Privacy Policy

CORE VALUES OF MATHAKONDAPALLI MODEL SCHOOL
ASPIRATION
RESPECT
HONESTY
HAPPINESS
PERSEVERANCE
Aspiration: Aspiration is a positive and proactive value that encourages individuals
to strive for their goals and aspirations. It fosters a growth mindset and encourages
individuals to believe in themselves and their abilities.
Respect: Respect is a key value that promotes positive relationships and a
supportive community. It involves treating others with dignity, fairness, and
kindness, regardless of differences in opinions, backgrounds, or beliefs.
Honesty: Honesty is an essential value that promotes trust and integrity. It involves
being truthful and transparent in all interactions, both with oneself and with others.
Happiness: Happiness is a valuable and worthwhile goal that can be promoted
through various practices and attitudes. It involves having a positive outlook,
appreciating life’s simple pleasures, and focusing on personal well-being.
Perseverance: Perseverance is a crucial value that enables individuals to overcome
obstacles and achieve their goals. It involves persistence, determination, and a
refusal to give up in the face of challenges.
Overall, our school’s core values emphasize a positive and proactive approach to life,
promoting self-improvement, respect for others, and a focus on personal well-being.
We believe that these values are important for building a strong and supportive
community, and for helping individuals achieve their goals.
MISSION STATEMENT
TO DEVELOP MODELS IN EDUCATION TO ENHANCE THE CAPACITY OF
INDIVIDUALS, ORGANISATIONS, FAMILIES AND COMMUNITY
MMS’s mission statement is clear and concise. It focuses on a very important aspect
of society: EDUCATION. By developing models in education, we aim to empower
individuals, organizations, families, and communities to reach their full potential. This
is a noble goal, as education is a key factor in personal and societal growth and
development.
Additionally, the statement highlights the importance of collaboration and community
building, as it mentions organizations, families, and communities. By working
together, we can make a greater impact and achieve more than what could be
achieved alone as a school.
Our mission statement sets a positive and ambitious tone continuously for our work,
and it is likely to inspire and motivate those who are part of our organization.
Meru. M
Secretary
June 2002
administrators, and parents.
By working together towards this shared vision, the school community is
on our path to create an inclusive and equitable learning environment
for all students.
M. Meru
Secretary
1 April 2022
VISION STATEMENT OF MATHAKONDAPALLI MODEL SCHOOL
“ALL CHILDREN HAVE EQUAL RIGHTS TO HAVE A QUALITY LIFE”
This is a great vision statement for our Mathakondapalli Model School. It
was crafted by a group of child development workers way back in 1999.
MMS’ s vision statement emphasizes the importance of providing equal
opportunities and access to quality education for all children, which is
essential for their personal and academic growth.
This vision statement aligns with the belief that every child deserves a
chance to reach their full potential and lead a fulfilling life, regardless of
their background or circumstances.
It sets a positive tone for MMS and serves as a guiding principle for
everyone involved in the educational process, including teachers,
A child-centred structure in MMS
A child-centred structure in MMS is an educational approach that places the child at
the centre of the learning process. It is a teaching and learning method that is
designed to meet the developmental needs and interests of the child.
In a child-centred structure, the curriculum is tailored to the child’s individual
learning style, interests, and abilities. Teachers act as facilitators, providing guidance
and support to help children achieve their goals, rather than simply imparting
knowledge to them.
This approach encourages children to take an active role in their learning, to explore
and discover new things, and to develop their creativity and critical thinking skills. It
is also called “Independent Learning”. It also promotes the development of positive
self-esteem and a sense of independence, which can lead to improved academic
performance and better outcomes in life.
Some of the key features of a child-centred structure in a school include:
 A focus on the whole child, including their emotional, social, and physical
needs
 Learning experiences that are hands-on, interactive, and relevant to the
child’s life
 Opportunities for children to make choices and decisions about their learning
 A safe and nurturing learning environment that fosters positive relationships
between children and teachers
 Respect for each child’s unique learning style and pace.
A child-centred structure in a school is designed to create a supportive and engaging
learning environment that promotes the growth and development of each child. It
recognizes that every child is unique and that their learning experiences should
reflect their individual needs and interests.
M. Meru
Secretary
26 January 2023
GUIDELINES ON CHILD RIGHTS AT MMS
Child rights in MMS are essential to ensure the safety, protection, and development
of ALL children. The following are some of the child rights that MMS upholds:
Right to Education: Every child has the right to education, which should be free
and compulsory at the primary level. Schools must provide quality education that is
accessible to all children without discrimination.
Right to Protection: Children have the right to be protected from all forms of
abuse, neglect, and exploitation. Schools must provide a safe and secure
environment for children, free from any harm.
Right to Participation: Children have the right to express their opinions,
participate in decision-making, and be involved in school activities. Schools must
create opportunities for children to engage in the learning process and contribute to
the school community.
Right to Health: Children have the right to receive adequate health care and
nutritious food. Schools must provide a healthy environment that promotes physical,
mental, and emotional well-being.
Right to Privacy: Children have the right to privacy, and their personal information
should be kept confidential. Schools must respect the privacy of children and ensure
that their personal information is protected.
Right to Play: Children have the right to play, rest, and engage in leisure activities.
Schools must provide opportunities for children to play and enjoy recreational
activities.
Right to Non-Discrimination: Children have the right to be treated equally,
without discrimination based on race, gender, religion, or any other factors. Schools
must ensure that every child is treated with respect and dignity.
All the staff, parents and the stakeholders have a crucial role in upholding child
rights and ensuring that every child has access to quality education and a safe and
nurturing environment to grow and thrive.
MMS celebrates the success of every student daily
Celebrating the success of every student daily in the classroom can be a great way
to create a positive and supportive learning environment. Here are some ways you
can celebrate student success:
Verbal Praise: Praise the students verbally for their achievements. A simple “well
done” or “great job” can go a long way in making a student feel appreciated and
recognized.
Positive Feedback: Provide students with positive feedback for their work. Comment
on what they did well and encourage them to keep up the good work.
Share Achievements: Give students an opportunity to share their achievements with
the class. This can be done during class discussions, or a designated time set aside
for student presentations.
Classroom Display: Create a display in the classroom to showcase student
achievements. This could be a bulletin board or a wall of fame where student work is
displayed.
Celebrating student success is a great way to create a positive and supportive
classroom environment. It can motivate students to do their best and help build their
self-esteem and confidence.
Meru
10 October 2022
Certificates: Create certificates to acknowledge and celebrate student success. This
could be for things like outstanding effort, academic achievement, or good behavior.
Rewards: Offer rewards for student achievements. This could be something as
simple as a sticker or a piece of candy, or something more significant like a class
party or special activity.
Parent Communication: Communicate with parents about their child’s achievements.
This could be done through a note home or a phone call to celebrate the student’s
success.
GENERAL GUIDELINES ON DISCIPLINE AMONG CHILDREN IN MMS
Discipline among children refers to the process of teaching children self-control, self-
regulation, and responsibility for their actions. It involves setting clear and consistent
boundaries and rules, as well as using appropriate consequences for behaviours that do not
meet those expectations.
Discipline can take many forms, including positive reinforcement for good behaviour, such as
praise or rewards, and negative consequences for bad behaviour, such as timeouts or loss of
The role of parents in discipline includes:
 Setting clear and consistent expectations and boundaries for their children
 Using positive reinforcement to encourage good behaviour, such as praise and
rewards
 Using negative consequences, such as timeouts or loss of privileges, when children
exhibit inappropriate behaviour
 Being a good role model for their children by exhibiting responsible behaviour
themselves
 Communicating with their children in a respectful and consistent manner
The role of teachers in discipline includes:
 Establishing clear and consistent rules and expectations for behaviour in the
classroom
privileges. The goal of discipline is to help children learn and internalize self-control and
responsible behaviour, so they can become productive and responsible members of society.
Discipline is an important part of parenting and can help children develop important life
skills, such as self-discipline, self-motivation, and self-regulation. However, it’s essential to
note that discipline should be used in a way that is appropriate for the child’s age,
temperament, and developmental stage, and should never involve physical punishment or
emotional abuse.
Discipline among children is a joint responsibility of both parents and teachers. Parents and
teachers play important roles in setting expectations and boundaries for children, and in
helping them develop self-control, self-regulation, and responsible behaviour.
 Using positive reinforcement to encourage good behaviour, such as praise and
rewards
 Using appropriate consequences, such as time-outs or loss of privileges, when
students exhibit inappropriate behaviour
 Encouraging and modelling responsible behaviour in the classroom
 Communicating with parents to ensure consistency between home and school
environments
Both parents and teachers need to work together to help children develop self-discipline and
responsible behaviour. Consistency and communication between parents and teachers are
essential to ensure that children receive the same message and expectations for behaviour
in both home and school environments. By working together, parents and teachers can
create a supportive environment that fosters the development of self-discipline and
responsible behaviour in children.
Admission Assessment
Parents should be aware that the admission assessment services are entirely to know the level
of the child and it is NOT a condition for admission
Assessments are not part of the official admissions procedure and it is merely a source of
guidance and advice. Past assessment, test or exam papers are not used for this assessment.
