys show it isindeed the case - The improvement is just not enough![6] The authors of this projectalso are a part of the society with discomforts. So, they are analyzing the crux of thematter.Here comes in Vidyaarth. It was a good boost. We gained a platform wherein we had topresent our views, which meant structuring our ideas in the first place- which was whatwe desired. We conducted a survey[7] to better understand the public opinion and foundthat students are not satisfied with the system. The data speaks that the curriculum isnot satisfactory at all, nor is the teaching methodology or the teachers, nor is the studentpsychology. Also, the evaluation techniques aren't that effective.So, in time we came about with our view - Utopian School. 'Utopian' not as in 'perfect'

but as in 'striving to be perfect'.[8] We attempted to get rid of the 'Industrial Revolution'related ideas and hit upon the economic factor. The economic situation of India is verydisheartening. As a result, the schools in the rural areas are ill-equipped, both in terms ofinstrumentation and effective man-power. So, it was natural to target that aspect of thesystem. But in the process of visiting schools in different localities, we stumbled upon thefact that even the urban schools aren't based upon an utopian system (The problems arestated in the 'Problem Statements' section). We identified three areas of our educationsystem:

National Education Frameworks Urban Schools Rural Schools

The National Curriculum Framework[9] is a near-perfect work. Actual contents of thecurriculum varies from board-to-board. The most elite boards of India, the ICSE andCBSE based boards are the ones which are the most complete. All other state boards lacka lot in all terms. Actually, they are modifications to the elite boards to suit the particularlevel of education required i.e a lower difficulty level and variety for rural areas. So thereare two issues involved now:

Modification of the elite curricula

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Modification of the 'Adoption Method'[10] Adoption of the elite curricula by the rural areas in accordance with their

needs.We decided to pursue the first issue. We voted out the Adoption Method, citing timeconstraints. So that meant studying curricula across the world and fusing our own ideaswith them, to strive to design an optimum curriculum. But it was not only curriculum thatneeded, but also teaching methodologies and the administration framework under whichthe system works. To deliver knowledge efficiently to the students, we needed to hitupon all these fields. So we decided to design a school which can be considered as anideal - The Utopian School.

Note:

This Model can be embraced by any society, but it has some inherent India-specificcontent in it.

HSS = Humanities and Social Sciences.

In Evaluation Methods, the unexpanded subject descriptions can be deriveddirectly from the reference.

References

1. ^Dewey, John (1916/1944). Democracy and Education. The Free Press. pp. 14. ISBN 0-684-83631-9.2. ^http://www.gnu.org/education/edu-system-india.html.3. ^Change in Education, systems change and organizational learning:

http://www.evta.net/website_docs/change_in_education_and_systems_change.doc

4. ^TED TALK: Ken Robinson's Changing education paradigms:http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html

5. ^Education: Time to rethink the Industrial Model:http://www.jfs.tku.edu.tw/16-1/E01.pdf6. ^http://www.planetd.org/2009/02/19/educating-india-probe-survey/7. ^The Live Form: https://docs.google.com/spreadsheet/viewform?

formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0The Report: https://docs.google.com/spreadsheet/ccc?key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0

8. ^http://en.wikipedia.org/wiki/Utopia9. ^http://www.ncert.nic.in/rightside/links/nc_framework.html10.^http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdf

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http://www.gnu.org/education/edu-system-india.html.http://www.evta.net/website_docs/change_in_education_and_systems_change.dochttp://www.ted.com/talks/ken_robinson_changing_education_paradigms.htmlhttp://www.jfs.tku.edu.tw/16-1/E01.pdfhttp://www.jfs.tku.edu.tw/16-1/E01.pdfhttp://www.planetd.org/2009/02/19/educating-india-probe-survey/https://docs.google.com/spreadsheet/viewform?formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0https://docs.google.com/spreadsheet/ccc?key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0https://docs.google.com/spreadsheet/ccc?key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0http://en.wikipedia.org/wiki/Utopiahttp://www.ncert.nic.in/rightside/links/nc_framework.htmlhttp://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdfhttp://www.evta.net/website_docs/change_in_education_and_systems_change.dochttp://www.ted.com/talks/ken_robinson_changing_education_paradigms.htmlhttp://www.jfs.tku.edu.tw/16-1/E01.pdfhttp://www.planetd.org/2009/02/19/educating-india-probe-survey/https://docs.google.com/spreadsheet/viewform?formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0https://docs.google.com/spreadsheet/viewform?formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0http://en.wikipedia.org/wiki/Utopiahttp://www.ncert.nic.in/rightside/links/nc_framework.htmlhttp://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdfhttps://docs.google.com/spreadsheet/ccc?key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0https://docs.google.com/spreadsheet/ccc?key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0http://www.gnu.org/education/edu-system-india.html.


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PROBLEM STATEMENTS

Modifying the Curriculum to encompass: Inclusion of Philosophy, Psychology and Sociology

Reason

1. Philosophy is meant to instil formal thinking into students. Thissubject focuses on getting rid of biases in thinking.

2. Psychology is the study of the 'psych', or what we called as mind. Tofunction in the society, it's highly important to understand patterns inpeople's satisfactions. That's where fundamentals in Psychology comein handy.

3. Sociology is the study of society, its structure and culture. Studyingsociology helps seeing the social context in personal decisions.

Explicit inclusion of Logic and Puzzles in Math

Reason1. Puzzles dont involve the stigma involved with math word problems.

They are generally fun to solve and involve a lot of thinking, thussharpening the analytical skills required in math and in life.

2. Formal treatment of Logic is not dealt with until you are in anuniversity. But it is the actual foundation of math.

Placing Arts on an equal footing with other subjects

Reason1. Arts is a more natural way to live life than any other subject. By Arts,

we learn to express our thoughts in more than just words. But inIndia, generally Arts are stigmatised to be trades of a chosen few, andsomething that's not worth pursuing generally. But in actuality, thoughthe opportunities in other fields outweigh that of arts, they are comingup steadily and shouldn't be neglected.

2. An article by the UNESCO sums up the point-1. http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA9

0ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdf

Inclusion of Modern Science - Nuclear Science, Relativity, QuantumMechanics, Neuroscience, in the science curriculum

Reason1. Watch the video and read the article:

1. Video: https://www.youtube.com/watch?v=BGL22PTIOAM2. Article: http://isush4u.livejournal.com/1724.html

Removal of too many mandatory languages

Reason1. Generally, students don't requires more than two languages tocommunicate effectively. We have kept the languages, but as options.Compulsion of more than two languages is an unnecessary constraintsaccording to the students.

A world-view of History

Reason

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http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttps://www.youtube.com/watch?v=BGL22PTIOAMhttp://isush4u.livejournal.com/1724.htmlhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttps://www.youtube.com/watch?v=BGL22PTIOAMhttp://isush4u.livejournal.com/1724.html


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1. History is meant to be a subject which deals with the factors that ledto the state-of-affairs of the world, and therefore understand patternsof how societies work. A national view of History is somewhat likegiving an example which need not be the best in that context. Wearen't giving in to the extremities BIG HISTORY is based upon, but weare collecting issues and providing the best possible examples. Thatleads us to a world-context.

Interlinking subjects

Reason1. Learning in an environment with too many explicit elements is boring

and strenuous. Interlinked subjects provide impetus to studyeverything with equal enthusiasm as everything is inherently relatedand therefore seems like just one

Modifying the Teaching Methodology to encompass:

Removal of explicit date and/or name - remembering factor from History

Reason

W.r.t the last problem statement of the curriculum, dates and namesaren't the most important factors (Their differences are.) so, explicitmentions w.r.t memory is ruled out.

