Satyan Curriculum Framework
The curricular and pedagogical structure and the curricular framework for school education is guided by a 5 + 3 + 3 + 4 design, as given by the NEP 2020, consisting of the Foundational (3 years of preschool + Grades 1-2), Preparatory (Grades 3- 5), Middle (Grades 6-8), and High school (Grades 9-12) stages respectively, corresponding to the age ranges of 3-8, 8-11, 11-14, and 14-18 years, respectively, with an option of exiting at Class 10 and re-entering in the next phase.
Aim: SPMS curriculum framework provides a structure for achievement of the Vision Mission and Values towards making every Satyan a responsible citizen and an empowered leader of tomorrow. It encompasses how the competencies and attributes are acquired by every Satyan through educational experiences created by the school in the form of various pedagogical practices supported by school policies, practices, partners and infrastructure.
- To ensure that the academic, personal, interpersonal, societal needs and expectations of a Satyan are met through various educational experiences.
- To ensure that every Satyan will achieve required competencies as per developmental stages and is able to achieve his/her life goals.
- To ensure that every Satyan shall align to the world of work and add value to the community he/she serves.
- To provide a framework and guidelines for all stakeholders to adapt based on their roles for the educational experience.
- To continually review the school policies and processes to support the frameworks and various initiatives to create a conducive learning environment.
A Satyan is a lifelong learner, respectful, inclusive, celebrates diversity and an empowered leader who strives to make the world a better place to live.
The Satyan attributes are…
- Lifelong Learner
- Technologically enabled
- Cognitive flexibility
- Strong Moral Fiber
- Entrepreneurial spirit
- Health and Well-being
Sat Paul Mittal School lays a firm foundation for beliefs, attitudes and behaviour and ensures that these are nurtured in every Satyan.
- Socially Responsible
- Team Player
- Yearning for excellence
6 Cs of Education
Sat Paul Mittal School focuses on development of cognitive skills, starting from the foundational skills of literacy and numeracy to ‘higher-order’ skills such as critical thinking, problem solving skills, social and emotional skills (soft skills) to name a few. Right from understanding how to discern knowledge, how to be information literate, how to be media literate, and how to apply skills like information sifting and communication, we are working towards aligning academic learnings to enhance the 6 C’s of 21st Century education that include Critical thinking and problem solving, Creativity, Collaboration, Communication, Citizenship and culture and Character building. While Critical thinking allows students to make sense of the presented content and apply it to their daily lives, Collaboration utilizes various personalities, talents, and knowledge in a way to create a maximum outcome that benefits the entire community. The school endeavors in developing Communication skills in students to present information in a clear, concise, and meaningful way by teaching the students to carefully listen and successfully articulate thoughts. They are trained to be able to create something new or create something in a new way, utilizing the knowledge they have already acquired. It may not be simply art, but also various solutions to a problem in real-life situations. At the same time we teach students to be in touch with everything that surrounds them—both culture and community. The curriculum also shows the school’s commitment in helping young people become responsible, caring, and contributing citizens.
At Sat Paul Mittal School we understand that cutting edge cannot be achieved by following age old ways and doing the routine. We work to help imbibe in Satyans, skills like: scientific temper and evidence-based thinking; proficiency in languages, creativity and innovativeness; sense of aesthetics and art; oral and written communication; health and nutrition; physical education, wellness, fitness and sports; collaboration and teamwork; problem solving and logical reasoning; vocational exposure and skills; digital literacy, coding and computational thinking; ethical and moral reasoning; including knowledge and practice of human and Constitutional values; gender sensitization; fundamental duties, citizenship skills and values; knowledge about India (including Indian knowledge systems); environmental awareness, water and resource conservation; current affairs and knowledge of critical issues facing local communities, states, the country, and the world. We do take pride in our culture and roots and focus on nation building also.
In line with National Education Policy, we also appreciate and understand that mathematics and mathematical thinking will be particularly important for India’s future and India’s leadership role in the numerous upcoming fields and professions that will involve artificial intelligence, machine learning and data science. The Alumni college and course placements are a testimony to our conscientious and integrated efforts.
At Sat Paul Mittal School we have been successful in incorporating Inclusive education by understanding and attending to student differences and diversity which includes physical, cognitive, academic, social and emotional differences with high –quality instruction, interventions, and support systems. The underlying principle that we at Sat Paul Mittal School adhere to, is that we make all students feel welcomed, appropriately challenged, and supported in their efforts. We have a robust team which includes the Class teacher, Counselor, Special Educator and parents who work in unison to achieve this goal.
