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Our uniqueness lies in the curriculum which makes sure that each kid gets a holistic development and also our multiple intelligence evaluation method which helps us in understanding your Childs learning needs and patterns and equips our teachers to teach them accordingly. We maintain a continuous communication with the parents through our portal with username & password. Each parent will be able to communicate and be updated with the school on general topics as well as their child’s personal progress individually.


The curriculum at Shiksha Veritas Playschool in preschool is an integration of various methods of teaching and analyzing comprising of Playway method, Montessori Method, Project method, Multiple Intelligence.

Playway Method:

Playway is one of the most important ways of learning through play. A child goes through hundreds of experiences, picks up several kinds of information, develops numerous skills and inculcates valuable attitudes and values. He also learns to express his thoughts and feelings. Playway also becomes an instrument for transmitting the culture heritage, adoption of customs and values for personal life and for social living.

Playway is different from play. it is a spirit or an approach which should pervade all activities-Classroom, Play field, hobbies, creative work, etc. Playway is one of the most essential means of growing. Playway helps to develop mental, social and physical skills including talking and walking. It helps children grow in curiosity, competence and confidence. It lays the foundation for school work and for learning necessary skills in later life.

Various Activities through playway: Dramatic play, games, amusement games, watching others, looking at pictures, listening to stories, poems, listening to music, watching television, sand play, water Play, etc.

Montessori Method:

Maria Montessori was an Italian lady doctor who brought one of the foremost educationists of the world. Dr.Montessori designed a school for the mentally defective children and designed various apparatus to teach them the differences between colours, skills and tastes. She made building bricks by which children could learn sense of length, height, thickness etc. She developed special apparatus to fasten buttons and shoes. The major advantages you see in your child by implementing this method of training in school is to improve mental deficiency caused due to dullness of senses, marvelous results in education, and far better results seen in education when educating normal children with same method.
We have included the best Montessori apparatus in our school and the latest equipments are added constantly.

Project Method:

The project method is a medium of instruction which was introduced during the 18th century into the schools of architecture and engineering in Europe when graduating students had to apply the skills and knowledge they had learned in the course of their studies to problems they had to solve as practicians of their trade, for example, designing a monument, building a steam engine. In the early 20th Century, William Heard Kilpatrick expanded the project method into a philosophy of education. His device is child-centered and based in progressive education.

Students in a project method environment are allowed to explore and experience their environment through their senses and, in a sense, direct their own learning by their individual interests. Very little is taught from textbooks and the emphasis is on experiential learning, rather than rote and memorization. A project is that in which the child performs such constructive activities in natural conditions so that they may learn to lead best possible social life without difficulty. The project method is helpful in teaching various subjects. It also gives practical knowledge while helping them solve real life’s problems.

Multiple Intelligence: (Jr.Kg Onwards)

Multiple Intelligence

Schools today are facing enormous challenges. They need to make sure that their existing framework is in sync with latest educational norms. Multiple curriculums, lack of parental involvement, higher teacher attrition rates and increasing student dropout rates are only a small gamut of a bigger problem. Ultimately the core purpose and competency of education namely teaching and learning sometimes takes a back seat .

Identifying, measuring and enhancing student talent in schools is a key ingredient for their success.

Shiksha Veritas with its inbuilt Intelligence Assessment assists in introducing better and more efficient Intelligence management systems in order to equip students to handle various challenges of the 21st century. Ultimately schools are geared towards:

  • A successful performing student in his/her strength zone
  • An empowered faculty focused on the correct student attributes
  • Informed parents who become part of the student success story
  • A 100% student pass percentage, performing at higher grades

Multiple Intelligence:

Multiple Intelligence inspired growth is what we undertake through implementation of multiple intelligence in school. This model was proposed by Howard Gardner in 1983. Gardner chose eight abilities that he held to meet these criteria: musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic.

How we do it:

We associate each activity done by the children in the school environment like (Outdoor games, activities, field trip, free play, sand play, conversation, garden activity, puzzle play, sorting and matching games, music & painting activity, interactive gaming, etc) and they are collated in a chart called the rubrics where each intelligences associated with the activity is recorded and numerically calculated.


Helps in identifying the intelligences the child is good in and also to develop the strengths and weakness. Identify the learning style of your child. Develop the curriculum as per individual needs. Children are able to grasp concepts at a faster pace while having fun in the process. Quarterly updated report of the multiple intelligence profile available in the portal.

The Council for the Indian School Certificate Examinations was established in 1958 by the University of Cambridge Local Examinations Syndicate with the assistance of the Inter-State Board for Anglo-Indian Education. It is registered under the Societies Registration Act No. XXI of 1860. The Delhi Education Act, 1973, passed by Parliament, in Chapter 1 under Definitions Section 2 (s), recognises the Council as a body conducting public examinations

The Indian Certificate of Secondary Education Examination has been designed to provide an examination in a course of general education, in accordance with the recommendations of the Education Policy 1986, through the medium of English. The Indian Certificate of Secondary Education Examination will ensure a general education and all candidates are required to enter and sit for seven subjects and Socially Useful Productive Work. The Indian Certificate of Secondary Education Examination is a school examination and the standard of the examination presupposes a school course of ten years duration (Classes I-X).

ICSE Curriculum

A. Subjects of Examination:

Part I: Compulsory

Internal Examination or Internal Assessment

Candidates for the examination are required to have completed satisfactorily, courses in –
(a) A third language from at least Class V to Class VIII (Internal Examination).
(b) Art (Internal Assessment).
(c) Socially Useful Productive Work and Community Service (Internal Assessment).
(d) Physical Education.
(e) Education in Moral and Spiritual Values.
(f) Environmental Education (as per syllabus prescribed).