Modifying the Administrative Framework to encompass:

Inculcation of Democulum (Democratising the Implementation of theCurriculum)

Reason School is a place wherein the prime motive is development of

children. So, the system must involve the student's say, as they tooare a part of the system. They aren't slaves to the system, but rather

the most essential factor of the system.

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UTOPIAN SCHOOL

Contents


1 Introduction 9

2 Utopian Curriculum 10

3 Utopian Teaching Methodology 74

4 Utopian Evaluation Methodology 81

5 Utopian Administration Framework 95

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Introduction

Utopian School bases itself on critical thinking. There is one and only one basic principlewhich the school tries to imbibe in all of its students - To be able to think properly.It ismodeled on the Authors experiences of his/her education, his/her interpretations of the

worldwide discontent in education and the field visits and surveys conducted.Designing a school involves construction in 3 areas: Curriculum Teaching Methods and Evaluation Methods Administration

We have constructed the entire Curriculum to justify a problem statement: InterlinkingSubjects.Teaching Methods and Evaluation Methods dont include much additions and are takenfrom the existing systems.The Administration is more transparent, more student-friendly and strives to includeexcellent teachers.

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Utopian Curriculum


1 Introduction 13

Fifth Grade 19

1 Science

2 Math

3 Arts

4 English

5 HSS

6 Physical Studies

7 Hindi

Sixth Grade 26

1 Science

2 Math

3 Arts

4 English5 HSS

6 Physical Studies

7 Hindi

Seventh Grade 34

1 Science

2 Math

3 Arts

4 English

5 HSS

6 Physical Studies

7 Hindi

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8 Computer Science

Eighth Grade 43

1 Science

2 Math3 Computer Science

4 Arts

5 English

6 HSS

7 Second Language

8 Physical Studies

Ninth Grade 52

1 Science I

2 Science II

3 Math I

4 Math II

5 Arts

6 HSS A-I

7 HSS A-II

8 HSS B-I

9 HSS B-II

10 Physical Studies

11 English

12 Second Language

13 Computer Science

Tenth Grade 621 English

2 Second Language

3 Arts

4 Math I

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5 Math II

6 Science I

7 Science II

8 Physical Studies

9 HSS A-I10 HSS A-II

11 Computer Science

12 HSS B-I

13 HSS B-II

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Introduction

The first part we targeted was the curriculum, because you need to know the contentbefore actually teaching it. The curriculum for the 1st to 4th Grades is mostly apsychological harness and is distinct from the curriculum thereafter. We chose to pursue

the curriculum for the 5

th

to 10

th

Grades.In formal education, a curriculum is the set of courses, and their content, offered at aschool or university. In 'The Curriculum', the first textbook published on the subject, in1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latinword for race-course, explaining the curriculum as the course of deeds and experiencesthrough which children become the adults they should be, for success in adult society.Furthermore, the curriculum encompasses the entire scope of formative deed andexperience occurring in and out of school, and not only experiences occurring in school;experiences that are unplanned and undirected, and experiences intentionally directedfor the purposeful formation of adult members of society[1]. An article by infed[2]sumsup the schools of curricula.Curriculum Modification had begun since the framing of the first curriculum. Even today,

we aren't close to an utopian curriculum. The Indian Curriculum in particular is laggingbehind according to an UNESCO report[3]. Thus, in the process of reforming the elitecurricula, we needed to change the curriculum too.Thus we propose changes as:

Subject Structure-related changes. Subject Content-related changes. Subject Additions.

Subject Structure-related changes:

For the 5th and 6th Grade, we have included Geography in Science, in place of

Social Studies alongside History. For the 5th and 6th grade, the concepts covered in geography are more

related to science than social structures. We have included Philosophy, Psychology, and Sociology from the 5th grade.

The article[4] sums up the reason. We have made Hindi-as the second language-compulsory for the 5th-7th grade,

and thereafter have granted choice in the second language. The second languageis compulsory from 5th-9th grade. It is optional in the 10th grade.

Language is a means of communication for the general public. Interestedstudents can opt in for more than two languages, but two languages arecompulsory. Two because we believe that students should learn toappreciate the diversity in languages and the corresponding cultures. Englishis a global language, and Hindi is the official language of India. To haveeffected communication skills in India, you need at least Hindi. So, we havemade Hindi compulsory till the 7th grade. 3 years of Hindi is enough of basicproficiency, Thereafter, students can choose any other language. In 10th,weve made the second language optional , as we believe that it is a flair forlanguages is subjective.

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We have created sub-divisions in Science, Math, and HSS as Level I and Level II-on basis of their difficulty and depth-for the 9th and 10th grades. Only the Level Isub-divisions are compulsory. (Only the Principal's approval, guided by theteacher's report, can allow a student to NOT pursue any Level II subdivision.)

The basic courses are a bit easier than the ICSE level, and the advancedcourses are well, much more advanced. The division is basically made tomake students think what they like, and focus most on that aspect. Webelieve, in view of the content weve put up, that the students need topursue the Level I sub-divisions for a complete basic exposure to thesubjects. The Level II sub-divisions are to be pursued only by interestedstudents. The Level II courses complete the scope of the subjects.

Arts and Computer Science are made optional from the 9th grade. Arts and Computer Science become advanced from the 9th grade. So, they

are for students who are explicitly interested in them. Arts is considered at parwith other subjects, and not just an extracurricular

activity. An article by the UNESCO sums up the point[5].

We have made Physical Studies a compulsory subject till the 10th grade.

An article by the UNESCO sums up the importance of Physical Education[6].Our body is also a part of our existence and we need to take care of it forour well-being, so Physical Education is compulsory.

We have added Computer Science under Math for the 5th and 6th grade. For the 5th and 6th grade, Computer Science lingers upon fun games and

logic, which is close to the math taught then. Theres no explicit need ofComputer Science as such. The workload is also minimal.

We have explicitly excluded Personality Development, Environmental Studies andthe distinction between Economics and Civics.

Personality Development and Environmental Studies are taken care ofindirectly by a collection of included subjects. In case of Economics and

Civics, we arent delving into the mathematical details, so there is no needof explicit differentiation as the workload is very minimal.

Subject Content-related changes:We have majorly modified the content and are presenting the peculiarities below.

Math

1. Puzzles are an integral part of the content.1. Puzzles dont involve the stigma involved with math word problems.

They are generally fun to solve and involve a lot of thinking, thussharpening the analytical skills required in math and in life.

2. We have introduced Mathematical Philosophy from the 6th Grade.

1. Formal treatment is not dealt with until you are in an university. But itis the actual foundation of math. And Math in itself is a discipline[7],not just a footnote to science.

3. The level ofabstractness in the content has been increased.1. The above point emphasises the importance of math as a discipline.

So, we are just giving the discipline its due. English

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1. Letter-Writing is dealt with in 5th, 6th and 7th only.1. Everything in this world is moving towards digitisation[8]. So, emails

are the letter-writing mediums of this era. And emails are less formalthan handwritten letters. But on the other hand handwritten lettershave an importance of their own[9]. In view of the above statements,we believe that the basics of letter-writing, the structures and contentcan be dealt with quickly, so we remove explicit compulsorydevelopment of letter-writing from the 8th grade

2. Editorial Process is made an integral part of the content.1. The editorial process is a real-world application of the subject and

needs elaborate mention.3. Calligraphy and Shorthand are compulsorily introduced in the 7th and 8th

grade respectively.1. They are the artistic aspects of the languages and need explicit short

mention.4. Origins of English, and comparison with other languages is undertaken in the

9th grade.1. Comparison will increase the appreciation levels of the student. They

can then understand the pros and cons of the language. Science

1.Earth and Space Sciences is an explicit integral part of the content. Wehave introduced Philosophy of Science - what science actually is, what is theScientific Method, etc - in the 7th grade.

