GOAL SETS

EQUALITY 2022-23

Ahaana, Anvita, Katha, Maya, Srivats, Taanishi, Yashodhara

Equality is a unique group of children made of Ahaana, Anvita, Katha, Maya, Srivats,
Taanishi, and Yashodhara. The children do many things together, play together, have fun
together and also help one another with group tasks. However, they also have the tendency
to bicker, tell on one another, and magnify childish pranks into unforgiveable deeds (for the
moment) and take things extremely seriously. While we hope that these conflicts will ease
themselves out as children mature in their being with each passing year, it is also as
important for us to be aware of the underlying psychological causes of recurring patterns of
behaviour, either in offence or defense. The children, being aware of Inequal treatment of
one another by each of them, chose to name themselves EQUALITY. This name was first
proposed by the one and only male member of this group predominantly ruled by the Shakti
force and by whom he perceives unequal treatment. The majority of the girls accepted this
proposal with two girls suggesting another two alternatives to Equality – Harmony and
Peace. Children are in the process of understanding what equality means. They are generally
looking at it from the point of view of equal treatment. We are exploring diversity together
with equality and the beauty in differences. We are also exploring inner equality, which
means being equal and settled within in all circumstances. We hope to ride on the children
inherent sweetness and goodness and bring about a culture of conscious collaboration
towards progress and joy in that collaborative progress.

Here are some goals we have worked out together for the year to this end.

Physical Goals
 Expand the capacity of the body
o Stamina building – running exercises, baithak, squat thrust, sit-ups and push-
ups  
o Developing body flexibility, balance and endurance through yogasanas and
gymnastics
o Developing speed and agility through long/high jump, short and long-distance
running
o Skills improvement in football, basketball, hockey, frisbee, badminton and
table tennis
o Conscious attention to nutrition
o Fine motor-skills development through Clay modelling, Art work, Gardening
(see goals under heading, Skills Development)
 Attend to vital aspects that go with the physical
o Cooperation and coordination, on and off the field
o Sportsmanship, fair play, and team spirit
o Reflections on “is every part of the body equal?”, “Is this equality/inequality
serving any purpose?”
 Habit formation
o Awareness and adherence to schedules
o Managing rest and sleep
 o Material organisation
o Prompt completion of work in class and submission of homework
Vital Goals
 Cultivating equality as a way of life
 Carrying this feeling into work, play, relationships
 Collaboratively creating a culture that values respect, togetherness; valuing
differences while embracing harmony
 Embracing a positive attitude towards the natural and physical environment
 To take pleasure in all things, develop rigour and diligence in working
 Strengthen the child to voice opinions, needs and feelings with courage and trust, with
compassion and sensitivity to others
 Finding a personal toolkit to attain silence and inner equality. During music time, we
will explore a variety of methods and encourage the children to adopt whatever works
well for them individually
 Take responsibility and help create and sustain a joyful learning environment
Loving and respecting one’s own creative being is an important part of our vital
development. To this end, we hope to explore art, music, poetry, and theatre. Inherent in
these are not just artistic vision but also spatial awareness, human proportions, conscious
movement, and the use of language. Going further, performance is not just an event, but a
process of creation – involving conception, experimentation, refinement, collaboration, and
organisation. There will be constant contemplation in the group on “are my emotions in
equality, all the time, everywhere?”, “What can possibly affect the state of equality within a
person?”
Music
The children are naturally inclined towards music, and are keen to take their learning further.
We urge them to place their proficiency training in the hands of higher-order teachers, such
as at Matri Kala Mandir. However, we will work to create opportunities for them to sing
together joyously, listen, and perform, as well as create music. “Does music, art, gardening
etc. nurture equality within
Art
 Calligraphy – the joy of lettering
 Art – Human Proportions - Figure Drawing
Figure drawing – Human Proportions

