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Academic Curriculum Framework

The abhyasa curriculum is based on the Multiple-Intelligence-Mode. No two individuals are like even if they possess similar ambitions. it would be unfair to evaluate two individuals on the same scale- when one of them possess the aptitude to be a doctor while the other possess the aptitude to be a chartered accountant. We at abhyasa , recognize such differing aptitudes and facilitate their development to the fullest.

Apart from fostering differing aptitudes, we recognize the 'needs' of each student- that are required to be fostered, for success in his/her life. This helps the child to face the challenges of competition and always stay ahead of the change curve. In the multiple intelligence mode,lessons are transacated in such a way that a child with kinesthetic intelligence learns the laws of velocity through various games and sports outside the class room. Similarly a person with linguistic intelligence acquires scientific concepts through dramatization of lessons in the classroom. Abhyasa gives due importance to the nurturing of logistic skills, numerical abilities,linguistic skills,critical,creative and divergent thinking in all her students.

The child's calibre is nurtured steadily to promote a natural and lasting growth rather than adopt 'quick fix' methods, which only produce temporary results and an 'eye-wash' for parent impressions! The emphasis of the abhyasa academic curriculum at all levels is on the following accepts.

Academic Curriculum Framework
  • Acquisition of information knowledge
  • Application of Theory in Practice Skills
  • Original Presentation Through Critical ThinkingInnovation
  • Behavior Modification – Values

Primary level – opening their minds to new vistas

The training process begins at age of 7 – when teaching forms strong inner images in the child's mind along with working on the various forms of his/her active artistic creativity.

To facilitate this, class room learning is made enjoyable with multiplication tables learnt with the help of rhythmic walking and skipping; while nature is studied through characteristic gestures and movements of plants and animals. Children learn by imitating everything and everybody. Classroom learning is supplemented by impressive live and media observations. Beautiful and powerful images of multi-media presentations navigate the child's mind through a world of fantacy.

Lessons appeal to emotions and child's trained to feel what is learnt. Mere outward acceptance of ideas without significance would lead to emotional or even social disturbances in future, when children are not trained to filter their thoughts through feelings. Therefore individuals need to develop two minds- one that thinks and the other that feels. Thoughts and feelings are powerful partners which will enable children to shape their new world!


Secondary level – solving their problems through creative thinking

Psychological studies reveal that : individuals remember 10% of what they 'hear', 20% of what they 'see', 40% of what they 'talk' or discuss and 90% of what they 'do' !

During the second stage of schooling, stress is laid on 'Doing'. The hand is trained to be skillful and the eye is schooled to observe relationships and measurements. The earlier play-way method paves way for an experiential approach, where the child actually encounters the concepts or phenomena and acquires abilities to work with materials and specimens. Learning becomes meaningful through group discussions and 'theater- in – class room'. Students undertake ' live observations' and undergo a 'hands-on- experience' through ploughing , sowing,harvesting in their environs and develop abilities that stem out of such activities.

Student experiment right from class 6 . teachers follow the students interests, inspire originality, accept their ideas and are always available to help them learn from their mistakes. The inner relationship between actions and objects provide a conceptual comprehension followed by recall, reflection and imagination that strengthen the child's memory. The encounters with natural phenomena leavs a lasting impression and as students pass out of middle school,they gain abilities of skillful observations,intelligent, comprehension, active recollection and creative imagination, intelligent comprehension, active recollection and creative imagination.


Higher secondary level – developing their emotional intelligence

Mahatma Gandhi was an average student at school with poor understanding of math. It was the strength of his inter- personal skills and emotional intelligence that steered him to lead his country men against the mighty british. most successful business and political leaders have often relied on Emotional Intelligence(ei) to perceive solutions to problems which the logical mind failed to solve. Such perception, known as intuitive insight consolidates much later after the student leaves school. But seeds for the same are sown during childhood.

Abhyasa is fully geared to develop 'complete individuals' by fostering and integrating various types of intelligence. While concepts and logic constitute the thinking mind, feelings and emotions recorded in the child's subconscious, constitute the emotional intelligence. EI is an expansion of the intellect and guides the thinking mind - ' where to look next' – through language of feelings and mental images .the intellect comes into play when the student passes through adolescence. The individual travels from polarity to contrast, from analysis to synthesis and so on. Various concepts which were earlier analysed to understand' are now synthesized to draw conclusions

At this stage, the student is challenged to work independently to cultivate skills of individual judgement through research, dissertations, projects, seminars and viva presentations . This is the culmination of all thinking processes. The teachers metamorphosis from an 'authority with love' to an experienced friend. They are interested in everything that the teenager is curious about.

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