It is not possible to provide any coaching or detailed information about the content of the
admission assessment.
The admission assessment is taken by all the students seeking admission. The admission
assessment covers skills in English, Math and/or science subjects and includes an aptitude
test.
The purpose of this assessment is to enable the parents to gain an idea of their child’s current
level of achievement and potential and to be advised as to whether an application to MMS
would be appropriate for him/her at this stage and class for which the child is seeking
admission.
The admission assessment is to identify and determine whether the “student- applicant” has
the academic skills required to start a class for which he/she is seeking admission at MMS.
Parents find this service particularly helpful if they are unsure whether their child would be a
suitable candidate for the class/school, or if they have concerns about the level of skills and
competencies of the student.
Once the applicant becomes a student, the admission assessment results are used to give a
personalised attention if possible, in an appropriate level of English and/or math and other
subject courses.
Students who do not need remedial-level support are placed directly into the class for which
s/he is seeking admission.
Students with a lower level of skills can be placed in a lower class. Or the particular student
can be supported and placed into the appropriate remedial level courses for the purpose of
further skill development. Students taking remedial-level courses may be charged with
additional course fees. Parents are advised not to seek special tuitions for their children
outside MMS.
The assessment service includes a meeting between a teacher and other academic staff
arranged at a mutually convenient date and time at the school office or at the administrative
office at Hosur town.
For more information about the ‘admission assessment’ please contact the admission office or
our administrative office at Hosur town who will help you to meet a teacher to explain further
on the pre-admission assessment.
Policies and Guidelines 2023
REGISTRATION, ADMISSION AND PAYMENT OF FEES
The ‘Registration Kit’ for the academic year shall be given to the prospective Parents, on
demand, for which the charges shall be 500/-. Information is also available for reference on
the school website www.ricemms.com
REGISTRATION DOES NOT GUARANTEE: Admission is granted only when there is an
existing vacancy and based on the child’s needs during Interaction/assessment, as per
school norms.
If parents agree to fully abide by the ‘School Rules & Regulations’, along with the given
‘Fee Structure’ and mandatory documents for the academic year, only then their ward shall
be considered eligible for admission.
Once the child is granted admission to the school, it is requested that the Parents must be
vigilant to abide by the Rules & Regulations of the school / Payment of Fees on time with
reference to “Fee Structure” -as it is now or as may be amended from time to time and or
year to year.
Admission of the child without TC form in original (previous school/ previous class) & other
required documents shall be deemed as Provisional Admission and is liable to be cancelled
unless all mandatory documents [Birth Certificate, Aadhaar card and TC] are submitted
within a month from the date of admission.
For safety and security reasons, only students who are staying with their parents or
legal/local guardians are allowed to attend school. Students are also allowed to live in the
hostel attached to MMS. Those students who are staying at private hostels run by private
individuals and organisations, hostels/hotels/paying guest accommodation etc. will be
denied admission. Those students during the academic year decide to take up
accommodation with the above-said places will be discharged from the school.
SCHOOL FEES
Annual Fees including the transport fee and Hostel fee are to be paid normally in one
instalment in the month of April every year for the academic year before 30th of April. Only
after the payment of all fees the parents can receive the books for their wards. However, in
certain cases the parents can request in writing for two instalments attaching a post-dated
cheque for the second instalment. The second instalment will have to be paid on or before
30th September. Details of fees for the current academic year is shown in ‘FEE STRUCTURE’
enclosed separately along with the Registration form.
The parents shall use NEVER SKIP App to pay the Fees through payment gateway.
Policies and Guidelines 2023
Fees paid after the 30th of April shall invite a late fee of Rs.50/- per hundred rupees per
day up to 10 days delay. Fees paid after 10 days Rs.20/- per day will be the late fee for
every hundred rupees.
No reminder will be sent to the parents to pay the pending fees and the parents
themselves shall fulfil this obligation.
Fees/Charges once paid will not be (Except Security Deposit) refunded
Fees/ Charges/caution deposit are subject to revision from time to time and parents may
expect a fee hike roughly related to the rise in the cost-of-living index. Caution Deposit may
be increased together with the increase in Fees. Present Parents shall also have to pay the
increase as and when intimated to them.
In case a child is seeking admission in between the academic session the Fees shall be
payable as decided by the management of MMS
Fees shall be deposited into the designated bank account maintained by the school only
through cheque or using My Lycee digital mode but not through mobile transfer (IMPS)
There are challenges in accepting payment through IMPS. The name of the person
transferring the money and the name of the student for whom the money was transferred
is not intimated by the bank to the school. Consequently, the school is not able to credit
the fee account of the student. Hence the parents of the students are advised not to use
IMPS to pay the fees.
In case if it is done through IMPS it is the responsibility of the parent to intimate in writing
to the school office regarding the details of the payment of fee. No phone call message will
be accepted in this regard.
If the fee cheque is dishonoured due to any reason, bounce charges @ Rs. 500/- per
cheque shall be charged and the new cheque with latest late fee charges added, shall be
payable at the designated bank.
Mathakondapalli Model School generates school fee which only covers the cost of all items
and resources including notebooks and textbooks and technical equipment, library lessons
and use of library science and maths labs, integration of subjects like drama, dance, music,
e-arts, mainstreaming of HE & PE curriculum in academics and support of external experts
and visiting faculty.
The above fee structure does not include the cost of the educational tour or excursion and
travel of students to participate in the outstation sports & games, arts, drama, dance and
any other such educational programmes organised by the school. Similarly, the all-inclusive
school fee does not include the purchase of uniforms, transport and hostel. There are
optional programmes like music, speech and drama, special coaching in futuristic higher
education, special coaching in sports and games and school photos are not included in the
all-inclusive fees structure.
Policies and Guidelines 2023
School fees collected are to pay the following:
The employment of teaching and non-teaching staff, School Officers, administrative staff,
grounds man and associated award of superannuation and work cover charge, contract
payments associated with fire protection, pest control, and housekeeping and security
services, insurances, electricity, water, sanitation, audit fees, affiliation fees, registration,
exam fees and other professional costs, rates, cleaning supplies and telephones,
maintenance of servers, classroom and other unit computers and Wi-Fi, maintenance of
labs and grounds and repairs to plant, equipment and furnishings, classroom and specialist
resources, general office and stationery costs, copy paper, postage, professional printing
and staff professional development costs.
TRANSPORT FEE
The school has made arrangements for transportation of students to and from School
which can be availed, if desired by the parents for their children only after paying the
transport fee.
But it is temporary. For operational reasons the school can withdraw this facility and the
parents must make their own arrangements for their children to come to school. These
buses cover most areas. Though utmost care is taken, the school shall not be responsible
for any mishap or lost/damaged property on board the buses.
Children who discontinue the school bus in April shall not be permitted to join later in that
no change in route/stop is permitted unless it is due to a permanent change in residence
and only if there is a vacancy of seat in the bus plying in that route.
School Bus facility shall be provided on first come first serve basis and for those on regular
routes.
As far as possible, every effort shall be made to pick up and drop the children nearer to the
residence of the children. However, due to the location constraint if it is not possible to
drive the vehicle nearer to the place of residence of the children, the parent shall be
required to cooperate to drop & pick up the child at the nearest place.
All students from Class LKG to 12th standard shall be required to reach the scheduled stop
at least 5 minutes before the scheduled departure of the bus.
The children are required to be accompanied by the parent or a guardian or any other adult
intimated by the parent to the school to the bus stop to pick up and drop the children. The
bus driver and the conductor will not disburse the child if the intimated person is not
available at the bus stop.
Since the fuel and other costs are increasing day by day, it is a challenge for MMS to run
the transportation service for its students. Hence the parents have to understand this
aspect and have to pay the transportation fee at the beginning of the academic year.
However on a written request the transport fee can be paid in two instalments attaching
Policies and Guidelines 2023
the post-dated cheque with the request letter for the second instalment which has to be
paid on or before 30th September.
Transport facility if availed by the parent for their ward, shall be withdrawn in case fee is
not paid till the end of a quarter. Thereafter, if fee is not paid, the child shall not be
allowed to board the school bus.
Please inform the transport manager in case if you yourself want to pick up your child from
the school and will not avail the facility for drop for a day or longer period.
360-degree assessment
360-degree assessment is a comprehensive evaluation method that considers multiple
perspectives of an individual’s skills and abilities. In the context of schools, this type of
assessment can involve feedback from teachers, peers, parents, and the student themselves
to gain a well-rounded understanding of their strengths, weaknesses, and areas for growth.
The goal is to provide a holistic view of the student’s performance and potential, beyond just
grades and test scores, to support their development and success in school and beyond.
Suggested guidelines for parent’s feedback guidelines in 360-degree assessment
Encourage honesty and transparency: Encourage parents to provide feedback that is
honest, accurate, and transparent.
Focus on specific behaviors and actions: Ask parents to provide specific examples of
behaviors and actions that they observed, rather than making general statements.
Provide a safe and confidential environment: Ensure that parents feel safe and secure
when providing feedback and that their confidentiality will be respected.