a. learning the skill to measure objects at a distance without the scale (using
pencil/stick).
b. understanding human body's proportions age wise.
c. basic awareness of the different muscle groups in a body and body's
movement.
d. By understanding human proportions one can develop an intuitive sense of
estimation and measurement by eye ballling and weighing.
 Free Exploration with colours
 Drawing in different styles: labelled diagrams, sketches of specimens, nature studies,
landscapes real and imagined . Exploring texture and its depiction.
Pottery
Working with clay builds fine motor skills, patience. It imparts valuable lessons in
sustainability and material consciousness.
1. Developing a tactile understanding of clay and gradually forming a deep connection with
clay while working.
2. Learning how to centre the mind and hence centre the clay and to retain that focus while
throwing the piece on wheel. Wheel throwing requires a lot of time, practice and also
immense concentration. Since we have only one wheel and 6 classes, we will restrict our
wheel work to only centering and a bit of throwing (one /two children per class on wheel
and others on handbuilt work)
3. Learning the technique of slab rolling and pinching. We will start with organic forms and
gradually move to executing well planned, drawn out pieces.
4. Trying out various textures on clay and thereafter learning how to transfer those on their
pieces.
5. Use of ceramic stains and oxides to draw and paint, also using various techniques
including sgraffito as a drawing tool on the piece.

Metal Work

This area requires physical strength, attention, concentration and most of all creativity. From
making large form with bended wire the work will include making jewellery, and using finer
wire to do filigree and design simple artefacts. Another focus will be to develop their skills in
using simple tools used in working with wires.

Gardening
Taking time off to visit our gardens and carry out routine tasks such as pruning, removing dry
leaves and flowers, watering; cultivating a plot or two and nurture the vegetables growing in
the plot.

Theatre
Theatre is perfect for integral learning. It develops expression, builds understanding of
context, and instils self-confidence. It is also an excellent opportunity to practise creativity
and collaboration. Some specific goals:
 Body consciousness
 Sharpening observation
 Exploring emotional range
 Overcoming stage fright
 Voice modulation and projection
 Learning to define spaces
 Moving with precision and purpose
 Trusting and collaborating with fellow actors
 Improvisation
 Respecting own experiences and using them as themes for new creation
 Writing and adapting for stage
 Creating and performing in various languages: English, Hindi, Mime, Gibberish

Dance
Dance is an excellent means of expression of emotions, and very often, in bringing emotions
under control and channelised into physical expression in a co-ordinated fashion. It is a great
art form that can be kept alive in this group of musically inclined children. We shall proceed
cautiously, inviting the children definitely into this experiment across the course of the year.
Our aspiration is to see a group of seven in dance movement.

Mental Goals

We intend to focus on raising general awareness. Children are in any case becoming aware of
the many challenges that the planet and its beings face. As the creators of tomorrow’s
solutions, we wish to prepare them to take an integrated view of the wider world, through
broader exposure and deeper thought.
As a prelude to developing critical thinking, we will encourage children to understand facts
and opinions and differentiate between them.

LANGUAGES
Improving levels of proficiency will be a key goal. For some children, this will involve
overcoming reluctance, while for others it will mean progressing towards mastery. For all,
exploring a personal style of expression will be important. Engaging with a variety of
subjects/formats and writing at length will help us to develop proficiency.
We also intend to study language as a practical tool, important for a world that is increasingly
defined by technology and processes. This will require precise and unambiguous expression.
We will also introduce note-taking, to help children document the spoken word with speed
and accuracy.
We will seek integration with project topics at every opportunity. Some touchpoints:
development of specific vocabulary related to the topic, expression of factual content,
creative writing linked to the project, presentation at appropriate levels for audiences of
different ages.