Structure of Learning
Sat Paul Mittal School is a 4 section school and its class size is strictly limited to 30 children. The school is up to Class XII. The student teacher ratio stands at 14:1. Full time counselors, special educators and medical staff provide specialized support to a committed school faculty. The School promotes a rigorous curricular programme which not only develops the intellectual capabilities of its students but also aims at turning out effective and successful human beings who would be :-
- Thinking individuals who can articulate their thoughts effectively and compete successfully in an international environment.
- Proud and responsible citizens of not only their country but also the world, and who transcend the barriers of caste, colour, creed and religion.
- Caring and sharing human beings who put others before self.
- Socially conscious persons who are sensitive to the environment around them including social issues.
- Creative people with the ability to express themselves not only in words but also through various art forms.
- Motivated to further their academic pursuits by enrolling into university degrees and professional jobs or setting up their own business/industries.
- Ethical persons who have the ability to judge between right and wrong.
- Explorative persons with a quest to search for knowledge beyond the class room.
- Team players with the ability to work effectively in a group.
The school offers a broad and balanced curriculum which is designed to match the educational needs of the children within the parameters of the ICSE and ISC examination frame work. Our objective is to enrich students' knowledge to enable them to take their Board exams with confidence and effectiveness. A carefully planned academic syllabus ensures that a child enjoys the years spent in learning and discovery, and acquires a sound understanding of concepts in Maths, Science & Humanities and develops high communication skills. The syllabus is enriched by teacher designed worksheets and subject integrated projects. Emphasis is placed on learning through curriculum related trips, talks by invited speakers and through experiential learning.
Foundational Stage (Pravesh Vatika, Upvan and Classes I and II)
In the pre-primary years we follow a play/activity -based pedagogy. Children are encouraged to explore the environment around them and feel their presence in it, through projects which integrate art, craft, music and dance. Activities are designed to develop their finer motor skills and promote their sensorial development. Due emphasis is also laid on developing communication skills, good behaviour, courtesy, ethics, personal and public hygiene/cleanliness, teamwork and cooperation, etc.
In Classes I and II, we focus on the gradual transition from play-based learning to more formal but interactive classroom learning, through fun sheets and light text, in order to lay a solid groundwork across subjects, including reading, writing, speaking, Physical Education, Art, languages, Environmental Science, and Mathematics.
Preparatory Stage (Classes III to V)
The Junior School dwells on the spirit of exploration and enquiry. Emphasis is laid on acquiring sound language skills, clarity of mathematical concepts and the discovery and understanding of scientific principles. Through extensive project work, they are made aware of the richness of the diverse history and culture of India. The children also acquire all the building blocks of scholarship, along with good study habits and a love for learning. There are no formal examinations for the children of Pre-primary & Junior School till class V. Teacher's evaluation and assessments are continuous and ongoing and form the basis of a child's performance in a class.
Middle School (Classes VI to VIII)
Middle School aims at consolidating and building the students' academic and social growth. The emphasis is on investigation and conceptualization as they begin the first phase of preparation for the ICSE and ISC examinations. In this Stage the students will be introduced to subject teachers for learning/discussion of the more abstract concepts in each subject that students will be ready for at this stage, across the Sciences, Mathematics, Arts, Social Sciences, and Humanities.
High School (Classes IX-XII)
The High School (or Secondary) Stage will comprise four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice. Students are exposed to more subjects and enable greater flexibility, and more frequent assessment.
Homework is set every day and is considered to be an integral part of the learning process in encouraging independent study. In the junior school students are asked to revise the work done or complete a worksheet as homework. Days are allocated for different subjects, with homework of not more than two subjects being assigned per day. The time students are expected to devote to their homework increases from six hours a week in Class VI to 14 hours per week in Class X. Students preparing for Board exams will be expected to spend considerably longer time in later years.
Regular assessment of students' work is considered crucial to the educational process. Performance is discussed both with the parents and the students. Students' performance in all subjects is reviewed each term whilst assessments under examination conditions take place four times every year. Cycle Tests and exams begin in Class IV where they are trained for attempting exams. Formal exams start from classes VI. There are two reporting terms - September and February every year.