Follow-up regularly: Regularly follow-up with the teacher to see if they have implemented
any changes based on the feedback and to provide additional support if needed.
Keep it anonymous: Consider providing an anonymous feedback option to encourage
parents to share their thoughts openly.
Provide actionable recommendations: Provide clear and actionable recommendations
for the teacher to improve based on the feedback received.
Suggest peers’ feedback on 360-degree assessment of the learner
Peers can contribute to the assessment of a school student in several ways:
Class participation: Peers can provide feedback on the student’s level of engagement and
participation in class discussions and group activities.
Group work: In group projects or assignments, peers can provide feedback on the
student’s teamwork skills, communication, and collaboration.
Ask for both positive and negative feedback: Encourage parents to provide both
positive and negative feedback so that the teacher can have a well-rounded understanding
of their performance.
Encourage constructive feedback: Ask parents to provide feedback that is constructive
and solution-focused, rather than just criticizing or complaining.
Foster open communication: Encourage open and respectful communication between
the teacher and parents to foster a collaborative relationship.
Allow time for reflection: Give the teacher time to reflect on the feedback received and
to make any necessary changes.
Classroom observations: Teachers can provide observations on the student’s academic
performance, behaviour, and participation in class activities.
Assessment of academic skills: Teachers can assess the student’s skills in various
subjects, such as mathematics, reading, writing, and critical thinking.
Feedback on behaviour: Teachers can provide feedback on the student’s behaviour, such
as their level of responsibility, cooperation, and communication skills.
Personal observations: Teachers can provide personal observations of the student’s
character, such as their motivation, attitude, and work ethic.
Social skills: Peers can provide feedback on the student’s social skills, such as their ability
to get along with others, resolve conflicts, and contribute to a positive classroom
environment.
Study habits: Peers can provide feedback on the student’s study habits, such as their
organizational skills, time management, and focus during class.
Subject-specific skills: Peers can provide feedback on the student’s performance in
specific subjects, such as their ability to understand and apply the material.
It’s important to ensure that the peer feedback is constructive, specific, and relevant to the
student’s academic progress. Additionally, it is important to establish a safe and confidential
feedback process to encourage honesty and openness in the feedback.
Including peer feedback in a student’s assessment can provide a more comprehensive view
of their strengths and areas for improvement and help them to understand how they are
perceived by their classmates.
Teachers can contribute to the 360-degree assessment of a student in several
ways, including:
Parent/guardian feedback: Teachers can gather feedback from the student’s parents or
guardians on the student’s progress and behaviour at home.
All of these contributions from teachers can provide a comprehensive and well-rounded view
of the student’s strengths, weaknesses, and areas for improvement, helping to inform their
overall development and educational plan.
Guidelines for self-assessment under 360-degree assessment
Set clear goals and expectations: Determine what you hope to achieve through self-
assessment and what areas you want to focus on.
Gather feedback: Seek feedback from coworkers, supervisors, subordinates, and other
stakeholders to get a comprehensive view of your strengths and weaknesses.
Reflect on your own performance: Take time to think about your own performance,
including your strengths, weaknesses, and areas for improvement.
Evaluate your work against expectations: Compare your performance against the
goals and expectations you set for yourself and assess your progress.
Consider personal and organizational values: Reflect on how your personal values
align with the values of the organization and how your actions support or detract from those
values.
Identify areas for growth and improvement: Determine areas where you need to
improve and make a plan for personal and professional development.
Be honest with yourself: Be truthful about your weaknesses and strengths and don’t be
afraid to admit where you need to improve.
Seek out additional resources: Look for opportunities to improve, such as taking
courses, attending workshops, or seeking mentorship.
Review and revise regularly: Regularly review your self-assessment and update it as needed to
reflect changes in your performance, goals, and development needs.
Meru
Secretary
20 April 2023
CIRCLE TIME FOR SCHOOL CHILDREN
Circle time is a teaching strategy that involves gathering students in a circle for a
shared activity or discussion. It is often used in primary school classrooms to
encourage social and emotional development, build community, and foster
communication skills. During circle time, the teacher may lead activities such as
singing, storytelling, sharing, or problem-solving, and the students are encouraged
to participate and listen to their classmates. Circle time is a valuable tool for helping
school children learn to work together and develop their social and emotional skills.
GUIDELINES ON HOW HOMEWORK, SELF-LEARNING AND INDEPENDENT
LEARNING TASK BE GIVEN
Homework
Homework in MMS is work that is assigned by a teacher to be completed by a student out-
side of regular class time. It can take many forms, including reading, writing, problem-
solving, and research assignments. The amount and type of homework given can vary de-
pending on the subject, grade level, and individual teacher’s style.
The need for homework is multifaceted. Firstly, it provides an opportunity for students to
practice and reinforce what they have learned in class. Homework allows students to apply
Overall, homework is an important component of the educational process, as it can help
students develop important skills, reinforce their understanding of the material, and prepare
them for future assessments and responsibilities.
Self-learning tasks
Self-learning tasks in MMS refer to learning activities that are pursued by students outside of
the formal classroom setting, and are not typically assigned or graded by a teacher. Self-
learning tasks can take many forms, such as reading books, practicing skills, exploring inter-
ests, or researching topics of personal interest.
The need for self-learning tasks is primarily driven by the fact that learning is not limited to
the classroom, and that students can benefit greatly from pursuing their own interests and
exploring subjects in depth. By engaging in self-directed learning, students can develop im-
portant skills such as critical thinking, problem-solving, and independent learning, which can
benefit them in all areas of their lives.
their knowledge and skills independently, which can help them develop a deeper under-
standing of the material. Additionally, homework can help students develop important study
habits, such as time management and organization, which can benefit them throughout
their academic and professional lives.
Secondly, homework can help to prepare students for assessments such as exams and quiz-
zes. By completing homework assignments, students can identify gaps in their knowledge
and seek clarification from their teacher.
Lastly, homework can also promote a sense of responsibility and accountability. By complet-
ing assignments on time and to the best of their ability, students learn the importance of
meeting deadlines and taking ownership of their learning.
Self-learning tasks also allow students to explore areas of interest that may not be covered
in the formal curriculum. This can help to broaden their knowledge base and encourage
them to pursue areas of study that they may not have considered otherwise. In addition,
self-learning tasks can promote creativity and innovation, as students are encouraged to
think outside the box and pursue their own ideas and interests.
Finally, self-learning tasks can help to foster a love of learning, as students are able to pur-
sue topics that are of personal interest to them. This can help to create a sense of motiva-
tion and engagement that can carry over into other areas of their academic and personal
lives.
Overall, self-learning tasks are an important part of the educational process, as they allow
students to develop important skills and pursue areas of interest that are not covered in the
formal curriculum. They can also help to foster a love of learning and encourage students to
take ownership of their own education.
Independent learning
Independent learning in MMS is a broad approach to learning that emphasizes the student’s
control and ownership of the learning process. It involves learners taking responsibility for
their own learning, setting their own learning goals, and identifying the resources and strat-
egies they need to achieve those goals. Independent learning may involve a wide range of
activities, including self-study, research, and project-based learning.
The need for independent learning is driven by the fact that traditional classroom instruction
may not always be sufficient to meet the diverse learning needs of all students. Some stu-
dents may require more individualized attention, while others may be able to progress more
quickly than their peers. Independent learning provides students with the opportunity to
work at their own pace and in a manner that is best suited to their individual learning style.
Independent learning also promotes the development of important skills, such as critical
thinking, problem-solving, self-management, and self-reflection. By taking ownership of their
own learning, students learn how to set and achieve goals, identify and overcome obstacles,
and develop strategies for lifelong learning.
Furthermore, independent learning helps to prepare students for the challenges of higher
education and the workforce. In these settings, students are expected to take more respon-
sibility for their own learning and to be self-directed in their approach to learning. Inde-
pendent learning provides students with the skills and mindset necessary to succeed in
these environments.
Overall, independent learning is an important component of the educational process, as it
promotes the development of important skills and prepares students for success in higher
education and the workforce. It also allows learners to take control of their own learning
and to pursue their interests and passions in a way that is best suited to their individual
needs and learning styles.
When and how to give homework, self-learning task and independent
learning
Deciding when to give homework, self-learning tasks, and independent learning opportuni-
ties can be a complex process that requires careful consideration of a number of factors.
Here are some guidelines that teachers may find helpful in making these decisions:
Consider the learning goals: The first step in deciding whether to give homework, self-
learning tasks, or independent learning opportunities is to consider the learning goals for the
lesson or unit. If the goal is to reinforce material that has been covered in class, homework
may be appropriate. If the goal is to encourage exploration of a particular topic, self-
learning tasks may be more appropriate. If the goal is to promote independent thinking and
problem-solving, independent learning opportunities may be most effective.
Consider the needs of individual learners: Teachers should also consider the needs of indi-
vidual learners when deciding whether to give homework, self-learning tasks, or independ-
ent learning opportunities. For example, some students may benefit from more structured
homework assignments, while others may thrive with more open-ended self-learning or in-
dependent learning opportunities.
