Art Education at the heart of Gyankriti curriculum.

This blog explains the arts education curriculum plan.

#VisualArt #Craft #Music #Dance #Theatre

Given the status of arts education in our country, the need to integrate arts education in the formal schooling of our students now requires urgent attention if we are to retain our unique cultural identity in all its diversity and richness. For decades now, the need to integrate arts in the education system has been repeatedly debated, discussed and recommended and yet, today we stand at a point in time when we face the danger of loosing our unique cultural identity. One of the reasons for this is the growing distance between the arts and the people at large. Far from encouraging the pursuit of arts, our education system has steadily discouraged young students and creative minds from taking to the arts or at best, permits them to consider the arts to be ‘useful hobbies’ and ‘leisure activities’.

Arts are therefore, tools for enhancing the prestige of the school on occasions like Independence Day, Founder’s Day, Annual Day or during an inspection of the school’s progress and working etc.

Before or after that, the arts are abandoned for the better part of a child’s school life and the student is herded towards subjects that are perceived as being more worthy of attention. General awareness of the arts is also ebbing steadily among not just students, but their guardians, teachers and even among policy makers and educationalists. During a child’s school life each student is given information about different subjects such as history, literature, sciences etc. and they are then able to make a choice of whether they would like to specialize in different streams of learning such as humanities, science or commerce. If the child is not given any exposure to the arts we are not giving the child the option to study arts at higher secondary stage.

Arts in India are also living examples of diversity of its cultural fabric. Arts will enrich the lives of our young citizens through their lifetime, not merely during their school years. An understanding of the arts of the country will give our youth the ability to appreciate the richness and variety of artistic traditions as well as make them liberal, creative thinkers and good citizens of the nation. Repeated recommendations for integrating arts education in the school curriculum have not been implemented so far, and if we continue to relegate the arts as a mere extra curricular activity, or as a tool to teach other subjects, we may face the prospect of further artistic and cultural ruin. If, arts education is not introduced as a subject in school curriculum, it will continue to be an amusing, entertaining fringe activity alone, to be indulged in if and when there is time to spare from other more ‘useful’ activities. Students will not be aware of the rich and varied artistic traditions in the country, of the vibrant and ever evolving nature of creative arts, and will continue to learn only the occasional song or dance of dubious worth.

Following is a set of recommendations suggested by the National Focus Group on Arts, Music, Dance and Theater, in the National Curriculum Framework-2005:

  • Arts education must become a subject taught in every school as a compulsory subject up to class X and facilities for the same may be provided in every school. The streams covered by the term arts education are music, dance, visual arts and theatre, with a special emphasis on Indian traditional arts and crafts, which currently face the threat of being drowned out by so called mainstream and popular arts.
  • School authorities must acknowledge in practice that arts are to be given significance in the curriculum and not just restricted to being so-called entertaining or prestige-earning activities. They must permit and actively encourage students to study the arts.
  • Emphasis should be given on learning than teaching in arts education and teachers should have participatory and interactive approach rather than instructive.

Time Allocation in School for Arts Education

Pre primary stage

In pre-primary classes, usually total duration of working is 4 hours, five days a week. Although all the curriculum will be transacted through art forms, at least 1 hour each day should be allocated for experiential practice of art forms.

Primary and Upper primary stages

  • 2 periods a week for activities of drawing, painting and sculpture/ clay modelling.
  • 2 periods a week for activities of craft (e.g. Origami, Best out of waste).
  • 2 periods a week for activities of music (e.g. Preparing Songs, Poems).
  • 2 periods a week for dance activity.
  • 2 periods a week for drama related activities (e.g. Role plays, drama from textbook).

Secondary stage

During the secondary stage arts education as a compulsory subject requires equal time distribution as for other subjects. At least 6 periods (3 block periods) should be allocated for practical activities and 1 period should be allocated for theory.

Higher secondary stage

During the higher secondary stage arts education as one of the compulsory subject requires at least 8 periods (4 block periods) for practical activities and 2 periods should be allotted for theory paper.

