Mind Soul and Body (MBS) Curriculum
According to our VEDAS and now even acceptable cosmically, human being consist of body, mind, intellect and soul and a comprehensive system of education is one that ensures collective and simultaneous development of all these.
Keeping this in mind and remaining abreast with NCERT and CBSE guidelines Sanskriti is developing the course material based on mind, Body, Soul Holistic System of education that focuses on the interconnection of experience and reality and provides a combination of Head (Intellectual) hand (behavioral effect) and heart (emotional)
The curriculum thus developed makes the learner go through experiential learning individually, with peer group as well as in connection with the cosmic world. This system is an attempt to bring about a pedagogical device that is interconnected and dynamic and hence stands in harmony with the cosmos.
Another important aspect of this system is rejection of labeling and segregating students and encouraging the use of a wide range of teaching-Learning styles and processes to reach diverse category of learners.
This system however, does not reject the prevailing system but in fact is a harmonious amalgamation of the best of the practices like drills, lectures etc.
The main focus is on learning by doing, each unit begins with thematic face sheet that introduces the thematic content to the learner. Thereafter adopting the conscious to unconscious or known to unknown policy, a warm-up session is presented that creates a prelude to the main text. The main text is simple but the apt language explains the text with the aid of various HD pictures. The in-text questions within bring the learners even better focused. The research and projects within the lesson are the essence of self learning. A special DO YOU KNOW clouds have been introduced to enhance the interest of the learners. Attempt has also been made to introduce kinesthetic activities to add to the interest of the children.
The post unit completion activities Let’s Do caters to all the level of Bloom’s Taxonomy from understanding/recalling to creative thinking.
The section LSBQ– life Skill based Questions have been introduced to make children think beyond the local level of the lesson.
An interesting concept of some traditional inputs connects the thematic content with the cultural of traditional Indian Values and also their heritage.
Last but not the least the section Yester Gold uses Indian as well as Global Fairy tales or fables to enhance the thematic content and rejoice while learning.