The curriculum in our primary section is student-centred and developed to allow young children to question, investigate, and articulate ideas in the classroom. It employs a blended learning method in which students are encouraged to think about and apply concepts outside of the classroom. English, mathematics, environmental science, Kannada, sketching, pottery, and other co-curricular activities are all part of the curriculum. The varied exercises carried out in class contribute to the development of problem-solving abilities, simple thinking, language, and social skills, therefore catering to various learning styles. To promote skills, hands-on activities are always encouraged. The school emphasises developing values and creating a cultural atmosphere in order to maximise learning, build relationships, and nurture the child's development to cope with the difficulties of the changing world.
The school uses English as its medium of instruction. Kannada, the second prescribed language, is introduced in Class I to spark students' interest in learning the state language. Teachers begin with alphabets for non-Kannada speakers, then go on to words, phrases, and lessons utilising a variety of audio-visual teaching aids like songs, stories, role-plays, puzzles, and quizzes. Language learning prepares youngsters to confidently perform the three E's of learning:
The emphasis in the early stages of teaching any language is on oral language development. Other skills are gradually introduced into the curriculum. Art-integrated activities such as pottery, drawing, craft, and role-playing help children develop their linguistic competence.
For pupils' overall development, the school uses a comprehensive assessment of learning. Formative and summative assessments are conducted on a routine basis to evaluate a student's scholastic and co-scholastic learning skills. It includes class discussions, classwork, home homework, worksheets, planned activities, projects, and skills in all four core subjects, as well as an evaluation of co-curricular subjects and personality traits. A summative evaluation is the final evaluation of a student's performance and is done twice a year, at the end of each term. This comprehensive and continuous assessment (CCE) curriculum is intended to help students develop key competencies. It encourages students to imbibe concepts and apply them and helps them veer away from rote learning. These assessments also assist teachers in identifying learning gaps, providing remedial learning approaches, and giving parents performance feedback. Skill evaluation is continuous and is evaluated twice a year. Reading, writing, speaking, and listening skills are assessed under language skills, whereas concept development is assessed in topics such as math and science. The student's achievement record is a detailed report on the child's performance in curricular subjects as well as co-curricular activities such as art and craft, yoga, music, pottery, sports, and physical education. The student's behaviour and personality profile are observed and assessed on a variety of criteria, including initiative, punctuality, neatness, confidence, and courteousness.
Our school has a well-stocked library with a vast array of age-appropriate books for the students to choose from and read. Weekly library periods make them familiar with the rules of the library and also expose them to different genres of books. We aim to inculcate the habit of reading among even our youngest students and nurture them into eager readers. Activities are regularly conducted to enhance and inculcate independent reading habits. Reading not only piques their curiosity and enhances their imagination, but it also helps them comprehend better, improves their language skills and vocabulary, and encourages them to become better human beings.
The Sri Kumaran Group of Institutions was among the first to implement Quality Circle Time (QCT) in primary schools to help pupils develop holistically. Jenny Mosely, an educator, created this to help children develop self-esteem, empathy, compassion, and self-confidence. QCT strives to give tools for instructors to engage with and listen to children. It is often used to tackle problems that affect the entire class. The entire class participates in QCT at the same time, guided by their teacher, who sits in a circle with their students. The circle promotes solidarity, respect, turn-taking, and working together to achieve a shared objective. It teaches children five essential skills: thinking, listening, looking, speaking, and concentrating. These sessions give students the opportunity to learn about the importance of values while also sharing their thoughts and experiences. They learn to interact effectively, share their emotions with others, and gain self-confidence.
Using hands-on activities helps children learn concepts better, especially when they are learning the fundamentals of math. Our Math Lab sessions are a perfect way to teach children concepts in math that they will carry through their academic careers. The fundamental numeracy concepts are reinforced through number cards, dice, counting beads, picture cards, and other group activities. Students learn while also having fun during their Math Lab classes. For example, the concept of division or the act of equal sharing is done through bowls and counters, so that students can infer that division is equal sharing. To learn the estimation of mass, students are provided with different objects and they measure their mass using weighing stones and balances. For addition and regrouping, numbers are represented with the help of a place value kit. Students learn to regroup and carry out addition.
Learning about science is supplemented through sessions at the science lab. Through hands-on activities, students learn the skills of observation, reasoning, classification, and drawing inference. The students visit the science labs to observe experiments to understand the processes involved, such as the water cycle, properties of air, water, and other materials, and sorting items pertaining to the sense organs.
In the language lab, students learn the concepts of grammar and how to improve their verbal and written communication skills. Several hands-on activities, such as flashcards, picture talks, building article trains, story-telling, role-playing, and debates, give pupils a platform to express themselves creatively, reinforcing concepts learned in the classroom. Children learn through a variety of means, such as auditory, visual, and kinaesthetic.
We incorporate the ancient practice of shloka chanting to enhance the overall well-being of our students. It not only improves concentration and memory but also creates a positive atmosphere in the classroom. It helps to improve their diction and pronunciation. It also teaches students patience and focus.
Students in Class III have a weekly chess training session. Research has shown that chess not only improves your memory, focus, and comprehension but also makes you think a step ahead. Chess was introduced in our school with the aim of improving logical and analytical thinking in children and paving the way for them to become ‘if-then’ thinkers.