नववर्षस्य शुभकामनाः

चैत्रे मासे जगद् ब्रह्मा ससर्ज प्रथमे अहनि
शुक्‍लपक्षे समग्रे तु सदा सूर्योदये सति ।।

ब्रह्मपुराणस्‍य अस्‍य श्‍लोकानुसारेण चैत्रमासस्‍य शुक्‍लपक्षस्‍य प्रथमे सूर्योदये ब्रह्मणा सृष्‍टे: रचना कृता।  अस्मिन् दिवसे एव विक्रमी संवत: अपि प्रारम्‍भ: भवति। यदा सृष्टेः रचना भवति तदा आरभ्यः एव खलु दिनानां गणना भवति।   तदनुसारेणैव सप्तः-मास-वर्षादीनां व्यवहारः भवति, अतः अस्मिन् दिने एव नूतनवर्षस्य आरम्भः मन्तव्यः न तु जनवरीमासस्य प्रथमे दिनाङ्के।  अद्य निश्‍चयेन जनवरी नववर्षरूपेण मोदयन्‍ते किन्‍तु बहुवर्षेभ्‍य: पूर्वं अस्तित्‍वे आगतं विक्रमीसंवत एव अद्यापि धार्मिकअनुष्‍ठानेषु, मांगलिककार्येषु च तिथिकालगणनाया: आधार: अस्ति।

“नूतनवर्षं अधुना कथम्” इत्यत्र अन्यानि अपि सन्ति बहूनि कारणानि।   तेषु कानिचन कारणानि पश्यामः।   

विक्रमी संवत –ग्रेगेरियन कैलेंडरत: अपि भिन्‍नानि सन्ति बहूनि संवतानि प्रचलितानि भारतवर्षे।  एतेषु विक्रमसंवत, शकसंवत, बौद्धएवं जैन संवत एवं च तेलगूसंवत इत्‍यादीनि सन्ति।  देशे सर्वाधिकं प्रचलितमस्ति शकसंवत, विक्रमसंवत च।

प्रारम्‍भ: – विक्रमसंवतं सम्राटविक्रमादित्‍येन शकान् पराजितं कृत्‍वा तस्‍यैव उपलक्ष्‍ये 57 ई. पूर्वे प्रारम्‍भं कृतम् ।  विक्रमसंवत चैत्रमासस्‍य शुक्‍लपक्षस्‍य प्रतिपदायां प्रारभ्‍यते ।  भारतीयप्रचांगस्‍य एवं च कालनिर्धारणस्‍य आधार: विक्रमसंवत एव अस्ति।

विशेषता – विक्रमीसंवत: सम्‍बन्‍ध: केनचित धर्मेण सह नास्ति अपितु सम्‍पूर्णस्‍य विश्‍वस्‍य प्रकृतिना, खगोलसिद्धान्‍तेन, ब्रह्माण्‍डस्‍य ग्रहनक्षत्रेण चास्ति।  ब्रह्माण्‍डस्‍य सर्वतो प्राचीनग्रन्‍थ: वेद: अपि अस्‍य वर्णनं करोति ।  नवसंवत्‍सरस्‍य वर्णनं यजुर्वेदस्‍य 27, एवं च 30 अध्‍याययो: 45 एवं च 15 मन्‍त्रयो: विस्‍तारेण प्रदत्‍तमस्ति ।  विश्‍वे सौरमंडलस्‍य ग्रहनक्षत्राणां गति:, तेषां निरन्‍तरपरिवर्तनशीला स्थिते: एव अस्‍माकं दिनानि, मासा:, वर्षाणि तेषां सूक्ष्‍मविभागा: च आधारिता: सन्ति।