1. Students pursue science for a long time. A few figure out how toactually think in science and become scientists and researchers. Forthe rest of the crowd these scientists seem to be people out of theworld. Introduction to the Philosophy of Science will make studentsrealise the intricate framework of science and help them appreciatescience more.

2. We have introduced a topic in the 8th grade which discusses the probableand the absolute in Physical Laws - A glimpse of Statistical and QuantumPhysics.

1. Well, they are topics of science. And for the reason, watch thevideo[10], and the article[11].

3. We discuss the nature of force in the 8th grade - what is a force, etc - Anintroduction to Fields.

1. Students read and write about forces, but go ask a tenth grader whata force actually is, and they get confused. So, we are introducing thestudents to fields- which will partially clear their confusion.

4. We have introduced Relativity in Science II in the 9th grade.1. Watch the video[10], and the article[11].

Arts1. The content includes all kinds of art.

1. Introducing a varied form of arts makes it possible for every studentto know what skills he exceeds in or has interest in. The skills aredeveloped right from the starting

2. Students are to pursue all the mentioned types of art till the 7th grade andwill have to choose at least one type thereafter given they are pursuing arts.

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(Exceptions can be made only by the principals, guided by the teachersreport)

1. This will keep the students focused on their art of choice and will helpthem to develop it .

3. A varied range of arts along with cooking , dramatics and digital arts makesit a fun to learn the subject and the others too.

Physical Studies1. We have made Martial Arts and Yoga compulsory.(Exceptions can be made

only by the principals, guided by the teachers report)1. Self defense is an important skill and it should be taught at school

level along with yoga which is another important form of exercise.2. The exercises of students are designed based on their physical capacities.

1. Every student has different physical strength and he should beadvised to exercise accordingly.

Second Language

1. Communication skills, Public speaking skills are stressed upon.1. Communication skills are the most important set of skills of ones

persona. They should be properly groomed.

History1. Adaptations from The Big History Project[12].

1. Big historyis a field of historical study that examines history on largescales across long time frames through a multidisciplinary approach,focusing on both the history of the non-human world and on majoradaptations and alterations in the human experience. It seeks tounderstand the integrated history of the cosmos, earth, life, andhumanity, using the best available empirical evidence and scholarlymethods. It arose as a distinct field in the late 1980s and is related to,but distinct from, world history, as the field examines history from thebeginning of time to the present day. In some respects, the field isthus similar to the older universal history. This was done with a viewto boost curiosity since everyone likes to know the answers of themost generic questions like where do we come from?.

2. Doesnt include early Kings and their Kingdoms, only the developments theymade are included

1. There's no need of knowing their names, hierarchy and their ancestry3. Students arent expected to remember dates of events.

1. There is no need of remembering dates of any event.4. Made more Philosophical

1. Discussion of ideas like religion, nation, concept of god,.etc forsupporting logical reasoning.

Geography

1. Geography for 5th and 6th grades is merged with science. It has been madea different subject from 7th grade onwards.

1. Geography for 5th and 6th covers only scientific terms.2. More scientific elaboration

1. For better understanding and encouraging imagination.3. Some geographical mysteries added as an independent chapter.

1. To add fun to the subject.

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Economics/CivicsNo peculiar additions

Philosophy

1. The entire content is an addition.2. Description of the content can be found under Subject Additions.

Psychology


Sociology


Computer Science

1. We have nipped MS-Office in the bud early and have made way for morecore advanced topics like Web-Designing, Image Editing, Programming, etc.

1. MS-Office is easy to understand and explore, and throughout the stayat school, students will be working with it. Thus it can be dealt withlightly in one grade itself. Any more advancement will be achievedthrough practise. Whereas Web-Designing, Image Processing,

Programming are advanced topics which take time to develop.2. We have introduced compulsory projects since the 6th grade.

1. In Computer Science, there is no unique path to work on as such.People keep on discovering new algorithms, new techniques, newdesigns. Project is a part where students need to get creative anddevelop content and design. This pushes there CS skills to theirextreme best. 5th grade CS is highly basic so we haven't included anyproject.

Subject Additions:

Philosophy

Philosophy is meant to instil formal thinking into students. The content dealswith Logic, Reality, God, Mind, and Morality - concepts which are normallydealt with illogically in the students home. As of now, these concepts form asocial stigma which is attributed to Religious Institutions, Social Beliefs andthe Family - Institutions which dont possess the overall skills of dealing withthese matters[13][14][15]. This subject focuses on getting rid of biases inthinking.

The content might seem advanced at the first glance, but it is in fact mucheasier to teach and grasp[16][17].

Psychology

Psychology is the study of the 'psych', or what we called as mind. Finding

out why we go behind a particular thing, why we think in a particular way,why are we constrained by our prejudiced thoughts, lies in the domain ofPsychology. To function in the society, it's highly important to understandpatterns in people's satisfactions. That's where fundamentals in Psychologycome in handy.

This is just an introductory-level subject which involves a lot of interactionand play-time, and setting up some concepts for questioning.

Sociology

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Sociology is the study of society, its structure and culture. Studyingsociology helps develop the perspective to see the general patterns andtrends in the particular, seeing the strange in the familiar, seeing the socialcontext in personal decisions.

This is just an introductory-level subject which involves a lot of interactionand play-time, and setting up some concepts for questioning.

References

1. ^http://en.wikipedia.org/wiki/Curriculum2. ^http://www.infed.org/biblio/b-curric.htm3. ^http://unesdoc.unesco.org/images/0014/001458/145839eb.pdf4. ^http://www.guardian.co.uk/education/2008/jul/02/schools.uk45. ^http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename

/contribution+AE.pdf

6. ^http://www.unesco.org/education/information/nfsunesco/pdf/SPORT_E.PDF7. ^http://isush4u.livejournal.com/1313.html8. ^The Digitization of Everything:The Issue:pg2

http://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdf

9. ^http://www.sfgate.com/opinion/diaz/article/Handwritten-letter-speaks-volumes-3656038.php10.^An open letter to the President: Physics Education: https://www.youtube.com/watch?v=BGL22PTIOAM11.^http://isush4u.livejournal.com/1724.html12.^http://www.bighistoryproject.com/Home13.^http://atheistethicist.blogspot.in/2012/02/religious-bias-in-public-schools.html14.^http://www.tolerance.org/publication/beyond-golden-rule/how-do-parents-own-biases-impact-their-children15.^http://www.academon.com/essay/social-bias-in-public-education-47982/16.^http://www.guardian.co.uk/education/2011/sep/13/teach-philosophy-in-our-schools17.^http://www.the-philosopher.co.uk/youngman.htm

