For any enquiry, please call us at +91 76184-93010, 01334–246813 / 246170
For any enquiry, please call us at +91 76184-93010, 01334–246813 / 246170
Rated amongst the best schools of Uttarakhand, Swami Hariharanand Public School consistently endeavours to providing good quality education through a holistic approach.
Swami Hariharanand Public School is affiliated to Council for Indian School Certificate Examination, New Delhi. Please refer to the Council’s website for information: http://www.cisce.org. The school curriculum is based entirely on pattern prescribed by ICSE board.
The academic year is from April to March and is divided into two terms. Regular classroom tests and periodic assessment are indicative of scholastic achievement. The results enable the teachers as well as students to re-assess their orientation and take corrective measures where required, and accord due attention to subjects and topics in which the child may need additional assistance. Apart from the unit tests, terminal examinations are organized twice each year. The half-yearly examinations take place in September/October while the final examinations are conducted in March every year. All the results are intimated to parents.
The School prides itself in engaging professionally well-qualified, experienced and industrious teachers, who greatly enrich the quality of education offered to the students. Rather than just focusing on the educational development of the students, the faculty members play a significant role in the overall growth of students. The teachers make use of latest teaching methods to help explain the students. This is one of the primary factors that contribute in the maintenance of the school’s high standards. Part-time and visiting faculty also play an important role in enhancing the quality of education.
The members of the teaching staff are chosen not only for their own intellectual skills but also for their ability and enthusiasm in communicating them to boys and girls of all ages. The teachers are well supported by ancillary and administrative staff. Teachers are encouraged to be flexible and individual in their approach. Every possible care is taken to ensure that our teaching staff is of the best quality available. The role of teachers extends well beyond classroom instructions. All faculty members are also encouraged to upgrade their skills and update their knowledge constantly.
The School has one of THE LOWEST STUDENT – TEACHER RATIO of 30:1. The comparatively small size of each class enables our teachers to give attention to each student both inside and outside the classroom.
The classes are primarily divided in three sections viz, Primary (Std I - V), Junior (Std VI – VIII) & Senior (Std IX – XII) section.
In the Primary section, the focus is on learning skills of reading, writing, listening, speaking, IT capability, problem solving, observation, enquiry, exploration and measurement. Children are encouraged to speak and perform at assemblies, concerts, drama productions and, so, gain confidence in their ability to communicate to a, wider audience. English being an international language, special emphasis is given to developing the student's conversational and communication skills in English. Our curriculum is designed to give relevant and authentic information in an interesting style.
In the Senior section, students start preparing for the ICSE (The Indian Certificate of Secondary Education, New Delhi) Examination of Class X and XII. The school offers its students a variety of subjects in the Science and Commerce Courses giving the students an opportunity to specialize in their chosen areas of interest. The subject options for Std XI are as follows:
| Science Stream | Commerce Stream | ||
|---|---|---|---|
| English | (Compulsory) | English | (Compulsory) |
| Physics | (Compulsory) | Commerce | (Compulsory) |
| Chemistry | (Compulsory) | Accounts | (Compulsory) |
| Hindi / Computer | (Optional) | Economics | (Compulsory) |
| Maths / Biology | (Optional) | Hindi / Computer / Maths | (Compulsory) |
At this level, we seek to stimulate the spiritual, emotional and intellectual values in the student.
A synthesized inter-disciplinary approach is adopted. Comprehensive and continuous student updates are recorded through evaluations. ‘Project work’ is also done.
The School has a policy of conducting a parent – teacher meeting after every two months and every exam wherein report cards of the child are handed over to the parents who are thus always updated on their child’s progress. Teachers are available for consultations by the parents by prior appointments round the year.
One of the significant objectives of the school is to provide a glimpse to the students into the relation between the various academic disciplines and their everyday life. The students are discouraged from viewing the former as a cluster of theoretical concepts bounded in text books, which have little or no connection with everyday life. The teaching methodology is designed to bring home to the students the important lesson that different disciplines provide a theoretical framework and methodological tools, which would enable them to understand and wisely respond to the persons/ things/ events they experience in their everyday lives.
In order to pursue this objective, our teachers employ the following two teaching methodologies:
In order to give a sound foundation to the students of a particular topic this methodology is employed. A teacher thoroughly explains the topic with the aid of audio-visual aids such as diagrams, maps. In accordance with the objective of the school most of the examples employed by the teacher are from the everyday contexts so that students are able to able to form a connection with what they study in the classroom and their experiences in everyday contexts. This methodology is essentially lecture oriented; this is not to suggest however that the students are treated as mute audience who have no contribution in the learning process. On the contrary, they are encouraged to ask questions, express their thoughts, cite examples etc.
As compared to the Explaining method, students have a more active role to play in this particular methodology. The class is designed in a way that each and every student thoroughly prepares the topic and contributes to the discussion. This methodology also gives a platform to the teachers to evaluate the capabilities of the students. Motivational gifts—hand-writing books, stickers, pens, badges, book marks etc.—are used to encourage the students to actively and productively contribute to the class discussions. This method motivates the students to thoroughly read and understand the topic. Moreover, it also greatly facilitates in developing their level of confidence.