ऐतिहासिकमहत्‍वम् –

  • सम्राट् विक्रमादित्‍येन 2076 वर्षेभ्‍य: पूर्वम् अस्मिन्नेव दिने विक्रमसंवत: प्रारम्‍भ: कृत:।
  • रावणस्‍य ससेन संहारं कृत्‍वा आयोध्‍याम् आगतस्‍य रामस्‍य अस्मिन्नेव दिवसे राज्‍याभिषेकं जातमासीत्।
  • नवरात्रे: स्‍थापनादिवस: अपि अयमेव।
  • शालिवाहनसंवत्‍सरस्‍यापि प्रारम्‍भदिवस: अयमेव ।  विक्रमादित्‍यवदेव शालिवाहन: अपि हूणान विजित्‍य अस्‍य संवत्‍सरस्‍य स्‍थापनां कृतवान्।
  • स्‍वामिदयानन्‍देन अपि अस्मिन्नेव दिवसे आर्यसमाजस्‍य स्‍थापनां कृतम्।
  • सिखपरम्‍पराया: द्वितीयस्‍य गुरो: अंगदेवस्‍य अपि जन्‍मदिवस: अयमेव।
  • सिंधसमाजरक्षक: वरुणावतार: महात्‍माझूलेलाल: अपि अस्मिन् दिवसे एव प्रकटीभूत:।
  • युधिष्ठिरस्‍य राज्‍याभिषेक: अपि 5121 वर्षेभ्‍य: पूर्वम् अस्मिन्नेव दिवसे जात:।

इति …….

Holika and Prahlad Story in Gurbani

As we all know Holi since ancient times has been commemorated in the memory of Prahlad. Prahlad’s father, Harnaksh, is remembered in Hindu scriptures as a demon and tyrant, and is thought to have ruled over what is now Multan in Pakistan Punjab, at the site of the Prahladpuri temple (now ruins).

prahladpuri temple.jpg

Prahlad was, to the anger of the immortal Harnaksh, a strong devotee of Vishnu who would constantly meditate on him. His father tried many techniques to kill Prahlad, including a plot with Prahlad’s sister Holika trying to kill him. Although Holika plotted to burn Prahlad alive and protect herself from the fire, the plot was thwarted by Vishnu, and Holika herself burned while Prahlad was saved. Holika is the namesake of “Holi”, as the protection of Prahlad and triumph of good over evil is celebrated.

The story of Prahlad is recounted in Gurbani multiple times and is re-contextualized within Sikhi. Here we see Prahlad’s focused meditation on a single Satgur (God) is commemorated as ideal spiritual practice by Guru Amar Das for its consistency+focus ( reference )

ਦੈਤ ਪੁਤੁ ਕਰਮ ਧਰਮ ਕਿਛੁ ਸੰਜਮ ਨ ਪੜੈ ਦੂਜਾ ਭਾਉ ਨ ਜਾਣੈ ॥
dhait put karam dharam kichh sa(n)jam na paRai dhoojaa bhaau na jaanai ||
The demon’s son Prahlaad had not read about religious rituals or ceremonies, austerity or self-discipline; he did not know the love of duality.

ਸਤਿਗੁਰੁ ਭੇਟਿਐ ਨਿਰਮਲੁ ਹੋਆ ਅਨਦਿਨੁ ਨਾਮੁ ਵਖਾਣੈ ॥
satigur bheTiaai niramal hoaa anadhin naam vakhaanai ||
Upon meeting with the True Guru, he became pure; night and day, he chanted the Naam, the Name of the Lord.

ਏਕੋ ਪੜੈ ਏਕੋ ਨਾਉ ਬੂਝੈ ਦੂਜਾ ਅਵਰੁ ਨ ਜਾਣੈ ॥੪॥
eko paRai eko naau boojhai dhoojaa avar na jaanai ||4||
He read only of the One and he understood only the One Name; he knew no other at all. ||4||

The story of Prahlad is also recounted for its inspirational aspect – in the end, Vishnu came in the form of Narsingh/Narasinha, (half man-half lion originally, but half tiger in Punjab), to kill the tyrannical and otherwise immortal Harnaksh by hand and protect Prahlad. This aspect is remembered in Gurbani as well — here Guru Ram Das notes that in the same way that Prahlad’s selfless meditation towards Vishnu physically protected him via Narasinha, true devotees of the Guru will also be protected (reference

ਜਪਿ ਜਗੰਨਾਥ ਜਗਦੀਸ ਗੁਸਈਆ ॥
jap jaga(n)naath jagadhees gusieeaa ||
Meditate on the Lord of the Universe, the Master of the world, the Lord of creation.