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http://en.wikipedia.org/wiki/Curriculumhttp://www.infed.org/biblio/b-curric.htmhttp://unesdoc.unesco.org/images/0014/001458/145839eb.pdfhttp://www.guardian.co.uk/education/2008/jul/02/schools.uk4http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://www.unesco.org/education/information/nfsunesco/pdf/SPORT_E.PDFhttp://isush4u.livejournal.com/1313.htmlhttp://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdfhttp://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdfhttp://www.sfgate.com/opinion/diaz/article/Handwritten-letter-speaks-volumes-3656038.phphttps://www.youtube.com/watch?v=BGL22PTIOAMhttps://www.youtube.com/watch?v=BGL22PTIOAMhttp://isush4u.livejournal.com/1724.htmlhttp://www.bighistoryproject.com/Homehttp://atheistethicist.blogspot.in/2012/02/religious-bias-in-public-schools.htmlhttp://www.tolerance.org/publication/beyond-golden-rule/how-do-parents-own-biases-impact-their-childrenhttp://www.academon.com/essay/social-bias-in-public-education-47982/http://www.guardian.co.uk/education/2011/sep/13/teach-philosophy-in-our-schoolshttp://www.the-philosopher.co.uk/youngman.htmhttp://en.wikipedia.org/wiki/Curriculumhttp://www.infed.org/biblio/b-curric.htmhttp://unesdoc.unesco.org/images/0014/001458/145839eb.pdfhttp://www.guardian.co.uk/education/2008/jul/02/schools.uk4http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename/contribution+AE.pdfhttp://www.unesco.org/education/information/nfsunesco/pdf/SPORT_E.PDFhttp://isush4u.livejournal.com/1313.htmlhttp://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdfhttp://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything_-_How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdfhttp://www.sfgate.com/opinion/diaz/article/Handwritten-letter-speaks-volumes-3656038.phphttps://www.youtube.com/watch?v=BGL22PTIOAMhttp://isush4u.livejournal.com/1724.htmlhttp://www.bighistoryproject.com/Homehttp://atheistethicist.blogspot.in/2012/02/religious-bias-in-public-schools.htmlhttp://www.tolerance.org/publication/beyond-golden-rule/how-do-parents-own-biases-impact-their-childrenhttp://www.academon.com/essay/social-bias-in-public-education-47982/http://www.guardian.co.uk/education/2011/sep/13/teach-philosophy-in-our-schoolshttp://www.the-philosopher.co.uk/youngman.htm


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5th Grade

Subjects: Science, Math, Arts, English, HSS, Physical Studies, Hindi.

Science

Expectation

5th Graders are the entrants to this system, so we go slow with them. The contents must be delivered in no more than 8 topics. Introducing Scientific Analysis through Astronomy. Introduction to Geography.

Content

UNDERSTANDING LIFE SYSTEMSInteractions in the Environment

assess the impacts of human activities and technologies on theenvironment, and evaluate ways of controlling these impacts;

investigate interactions within the environment, and identify factorsthat affect the balance between different components of an

ecosystem; demonstrate an understanding of interactions between and among

biotic and abiotic elements in the environment. UNDERSTANDING STRUCTURES AND MECHANISMS

Forces acting on Structures and Mechanisms

analyse social and environmental impacts of forces acting onstructures and mechanisms;

investigate forces that act on structures and mechanisms; identify forces that act on and within structures and mechanisms, and

describe the effects of these forces on structures and mechanisms. UNDERSTANDING MATTER AND ENERGY

Properties of and Change in Matter evaluate the social and environmental impacts of processes used to

make everyday products; conduct investigations that explore the properties of matter and

changes in matter; demonstrate an understanding of the properties of matter, changes of

state, and physical and chemical change. UNDERSTANDING EARTH AND SPACE SYSTEMS

Conservation of Energy and Resources; Stars and Planets, Geography

analyse the immediate and long-term effects of energy and resourceuse on society and the environment, and evaluate options for

conserving energy and resources; investigate energy transformation and conservation; demonstrate an understanding of the various forms and sources of

energy and the ways in which energy can be transformed andconserved;

Introduction to Geography

What is Geography? Why study? Earth-geologic periods and systems (Jurassic, Triassic......)

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Formation of Land and water,Continents, oceans,.. Laurasia, Gondwanaland Land, Pangaea, Continental Drift

Introduction. what are the dots in the sky? Is earth the center-stage?

References

The Ontario Science Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

Math

Expectation

Introduce them to Mathematics initially from the basics- Revision. Make the actual line of action playful and burden less. Introduce them to Mathematical Thinking; Using a comparative approach i.e.

involving them in day-to-day activities, showing how math makes thingseasy.

Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for

each half semester. Introduction to Computer Science. A 'looking forward' section after each chapter. A 1 section subject.

Content

Number Sense and Numeration

Representing and ordering numbers to 100 000;representing moneyamounts to $1000, and conversions;developing the concept of place valueto hundredths;comparing and ordering fractional amounts with likedenominators;adding and subtracting decimal amounts tohundredths;multiplying two-digit whole numbers by two-digit wholenumbers; dividing three-digit whole numbers by one-digit whole

numbers;relating simple fractions to decimals Measurement

Measuring time intervals to the nearest second;determining elapsed time;measuring temperature;converting from meters to centimeters and fromkilometers to meters; relating the 12-hour clock to the 24-hourclock;developing and applying area and perimeter relationships for arectangle;relating capacity and volume;developing and applying the volumerelationship for a right rectangular prism

Geometry and Spatial Sense

Distinguishing among polygons and among prisms;identifyingacute,right,obtuse,and straight angles;measuring angles to 90with a

protractor;constructing triangles;constructing nets of prisms andpyramids;locating objects using the cardinal directions;performing anddescribing translations;symmetry

Patterning and Algebra

Representing a pattern using a table of values;predicting terms in apattern;determining the missing numbers in equations involvingaddition,subtraction,multiplication,or division and one- or two-digit

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numbers;investigating variables as unknown quantities;demonstratingequality using multiplication or division in equations with unknownquantities on both sides

Data Management and Probability

Collecting and organizing discrete and continuous data; displaying datausing broken-line graphs;sampling data from a population;understandingmean;comparing two related sets of data;representing chance usingfractions;estimation

Logic

Solving puzzles. Computer Science

An informal introduction to computer programming with LOGO Flowcharts Introduction to computer graphics with MSPAINT. Utilizing online encyclopedias

References

The NCERT,India textbook of Mathematics:

http://ncert.nic.in/NCERTS/textbook/textbook.htm?eemh1=0-14 The Ontario Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html Connecticut Math Standards - The Math Mastery Tests:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Math Standards of the NCTM,USA: (Great tools of teaching math)

http://www.nctm.org/resources/content.aspx?id=7478

Arts

Expectation

To generate the students interest in all kinds of arts.

To introduce the student to various forms of art. To enhance their creativity.

Content

Fine Arts: To introduce thestudents to drawing, sketching and coloring/painting.

Dance: To generate the interest and tointroduce them to simple forms of dance. Can have a monthly dancecompetitionor performances by the students.

Music : Introduce the students to various music instruments as well assinging and allow them to choose the instrument of their choice or to sing.

References

None

English

Expectation

Ability to recite poems, state their point clearly. Novels - The Hardy Boys series, etc; Prose.

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Ability to pin down small ideas. Ability to recognise nouns, verbs, adjectives as classes. Get to know about media.

Content

ORAL COMMUNICATION

listen in order to understand and respond appropriately in a variety ofsituations for a variety of purposes;

use speaking skills and strategies appropriately to communicate withdifferent audiences for a variety of purposes;

reflect on and identify their strengths as listeners and speakers, areas forimprovement, and the strategies they found most helpful in oralcommunication situations.

READING

read and demonstrate an understanding of a variety of literary, graphic, andinformational texts, using a range of strategies to construct meaning;

recognize a variety of text forms, text features, and stylistic elements anddemonstrate understanding of how they help communicate meaning;

use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement,

and the strategies they found most helpful before, during, and after reading.WRITING

generate, gather, and organize ideas and information to write for anintended purpose and audience;

draft and revise their writing, using a variety of informational, literary, andgraphic forms and stylistic elements appropriate for the purpose andaudience;

use editing, proofreading, and publishing skills and strategies, andknowledge of language conventions, to correct errors, refine expression, andpresent their work effectively;

reflect on and identify their strengths as writers, areas for improvement, andthe strategies they found most helpful at different stages in the writingprocess.