English

 A key objective is to develop an appreciation for subjectivity, how poetry and prose
can pivot on the reader’s understanding, in turn defined by his/her relationship with
the language and subject. This will require acceptance of multiple points of view and
hopefully lead to tolerance for contrary views.
 Simultaneously, children need to develop the skill of objective description. This will
of course be practised in studying the sciences and social sciences. Further, practice in
writing instructions and directions builds logical step-by-step thinking, as well as
precision in communication.
 Vocabulary building – Since most of us are exposed to a limited vocabulary, the best
way to grow this is to read. Part of the challenge in reading at higher levels is dealing
with unfamiliar words. While the dictionary is undoubtedly a good friend, it is not
really a convenient one. A more organic way is to let context indicate meaning. The
next step is to look for related words, identify root words, prefixes, and suffixes.
 Eventually, this understanding should lead to more accurate guessing of words and a
richer vocabulary. Improving spelling is a natural corollary of this process.
 Grammar – Basic grammar can be assimilated through usage and exposure to well-
formed language. However, to raise the level of comprehension as well as writing, we
require some formal study. We need to recognise parts of speech (nouns, adjectives,
verbs, adverbs, pronouns). We need to practise the use of various tenses, and
understand the need for consistency. Subject-verb agreement can be tricky in English,
and this is another area to pursue. Punctuation and capitalisation will require constant
guidance. We hope to make progress through reading, conversation, discussion, but
also through exercises. We shall also raise our awareness to distinguish between
sentences fragments, run-on sentences and complete sentences.
 To support the growth of the independent learner, we will emphasise self-checking.
Children will also listen to and read each other’s writing to widen exposure, as well as
share constructive views and suggestions. In the midst of all the individual expression,
we must not lose out on developing a mutually supportive learning community.
 Reading: Group reading/appreciation of a variety of formats – poetry, short stories,
non-fiction. Take up specified books (Jonathan Livingston Seagull, Kensuke’s
Kingdom, a Ruskin Bond book) as reading projects and follow up with reviews,
critical appreciation, and derivative assignments. Reading non-fiction related to the
project at hand is also an important language activity.
 Writing in a variety of formats – essays, poetry, short stories, reviews (book and film),
instructions, letters, speeches, summaries. Of course, Project is a natural and fertile
ground for written expression.
 Writing for performance – Children enjoy writing dialogue, which naturally leads to
drama. We propose to add rigour to their writing, incorporating monologue, dialogue
as well as stage instructions. The spoken word will be explored through recitation of
poetry – their own as well as those discovered during our exploration. The children’s
great enthusiasm for debate is another opportunity to explore the power of the spoken
word.

Hindi and Sanskrit

By reading different types of literary texts (value based) – stories and poems – children will
be more fluent in their written and verbal expression. They will be able to express their own
ideas.
Oral creative activities like poem recitation, antakshari, picture cards, etc. The ongoing
Theatre activity will give the children a good opportunity to practise their spoken Hindi.
Reading practice of short stories by famous authors, to improve verbal expression
Creative writing activities like dialogues, poetry, stories, and description of pictures will help
children develop fluency, while enriching imagination, creativity, and aesthetic sense.
To improve vocabulary and sentence construction:
 Regular practice with unseen passages of prose and poetry
 Practice of grammar concepts
Throughout, we will seek opportunities to integrate Hindi activities with the ongoing
project(s).
MATHEMATICS
Equality is happy and enthusiastic to work in Mathematics and related topics. A critical
objective is to sustain this joy and build on it.
In terms of topics, we will broadly follow the curricular framework advised for the
corresponding age, fortified by project work.
We have been working with divisibility, and will proceed to arithmetic basics, along with
pattern recognition, which we will explore till the Summer Break.
Further topics include (not necessarily in order) Factorisation, HCF/LCM, Order of
Operations, Fractions, Decimals, beginning Algebra, Angles, Shapes, Basic Geometry,
Perimeter, Area, Volume, Percentage, Ratio/Proportion, data handling and tabulation.
Support from home is best if based on normal activities and routine. Make children
responsible for their own schedules, involving them in grocery shopping and accounting. Let
them add prices, compare unit prices of different quantities, make payments, verify change,
budget in advance — all these embody valuable learning.
Estimation of quantities — whether in the kitchen, at play, or just paper for projects — is an
activity that is not just significant but also great fun. (Allow the child to go wrong. This is
how the capacity for estimation is developed. If concerned about wastage, start with small
quantities.)
Do encourage involvement in the kitchen. All cooks are mathematicians, even if they don’t
give themselves credit. Let your child be clear about the ratios/fractions involved in preparing
recipes, a readily accessible.
Supplementary activities
We hope to include recreational mathematics as a matter of course — activities, puzzles, and
games linked to the topic in hand. Opportunities to explore the mathematics in everyday life
through surveys, etc. will be a part of their project work.