ਸਰਣਿ ਪਰੇ ਸੇਈ ਜਨ ਉਬਰੇ ਜਿਉ ਪ੍ਰਹਿਲਾਦ ਉਧਾਰਿ ਸਮਈਆ ॥੧॥ ਰਹਾਉ ॥
saran pare seiee jan aubare jiau prahilaadh audhaar samieeaa ||1|| rahaau ||
Those humble beings who seek the Lord’s Sanctuary are saved, like Prahlaad; they are emancipated and merge with the Lord. ||1||Pause||

Holi received a new meaning for Sikhs with the advent of Guru Gobind Singh, who infused it with the Khalsa spirit and added the celebration of “Hola”. This was the masculine word-form of “Holi”, and bears homophonic similarity to “Hulla” meaning military procession. Hola, or Hola Mohalla, would be the time for the celebration of the Khalsa through the reverence of weaponry, war games, and celebrations of martial valor (in addition to standard kirtan and langar).Perhaps on a thematic level, we can see Guru Gobind Singh using Hola to empower his Khalsa Singhs to not only have the spiritual practice that Prahlad, the ideal devotee had, but embody the power and strength of Narsingh, the ideal protector.Even today, Hola Mohalla is celebrated in grand fashion by the Akali-Nihangs in Anandpur Sahib, who celebrate in traditional fashion by with war games, gatka, weaponry displays, and the jhatka and preparation of meat. The ancient Indic way of celebrating Holi with large-scale throwing of colors also seems to have been continued by the Sikhs, as Ranjit Singh was noted for hosting massive colorful Holi celebrations in Lahore, and Akali-Nihangs celebrate with colors even today.

It is common for Gurbani to have references like this to Hindu scriptures and its characters. The Sikh Gurus were well learned in classical Hindu thought and would often employ concepts from it to illustrate principles/teachings. Prahlad is one of if not the most commonly used such story within the Guru Granth Sahib.

Stop Comparing Your Child with Others

Comparison should be done with numbers and not kids!

Comparison is a common approach to ascertain the performance of your child. We as parents often compare our child’s achievements or marks with others and then determine whether our kid’s are “normal”, better or excellent. We do this irrespective of child’s age, interest and capability.

Whenever we compare two siblings or any two random children knowingly or unknowingly we leave a negative impact on the child’s mind. We don’t even foresee how harshly it can affect their brain and ultimately create a negative environment for the child.

Comparison of two children, weather it is about eating habits, studies, or any other activity is extremely dangerous. Some common examples of comparison that I have come across are

  • “See, how smart is your friend”
  • “Look at your friend, how fearlessly she speaks in fluent English”
  • ” your friend is good dancer”

The list of comparisons is practically endless.

Most of the time these sentences are negatively framed and over a period of time the children start feeling inferior in front of their siblings, friends or classmates. We need to understand that each and every child is precious and unique in her own way. Their childhood should be nurtured very careful. These few sentence of comparison leave impact on their behavior and gradually they may lose their confidence.

The parents need to understand that not every child is born with all qualities in himself. All the elders of the family need to understand that if their one child is good in studies than it is not necessary that all the children of that home will score the same level of marks. May be other children are better at Performing Arts or Sports. Parents should always respect value of their children and try to encourage her participation in areas of her interest.

When I became an educator at Gyankriti I would sometimes compare two children and the school management would constantly ask me to not indulge in such behavior. Instead I was told to appreciate the positives in each and every child, I was encouraged to know the background of children and their interests. Then only I could talk to children based on their different level of understanding. Now I can say that Gyankriti was helped me get rid of this dangerous habit of comparison. Hopefully the parents will also start following this practice for betterment of their children.