GRAMMARMEDIA LITERACY

demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and techniques

associated with them are used to create meaning; create a variety of media texts for different purposes and audiences, using

appropriate forms, conventions, and techniques; reflect on and identify their strengths as media interpreters and creators,

areas for improvement, and the strategies they found most helpful inunderstanding and creating media texts.

References

Ontario English Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

ICSE Curriculum.

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Humanities and Social Sciences

Expectation

Demarcated into two streams. Will have double the normal subject hours, as both the sections will be dealt

simultaneously.

Content Social Structure Through the Ages:

History

Expectation

our origin time scales

Content

What is history and why to study? The Origin Stories Complexity, Scales

Goldilocks condition Prehistoric ages and classification Stone age Bronze age

References

Big history: http://www.bighistoryproject.com/Home

Economics and Civics

Expectation

Children learn where they live in[society,country] and thevalue of money[brief].

Content

Currency and calculations. What is a society? What is country? World Holidays and Celebrations

References

None

Social Sense:

Sociology

Expectation Content

Culture Family

References

None

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Psychology

Expectation

Content

Nature Vs. Nurture Aging

References

None

Philosophy

Expectation

Introduction to thinking. Personality Development.

Content

Logic Types of thought ( in terms of rationalism, empiricism,

etc) References

None

Physical Studies

Expectation

To test the current physical status strengths and weaknesses of eachstudent and train them accordingly.

To expose the young students to various easy and interesting physicalactivities and games.

To improve their stamina and endurance. Content

Physical education- Explain the importance of being fit , keeping oneself

healthy, games and physical activities. Introduce them to various indoor aswell as outdoor games. Training Set up a schedule with a combination of easy physical activities

like running, jumping , exercises , meditation and simple yoga exercises likeSuryanamaskar.

Sports Allow to know and learn as much sports as possible cricket ,football, basketball , volleyball, badminton , swimming, tennis, hockey etc.

Chillouts Once in a month a daytime one day trip tours to museums ,science centres and treks to hillside .

References

None

Hindi

Expectation

To test and improve the reading , writing and listening skills of the student Introduce them to various components of the language literature include the

prose and poems . Contents

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Read and demonstrate an understanding of a variety of literary , graphic andinformational texts , using a range of strategies to construct meaning .

Recognize a variety of text forms , text features and stylistic elements anddemonstrate understanding of how they help communicate meaning .

Use knowledge of words and sentence construction to make the readingfluent.

Establish the basic concepts of grammar , vocabulary and writing skills . References

None

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6th Grade

Subjects: Science, Math, Arts, English, HSS, Hindi.

Science:

Expectation The contents must be delivered in no more than 8 topics. An introduction to magnets, and an introduction to the world of light. Actual construction of Flight. Introduction to the topography of the Earth, and India.

Content

UNDERSTANDING LIFE SYSTEMS

Human Organ Systems

analyse the impact of human activities and technological innovationson human health;

investigate the structure and function of the major organs of various

human body systems; demonstrate an understanding of the structure and function of human

body systems and interactions within and between systems. UNDERSTANDING STRUCTURES AND MECHANISMS

Flight

assess the societal and environmental impacts of flying devices thatmake use of properties of air;

investigate ways in which flying devices make use of properties of air; explain ways in which properties of air can be applied to the principles

of flight and flying devices. UNDERSTANDING MATTER AND ENERGY

Electricity and Electrical Devices, Magnetism, Light

evaluate the impact of the use of electricity on both the way we liveand the environment;

investigate the characteristics of static and current electricity, andconstruct simple circuits;

demonstrate an understanding of the principles of electrical energyand its transformation into and from other forms of energy.

introduction to magnets. properties of light.

UNDERSTANDING EARTH AND SPACE SYSTEMSSpace, Introduction to Geography

assess the impact of space exploration on society and the

environment; investigate characteristics of the systems of which the earth is a part

and the relationship between the earth, the sun, and the moon; demonstrate an understanding of components of the systems of which

the earth is a part- the Solar System- and explain the phenomenathat result from the movement of different bodies in space.

Geography

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Latitudes, Longitudes, Equator, Heat zones of earth, Meridian, time zones Rotation, revolution, orbits, Seasons, climates, days, years, Equinox, solstice, Maps, types, directions, scales, symbols Lithosphere, atmosphere, biosphere, hydrosphere, Layers of atmosphere, mountains, plateaus and plains & their types different types of lands Countries and continents, seas, oceans, rivers, ponds, lakes,

bays, islands Introduction to: India, our location, neighbours, physical

divisions, its rivers, climate References



Math

Expectation

Revision of concepts in 5th. Make the actual line of action playful and burdenless. Introduce them to Mathematical Thinking; Using a comparative approach i.e.

involving them in day-to-day activities, showing how math makes thingseasy.

Introduction to basic Programming. Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for

each half semester. A 'looking forward' section after each chapter. A 1 section subject.

Content


Representing and ordering decimals (to hundredths),fractions,andintegers;representing squares and square roots;dividing whole numbers bysimple fractions and decimals;adding and subtracting simple fractions andintegers;multiplying and dividing decimal numbers to thousandths by one-digit whole numbers;applying order of operations in expressions withbrackets;relating fractions,decimals,and percents;solving problems involving

whole-number percents and unit rates;scientific notation;significant digits. Measurement

Converting between metric units,including converting between squarecentimetres and square metres;developing the area relationship for atrapezoid;developing and applying the formula for the volume of aprism;determining and applying surface-area relationships forprisms;relating millilitres and cubic centimetres.

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Constructing parallel,perpendicular,and intersecting lines; sorting andclassifying triangles and quadrilaterals by geometric properties;constructingangle bisectors and perpendicular bisectors;investigating relationshipsamong congruent shapes; relating enlarging and reducing to similarshapes;comparing similar and congruent shapes; performing and describingdilatations;tiling a plane;plotting points in all four quadrants.


Representing linear growing patterns;representing patternsalgebraically;modelling real-life relationships involving constant ratesgraphically and algebraically; translating phrases,using algebraicexpressions;finding the term in a pattern algebraically when given any termnumber;solving linear equations using concrete materials or inspection andguess and check;sequence of numbers


Collecting and organizing categorical,discrete,and continuousdata;displaying data in relative frequency tables and circlegraphs;identifying bias in data;relating changes in data to changes in central

tendency;making inferences based on data;investigating real-worldapplications of probability;determining the theoretical probability of twoindependent events;numerical estimation.

Mathematical methods

Axioms and Systems (Introduction) Logic

Solving puzzles. Mathematical Software

Computer Science

Advanced QBASIC programming

Graphics

Loop and Control Statements Crude Animation

Formal introduction to Internet

Evolution and Terminologies Application Types of Networks Classification of websites.

Computer Arithmetic

Binary, Octal and Hexadecimal conversions Application in Computer Hardware

Project Work

To design a educational application in QBASIC. References

The Ontario Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html The NCTM,USA framework: (Great tools of teaching math)

http://www.nctm.org/resources/content.aspx?id=7546 The NCERT,India Math Textbook:

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http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15 Connecticut Math Standards - The Math Mastery Tests:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Logical Analysis~

http://en.wikipedia.org/wiki/Logic

Arts Expectation

To explore the students creativityand to expose him to all kinds of fine arts

To train the students in Dance in aprofessional way.