The third language to be studied should be determined as under:
Candidates of Indian nationality
(i) offering Hindi as a compulsory subject for the External Examination (see Part II) will be required to study one of the following languages: Ao Naga, Assamese, Bengali, Dzongkha, Garo, Gujarati, Kannada, Khasi, Kashmiri, Lushai, Lepcha, Malayalam, Marathi, Manipuri, Nepali, Oriya, Punjabi, Sanskrit, Tamil, Telugu, Tenydie, Urdu or any other language of an Indian community, approved by the Council.
(ii) offering one of the languages in (i) above other than Hindi, will be required to offer Hindi or any other Indian language approved by the Council.
Candidates of other nationalities may be exempted from the study of a third language from the list given in (i) above, provided that they study an approved language for which provision is made by the school.
Exemption from the study of a third language may be made in special cases: such candidates shall be required to complete a course of studies in another subject approved by the Council.

Part II

Subjects for the Examination at the end of Class X
Percentage Marks External Internal Examination Assessment



1. English80%20%
2. A Second Language 80%20%
3. History, Civics and Geography80%20%
4. Environmental Education 80%20%


(Any two of the following subjects)

5. Mathematics 80%20%
6. Science (Physics, Chemistry, Biology)80%20%
7. Economics 80%20%
8. Commercial Studies 80%20%
9. Technical Drawing 80%20%
10. A Modern Foreign Language 80%20%
11. A Classical Language80%20%
12. Computer Science 80%20%
13. Environmental Science80%20%
14. Agricultural Science 80%20%


(Any one of the following subjects)

15. Computer Applications50%50%
16. Economic Applications 50%50%
17. Commercial Applications50%50%
18. Art 50%50%
19. Performing Arts 50%50%
20. Home Science50%50%
21. Cookery50%50%
22. Fashion Designing 50%50%
23. Physical Education 50%50%
24. Yoga50%50%
25. Technical Drawing Applications50%50%
26. Environmental Applications50%50%
27. A Modern Foreign Language 50%50%

Note: It is expected that candidates will normally offer both Science and Mathematics from Group II. If they choose to take any other combination of subjects, Heads of Schools must apprise them of the implications. For admission to the I.S.C. XII course, all combinations of subjects will be accepted.
The following subject combinations are not permitted for the ICSE Examination:

  • Sanskrit as a Second Language (Group I) and Sanskrit as a Classical Language (Group II).
  • Computer Science (Group II) and Computer Applications (Group III).
  • Economics (Group II) and Economic Applications (Group III).
  • Commercial Studies (Group II) and Commercial Applications (Group III).
  • Environmental Science (Group II) and Environmental Applications (Group III).
  • Technical Drawing (Group II) and Technical Drawing Applications (Group III).
  • Under Modern Foreign Language:
    • Candidates opting for a Modern Foreign Language as a Second Language in Group I, he/she may not opt for the same language under Modern Foreign Languages in Group II and Group III.
    • Candidates opting for a Modern Foreign Language in Group II may not opt for the same Language as a Group I and Group III subject.
Internal Examination

(i) The examination at the end of Class IX will be conducted by the school and the promotion of candidates from Class IX to Class X will be the responsibility of the Head of the School in accordance with the attendance and pass criteria as laid down by the Council for the Indian School Certificate Examinations.
(ii) Socially Useful Productive Work and Community Service (Compulsory)

The assessment in “Socially Useful Productive Work and Community Service” will be made by the school and the result will count towards the award of the Certificate. The school will be required to follow the instructions sent by the Council in the matter of keeping records of the work and the assessment of each candidate in “Socially Useful Productive Work and Community Service”.

B. Choice of Subjects:

1. All candidates for the examination must enter and sit for seven subjects, Group I (Compulsory): English, a Second Language, History, Civics and Geography, Environmental Education and two of the subjects listed under Group II and one subject listed under Group III (vide page 3) and must have been examined by the school in practical’s/ project work in English, the Second Language, History, Civics and Geography, Environmental Education, the three subjects of their choice and in Socially Useful Productive Work and Community Service. A school may not enter candidates for subjects, for the teaching of which the school makes no provision.

C. Awards and conditions for awards:

1. PASS CERTIFICATES will be awarded to candidates who at one and the same examination have entered and sat for seven subjects as detailed in Chapter II, B(1) above and have attained the pass standard in at least five subjects which must include the subject English. Provided that no candidate, except as otherwise exempted by the Council, shall be awarded a Pass Certificate unless in addition to fulfilling the conditions above he/she has attained a pass grade in SUPW and Community Service as examined/assessed internally by the school.

2. SUPPLEMENTARY PASS CERTIFICATES will be awarded to candidates who have obtained PASS CERTIFICATES and who appear in a subsequent examination and attain the pass standard in one or more subjects.
3. STATEMENT OF MARKS will only be issued to candidates who appeared for all the entered subjects of the examination.

The pass marks for each subject is 35%.

D. Issue of Results:

All results will be issued through the Heads of Schools to whom the results will be sent as soon as possible after the award has been completed. The result sheets show the result in the examination as a whole and also indicate the standard reached in each subject taken, (except Socially Useful Productive Work and Community Service) by grades ranging from 1 to 9, 1 being the highest and 9 the lowest. Very good is indicated by grades 1 and 2. Grades 3, 4 and 5 indicate a pass with credit, 6 and 7 indicate a pass and 8 and above a failure.
The standard reached in Socially Useful Productive Work and Community Service (Internally Assessed) will be shown on the result sheets by grades A, B, C, D or E; A being the highest and E the lowest. A, B, C or D indicate a pass and E a failure.