PROJECTS
Projects continue to be our key learning method. Some focus areas: Planning for their
projects, articulating questions, conducting research, organising, summarising, hypothesising,
estimating, recognising trends and patterns and presentation skills.
Here is a tentative list of projects to be taken up during the year:
 Equality
o What it means to me
o What it means to others
o The practice of equality – individual and group technique
o Monitoring state of Equality within regularly during reflection sessions and
concentration times
 Rabindranath Tagore. His
o Life
o Art
o Music
o Literature and Philosophy
 Food
o What is food? How to recognise it?
o Its origins and history
o Its role in our life: our body, our culture
o The diversity of food
o Food practices and preparation
o Food and health (including the digestive function of the body)
 Understanding history and society
o Becoming familiar with facts, evidence, anecdotes, opinions
o Thematic history: essential part of all project explorations
o Social organisation from the child’s experience level
o Role of leaders and change makers
 Our physical world
o Features and formations
o Weather and climate
o Flora & Fauna
o Impact on life
 Elements of Life
o Observing of organisms in Nature: Plants, Trees, Flowers, Animals, Birds,
Insects
o Appreciation of natural processes: Birth, growth, digestion, respiration, death
o Natural resources, diversity, scarcity, and conservation
 Materials
o Natural and manmade
o Qualities and applications
o Responsible usage
 Basic mechanics:
o Mass, weight, force, speed
o Simple machines
 Individual projects proposed by the children at the beginning of the session:
o Biology
o Natural Disaster
o Drama
o Fashion
o Art
o Music
o History of Old Mirambika
o Life and Culture of Korea and Japan
o Inventions and Discoveries
o Extra-Terrestrial Objects
o History
o Electricity
o The World
o English Literature
o Philosophy
Time and resource permitting, we will try to take up one or more of these life skills
 First aid
 Emergency response
 Safety indoor & outdoor
 Mapping and map interpretation
 Road sense

The reading list is attached herewith.

ENGLISH READING LIST

No. Title Author
1 Swiss Family Robinson Johann David Wyss
2 Angel on the Square Gloria Whelan
3 Dicey’s Song Cynthia Voight
4 Surviving the Applewhites Stephanie S. Tolan
5 Lad: A Dog Albert Payson Tehune
6 The Island on Bird Street Uri Orlev
7 Island of the Blue Dolphins Scott O’Dell
8 Anne of Green Gables Jody Lee
9 The Giver Lois Lowry
10 The Lion, the Witch and the Wardrobe C.S. Lewis; Pauline Baynes
11 Ella Enchanted Gail Carson Levine
12 The Phantom Tallbooth Norton Juster
13 A Tale of Time City Diana Wynne Jones
14 The Circuit Francesco Jimenez
15 My Louisianna Sky Kimberly Willis Holt
16 Scat Carl Hiaasan
17 The Breadwinner Deborah Ellis
18 The London Eye Mystery Siobhan Dowd
19 Because of Winn-Dixie Kate DiCamillio
20 The Incredible Journey Sheila Burnford
21 The Secret Garden Frances Hodgson Burnett
22 Little Women Louisa May Alcott
23 The Wolves of Willoughby Chase Joan Aiken
24 Swami and Friends R.K. Narayan
25 The English Teacher R,K, Narayan
26 Under the Banyan Tree R.K. Narayan
27 The Happiest Tree Uma Krishnaswami
28 Chachaji’s Cup Uma Krishnaswami
29 Rusty Ruskin Bond
30 Rusty and the Leopard Ruskin Bond
31 The Jungle Book Rudyard Kipling
32 Rabindranath’s Collection of Poetry Rabindranath Tagore
33 Kensuke’s Kingdom Michael Morpurgo