To train the music students and give them the beginner basics about theinstruments.

Content

Fine Arts : To let the studentsexperience all kinds of fine arts such as clay modelling, origami, paper

cutting, glass painting , sketching , water painting , cloth painting etc.rather than just drawing and colouring. Dance : Conduct beginner level workshops of various types of

dance styles like b-Boeing, salsa, hip-hop etc and conduct intra schoolcompetitions.

Music and Singing:Make them comfortable with their music instruments bygiving a beginner level training.

ReferencesNone

English

Expectation

Ability to recite poems, state their point clearly. Novels - Harry Potter series, etc; Prose; Poetry. Ability to write letters and small essays/stories. Ability to recognise nouns, verbs, adjectives as classes. What is editing?

Content

ORAL COMMUNICATION


use speaking skills and strategies appropriately to communicate with

different audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas

for improvement, and the strategies they found most helpful in oralcommunication situations.

READING

read and demonstrate an understanding of a variety of literary,graphic, and informational texts, using a range of strategies toconstruct meaning;

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recognize a variety of text forms, text features, and stylistic elementsand demonstrate understanding of how they help communicatemeaning;

use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before,during, and after reading.

WRITING


draft and revise their writing, using a variety of informational, literary,and graphic forms and stylistic elements appropriate for the purposeand audience;

use editing, proofreading, and publishing skills and strategies, andknowledge of language conventions, to correct errors, refineexpression, and present their work effectively;

reflect on and identify their strengths as writers, areas forimprovement, and the strategies they found most helpful at different

stages in the writing process. GRAMMAR

MEDIA LITERACY

demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and

techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques; reflect on and identify their strengths as media interpreters and

creators, areas for improvement, and the strategies they found mosthelpful in understanding and creating media texts.

References Ontario English Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/language18currb.pdf

ICSE Curriculum.

Humanities and Social Sciences

Expectation


simultaneously.

Content Social Structure through the Ages:

History

Expectation

Different views on solar system Early civilisation and trade

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Concept of religion Early arts

Content

How do we know history?(Brief Archaeology andPaleontology)

The Big Bang. Ptolemy, Tycho Brahe, copernicus, Galileo, Newton,

Henrietta Lewitt, Hubble - History of Astrophysics. Buddha - Buddhism and Ashoka. Thriving villages and towns(currency, trade, modes of

exchange, production of goods like thread 2500 yrsback), Need of a ruler

Coastal trade with rome, silk trade Spread of religion Migration and ancestry Structures, temples and monuments-I Writing and Painting Universities(in bihar)

ReferencesNone

Economics/Civics

Expectation

To know about the classification of people on the basis ofcultural background and religious rituals and prejudiceagainst different diverse people that existed.

About Democratic Government ,Local Government andtheir functions.

And the livelihood of people. Content

Diversity and Discrimination Government Panchayati Raj Rural and Urban Administration Rural and Urban Livelihoods

References

None

Social Sense:

Sociology

Expectation

Content

Social Stratification(Basics) References

http://www.asanet.org/introtosociology/home.html

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Psychology

Expectation

Content

Human development throughout life span References

http://www.psychology.org

http://www.apa.org/index.aspx

Philosophy

Expectation

The Concept of God. Theism-Atheism-Agnosticism. Personality Development.

ContentAbout God

Plato- Euthyphro Descartes Argument from design- Paley, Ewing, Hume, Dawkins

ReferencesNone

Physical studies

Expectation

To fit students to a specialised training schedule they are fit for based ontheir physical strengths.

To enhance their strengths and trying to rule out their weaknesses Introduce martial arts to the students

Content

Physical Education : educate about self defence and the importance ofmartial arts. Teach the details of sports-rules of the games, equipments etc.

Training : A more strict training schedule with harder exercises , long runs ,marathons,meditation techniques and more detailed yoga would be taught.

Martial Arts- Introduction to MMA- Mixed Martial Arts . Small exercises ,practices to get the body adapted to all forms of martial arts.

Sports - A students would have to choose 3-4 sports and practice themkeeping a schedule.

Chillouts- Overnight camps ,campfire ,bicycle rallies , mountain trekking. References

None

Hindi

Expectation

To improve the speaking , reading and writing skills by using the speakingskills and strategies appropriately to communicate with different audiencesfor a variety of purposes.

Reflect and identify their strengths as listeners,readers , writers andspeakers .

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Content

Prose comprising of literature essential to generate interest in the languageand elevating the knowledge of the topic.

Simple poetry giving an insight into expressing emotions and feelingsthrough words.

Writing skills-Essays , letters , short stories etc. Reading and communication skills can be developed by conducting various

activities in a lab. References

None

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7th Grade

Subjects: Science, Math, Arts, English, HSS, Physical Studies, Hindi, Computer Science.

Science

Expectation The contents must be delivered in no more than 8 topics. Introduction to Atoms. Introduction to the Big Bang. Introduction to Philosophy of Science.

Content


Biodiversity

assess human impacts on biodiversity, and identify ways of preservingbiodiversity;

investigate the characteristics of living things, and classify diverse

organisms according to specific characteristics; demonstrate an understanding of biodiversity, its contributions to the

stability of natural systems, and its benefits to humans. UNDERSTANDING STRUCTURES AND MECHANISMS

Form and Function

analyse personal, social, economic, and environmental factors thatneed to be considered in designing and building structures anddevices;

design and construct a variety of structures, and investigate therelationship between the design and function of these structures andthe forces that act on them;

demonstrate an understanding of the relationship between structuralforms and the forces that act on and within them.

UNDERSTANDING MATTER AND ENERGYPure Substances and Mixtures; Atoms and Molecules

evaluate the social and environmental impacts of the use and disposalof pure substances and mixtures;

investigate the properties and applications of pure substances andmixtures;

demonstrate an understanding of the properties of pure substancesand mixtures, and describe these characteristics using the particletheory.

introduction to atoms, and molecules - indivisibility of substances. UNDERSTANDING EARTH AND SPACE SYSTEMS

Heat in the Environment; Structure and Origin of the Universe

assess the costs and benefits of technologies that reduce heat loss orheat-related impacts on the environment;

investigate ways in which heat changes substances, and describe howheat is transferred;

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demonstrate an understanding of heat as a form of energy that isassociated with the movement of particles and is essential to manyprocesses within the earths systems;

glimpse of Thermodynamics- Enthalpy and Entropy. the origin of the universe theories. about star clusters, galaxies, local clusters, etc.

SCIENTIFIC METHODOLOGYWhat is Science?

What all lies in the Regime of Science? References



Math

Expectation

Revision of concepts in 6th.

Make the environment playful and burden less, but invoke a littleformality(subject to individuals) Introduce them to Mathematical Thinking; Using a comparative approach i.e.

involving them in day-to-day activities, showing how math makes thingseasy. And also teach them a bit about the abstractness involved. Make thepursual of abstract math possible - Axioms and Systems.

A great emphasis on estimation methods. Introduction to a Computational software in collaboration with Information

Technology. Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for

each half semester. A 'looking forward' section after each chapter. A 1 section subject.

Content


Representing and ordering decimals (to hundredths),fractions,andintegers;representing squares and square roots;dividing whole numbers bysimple fractions and decimals;adding and subtracting simple fractions andintegers;multiplying and dividing decimal numbers to thousandths by one-digit whole numbers;applying order of operations in expressions withbrackets;relating fractions,decimals,and percents;solving problems involvingwhole-number percents and unit rates;scientific notation;significant digits.