Authored by: Ms. Jyoti Malviya, Grade 2 Teacher.

This will not do at Gyankriti – यह सब नहीं ‘चलेगा’ ज्ञानकृति में

Today, 15th November, is the birth anniversary of Gijubhai Badheka. Gijubhai is an inspiration behind Gyankriti’s education philosophy. It is compulsory for all the educator joining Gyankriti to read the book ‘Diwaswapna’ by Gijubhai. We have multiple copies available in our library. Many of our parents also read and appreciate it. Order the book no. A001 or A002 from our library if you haven’t read it yet.

Another of his book “prathamikshaalam shikshak” has also encouraged us to frame our policies in such a way that Gyankriti is most loving place for children. Many parents or adults can think that we are not a hi-fi school but that is not something we want to do. Real education does not depend on how much resources or infrastructure you have. A Gurukul like Gyankriti can provide best of education within the limited resources we have. We have made of collection of some things that will not do at gyankriti from the excerpts of the book.

  • चलेगा कि हमारे स्कूल में शिक्षा पर पुस्तकों का एक विशाल पुस्तकालय नहीं है। नहीं चलेगा कि कोई भी व्यक्ति शिक्षा से संबंधित विषयों पर कोई भी किताब पढ़ नहीं सके।
  • चलेगा कि हमारी स्कूल की इमारत फैंसी पत्थरों या टाइलों से सजी न हो। नहीं चलेगा कि मैदान में गड्ढे हैं या उसकी दीवारों पर कीचड़ और गोबर के दाग-धब्बे नहीं हो।
  • चलेगा कि दीवारों पर रंग ना पुता हो। नहीं चलेगा कि कोनों में धूलऔर मकड़ी के जाले हो।
  • चलेगा कि फर्श पर कालीन नहीं है। नहीं चलेगा कि फर्श पर कूड़े और गंदगी फैलाई जाती हो।
  • चलेगा कि  फैंसी उपकरणों से भरी एक प्रयोगशाला नहीं है। नहीं चलेगा कि उपलब्ध छोटे उपकरणों का इस्तेमाल कभी नहीं किया जाता है।
  • चलेगा कि बड़ा पुस्तकालय नहीं है। नहीं चलेगा कि बच्चों को पसंद आने वाली कुछ किताबें न हों।
  • चलेगा कि हम महान विद्वान नहीं हैं। नहीं चलेगा कि हम अपने बच्चों को सम्मानऔर सम्मान देने वाला वातावरण नहीं दे सकते हैं।
  • चलेगा कि हम लगातार बच्चों के ‘अध्यापन’  में न लगे हों। नहीं चलेगा कि हम उनकी गतिविधियों में हस्तक्षेप करते हो , उन्हें धमकाते हो या अध्ययन हेतु बैठने के लिए मजबूर करते हैं।
  • चलेगा कि हमारे विद्यालय में बच्चे कुछ समय का अध्ययन करें और थोड़ी देर खेलें। नहीं चलेगा कि वे सख्त पर्यवेक्षण के तहत श्रमिकों जैसे दिन भर काम करते रहे।
  • चलेगा कि हमारे स्कूल के बच्चे हमसे मित्रों की तरह गले ना मिले। नहीं चलेगा कि वे हमे देखकर दूर भागे या हमसे डरते हैं।
  • चलेगा कि हमारे बच्चे एक जगह बैठे, पढ़े या चित्र बनाए, क्योंकि उन्हें ऐसा करना पसंद है। नहीं चलेगा कि वे किसी बाहरी व्यक्ति को प्रभावित करने के लिए कोई चित्रकारी करें या गाना गाए।
  • चलेगा कि हमारे बच्चे थोड़ा कम या थोड़ा धीमा सीखते हैं। नहीं चलेगा कि उन पर पढाई करने के लिए चिल्लाया जाता हो, ताकि वे तंग आकर आलसी बन जाये।
  • चलेगा कि बच्चे हमें बताएं कि उन्हें कुछ समझ नहीं आ रहा है, या फिर धीरे-धीरे  बाद में समझ आये। नहीं चलेगा कि सज़ा के डर से जल्दबाजी में आधा-अधूरा सीखे।
  • It will do if our school does not have a vast library of books on education. It will not do if no one reads a single book on education related topics.
  • It will do if our school building isn’t clad with fancy stones or tiles. It will not do if there are potholes in the ground, or if its walls are not clad with mud and dung.
  • It will do if the walls are not covered with paint. It will not do if there is dust and cobwebs in corners.
  • It will do if the floors are not covered by carpets. It will not do if there is litter and dirt strewed on them.
  • It will do if there is not a laboratory full of fancy equipment. It will not do if the little equipment that is available is not everused.
  • It will do if there is not a great big library. It will not do if there are not at least a few books that children would enjoy reading.
  • It will do if we are not great scholars. It will not do if we cannot give our children due respect, and an environment that encourages their development.
  • It will do if we are not constantly engaged in ‘teaching’ children. It will not do if we interfere in their activities, or threaten or force them to sit down to study.
  • It will do if the children in our school study a while and play a while. It will not do if they toil through the day like labourers under our strict supervision.
  • It will do if the children of our school do not cling to us like friends. It will not do if they run at the sight of us, or are afraid of us.
  • It will do if our children sit, read or draw because they feel like doing so. It will not do if they paint a picture or sing a song to impress an outsider.
  • It will do if our children learn a little less, or a little slower. It will not do if they are screamed at to study, so that they get fed up and become lethargic.
  • It will do if children tell us that they did not understand something, or do it slowly, at a later stage. It will not do if they rush through it under duress of punishment.