Consider the amount of time available: Teachers should also consider the amount of time
available for learning activities when making these decisions. Homework assignments may
be appropriate when there is limited time for in-class activities, while self-learning or inde-
pendent learning opportunities may be more appropriate when there is more time available.
Consider the resources available: Teachers should also consider the resources available
when deciding whether to give self-learning or independent learning opportunities. For ex-
ample, if students have access to technology, self-learning or independent learning opportu-
nities that involve online research or collaboration may be most effective.
Consider the level of student engagement: Finally, teachers should consider the level of stu-
dent engagement when making these decisions. If students are highly engaged and moti-
vated, self-learning or independent learning opportunities may be most effective. If students
are struggling or disengaged, more structured homework assignments may be more appro-
priate.
In summary, teachers in MMS should consider a range of factors when deciding whether to
give homework, self-learning tasks, or independent learning opportunities. By carefully con-
sidering the learning goals, individual learner needs, time available, resources available, and
level of student engagement, teachers can make informed decisions that promote effective
and meaningful learning.
TEACHERS IMPORTANT RESPONSIBILITY
The responsibility of a teacher in MMS in correcting homework and self-learning tasks can
vary depending on the educational context and the age and abilities of the students. How-
ever, a teacher has several responsibilities in this area:
 Providing clear instructions: A teacher should provide clear instructions for any
homework or self-learning tasks, including expectations for how the work should be
completed and submitted. This helps ensure that students understand what is ex-
pected of them and can complete the work to the best of their abilities.
 Providing feedback: Once students have completed the homework or self-learning
task, a teacher should provide feedback that helps students understand their
strengths and areas for improvement. This feedback may take the form of written
comments, oral feedback during class, or a combination of both.
 Ensuring fairness: A teacher has a responsibility to ensure that all students receive
fair and equitable treatment when it comes to correcting homework and self-learning
tasks. This may involve establishing clear grading criteria, providing opportunities for
students to ask questions or seek clarification, and avoiding biases that may affect
how work is evaluated.
 Encouraging self-reflection: Finally, a teacher can help students develop their self-
learning skills by encouraging them to reflect on their work and identify areas for im-
provement. This may involve providing prompts for self-reflection, asking students to
set goals for future assignments, or providing resources for further learning and de-
velopment.
The responsibility of a teacher in MMS in correcting homework and self-learning tasks is to
support student learning and development by providing clear instructions, helpful feedback,
fair evaluation, and opportunities for self-reflection and growth.
Every teacher has to make notes in the anecdotal record of the children the notable points
of the children. Monthly feedback to children and parents should be given
End:
Policies and Guidelines 2019
Homework Policy
Homework vs. Self-learning
There are frequent discussions both by the teachers and parents regarding home work.
MMS’s policy on home work is discussed below. But we warn that the reader at the end of
this document would still be in confusion. We need more open discussion on this subject
“homework”.
It should be understood that there are differences between studying and doing homework.
These two should be approached as two very distinct, separate tasks. Homework commonly
consists of assignments that instructors assign to be completed at home by students. There
is another way of learning which is called self-learning. MMS assigns to students any one of
the above three.
The notion of doing homework has struck children with instant fear and negative attitude. It
is a battle time between parent and child over if, and how, homework is to be done. Parents
even represent to the school. The children puts up a high degree of both verbal and physical
resistance, and referring to the long and tiresome day they have already spent at school,
argues that some time-out with friends, playing games or watching TV is in order. But the
parent thinks that an additional homework is indeed the secret to a well-rounded and quality
education.
The term ‘homework’ is fast becoming outmoded in helping children to learn. MMS is not
against “homework” but would like to give a meaningful opportunity to students to use their
time outside the class hours for reinforcing their learning in the school.
Homework is often a set of problems or questions that are set for completion on that very
night or over the weekend, under the threat of punishment of some description. Not much
room for student’s choice. Homework is more about learning by rote and repetition, without
a clear purpose for the instructional task. Some students do favour the latter.
Homework typically takes the form of a worksheet or answers to questions in an exercise
book. Not nearly as fun or engaging. So much so, that student never feel inclined to do it
and it often misses its purpose.
Interestingly one subject teacher without knowing what the other teacher has asked the
children to do overnight gives a task again to be completed overnight and the child is under
heavy pressure. This needs to be addressed.
MMS promotes home learning and gives their students self-learning tasks. Home learning is
not just another buzz word for home work. If so, in what way home learning is different?
What is Home Learning? The purpose of home learning is generally the same to consolidate
what was learnt during the week or a day.
MMS accepts that like many things in the field of education, so painfully vague and probably
raises more questions than it answers. MMS’s home learning is usually designed to cater to
Policies and Guidelines 2019
a student’s interests and grants them some choice over what they do as far as learning at
home.
For example a science home learning document would explain and provide a home learning
grid, or list of activities that could be carried out at home. The grid offers suggestions of
varying difficulty and subject matter. The objective is that students could then select the
activities they would like to undertake. It also offers parents the opportunity to collaborate
with their child when completing the tasks. Or be the enforcer, however one sees it.
The approach to the home learning generally involves more open-ended tasks. The home
learning method is clearly defined because it is done so by the students themselves. Home
learning tends to favour more inquiry based, hands-on learning. However, ‘home learning’ is
not a synonym for ‘no homework’, in any way, shape or form.
In its real meaning it is not simply replacing the word “work” from “homework” and replaced
it with “learning” and call the same thing as “home learning”. We cannot definitively say
which better, homework or home learning is. However the type of learning that is met with
‘eagerness or enthusiasm’ by the learner is generally going to be the most effective. We
definitely know that a whole heap of textbooks, exercises or worksheets are less likely to
elicit an enthusiastic response. A more student centred and choice oriented type of learning,
on the other hand, is more likely to engage the student. The latter reasoning is generally
why home learning is favoured over traditional homework by MMS.
Homework vs. Self-learning task (SLT)
There is another type of activity to replace the traditional home work. It is self-learning
tasks for students outside the classroom. Different types of activities are to be
undertaken by the students often project based in nature (Project based Learning-PBL).
The task assigned by a teacher can be built upon and moves towards an ultimate goal or
product as an assignment to the students. For example the students may choose to
construct something, do a survey, conduct research or design an experiment. The idea is
that the home learning consolidates learning in a way that is more fun and engaging for the
student.
It is simply a different approach to extracurricular learning and support. Work, and at times
guidance and input from parents, is still required.
The real question before us is, “What do we believe should happen after the end of the
school day to help ensure that students retain what they have learned and are primed to
learn more?” Any answer with the word, “work” in its name, as in “homework,” is not
typically going to be met with eagerness or enthusiasm by students. Reinforcing the learning
in the classroom should be tested with more activities and at different environments.
What is child centered education
Child-centered education is an educational approach that prioritizes the individual
needs, interests, and learning styles of each child. In this approach, the teacher serves
as a facilitator, helping each student to discover and explore their own unique path of
learning, rather than imposing a specific curriculum or method. The focus is on
creating a supportive and engaging environment that helps children develop their full
potential.
Child centered teaching
Child-centered teaching is an educational approach that focuses on the individual
needs, interests, and abilities of each child in the classroom. The aim of child-centered
teaching is to create a learning environment where children feel valued and motivated
to participate, allowing them to develop their full potential. This approach emphasizes
hands-on, experiential learning, collaboration, and the development of critical thinking
and problem-solving skills. The teacher acts as a facilitator, providing guidance and
support as needed, rather than being the sole source of knowledge. Child-centered
teaching is based on the idea that all children have unique strengths, and that
education should be tailored to meet the needs of each child.
Describe every child is unique
The phrase “every child is unique” means that every child has their own individual
qualities, abilities, and characteristics that make them different from other children.
No two children are exactly alike, and each has their own unique set of strengths,
weaknesses, and experiences. This recognition of individuality is important for
providing personalized support, care, and education for children.
Meru
Secretary
9 February 2023
The importance of the learner quality in quality education
The quality of the learner plays a crucial role in the quality of education. A
motivated, engaged and capable learner is more likely to make the most of
educational opportunities and achieve better outcomes. The learner’s characteristics,
such as prior knowledge, aptitude, attitudes, and values, directly impact their
learning process and ultimate success. Furthermore, a high-quality learner is better
equipped to think critically, solve problems, and adapt to new situations, all of which
are essential skills for success in the modern world. Thus, promoting and developing
the learner’s qualities is a crucial component of providing quality education.
LEARNER QUALITIES
Mission Statement
Our mission is to teach our students the skills necessary for appropriate
interpersonal behaviors. Our goal is to provide a positive school environment, which
will enhance the learning process and allow our children the opportunity to excel in
 sets, achieves and re-evaluates goals
 is consistently prepared
 works collaboratively with others to achieve goals
 is cooperative in sharing time and talents in the classroom and school
 acts responsibly by meeting the requirements of assigned tasks
 perseveres through difficult and challenging tasks
 organizes time, tasks, and materials
 invests time and effort in producing neat, organized and high quality work
Respectful Citizen…
 demonstrates respect for self and others
 respects school property and the property of others
 is honest and fair
 maintains positive relationships with peers, staff, family, and community
 resolves conflict peacefully
 contributes to a safe and positive school environment
their academic careers and personal development.