Measurement

Converting between metric units,including converting between squarecentimetres and square metres;developing the area relationship for atrapezoid;developing and applying the formula for the volume of aprism;determining and applying surface-area relationships forprisms;relating millilitres and cubic centimetres.


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Constructing parallel,perpendicular,and intersecting lines; sorting andclassifying triangles and quadrilaterals by geometric properties;constructingangle bisectors and perpendicular bisectors;investigating relationshipsamong congruent shapes; relating enlarging and reducing to similarshapes;comparing similar and congruent shapes; performing and describingdilatations;tiling a plane;plotting points in all four quadrants.


Representing linear growing patterns;representing patternsalgebraically;modelling real-life relationships involving constant ratesgraphically and algebraically; translating phrases,using algebraicexpressions;finding the term in a pattern algebraically when given any termnumber;solving linear equations using concrete materials or inspection andguess and check;sequence of numbers


Collecting and organizing categorical,discrete,and continuousdata;displaying data in relative frequency tables and circlegraphs;identifying bias in data;relating changes in data to changes in centraltendency;making inferences based on data;investigating real-world

applications of probability;determining the theoretical probability of twoindependent events;numerical estimation.

Mathematical methods

Axioms and Systems (Introduction) Logic

Solving puzzles. Mathematical Software

References

The Ontario Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html The NCTM,USA framework: (Great tools of teaching math)


http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15

Arts

Expectation

To let the students explore higherforms of art and teach them the art with some professional guidance.

Introduce them to cooking To allow them to explore their

stand-up abilities .

Content Fine Arts - The students would be exposed to slightly complex form of art .

Each field in arts would be taught at a beginner level. Dance - Give a intermediate level dance training and participation in inter

school competitions. Cooking - Introduce and generate interest in cooking and how to make

easiest most basic items . Can have a once in 3 month cooking fest.

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http://www.edu.gov.on.ca/eng/curriculum/elementary/math.htmlhttp://www.nctm.org/resources/content.aspx?id=7546http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15http://www.edu.gov.on.ca/eng/curriculum/elementary/math.htmlhttp://www.nctm.org/resources/content.aspx?id=7546http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15


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Stand-ups - The basic aim is to expose the student to stage fear and togenerate a confidence while speaking in public in the student . Stand-upscan be comic , serious talks or poetryrecitation .

Music and Singing - Participate in group singing competitions as well asteach the intermediate music instruments course.

References

None

English

Expectation

Speech, Debate. Novels - Harry Potter series, etc; Prose; Poetry. Ability to expand ideas, write speeches, short stories, poems; Introduction

to Calligraphy. Understanding classes nouns, verbs, adjectives, adverbs; Voice. Introduction to School Magazine Creation.

Content

ORAL COMMUNICATION


use speaking skills and strategies appropriately to communicate withdifferent audiences for a variety of purposes;

reflect on and identify their strengths as listeners and speakers, areasfor improvement, and the strategies they found most helpful in oralcommunication situations.

READING

read and demonstrate an understanding of a variety of literary,graphic, and informational texts, using a range of strategies to

construct meaning; recognize a variety of text forms, text features, and stylistic elements

and demonstrate understanding of how they help communicatemeaning;

use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for

improvement, and the strategies they found most helpful before,during, and after reading.

WRITING


draft and revise their writing, using a variety of informational, literary,and graphic forms and stylistic elements appropriate for the purposeand audience;

use editing, proofreading, and publishing skills and strategies, andknowledge of language conventions, to correct errors, refineexpression, and present their work effectively;

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reflect on and identify their strengths as writers, areas forimprovement, and the strategies they found most helpful at differentstages in the writing process.

GRAMMAR

MEDIA LITERACY

demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and

techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques; reflect on and identify their strengths as media interpreters and

creators, areas for improvement, and the strategies they found mosthelpful in understanding and creating media texts.

References

Ontario English Curriculum:

http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf

ICSE Curriculum.

HSS

Expectation


simultaneously. Content

Social and Gaia Structure through the Ages:

History

Expectation

Explorers of the globe Theory of Evolution and its impacts on society Agriculture Rulers and their administration Religion and pilgrimage

Content

Maps and Archives Agriculture and civilizations, Agrarian Society Theory on Evolution,Its social and cultural impact, Nagabhata, Aryabhata, Brahmins, Cholas and some

rulers and their administration and how they improved

agricultural techniques Delhi sultans Mughal Empire Engineering skills of rulers in their

constructions(examples) Temple towns, Pilgrimage centres, Crafts in towns and

the trade developed in cities like Surat{Urbanisation}

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http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdfhttp://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdfhttp://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdfhttp://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb.pdf


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Vasco da Gama, Christopher columbus, Marco Polo, IbnBatuta, Zheng He.

Mongols, Genghis Khan Idea of supreme god, Philosophy and bhakti, Nayanars

and Alvars, Nathpanthis, Siddhas and Yogis, Islam,Sufism, Kabir, Guru nanak, Martin luther King

Regional cultures, pirs, rajputs, Classical dances andpaintings, bengal,

Later mughals(18th century), nizam, avadh, sikhs,marathas, jats

References

None

Geography

Expectation

environment Interior of the earth evolution of landforms air, water, forests humans affecting the environment

Content

Environment- types, significance. Ecosystems, food chains interior of the earth, magma, igneous rock, sediments,

sedimentary rock, metamorphic rock, rock cycle,minerals

Evolution of Landforms, endogenic & exogenic forces,earthquake, volcano, landslides, diastrophic forces,building of mountains, erosion and deposition, river ,

glaciers, sea waves, wind... and functions air- composition, structure of atmosphere, weather and

climate, pressure, moisture, cyclones, Water cycle, distribution of water bodies, oceans- waves,

tides and current, tsunami Forest types, grassland types and their vegetation and

wildlife. human environment- settlements & types, different

modes of transport and communication, desert- vegetation, wildlife and climate, people

References

NCERT Curriculum

Economics/Civics

Expectation

To know aboutthe Right to equality as mentioned in ourConstitution.

About the State Government and its working.

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To understand the inequalities and power relationsbetween men and women in society.

How is information communicated to us and how acommodity reaches us via the Market.

Content

Equality in Indian Democracy Struggles for Equality How the State Government Works. Role of the State Government in Health Gender and how women change the World Understanding Advertising Market around us

References

NCERT Curriculum

Social Sense

Psychology Expectation

Content

Prejudice Stereotypes Conformity Obedience

ReferencesNone

Sociology

Expectation

Content

Social institutions

Religion Law and order Education

References

None

Philosophy

Expectation

Personality Development. Concepts

Mind, Aesthetics

Descartes Nagel Smart References

References

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None

Physical studies

Expectation

To concentrate on physique development. To develop self defence

Make select sports teams for each sport . Content

Education - Detailed information about sports and yoga ,the ways ofmeditation .

Training- Physique building training with proper diet. Daily training of yoga ofbeginner level.

Martial Arts - Begin inner level MMA training. Sports - Get the students to Intra school sports and to specialise in one

sport. Chillouts- Longer treks , Rock Climbing and a 5 day camping trip to a

suitable location every once in 3 months. References

None

Hindi

Expectation

To expand the vocabulary and help in making better use of proverbs andidioms in the sentences.