A fresh perspective on Education – Admissions Open for 2019-20

Main Campus: In front of Crescent Water Park, Indore (Ahead Devguradiya Temple)

Gyankriti School has developed a fresh perspective on education to enhance the value and quality of education.  Here present the education philosophy of the school to show how we are different from most of the schools in India.

  • Mixed Group Learning: A mixed group usually represents reality better and thus prepares children better.
  • Smaller Class Sizes: Individualized attention is probably one of the most important implications of a small class-size. The strengths and weaknesses of a child can be discovered by the educators here.
  • Educators, not Teachers: The Ideal Educator is a professional, who is like a gardener who tends plants. The educator’s job is to educate the child and make her a better human being.
  • Continuous Evaluation: This is a process to help evaluate the child’s development better by continuous day-to-day monitoring and feedback.
  • Enjoyable learning experiences: Diverse activities, puzzles, field visits, worksheets, projects etc makes learning a much more enjoyable and enriching process.
  • Learning beyond classrooms: learning becomes much more effective and relevant through hands-on experiences, dramatizing concepts learnt, applying the learning’s in real life experiences.
  • All-round development: The activities designed not only effect the intellectual formation of the student but also influence the student physically, spiritually and psychologically. This will help the student develop into a balanced personality capable of becoming a productive, effective and sensitive member of the community.
  • Parent-School partnership: Parents are an integral part of the school community. The school learns through their wisdom and experience by maintaining close ties with them, having regular ‘Home visits’, and by interactions where the parents spend time with students talking about any issue of interest to them and the students. The school also educates parents by conducting special workshops and programmes.
  • School-Part of larger community: The school itself is a part of the community. It draws upon the resources of the community and plays a contributory role. Children can go on projects to clean streets or a public place, read to blind, spend time at old-age homes, etc.
  • ‘My Time’ (Proposed): The students after reaching a certain age need time to do reflective thinking in order to bring about an effective change. Students get enough time to reflect on their day to day activities through my time period.
  • Subject Rooms (Proposed): The rooms are created in such a way that an ambience for the subject is created. Students move from class to class, NOT the teachers!