Fitness and skill-based activities teach students discipline and instil a sporting spirit in them. It assists students in sharpening their intellect while also developing physical stamina and a healthy competitive mind set. Activities are developed to improve students' locomotor abilities, endurance, agility, and flexibility, as well as their self-confidence. Students learn various games with rules and regulations, such as football, volleyball, and throw ball.
Weekly yoga classes are held for primary section students. We introduce the practice of yoga at an early age to promote holistic growth among our students. The ancient practice aids the physical well-being of growing children and helps them improve their bodily flexibility. Asanas and pranayama foster the mental, physical, and emotional well-being of all our students.
The Literary Fest is an excellent platform for children to confidently display their talents and bring out the best in them. It boosts confidence and eliminates inhibitions. Every student has the opportunity to demonstrate their unique talents in music, dance, art, and language.
Students conduct plays, speeches, singing, and other programmes during special assemblies held at school to mark national holidays, and religious festivals such as World Environment Day, International Yoga Day, Hindi Day, and Kannada Rajyotsava. The performances highlight the significance of the occasion through engaging activities. The students who perform gain confidence, while their peers learn through the fun experience.
This is one of the most anticipated events for the Sri Kumaran Group of Institutions and brings together the entire school community. Usually held every alternate year in November, the school day sees celebrations on a grand scale, with each and every student involved. Teachers work tirelessly to put on shows of dance, singing, and plays. Parents and family members gather to watch the students perform and cheer them on.
We motivate learners to hone their artistic skills by showcasing them in a variety of formats. To highlight the talents of our aspiring artists, their artwork is displayed on the cover page of school notebooks. Every year, a theme is selected, and all students are encouraged to contribute their artwork. This aids in the identification and recognition of the young artist at work.
Our school collaborates with Woody Adventure and organises trips to provide interesting chances for discovery for its students. These adventures offer opportunities for personal development through outdoor experience and challenge. Students develop self-sufficiency, responsibility, teamwork, confidence, and compassion. Students in the primary section are usually taken on overnight trips.
Excursions or field trips, are a great way for students to learn outside the classroom. Trips to places of historical interest, museums and national parks help students learn while having fun. These trips are organised annually.
Art and craft are significant learning mediums. Art allows youngsters to express their emotions and creative abilities. It helps students appreciate art and builds their aesthetic skills from a young age.
Pottery is yet another medium through which our students have personal growth. It is not just a skill, but a practice that brings joy to the students. It is also helpful for the development of fine motor skills and the improvement of hand-eye coordination.
This activity teaches them to enjoy finer pleasures and develop creative skills. It instils moral values and promotes visual imagery. It also helps them develop listening and speaking skills, and helps in the overall development of language.
Kumarans has partnered with the Subramaniam Academy of Performing Arts (Sa Pa) in all of their schools to provide structured music education to primary students. Children can acquire the fundamentals of music as well as its overarching tradition and culture in the Indian context. Children learn to appreciate rhythm and melody. It also aids in the relaxation and calmness of young minds.
We observe Seva Day on October 1st to commemorate the death anniversary of our former director, Smt. Meenakshi Balakrishnan, affectionately known as Mother. She espoused certain values that the Sri Kumaran Group of Institutes still upholds today. She believed that helping those in need was a form of devotion to God. On Seva Day, students show their appreciation to the school's non-teaching personnel in her honour. They show their gratitude by cleaning their classrooms and surroundings. Student representatives often offer lunch to the personnel. It teaches children the value of the work done by the volunteers.
Understanding Indian culture through our festivals: Celebrating events and festivals has become an essential part of learning for our students. It also helps develop strong cultural ideas. These events teach children about the significance of many festivals as well as our rich cultural history.
Sports day celebrations are one of the many occasions during which our students get to display their talents. It is the culmination of all the sports classes they take and is preceded by weeks of practice. Teachers encourage each and every student to participate. The event teaches students the values of healthy competition and team spirit.
Language and science exhibitions give a venue for pupils to put their classroom knowledge into practice. They demonstrate their abilities with confidence and competence. Every alternate year, IDEX (Ideas and Expressions) is held, when children display exhibits and conduct various events such as quiz shows, mono-acting, and specialised food courts to instil monetary notions under the careful guidance and supervision of teachers.
The Kumaran Group of Institutions was the first in Bangalore to establish the concept of a resource room, Sadhanam, to assist children with learning difficulties. Our resource room operates in a child-friendly atmosphere that identifies and assists children who are experiencing learning challenges. When teachers or parents discover learning gaps in students, they refer them to Sadhanam. Our resource room programme not only helps students overcome learning gaps, but it also provides emotional support. Some of the aspects covered by special educators are reading, spelling, comprehension, study skills, thinking skills, organising skills, and behaviour management.
Parent-teacher interactions give a forum for parents to learn about their children's overall development, while teachers gain insight into the child's behaviour and growth at home. Exclusive parent-teacher meetings are also scheduled if needed. Parents are kept up to date on their child's progress through regular meetings. Teachers also offer suggestions to parents to assist their children in addressing areas that need improvement.
We have a certified counsellor employed by the school for our students' emotional and mental well-being. The counsellor provides individual or group sessions. Sometimes parents are also involved in these sessions. They also take classroom sessions to address the students' emotional, social and behavioural needs.