Learner Qualities
The Spirit Qualities of Self-Directed Learner and Respectful Citizen are life skills and
behaviors, which enhance a student’s ability to learn. By emphasizing these qualities,
we are helping students take responsibility for their learning by setting goals and
improving performance. Students will be preparing for a successful future by
learning these behaviors now.
Self-Directed Learner…
Honor Roll status is determined by Academic and Spirit Quality performance each
trimester. The qualifications for honor roll are as follows:
 demonstrates responsibility toward the school, community, and country
Assessment
The following is an example of the Spirit Quality grading scale:
A grade of a 4 means that a student consistently (at least 91% of the time) meets
the standard established for the Spirit Qualities.
A grade of a 3 means that a student often (between 82 – 90% of the time) meets
the standard.
A grade of a 2 means that a student is beginning (between 73 – 81% of the time) to
meet the standard.
A grade of a1 means that a student needs help (below 72% of the time) to meet the
standard.
Honor Roll
Honor Roll Qualifications
A All grades of “A” and
all SQ marks of 4
A/B All grades of “A” or “B” and
all SQ marks of 3 or 4
B All grades average to a “B” and
all SQ marks average to a 3
WHAT ARE THE DIFFERENT TYPES OF LEARNERS
There are several types of learners, including:
Visual Learners: These learners prefer to learn through visual aids such as
diagrams, videos, and images.
Auditory Learners: These learners prefer to learn through sound and music,
lectures, and discussions.
Kinesthetic Learners: These learners prefer to learn through hands-on
experience, movement, and physical activity.
Reading/Writing Learners: These learners prefer to learn through written
materials such as books, articles, and notes.
Logical Learners: These learners prefer to learn through reasoning, logic, and
systematic approaches.
It’s worth noting that most people have a mixture of learning styles, and different
types of learners may be better suited to different subjects or types of information.
DESCRIBE THE MULTIPLE INTELLIGENCES
Multiple Intelligences are a theory in educational psychology that suggests that
individuals possess different types of intelligences, rather than a single general
intelligence. Proposed by Howard Gardner in 1983, the theory identifies eight
different intelligences:
Linguistic Intelligence: sensitivity to spoken and written language and the ability
to use language to express oneself effectively.
Logical-Mathematical Intelligence: ability to analyze problems logically, carry
out mathematical operations, and investigate issues scientifically.
Spatial Intelligence: ability to think in three dimensions, to visualize objects, and
to create mental images.
Bodily-Kinesthetic Intelligence: ability to control one’s own body movements, to
handle objects skillfully, and to express oneself through physical activity.
Musical Intelligence: ability to understand, produce, and appreciate music.
Interpersonal Intelligence: ability to understand and interact effectively with
others, including sensitivity to others’ moods, feelings, and temperaments.
Intrapersonal Intelligence: ability to understand one’s own emotions, thoughts,
and motivations.
Naturalistic Intelligence: ability to recognize and categorize plants, animals, and
other objects in the natural world, as well as sensitivity to one’s environment.
MULTIPLE INTELLIGENCES AND STUDENT ASSESSMENT
Multiple intelligences refer to the idea that there are several different ways people
can be smart, rather than a single, universal definition of intelligence. These
different forms of intelligence include linguistic, logical-mathematical, musical,
spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic.
In terms of student assessment, using multiple intelligences allows for a more
comprehensive evaluation of a student’s abilities and strengths. Instead of relying
solely on traditional methods, such as written exams and papers, assessments can
include a variety of methods, such as hands-on projects, group presentations, and
artistic performances, that cater to different forms of intelligence.
This approach to assessment has the potential to create a more engaging and
meaningful evaluation experience for students and provide a more accurate
representation of their skills and knowledge. Additionally, it can also help to reduce
test anxiety and promote a growth mindset by highlighting a student’s strengths and
potential for improvement in areas they may not have considered before.
Policies and Guidelines 2019
STUDENTS’ ATTENDANCE POLICY
The parents and the students must know that the regular attendance is
essential if a student wants to be successful in school. Absenteeism can be a
major cause of poor performance or delay in learning.
MMS requires a phone report or a written statement from a student’s
parent/guardian explaining the reason for their child’s absence from class or
school. The written notice MUST be presented either to the school office or
to the administrative office at Hosur on the morning following the student’s
absence.
MMS reserves the right to verify written statements and to investigate the
cause of each absence and/or repeated absences or unpunctuality.
Absentee Notes
Late Arrival
The students must regularly attend the school. It is the responsibility of
parents or guardians to ensure consistent school attendance. Consistent
student attendance is highly correlated with student achievement. Please
make every effort to promote the excellent school attendance of your child as
instructional time/ classroom learning is extremely important. Students with
poor attendance will be monitored. All students should arrive at school on
time. When circumstances require that a student arrives late to school,
he/she must bring a note to the main office explaining the reasons for the
late coming.
Signing Students In and Out of School
MMS discourages the early leaving of students when classes are in regular
session. Students can leave early from school only for legitimate reasons
Whenever a student is absent from school, for any reason, parents are
requested to call the school office between 9:00 and 9:30 a.m. to report their
child’s absence. This procedure is for the protection of each child. A note
should then be sent to school the day the child returns to school explaining
the reason for the absence. The note should be given to the child’s class
teacher and it will be forwarded to the office of the principal. Student’s
absence will be considered unexcused without parents notifying the school
with the reason for the absences. Unexcused absences are recorded in the
personal file of a student for student’s promotion.
Policies and Guidelines 2019
when a reasonable situation prevents the child from attending school for the
entire day. Unnecessary early leaving or late coming are disruptive both to
the student’s education and to the class that is interrupted. Of course, there
are occasions (medical appointments, legal obligations etc.) when allowing a
student early is warranted. In such cases, the parent needs to report to the
school office to “sign-out” and get a gate-pass for the child, stating the
legitimate cause for the early leaving. It is recommended that the school be
notified in advance of such circumstances.
No student will be allowed to go with any person other than their parent/legal
guardian or persons listed on their identity card, without prior written notice
by the parent/legal guardian that another authorized adult may pick up the
student from school or from the designated bus stop where the student gets
off the bus. The adult picking up the student must report to the main office
to sign the student out of school. Identification will be needed if the adult is
not known to school personnel.
Late coming to school:
MMS has established a procedure for student coming to school late as
follows:
1. Students arriving late to school should report to the main office and
must have a late slip to enter class.
2. Late coming will be unexcused except for the following reasons:
a. Illness or medical appointments (with doctor or parent note)
b. Religious observance
c. Personal (with administrative approval)
3. Following two unexcused late arrivals at school a letter may be sent to
the parent from school reminding the parent of the procedure and
consequences of continued late coming.
4. After three (3) late arrivals, a detention may be assigned by the
Principal.
5. A student’s attendance and late coming record is cumulative.
Children are to go directly home when the classes are over and not to remain
in school or on the school grounds unless requested by the teacher or
administration.
Students should never leave the school campus for any reason unless they
are accompanied by a parent, guardian or school faculty member. A student
will not be permitted to leave the school campus or the administrative office
until the child is properly “signed-out” by a parent or guardian at the school
office.
Policies and Guidelines 2019
Policies and Guidelines 2019
POLICY ON SCHOOL UNIFORM
School Uniform is an identifying outfit worn by the students of MMS. All
students of a School wear School Uniform that has the same design, colour
pattern and cloth.
In order to avoid monopoly & in the interest of the parents, the school has left
the choice to the parents to purchase the uniform from wherever they please.
The school may identify and intimate the parents if there are shopkeepers in
the market & if any shopkeeper is forcing the parent to buy the uniform from
him/her then s/he is misrepresenting the facts.
In case of any doubt about colour, cloth or logo the parents, are welcome to
check the sample uniform available at the school.
The responsibility of making sure that children do not wear wrong, untidy,
shabby clothes, shoes and socks and maintain personal hygiene and cleanliness
lies with the Parents.
Student attire shall be neat, clean and reflect an appearance of modesty and
good taste. Apparel shall not be so tight fitting, sheer, transparent, brief, low-
cut or revealing above or below the waist as to be indecent, distracting or
disruptive to the school environment.
Tank tops, halters and tube tops are not permitted. Sweatshirts, warm-ups
and T-shirts for sports and games are permitted if they are not torn and if they
are not cut or tied to expose the midriff. Clothing with inappropriate words or
symbols (of a suggestive nature) is prohibited.
Footwear is required. The wearing of hazardous shoes is not permitted (i.e.
Flip-flops, sandals, platforms). Shoelaces shall be tied.
Students attending any school functions (field trips, activities during school
hours and evening programs) shall dress as directed by the
teacher/coordinators. If a child does not dress as directed, he/she shall not
attend the activity and will be provided academic work (if the activity is during
the school day).
All children of MMS will all the time wear the uniform in the school and during
travel to home and back and also during the official representation outside the
campus. All students should carry on the person the identity card issued by the
school. The students violating the above rule need to pay a fine of Rs.50/- per
time.