ADMISSION PROCEDURE (Pre-Nursery to Grade 5th)

In line with its philosophy that each child is unique and has her own inborn gifts and talents, Gyankriti believe that it is neither fair nor possible to “test” very young children. Accordingly, admissions to the Pre-School and Junior School are done on first-come-first-serve basis.

A detailed note on admission procedure can be obtained from the school office. Kindly call/whatsapp 7225988273 to schedule a visit to the school. Please visit the school after taking  appointing for your own convenience. The admission process with estimated time is detailed below. It can be completed in 2-3 visits to the school’s city office (Annapurna or Nipania).

  1. Go through the school’s website for basic details:
  2. Either mother or father of the child can visit the school after taking appointment to know about Gyankriti. (15-30 minutes)
  3. General interaction with the parents (both mother and father) and the child. (15 minutes)
  4. Start Registration Process and documentation (Complete at home in a week’s time)
  5. Submit the form, documents e.t.c.
  6. Complete the pre-requisite IT training to become a part of Gyankriti. (30 minutes)
  7. School principal will issue the admission letter with joining date.

Referral Benefits:  We want like minded people to join Gyankriti, that is why we prefer families connected to the Gyankriti Parivaar. If any one joins Gyankriti due to recommendation of an existing parent then in that case both the students, that is the new admission as well as the parent who referred the admission will get fee waiver of Rs. 2000/- each.

Community cooking session by parent

cooking is fun!

Today we had community cooking in Junior School. One of our parent Mrs. Kirti Agrawal (Mother of Dhriti Agrawal – Grade one) conducted this session. Students and educators helped her in preparing corn bhel. Students learned many new things like the peeling of boiled corn, boiled potatoes, coriander and chopping of vegetables followed by the mixing of spices in proper proportion to give it yummy taste. Later they enjoyed eating tasty corn bhel. They were extremely excited after eating corn bhel made by them.  We want to thank Mrs. Agrawal for coming up with such a great idea and making it a delightful day for the children.


Hereby, we invite all the parents from our parent community to take part in community cooking at Gyankriti. If you are interested kindly drop us an email. We will discuss the process in detail with you.

Please note: Parents can also take variety of sessions for students ranging from Art workshop to sports, educational trips to showcasing their literary works, story writing session to puppet show. It can be anything which can give exposure to our students outside the regular classroom setup.

Launch of Philately Club at Gyankriti

Philately is the study of stamps and postal history and other related items. It also refers to the collection, appreciation and research activities on stamps and other philatelic products. Junior School students visited the Indore GPO and met the in-charge of philatelic bureau, Ms. Kamla Khatwani. She showed us various stamps in the collection of GPO and formally announced the launch of Gyankriti’s Philatelic Club. We will dedicate an entire wall at Gyankriti for showcasing the stamps issued by post office, in the hope that it will be an excellent way for students to learn about historical events.

Philately Wall

We also gifted each student a specially printed stamp with Gyankriti logo and an envelope. They will use it to complete a homework assignment where they are supposed to send a letter to any of their friends or relatives.

Student posting letter as part of the home assignment activity.

It is also possible to develop philately as a hobby for your children. It is a very easy and simple process. You just need to open a ‘philatelic-deposit-account’ at the GPO and they will send you a copy of all the latest stamps issued by the Dept. of posts.

You can also get customized My Stamps with photos of your child or a family photo.

Gyankriti’s My Stamp

Contact Ms. Khatwani at the GPO for availing these facilities.

Philatelic Deposit Account:…/Philatelic-Deposit-Account.a…

Customized My Stamp:…/…/Content/My-Stamp.aspx

We would like to thank the entire GPO team for allowing our students to visit them on the National Post Day.

Giving world class learning opportunities to Gyankriti students – Learning from the latest education reforms in Singapore

We already do all these things at Gyankriti. Don’t we? Let us know in comments.

