Class VI to VIII




The school strictly follows the curriculum and the guidelines of CBSE & NCERT at middle school level with a primary aim to prepare the students with the 21st century skills. To equip the young ones with the cognitive and linguistic competencies, we follow Five Step Learning Process i.e. Introduction, Conceptual Understanding, Practice, Application and Expansion. The curriculum aims at fostering creativity, critical thinking, problem solving and collaboration skills  in the students. It is ensured that physical, emotional, intellectual, spiritual and development of life skills seeps into the domains of a child’s development.

The atmosphere of the classrooms is very congenial and interactive with a child centric approach. Due emphasis is given on the scholastic needs of the students with an equal importance of practical learning and developing soft skills.


Children are expected to:

   * acquire the ability to listen and respond orally and in writing.

   * speak about self, simple experiences; report events to peers, accurately and appropriately.

   * make connections and draw inferences.

   * recite poems, dialogues; speak and write language chunks (phrases, sentences from stories, plays, speeches, etc.)

   * understand the central idea and locate details in the text (familiar and unfamiliar).

   * use their critical/thinking faculty to read between the lines and go beyond the text.

   * comprehend and use the form and functions of grammar in context.

   * write coherently and with a sense of audience (formal and informal).

   * write simple messages, invitations, short paragraphs, letter (formal and informal), applications, personal diary, dialogue from story
      and story from a dialogue/conversation.

   * engage in creative writing e.g. composition of poems, jokes, short stories, etc.

   * develop sensitivity towards their culture and heritage, aspects of contemporary life, gender, and social inequality


Children are expected to:

   * move from concrete ideas of numbers to number sense.

   * sees relationships between numbers and looks for patterns in relationship.

   * understand and apply concept related to variables, expressions, equations, identities, etc.

   * use arithmetic and algebra to solve real life problems.

   * develop aesthetic sense by discovering symmetries in shapes like triangles, circles and quadrilaterals.

   * identify space as region enclosed within boundaries of a shape.

   * develop spatial understandings in terms of perimeter, area and volume and use them to solve day to-day life problems

   * learn to provide reasoning and convincing arguments to justify their own conclusions in mathematical context.

   * collect, represent (graphically and in tables) and interpret data/information from their life experiences.


Children are expected to develop:

   * scientific temper and scientific thinking.

   * understanding about the nature of scientific knowledge, i.e., testable, unified, developmental and creative.

   * process skills of science which includes observation(s), posing question(s), searching various resources of learning, planning
      investigations, hypothesis formulation and testing.

   * appreciation for historical aspects of evolution of science.

   * sensitivity towards environmental concerns.

   * respect for human dignity and rights, gender equity, values of honesty, integrity, cooperation and concern for life.

The curriculum has been organised around the following themes that are cross disciplinary in nature:

   * food

   * materials

   * the World of the Living

   * moving Things, People and Ideas

   * how Things Work

   * natural Phenomena

   * natural Resources


Children are expected to:

   * recognize  ways in which political, social and economic issues which affect their daily lives across time and space.

   * understand about the earth as the habitat of humans and other forms of life.

   * become familiar with one’s own region and realise interdependence of various regions (local to global).

   * understand spatial distribution of resources and their conservation.

   * understand historical developments in different periods of Indian history.

   * comprehend how historians study the past using different types of sources.

   * understand historical diversity to relate developments of one place/region with those of another.

   * imbibe the values of the Indian Constitution and their significance in everyday life.

   * gain a sense of the working of Indian democracy, its institutions and processes at the local, state and union levels.

   * become familiar with socio-economic role of institutions such as family, market and government.

   * recognize the contributions of different sections of society to political, social, cultural, and environmental processes.

Students will be assessed in Scholastic and Co-scholastic areas as per the following scheme:

Result Computation

Term 1 Marks
Periodic Test 1 05
Assessment of Subject Multiple Activities
Assessment of Notebooks 05
Assessment of Subject Enrichment Activities (SEA) 05
Half Yearly Exam 80
Total 100


Term 2
Periodic Test 2
Assessment of Subject Multiple Activities 05
Assessment of Notebooks 05
Assessment of Subject Enrichment Activities (SEA) 05
Annual Exam 80
Total 100


Notebook Submission: Students are assessed for - Regularity, Assignment Completion, Neatness of Notebook.

Subject Enrichment Activities (SEA): Under SEA subject specific activities will be conducted aiming at enhancing the understanding and skills of the students. These activities will be conducted throughout the year assessing the understanding and skills of the students. 

Co-Scholastic Activities: The assessment of co-scholastic areas will include Work Education, Art Education, Health and Physical Education. Aspects such as regularity, sincere participation, output and teamwork shall be the criteria for grading the co-scholastic activities.

Discipline: The students will be graded term wise for discipline, based on  attendance, sincerity, behaviour and values.