Curriculum

Chinmaya Vidyalaya aims to foster excellence in scholarship and academic studies. We have high expectations of our students - we expect them to work hard to achieve their maximum potential. We also aspire to provide a broad, balanced curriculum, to promote intellectual curiosity and the ability to work independently.

Everything we do in the lower school and middle school is designed to prepare our students for 10th and 12th standards and beyond.

We recommend the whole Chinmaya curriculum for its rigour, breadth, depth and coherence, for its spirit of intellectual engagement and for the confident, cultured and outward-looking students it produces.


Montessori Playway Teaching

Sensorial Activities

Life becomes known to each person through the use of his or her senses.

The Sensory motor materials used in the Montessori Lab for the kindergarten kids assist children in refining their sensory experiences from awareness of taste, to auditory discrimination, to the many small motor skills necessary to learn , read and write.

Our sensory motor materials are age appropriate. Each level provides the children with materials that stimulate their senses, encouraging them to explore and build on the impressions they acquire.


Language

Language is taught in our nursery classrooms using a phonetic approach, highlighting the sounds of the letters. This allows the child to move effortlessly into reading. In the Montessori Lab children experience writing before reading, gaining an ability to create words as they develop reading skills. This strategy is a whole language approach that helps children become independent readers. Often when you ask a child in our school as to who taught her to read, he or she will respond as "No one taught. I learnt it myself!"


Key Words with Lady Bird for Proficiency in Reading:

The Key Words with Lady Bird Reading Scheme is a series of 36 books (12 sets of three books) used for readers from ages 4 to 9 in our school to acquire proficiency in reading. The series is popular amongst the early readers as 'Peter and Jane Book' (the names of the main characters in the series).The books are used as materials for teaching small children to learn to read, using a system of key phrases and words. Starting with book 1a, a budding reader of primary school age of about 4 years is introduced to brother and sister Peter and Jane, their dog Pat, their Mummy and Daddy, and their home, toys, playground, beach, shops, buses and trains, and so on. Gradually, the reader's reading vocabulary expands with introduction of new words in each series. By III term in class 5, the reader completes the entire series.


Samacheer Kalvi Syllabus

The school follows the Samacheer Kalvi syllabus (also known as Tamil Nadu Uniform System of School Education/ Equitable Education System), since it was introduced by the Tamil Nadu Government. Under this system, standards 1 to 10 have a uniform syllabus all over Tamil Nadu. The core subjects of study are

  • Tamil
  • English
  • Maths
  • Science
  • Social Science

The School doesn't restrict education with this prescribed curriculum alone. It's the Chinmayan conviction that assures a broad acquaintance with the basic areas of academic study to every student enrolled with us. So apart from the prescribed syllabus, we also have a wide range of activities to supplement the government curriculum:

  • Hindi as additional language from standards 6 to 8.
  • Spoken Sanskrit from standards 6 to 8.
  • Handwriting remains the primary tool of communication and knowledge assessment for students in the classroom. We have adopted the cursive writing pattern from standard one.
  • Mindspark, a computer based self-learning programme, acts as an assistant teacher, helping students in their specific areas of concerns in Maths.
  • Supplementary books to bridge the gap between standard 10 and Higher Secondary syllabus.
  • Computer-aided learning during CD periods with activities and application examples to promote intellectual thinking, active learning, learning preferences, time management, and effective communication.
  • Preparation for competitive exams for Higher Studies at Higher Secondary classes.
  • Periodic career guidance and counselling to facilitate students in making right choices in higher education and career.

Handwriting

Children from std I use pencil for all their work and are taught correct letter formation and shape through handwriting practices. All students are taught to join up letters correctly. Students of std IV will be awarded a "pen licence" to use suitable pens - we insist children to use fountain pens as the ink flows freely.


Comprehension

A variety of material is used for comprehension such as books, poetry, plays, magazines and newspaper articles. This often forms the basis of discussions and does not always involve written work although it helps develop understanding and appreciation. Reading periods allow children to further enhance their comprehension skills in oral and written work.