Improve the reading skills by exposure to high level literature. Content

Grammar : All the essential grammar should be completed along with atouch of higher level grammar. The ability to write letters , short essays

should be improved Give up a project such as writing essay or poems for the school magazine. Inspire to read novels and literature pieces . Conduct poem reciting and

elocution competitions. References

None

Computer Science

Expectation

Introduction to the fields. Content

Introduction to C programming Graphics and Strings Loop and Control Statements

Advanced Flowchart Designing

Graphics Designing

Introduction to ADOBE PHOTOSHOP Basic Photoshop Tools

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Rendering Images Introduction to HTML

Font Formatting Tables Frameset Hyperlinks

Introduction to ADOBE FLASH

Learning Graphic Basic Tools Basic Motion and Shape Tweening

References

None

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8th Grade

Subjects: Science, Math, Computer Science, Arts, English, HSS, Second Language,Physical Studies.

Science

Expectation

The contents must be delivered in no more than 8 topics. An introduction to Cellular Biology. An introduction to Evolution. Probability and Absoluteness in Physical Laws. Nature of Forces.

Content


Cells; Evolution assess the impact of cell biology on individuals, society, and the

environment; investigate functions and processes of plant and animal cells; demonstrate an understanding of the basic structure and function of

plant and animal cells and cell processes. evolving creatures.

UNDERSTANDING STRUCTURES AND MECHANISMS

Systems in Action; F=dP/dt, Statistical Physics, Glimpse of QuantumMechanics

assess the personal, social, and/or environmental impacts of asystem, and evaluate improvements to a system and/or alternativeways of meeting the same needs;

investigate a working system and the ways in which components of

the system contribute to its desired function; demonstrate an understanding of different types of systems and the

factors that contribute to their safe and efficient operation. UNDERSTANDING MATTER AND ENERGY

Fluids; Elements. analyse how the properties of fluids are used in various technologies,

and assess the impact of these technologies on society and theenvironment;

investigate the properties of fluids; demonstrate an understanding of the properties and uses of fluids; the periodic table - the way of classification.

UNDERSTANDING EARTH AND SPACE SYSTEMSWater Systems; Different Large Matter Compositions assess the impact of human activities and technologies on the

sustainability of water resources; investigate factors that affect local water quality; demonstrate an understanding of the characteristics of the earths

water systems and the influence of water systems on a specificregion.

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about star clusters, galaxies, local clusters, etc. References



Math

Expectation

Revision of concepts in 7th. A 2 section subject:

Regular Math Mathematical Philosophy

Make the environment playfully challenging but burdenless, and invoke alittle formality(subject to individuals)

Introduce Advanced Classes -Wherein interested individuals can learn moreabout the topics they like.

Emphasis on Introduction to Mathematical Philosophy: Logic Mathematical Systems

Emphasis on introducing sets and relations. Divide the concepts (except logic and systems) in no more than 8 chapters.

Mathematical Philosophy should be done parallel to 'regular' math. A 'looking forward' section after each topic.

Content


Representing and ordering rational numbers;representing numbers usingexponential notation(scientific notation);solving multi-step problemsinvolving whole numbers and decimals;multiplying and dividing fractionsand integers;multiplying and dividing decimals by powers of ten;applying

order of operations in expressions with brackets and exponents;solvingproblems involving percents to one decimal place and percents greater than100;solving problems involving rates and proportions;significant digits.

Measurement

Converting between cubic centimetres and cubic metres and betweenmillilitres and cubic centimetres;developing circumference and arearelationships for a circle;developing and applying the formula for the volumeof a cylinder;determining and applying surface-area relationships forcylinders.


Sorting quadrilaterals by geometric properties involvingdiagonals;constructing circles;investigating relationships among similarshapes;determining and applying angle relationships for parallel andintersecting lines;relating the numbers of faces,edges,and vertices of apolyhedron;determining and applying the Pythagorean relationshipgeometrically; plotting the image of a point on the coordinate plane afterapplying a transformation.


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Representing the general term in a linear sequence,using one or morealgebraic expressions;translating statements,using algebraicequations;finding the term number in a pattern algebraically when givenany term;solving linear equations involving one variable terms with integersolutions using a balancemodel;sets;matrices(introduction);solving multi-step word problems;progressions


Collecting categorical,discrete,and continuous data; organizing data intointervals;displaying data using histograms and scatter plots;using measuresof central tendency to compare sets of data;comparing two attributes usingdata management tools;comparing experimental and theoreticalprobabilities;calculating the probability of complementary events.

Mathematical Methods

Axioms and Systems. Logic

History of Logic, Axioms of Logic (Introduction). Mathematical Software

References

The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html

The NCTM,USA framework: (Great tools of teaching math)


http://ncert.nic.in/NCERTS/textbook/textbook.htm?hemh1=0-16 Logical Analysis~

http://en.wikipedia.org/wiki/Logic Bertrand Russell's 'Introduction to Mathematical Philosophy' (Advanced Math

Philosophy):

http://people.umass.edu/klement/russell-imp.html Connecticut Math Standards - The Math Mastery Tests:

http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872

Computer Science

Expectation

After been introduced in the last grade, select atleast one of the below topicsto work on.

Content

Advanced C programming

Crude Graphics Animation Functions Image And Mouse Programming File processing Project e.g

Create a Game/ Create an interactive Quiz Advanced Photoshop

Mixing Gradient Colors Advanced photoshop Rendering effects

45
http://www.edu.gov.on.ca/eng/curriculum/elementary/math.htmlhttp://www.nctm.org/resources/content.aspx?id=7552http://ncert.nic.in/NCERTS/textbook/textbook.htm?hemh1=0-16http://en.wikipedia.org/wiki/Logichttp://people.umass.edu/klement/russell-imp.htmlhttp://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872http://www.edu.gov.on.ca/eng/curriculum/elementary/math.htmlhttp://www.nctm.org/resources/content.aspx?id=7552http://ncert.nic.in/NCERTS/textbook/textbook.htm?hemh1=0-16http://en.wikipedia.org/wiki/Logichttp://people.umass.edu/klement/russell-imp.htmlhttp://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872


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Combining two or more images Using 3D fonts Project e.g

Create a HD Image of Combination of all the wonders of worldin one image

Advanced HTML programming

Cascading Stylesheets Creating forms Inserting embedded elements Introduction to Scripting Languages - JavaScript Project e.g

Create your school website describing it number of webpages ANIMATION

Advanced Flash Using Library Objects Motion Path and Masking Script Programming Publishing Multimedia

Introduction to 3D Animation Basics of 3D Animation 3D MAX

Project e.g Create an animated version of a poem

References

Let Us C by Yashwant Kanetkar Google Reference Material

Arts

Expectation

To introduce the students to Dramatics To concentrate on some fine arts and master them. To teach some beginner level cooking . To generate confidence while doing stand-ups. To host a music production where the students get to show their talent

Content

Fine Arts: To select 3 fine arts of choice and to master them. Dance : To continue with the intermediate dance workshops. Cooking: To give demo cooking

classes and show videos related to cooking. Dramatics: A basic introduction to

dramatics . Check the student's expressions , voice modulations anddialoguedelivery.

Music: Continue with the singingworkshops and intermediate level music instruments course.

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Stand-ups : Conduct a competitionwhere students have to give stand-up performances so that everyone wouldgettrained in public speaking.

References

None

English

Expectation

Debates, Dialogues, Speech; Listening Skills. Novels - Dan Brown series, etc; Prose; Poetry; Introduction to Shakespearen

Literature. Ability to write short stories, essays, note-making, poems; Introduction to

Shorthand. Voice; Switching between classes; Sentence Structure. Visiting Media Houses. Understanding the Process.

Content

ORAL COMMUNICATION

Listening to Understand:listen in order to understand and respondappropriately in a variety of si

utopian school

Documents