The School administration duly acknowledges the fact that the present academic curriculum imposes certain restrictions on teachers. In other words, a teacher has to formulate his/her lectures in a way that she is able to complete his/her entire syllabus in a stipulated time period. In doing so, s/he is not able to adequately address the problems faced by ‘slow learners.’ In order to overcome the lacuna in the present system, the school organises special classes for ‘slow learners.’ The chief objective of these classes is to strengthen the academic foundation of the students. Besides designing the lectures in accordance with the learning capacity of students, the teachers adopt other tools to nurture the seeking spirit of students. The students, for example, are given motivational gifts such as handwriting books, pens etc. for asking question and contributing to class discussions. Additionally, these classes have greatly facilitated students in gaining self-confidence. Rather than feeling marginalised in a normal class-room context, the ‘slow learners’ are gradually able to match pace with students whose grasping power is better.
The school organizes a series of workshops in order to address the career concerns faced by students, parents/ guardians. The principal objective of these workshops is career counselling. In the present scenario, most of the students are quite overwhelmed by the number of career options available. The counsellors create personal profiles of each student on the basis of interview findings and academic record of the students. The Principal & the career counsellor discuss the profile with the student in the presence of their parents and guide them in choosing the best possible academic option.
SHPS is particularly proud of its Houses. To foster healthy competitive spirit amongst the students, all the students are divided into four houses named after four illustrious women of the Hindu mythology—Arundhati, Bharati, Gargi and Maitrayee. The names chosen would familiarize the students with the rich cultural heritage of the Hindu tradition and would encourage the students to imbibe the noble values these characters represent. These names were particularly chosen because a woman represents the energy aspect of supreme consciousness. She personifies wisdom, courage, compassion, purity and vital life force that is vital for the creation and sustenance of the universe. In order to encourage the students to imbibe the said virtues the houses are named after these seer women of such Hindu heritage.
Maa Arundhati was the wife of the great sage Vasishta. She was an ideal wife and epitomised all the virtues that all (married) women must possess. Owing to these aspects of her personality; Sita, the female protagonist of the epic Ramayana, wore Arundhati’s clothes and jewellery during the period of her exile. Arundhati’s virtues were apparent in her clothes and jewellery as they always emanated divine fragrance, light and were pure and pristine. Her virtuous character not only reflected in her clothes and ornaments but also her spirit. She had a diamond like spirit—indestructible and dazzling. The following incident succinctly illustrates it: Arundhati’s hundred sons were killed by the famous sage Vishwamitra. However, rather than grieving over the death of her sons she accepted it as a divine will and forgave Vishwamitra.
Today when immorality has become one of the most celebrated fads, it is extremely vital to motivate the students to learn about and imbibe the virtuous self of Arundhati. Swami Hariharanandji Maharaja envisioned a society in which the children would have a firm virtuous character which would not be deterred by the changing materialist/ superficial/ unethical trends. To bridge the gap between his dream and reality one of the houses is named after Maa Arundhati.
Vidushi Bharati, wife of Mandan Mishra, is well-known for her seeking spirit and knowledge. In a socio-cultural context, where women were deprived of knowledge, Bharati not only studied but attained such great heights so as to challenge Sri Shankaracharaya, the famous scholar of Vedanta philosophy, for a philosophical debate. It is also worth noting that Bharati is also one of the epithets of Saraswati, the goddess of learning and arts. As an academic institution, the school attempts to motivate students to enhance their seeking spirit and love for knowledge, and therefore, one of the houses is named after Bharati. Significantly, the term Bharati also signifies “love for Bharat (India).” In the cotemporary context most of the children are completely enamoured by the western culture. The term Bharati therefore encourages the students to respect and value their own rich cultural heritage.
Gargi is one of the most illustrious women of the Hindu mythology. She is much celebrated because she was a celibate of the highest order. The following episode captures this aspect of her personality: Once she visited the court of Raja Janaka to debate on spiritual matters. There, all the courtiers only stared at her. Observing their behaviour, Gargi commented, 'O Rajan (King), your court is full of cobblers because they have eyes only for the skin.'
Swami Hariharanandji Maharaja sought to inculcate the characteristics of Gargi in students positioned within the materialistic socio-cultural context of the contemporary society. To encourage the students to privilege spirituality over ephemeral materialistic phenomenon one of the houses is named after Gargi.
Maitrayee was the wife of Yajnavalkya. She was an icon of chastity, wisdom and dispassion. These aspects of her character are palpable from the following episode: When sage Yajnavalkya made up his mind up to forsake the marital life in order to attain salvation, he decided to divide his material possessions between his wives. Maitrayee, however, refused to accept material things. She argued that these things won’t give her eternal joy, and therefore, she sought spiritual knowledge that would lead her to the path of divinity.
In the present scenario, most of the children are completely enchanted by the glamour showcased on television and other mediums. In order draw the students’ attention towards the impermanence and superficiality of the said phenomenon one of the houses is named after Maitrayee. Moreover, the character of Maitrayee also discourages the students from running after the transient phenomenon and to prompt them to seek, appreciate and value the life states of learning and realisation. It was one of the most cherished dreams of Swami Hariharanandji Maharaja, that the students will imbibe the dispassionate spirit of Maitrayee towards material objects and will be driven by a lifelong quest for wisdom.
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