About Education in Singapore: The education system in Singapore is consistently ranked as one of the highest in the world by the OECD. It is believed that this comes from the style of teaching that is implemented in Singapore. Teachers focus on making sure that each of their students thoroughly move through the syllabus before moving on. By doing this teachers in Singapore teach a much more narrow but deeper type of instruction. Singapore’s education system has been described as “world-leading” and in 2010 was among those picked out for commendation by the Conservative former UK Education Secretary Michael Gove. According to PISA, an influential worldwide study on educational systems, Singapore has the highest performance in international education and tops in global rankings.

New Education Reforms in Singapore:   Singapore’s Ministry of Education (MOE) announced on Sept. 28 that it will be removing class rankings for primary and secondary students starting next year. Schools in Singapore will also cut mid-year exams for several levels; Primary 1 and 2 pupils will not be graded.

Aside from abolishing the class and level rankings, MOE will remove the class and level mean, as well as the minimum and maximum marks students may get in their report cards next year, as reported by The Straits Times on Sept. 28. Underlining and/or coloring failing marks will also be removed from the report cards of the students.

For MOE Minister Ong Ye Kung, removing class rankings was made in a bid to make children understand that “learning is not a competition.”

“I know that ‘coming in first or second’, in class or level, has traditionally been a proud recognition of a student’s achievement,” Ong said in the report. “But removing these indicators is for a good reason, so that the child understands from young that learning is not a competition, but a self-discipline they need to master for life.”

MOE also announced that examinations for Primary 1 and 2 students will be removed, the report said. Because grades and marks will no longer be available in the report cards, schools will use “qualitative descriptors” for students in the two levels instead to help students track their progress. Meanwhile, the grades of students from Primary 3 to Secondary 5 will be rounded off to a whole number.

Comparison of the new reforms done in Singapore with the assessment methods at Gyankriti: You will be proud to know that Gyankriti is already following the reforms done in Singapore from the very first day.

Singapore reformsStatus at Gyankriti
Removed Classroom RankingsWe never give any kind of rank to students. Only exceptions are some events and competitions for extra-curricular activities. Subject wise or Class wise ranks are never disclosed.
Examination for Grade 1 and Grade 2 abolishedAt Gyankriti we never conduct formal exams or tests. Teacher check the learning outcomes throughout the year during classroom observations instead of a single day examination.
Schools will use “qualitative descriptors” instead of marks in report cardsGyankriti report cards are already like that. We grade students on age appropriate learning outcomes. There are as many as 100-150 learning outcomes in every term depending on the age group of students.

Parent Blog: ज्ञानकृति की अलग है पढ़ाई – सब कुछ करके सीखो भाई

ज्ञानकृति की पढ़ाई अपनी अलग विशेषता लिए हुये है। अन्य विद्यालय की पढ़ाई और ज्ञानकृति की पढ़ाई में अंतर बताती हुयी कविता।

यह कविता मैंने अपने बालक को कक्षा 1 और 2 में दिये गए होमवर्क और सिलैबस के बारे में जानकार लिखी है।

अन्य विद्यालय:

सुबह पढ़ाई, शाम पढ़ाई
ऊपर से ट्यूशन का बोझ
बिना समझाये, हमे रटाए
शिक्षक जी शाला में रोज़

बारह-खड़ी अभी है सीखी
और किताबें दे दी ढ़ेर
यह बचपन के साथ हमारे
होने लगा बहुत अंधेर

अब ज्ञानकृति के बारे में

वर्षामापी यंत्र बनवाते
और कराते वर्षा की नपाई
वृक्षों से है छाल निकलवाते
ऊपर से बीजों की बुवाई
ज्ञानकृति की अलग है पढ़ाई
सब कुछ करके सीखो भाई (2)

फल-वाले से बात करवाते
किलोग्राम का ज्ञान कराते
और कराते दूध की नपाई
ज्ञानकृति की अलग है पढ़ाई
सब कुछ करके सीखो भाई (2)

कविता पाठ करते हुये श्रेयांश

Written by Ms. Deepa Shrivastava mother of Shreyansh Shrivastava (Grade 2 student)