Dress Code:
Students should respect and abide by the following dress code adopted by the
MMS.
Policies and Guidelines 2019
Safety and protective clothing, as well as athletic or gym clothing, shall be
worn as required by the subject teacher or club instructor.
The uniform at all times shall be neat and clean.
Hair shall be clean and well groomed. No fancy haircuts for both boys and girls
will be allowed. For the boys the haircut should be short and trim and the
length of the hair should be same all over the head. Haircuts like few
celebrities will not be allowed.
Hats may not be worn in the building since they can be expected to obstruct
the vision of others. Hats shall not include headwear of religious significance.
Any accessory (jewellery, pins, spiked wrist bands, etc.) that constitutes a
safety hazard and/or distraction will not be permitted and must be removed at
the request of the teacher/coordinator.
Simple studs are permitted only for girls.
No costly jewellery to be worn and the school will not be responsible for if lost.
Children from class 6 onwards are permitted to wear simple wrist watches.
Costly watches and watches with fancy dials and lights will not be allowed.
No fancy belts allowed only simple black belt is allowed with a simple buckle.
Girls with shoulder length hair must tie up the hair in two plaits and those with
waist length hair must tie up the hair with two plaits with a single fold.
Hair colouring of any kind is not permitted.
Tattoos or mehandi whether temporary or permanent of any kind are not
permitted.
Nails have to be trimmed short and long nails are not allowed.
No nails paints allowed.
Chewing gum and pan is strictly prohibited, if found chewing strict action will
be taken.
No electronic gadgets of any kind are allowed.
Any magazine, periodicals, write-ups or photographs is not allowed unless it is
subject related.
Children should not carry any sharp object or tools of any kind with them to
the school.
Children should not use any foul language.
Children should respect their elders and fellow students.
Policies and Guidelines 2019
Enforcement: The dress code shall be enforced according to the lines of
authority, i.e. the teacher, the Principal, the Superintendent and the School
Board, in that order. This dress code shall be deemed to be modified. If any
section is found to be void or unreasonable by a forum of competent
jurisdiction, only that section shall be deemed deleted.
If a student is not abiding by the dress code, parents will be contacted to bring
in appropriate clothing as soon as possible on that day.
If any student violates or breaks the rules parents will be informed and strict
action will be taken.
In a PBL classroom, the teacher acts as a facilitator, guiding students through the
project and providing support and feedback. Assessment in PBL is typically based on
the quality of the work produced, the process of learning, and the skills developed,
rather than just the final product.
Overall, PBL provides students with an engaging and meaningful learning experience
that prepares them for success in the 21st century. It helps to develop key skills
such as critical thinking, problem-solving, collaboration, and communication, and
provides students with a sense of purpose and relevance in their learning.
PROJECT-BASED LEARNING (PBL)
Project-Based Learning (PBL) is an educational approach where students learn by
actively engaging in real-world, complex problems and challenges. The focus of PBL
is on the process of learning, rather than solely on the outcome or product. It is an
student-centered and hands-on approach that provides students with an opportunity
to apply their knowledge and skills to real-world scenarios and situations.
In PBL, students work in teams on a project over an extended period of time, usually
several weeks or months. The project usually involves a problem or question that
the students are trying to solve, and the process of solving it involves research,
investigation, and collaboration. Students are encouraged to take ownership of their
learning and to develop critical thinking, problem-solving, and collaboration skills.
PBL can be used in a variety of subjects, including math, science, social studies, and
language arts, and can be adapted to different grade levels and skill levels. It can
also be an effective way to integrate technology and digital tools into the classroom,
as students can use online resources and tools to gather information, collaborate
with classmates, and present their findings.
Meru
10 Feb 2023
skills.
Assess student learning: Evaluate student learning through a combination of
formative and summative assessments, including self-reflection, peer evaluations,
and presentations.
Celebrate successes: Recognize and celebrate student achievements and
successes, both individually and collectively.
Reflect and improve: Use the project as an opportunity to reflect on what worked
well and what can be improved for future projects.
GUIDELINES FOR PROJECT BASED LEARNING IN MMS
Define the project: Clearly articulate the project goals, objectives, and outcome
expectations.
Involve students in the project design: Encourage students to participate in the
planning and design process, which will increase their engagement and ownership of
the project.
Set clear guidelines: Establish clear expectations for the project, including
timeline, deliverables, and evaluation criteria.
Provide resources and support: Ensure that students have access to the
necessary resources and support to complete the project, including technology,
materials, and knowledgeable adults.
Foster collaboration: Encourage students to work together and collaborate on the
project. This can improve their problem-solving, communication, and teamwork
Incorporate real-world applications: Connect the project to real-world scenarios
and issues, making the learning more relevant and meaningful to students.
Foster a growth mindset: Emphasize the importance of the learning process and
encourage students to embrace challenges and embrace the opportunities for
growth and development.
The policy also highlights the importance of providing a supportive and inclusive
learning environment that fosters a love of learning and helps students develop into
well-rounded, confident individuals. This involves creating a safe and supportive
environment that respects the dignity and rights of all students, and provides
opportunities for students to learn, grow, and achieve their goals.
Overall, the NEP 2020 emphasizes the importance of recognizing and fostering the
unique potential of each individual child, and of providing a personalized and
inclusive education that supports their growth and development.
PERSONALISING EDUCATION
Mathakondapalli Model school’s policy guidelines in personalising education is taken
from NEP 2020. We have been following this from the inception of the school. Every
single child including the special child needs individual support. We call this as child
centric education.
The New Education Policy (NEP) 2020 emphasizes the recognition, identification, and
fostering of individual children. This means that the policy places a strong emphasis
on personalizing education and tailoring it to the needs and strengths of each
individual student. The goal is to create a more inclusive and equitable education
system that takes into accounts the diverse backgrounds, abilities, and interests of
all students.
The NEP encourages schools and teachers to use a variety of assessment methods
to understand the unique needs and abilities of each student, and to develop
personalized learning plans for them. This approach is designed to help students
reach their full potential, and to support their growth and development in a way that
is meaningful and engaging for them.
Meru
Secretary
10 March 2023
VOCATIONAL EDUCATION INTEGRAL PART OF EDUCATION
The National Education Policy (NEP) 2020 emphasizes the importance of vocational
education and aims to make it an integral part of the education system in India. The
policy aims to provide students with a diverse range of skills and knowledge that will
help them in their future careers.
According to the NEP 2020, vocational education will be integrated into the school
curriculum from the early grades, starting from Class 6. This will allow students to
gain practical knowledge and skills in various areas, such as agriculture, hospitality,
healthcare, construction, and more. The policy also calls for the creation of new
vocational education courses and the revamping of existing ones to align them with
the changing needs of the job market.
The NEP 2020 also focuses on improving the quality of vocational education and
making it more accessible to students. This includes measures such as providing
training to teachers and instructors, improving infrastructure and resources, and
increasing collaboration between educational institutions and industry partners.
Overall, the NEP 2020 aims to make vocational education a more appealing and
viable option for students, and to help bridge the gap between education and
employment.
Meru
Secretary
10 February 2023
Policy Guideline on Vocational Education
1. Introduction:
Vocational education is a vital aspect of education that prepares students for the
workforce, equipping them with practical skills and knowledge needed to succeed in
their chosen careers. At Mathakondapalli Model School (MMS), we recognize the
importance of vocational education in promoting the quality of life for all our
students, regardless of their backgrounds. Therefore, this policy guideline aims to
ensure that our school provides comprehensive vocational education to all students
to enhance their capacity as individuals and members of society.
2. Policy Statement:
Mathakondapalli Model School (MMS) is committed to providing a comprehensive
vocational education program that meets the needs and aspirations of all students.
The programme shall be designed to develop students’ practical skills, knowledge,
and competencies needed to succeed in their chosen careers.
3. Objectives:
The objectives of the vocational education program are:
1. To provide students with opportunities to explore different career options and
make informed decisions about their future.
2. To equip students with practical skills and knowledge needed to succeed in
their chosen careers.
3. To foster an entrepreneurial mindset among students by promoting creativity,
innovation, and problem-solving skills.
4. To develop partnerships with local businesses and industries to provide
students with real-life work experience.
4. Guiding Principles:
1. Equality and Diversity: Our vocational education program shall be inclusive
and promote equality and diversity, ensuring that all students have equal
access to opportunities.
2. Quality Assurance: Our program shall be of high quality and shall meet the
standards set by regulatory bodies.
3. Professional Development: Our teachers and staff shall undergo
continuous professional development to ensure that they are up-to-date with
the latest trends and practices in vocational education.
4. Partnerships: Our school shall foster partnerships with local businesses and
industries to provide students with real-life work experience and opportunities
to develop their skills.
5. Implementation:
The following strategies shall be used to implement the vocational education
program:
1. Curriculum Development: The school shall review and update the
curriculum to incorporate vocational education and ensure that it meets the
standards set by regulatory bodies.
2. Teacher Training: The school shall provide continuous professional
development for teachers and staff to ensure that they are equipped with the
knowledge and skills needed to deliver the vocational education program.