The general education requirements are designed to provide every Chinmayan student certain skills and knowledge that includes an understanding and appreciation of the important aspects of human thought, communication and inquiry.


Memorizing multiplication tables

Understanding multiplication tables is more important than mastering addition and subtraction facts. Memorizing tables helps students learn basic division facts, multi-digit multiplication, long division and factoring, easily.

  • Multiplication tables 1 to 20 are introduced from standards 1 to 5 in a structured manner.
  • A structured drill method is started in standards 1 and 2 only after the child understands the concept of multiplication.
  • In standards 3 to 5, the concept of multiplication tables is built through activities. The tables are memorized through regular practices.
  • Computer-based exercises on multiplication tables are rewarding to children when they begin to learn the facts and complete the drills successfully. They enjoy this process of learning tables.

Learning Support

Educating a heterogeneous mixture of students involves a variety of approaches of teaching and involves different learning processes.

We cater to the needs of slow-learners by providing special care for their unique learning needs. Teachers take extra care after tactfully identifying the grey areas of students through one to one interactions with students as well as their parents. We provide parents with tips on inspiring their children to learn better.

In addition, we periodically monitor and assess the progress of students. Children identified as slow learners are offered some extra support during sports period. Strategies are used to differentiate work and support each student according to his or her needs.


Reading at Home

In addition to reading at school, children are expected to read regularly at home to themselves as well as aloud. Reading a variety of materials is encouraged - students may choose to read a book from the school library in addition to the books in their curriculum. In addition, children are encouraged to participate in the reading challenges that encourage students to read a wide variety of books aimed at enhancing their reading level and to write reviews of the book they have read.


Home Work

Expanding the horizon of a subject is the main objective of our homework. Worksheets, assignments, projects, book reviews, PowerPoint presentations, writing travelogues, report writing, application-oriented experiments, and demonstrations are some of our homework formats that ensure that learning occurs even beyond the realms of the prescribed texts. It has enables our students to do away with rote memorization.


Summer Programme

School becomes a place for 'All play and No work' during every vacation. The Physical Education Department plans for an elaborate summer camp with several exciting activities which include skill practice for games and athletics and also trekking in the neighbourhood.

To beat the heat of summer, a variety of activities are arranged also in the junior campus, every year. The programme Greeshma Vihar includes activities like skating, chess, taek won do, yoga, reading, handwriting, drawing, painting, glass painting, and handicraft work. Students from class I to V participate in one or more of the activities with lots of interest.

Thus academic curriculum at Chinmaya Vidyalaya is broad, balanced and appropriately challenging. Students are expected to be well educated and highly successful in their learning across all subjects and activities. The school aims to provide excellence in education.

In Chinmaya Vidyalaya, students thrive in an atmosphere of hard work, enjoyment and effort. Their attitudes to work have to be excellent and they should take pride both in their achievements and in the success of others.

Thus we aim to provide a broad education ensuring that when a boy or girl leaves us, he or she is ready to face the challenges of the wider world with confidence and independence both of action and of thought.


Reports

Parents of our Vidyalaya are entitled to receive all necessary details about the progress of their children in school activities. We not only pay attention to the academic achievements of children, but also look at the behaviours, attitudes, interests and inherent potential in co-curricular activities of students and give our recommendations and feedbacks to the parents. So reporting at Chinmaya becomes a comprehensive process.

Every student receives his / her report with joy as it never fails to authentically state 'You are a Chinmayan kid'.

In short, the academic curriculum at Chinmaya Vidyalaya is broad, balanced and appropriately challenging. We prepare our students to be extremely well educated and highly successful in their learning across all subjects and activities. In Chinmaya Vidyalaya, students thrive in an atmosphere of hard work, enjoyment and effort. We ensure that their attitudes to study is excellent and they take pride in their own achievements and that of others.

Thus we aim to provide a broad education that ensures that when a boy or girl leaves us he or she is ready to face the challenges of the wider world with confidence and independence both in action and thought.