3. Industry Partnerships: The school shall foster partnerships with local
businesses and industries to provide students with work experience and
opportunities to develop their skills.
4. Career Guidance: The school shall provide students with career guidance
and counselling to help them make informed decisions about their future.
6. Conclusion:
The school’s policy on vocational education is aligned with its vision and mission
statements, promoting the quality of life for all students, and enhancing their
capacity as individuals and members of society. The school shall implement this
policy guideline to ensure that all students receive comprehensive vocational
education that meets their needs and aspirations.
Policies and Guidelines 2019
AFTER SCHOOL ENRCIHMENT PROGRAMME (ASEP)
Additional Programmes and Activities
After school enrichment programme to enhance a Child’s learning, MMS is proud to
offer all students the support of specialists in art, music, library, physical education,
and computer technology along with the regular academic subjects.
A speech/language therapist and resource centre teachers are available on selected
days to provide supplemental instruction for children recommended by the class
and subject teachers. A basic skills programme is available for students requiring
remedial instruction in English, Math and/or reading. Support is provided for
students who have been identified as being Limited English proficient
(LEP). Instrumental music and chorus programmes are available for students of all
grades subject to the availability of support teachers in addition to the full-time
teachers available permanently at the school and give lessons. School-based
counselling is available to all students both at the school and at our Hosur office.
Project Based Learning (PBL)
Project Based Learning (PBL) addresses the needs of all learners and differentiating
instruction using a hands-on experience by extra involvement of students in
research, visits to industries and commerce, legal offices, courts of justice,
entrepreneurs’ sites on a layered curriculum approach. We are excited to say that
each lesson and/or project will complement the students’ current instructional
classroom lesson by adding extension opportunities for reinforcing what was
learned in the classrooms.
All lessons are aligned to the NCERT Curriculum standards. Project-based learning
will ensure throughout the year by infusing 21st Century Life skills and “Career
Ready Practices” as well. Understanding the diverse learners within the classroom
setting is our goal. It is our hope that through the application of the principles and
strategies needed for every learner to be successful, students will be able to
explore choices based on their personalized readiness levels, interests, talents, and
learning profiles.
Modifying the content, process, product and/or learning environment will produce a
student-centred learning experience that fosters success, problem solving and
decision making for the students. As per the CBSE norms mainstreaming of the
Health and Physical Education Classes are regularly conducted during class hours.
As per these norms it is a requirement that all students from LKG to class 12th
receive instruction in health, safety and physical education.
Students will be scheduled to participate in such courses unless excused upon the
recommendation of a physician. If a student is to be excused from the physical
education classes, MMS must receive a note from the parents explaining the nature
of the illness or disability. Physical education classes are held in the school indoor
and outdoor play fields.
Policies and Guidelines 2019
LIBRARY/MEDIA CENTRE
Library skills are a component of the literacy instruction and all students use the
library/media centre as part of their regular learning programme.
We believe that students develop a love for books from an early age. Our collection
of books is continually re-stocked with the latest bestsellers for every age group.
Along with English books, we also loan out Tamil, Telugu, Kannada and Hindi
storybooks, as well as reference material.
Working hours:
Monday-Friday 9:00am- 8.30 pm
Library open on demand on all holidays
Students are encouraged to borrow materials for a one-week period, returning
them during their next library class. Fines are not imposed for overdue
materials; however, if a student loses a book or damages it beyond repair, a
replacement fee is charged. This replacement bill is to be paid before borrowing
privileges continue. We strive to create responsible, book conscientious children,
hoping that visits to the library become a life-long pleasure.
COMPUTER LAB
Computer science is a mandatory subject for all grades. Senior secondary students
can also sign up for advanced computer science electives. The computer lab is
equipped with the latest desktop computers that are bundled with word processing,
database, spreadsheet programs, etc. All computers also have password-protected
internet access. We have around the clock Wi-Fi facility for authorised users
SCIENCE LABORATORIES
The main purpose of laboratory work in science education is to provide MMS
students with conceptual and theoretical knowledge to help them learn scientific
concepts, and through scientific methods, to understand the nature of science.
Laboratory work also gives the students the opportunity to experience science by
using scientific research procedures. At the same time, it should encourage the
development of analytical and critical thinking skills. The Science Laboratories are
open from 9.00 am to 9.00 pm on all working days.
EDUCATIONAL FIELD TRIPS
Our school plans field trips throughout the school year that are educationally
beneficial to the students, correlated with the curriculum of each class, safe and
adequately supervised and approved individually for each student of each class,
with written parental permission. These activities allow the students to reap the
benefits of the academic, cultural and social enrichment opportunities.
Policies and Guidelines 2019
EDUCATION ON SEX AND SEXUALITY
Sex and sexuality education is an important part of a child’s development, and it is essential that
parents and caregivers provide accurate information in a supportive and age-appropriate manner.
Here are some guidelines to consider when talking to children about sex and sexuality:
 Start early: It’s important to start talking to your child about sex and sexuality early on,
ideally before they start asking questions. This helps to establish a foundation of trust and
open communication.
 Use age-appropriate language: When talking to young children, use simple language
that they can understand. Avoid using technical or graphic terms that might be confusing or
overwhelming.
 Be honest and straightforward: When answering your child’s questions, be honest and
straightforward. Avoid giving too much or too little information. It’s important to strike a
balance between providing enough information to satisfy their curiosity without
overwhelming them with details they may not be ready to handle.
 Respect your child’s boundaries: Some children may not be comfortable talking about
sex and sexuality, and that’s okay. It’s important to respect your child’s boundaries and not
push them to discuss topics they’re not ready for.
 Be supportive: Sex and sexuality can be a sensitive and emotional topic, so it’s important
to be supportive and non-judgmental when discussing these issues with your child. Let them
know that you’re there to answer their questions and support them no matter what.
 Focus on values: When discussing sex and sexuality, it’s important to emphasize the
values of respect, consent, and healthy relationships. Teach your child about boundaries and
the importance of respecting other people’s boundaries as well.
 Keep the conversation ongoing: Sex and sexuality education is not a one-time
conversation, but an ongoing dialogue. Check in with your child regularly and be open to
answering their questions as they grow and develop.
 Seek outside resources: If you’re not comfortable talking about sex and sexuality with
your child or don’t feel equipped to provide accurate information, seek out outside resources
such as books, websites, or healthcare professionals who can help.
Remember, talking to a child about sex and sexuality is an important part of their development and
can help them make informed decisions as they grow older. By following these guidelines, you can
help ensure that the child has a healthy and positive relationship with their sexuality.
MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
and protect the children and women staff against such offenses and to provide the
procedures for the resolution, settlement or taking all step required to render justice
to the affected/aggrieved persons.
SCOPE AND APPLICALBITY AND EXTENT:
The Institute will not tolerate any form of sexual harassment and is committed to
take all necessary steps to ensure that its women employees and students are not
subjected to any form of harassment.
ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES OF
RURAL INSTITUTE FOR COMMUNITY EDUCATION-
MATHAKONDAPALLI MODEL SCHOOL, HOSUR
INTRODUCTION:
MMS being a child centric school and being a practitioner of equal wages, it is clear
that there is no discrimination of any kind in this organization in any area. Sexual
harassment being a very sensitive issue. MMS has its own Anti Sexual harassment
policy and guidelines to protect the children and the women workers from sexual
harassment. This policy is drafted drawing the guidelines from POCSO Act 2012. The
Sexual Harassment of women at workplace (Prevention, Prohibition and Redressal)
Act 2013, Vishaka Guidelines against sexual harassment at workplace and MMS Child
Protection Policy.
PURPOSE:
Sexual Harassment is considered as Human Rights violation. It shall be the duty of
the Employer (Management) and other responsible persons in workplaces to prevent
i. This policy is applicable to all the administrative, School, hostel, library, sports and
games field, and all the units within MMS campus and to all categories of employees
teaching and non -teaching including administrative staff, workmen, temporary staff,
engaged either directly or through an agency, trainees, employees on contract,
Faculty including Guest Faculty, persons working on projects and all visitors and
stakeholders.
ii. This policy is also applicable to all complaints of sexual harassment made by an
aggrieved woman or a child in relation to the ‘workplace’/Campus against:
a. any person of the Institute and the categories of persons mentioned above
irrespective of the location where such harassment took place i.e. within campus as
long as it is within the definition of ‘workplace’/Campus.
b. any person (outsider) of the Institute when sexual harassment is alleged to have
taken place within the Institute/campus (workplace).
iii. It is to be noted that this Policy does not apply when the Aggrieved Woman/
Child is outside the purview of the workplace/Campus.
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
CRIMINAL PROCEEDINGS:
Where such conduct amounts to a specific offence under the Indian Penal Code or
under any other law, the employer shall initiate appropriate action in accordance
with law by making a complaint with the appropriate authority
PREVENTIVE STEPS:
Children are being taught about good touch and bad touch periodically.
Display of Child Helpline number1098 at various places
DEFINTION OF SEXUAL HARASSMENT:
For this purpose, sexual harassment includes such unwelcome sexually determined
behaviour (whether directly or by implication) as:
a) Physical contact and advances
b) A demand or request for sexual favours
c) Sexually coloured remarks
d) Showing pornography
e) Any other unwelcome physical, verbal or non-verbal conduct of sexual nature
f) It is discriminatory for instance when the woman or child has reasonable grounds
to believe that her objection would disadvantage her in connection with her
employment or work or study including recruiting or promotion or when it creates a
hostile work environment. Adverse consequences might be visited if the victim does
not consent to the conduct in question or raises any objection thereto.
Children (Both boys and girls) are covered by this policy.
Appropriate work conditions is provided in respect of work, leisure, health and
hygiene to further ensure that there is no hostile environment towards women at
work places and no employee woman should have reasonable grounds to believe
that she is disadvantaged in connection with her employment.
CCTV cameras are fitted at key places, and it is being monitored.
All Employees and Students, shall always:
a) treat others with respect and dignity.
b) refrain from actions that may offend, embarrass, or humiliate others (whether
deliberate or unintentional).
c) apologise if someone tells you they are offended by your words or actions;
d) familiarise yourself with this Policy
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
COMPLAINT MECHANISM:
Whether or not such conduct constitutes an offence under law or a breach of the
service rules, an appropriate complaint mechanism should be created in the
employer’s organisation for redress of the complaint made by the victim. Such
complaint mechanism should ensure time bound treatment of complaints. So
i) Any aggrieved woman or a person on behalf of the aggrieved woman, being
the complainant may make, a complaint of sexual harassment in writing ,
within one month from the date of the incident and in case of series of
incidents, within a period of one month from the date of the last incident.,
However, the IC may extend the period beyond one months, but not
exceeding two months thereafter, for the reasons to be recorded in writing,
if it is satisfied that circumstances prevented the aggrieved woman / person
making the complaint within the said period.
ii) The Presiding Officer or any member of the Internal Complaints/Compliance
Committee may also render reasonable assistance to the aggrieved person,
for making any such complaint in writing, if he/she is unable to make the
complaint in writing themselves and read out the complaint to the
Complainant in the language requested by the Complainant, and to obtain
the signatures of the Complainant.
iii) Where the aggrieved woman is unable to make a complaint, on account of
her physical incapacity, the complaint can be filed by her relative or friend or
any staff or any person who has the knowledge of the incident, with the
written consent of the aggrieved women
iv) The identity of the aggrieved person should be kept confidential.
v) In the event, both parties are employees of the Institute, the parties shall,
during inquiry be given an opportunity of being heard and a copy of the
findings shall be made available to both the parties enabling them to make a
representation against the findings before the committee.
vi) Disciplinary action would be initiated in case if the complaint is found to be
false and made with an ulterior motive to make the management bend
towards any unfavorable demands of the complainant.
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
COMPLAINTS COMMITTEE:
i) The complaint mechanism, referred to above, should be adequate to provide,
where necessary, a Complaints Committee, a special counsellor or other
support service, including the maintenance of confidentiality.
ii) The Complaints Committee should be headed by a woman staff of MMS and
not less than half of its member should be women. Further, to prevent the
possibility of any undue pressure or influence from senior levels, such
Complaints Committee should involve a third party, either NGO or other body
who is familiar with the issue of sexual harassment.
iii) This committee shall meet periodically to discuss about the safety and well
being of women workers, child welfare and to assess the areas of
improvement in the workplace.
iv) This committee shall inform the management in case of any new or pending
complaints and if there are no complaints the same shall be recorded and
informed to the management.
v) This committee shall an annual report and submit the same to the
management.
On completion of the Inquiry, the committee shall provide a Report of the findings to
the Correspondent and both the parties within a period of seven working days from
the date of completion of inquiry.
Where the committee arrives at a conclusion that the allegations against the
respondent have not been proved, it shall recommend to the Correspondent that no
action is required to be taken in the matter
Disciplinary action would be initiated in case if the complaint is found to be false and
made with an ulterior motive to make the management bend towards any
unfavorable demands of the complainant.
WORKERS INITIATIVE:
Employees are allowed to raise issues of sexual harassment at a staff meeting and
or in other appropriate forum and it should be affirmatively discussed in staff and
management Meetings.
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DISCIPLINARY ACTION:
Where such conduct amounts to misconduct in employment as defined by the
relevant service rules, appropriate disciplinary action should be initiated by the
employer in accordance with those rules.
Conduct a preliminary enquiry and submit a report to the management or the
government officials.
If the offence so committed is proved, help the victim file a case in accordance with
the laws prevailing from time to time.
MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
AWARNESS:
Awareness of the rights of female employees in this regard is discussed in the new
staff orientation meetings and all staff meetings at the end of every academic year.
Amendment to this policy: The policy can be amended if required and such
amendment should not supersede the the guidelines from POCSO Act 2012., the
Sexual Harassment of women at workplace (Prevention, Prohibition and Redressal)
Act 2013, Vishaka Guidelines against Sexual Harassment at Workplace and MMS
Child Protection Policy.
5
more personalized instruction.
Overall, CCE is a student-centred approach to assessment that aims to provide a
more comprehensive and accurate evaluation of a student’s academic performance,
which can lead to better learning outcomes and overall student development.
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)
Continuous and Comprehensive Evaluation (CCE) is a system of evaluation used in
schools to assess students’ academic performance in a holistic and continuous
manner. The main objective of CCE is to evaluate all aspects of a student’s
development, including knowledge, skills, attitudes, and values.
Under CCE, assessment is not limited to exams and tests but also includes other
activities, such as class participation, projects, assignments, and presentations. The
evaluation process is continuous, which means that assessments are carried out
throughout the academic year, and not just at the end of each term or semester.
CCE also considers a student’s progress over time, rather than just their
performance in a single exam or assignment. This helps to provide a more accurate
picture of a student’s strengths and weaknesses and enables teachers to provide
WHAT IS DIGITAL TAXONOMY
Digital taxonomy is a classification system that organizes digital skills and knowledge
into various categories, levels, and domains. It is a framework that can be used to
evaluate and guide the development of digital competencies in education.
The purpose of digital taxonomy is to provide a common language and
understanding of what digital skills and knowledge are, what they look like in
practice, and how they can be taught and assessed.
By doing so, it can help teachers to:
1. Identify the digital skills and knowledge that students need to learn in their
subject areas.
2. Plan and deliver effective and relevant digital learning experiences that meet
the needs and interests of students.
3. Assess student learning and progress in digital skills and knowledge.
4. Make informed decisions about incorporating technology into their teaching
and learning practices.
For students, digital taxonomy can help them:
5. Develop a clear understanding of what they need to know and be able to do
with technology.
6. Set learning goals and track their progress in digital skills and knowledge.
7. Learn and use digital tools and technologies in meaningful and purposeful
ways to achieve academic and personal goals.
8. Acquire the digital competencies they need to succeed in the digital world.
In summary, digital taxonomy can help both teachers and students to better
understand and integrate technology into their teaching and learning practices,
thereby improving educational outcomes and preparing students for the digital
future.
M. Meru
Secrertary
11 February 2023
21ST CENTURY CHILDREN AND CHALLENGES FOR MMS TEACHERS
In the 21st century, children are growing up in an increasingly digital world where
technology is an integral part of their daily lives. As a result, teachers are facing new
challenges in how they approach education and interact with their students.
One major challenge for teachers is ensuring that students develop critical thinking
skills and can evaluate the vast amount of information available to them online. MMS
Teachers must also help students navigate the internet safely and responsibly.
Another challenge is incorporating technology into the classroom in a meaningful way.
Many students are digital natives and are comfortable using technology, but they may
not know how to use it effectively for learning. Teachers must be proficient in using
technology and able to integrate it into their teaching strategies to engage and
motivate students.
Additionally, teachers must be aware of the diverse backgrounds and experiences of
their students and work to create an inclusive classroom environment that values and
respects all students. This includes addressing issues such as cultural sensitivity,
gender identity, and special educational needs.
Overall, MMS teachers in the 21st century must adapt to the changing landscape of
education and continue to evolve their teaching strategies to meet the needs of their
students. They must also be lifelong learners, staying up to date with new technologies
and teaching methods to ensure that they are providing the best possible education
for their students
March 2023
QUALITY DIMENTIONS OF MMS
1. LEARNER QUALITY IN IMPROVING QUALITY EDUCATION
Improving the quality of education requires a focus on the quality of learners, as
well as the quality of teaching and learning resources. There are several keyways to
improve learner quality:
a. Developing 21st century skills: Emphasizing critical thinking,
problem-solving, communication, and collaboration skills can prepare
learners for success in a rapidly changing world.
b. Providing access to technology: Technology can enhance the
learning experience and help learners to engage with the material in
new and innovative ways.
c. Encouraging active learning: By making learning interactive and
direct, learners are more likely to retain information and be motivated
to learn.
d. Supporting student well-being: Providing students with a safe and
supportive learning environment that promotes their physical, mental,
and emotional well-being is essential for their success.
e. Providing opportunities for personalization: Customizing the
learning experience to meet individual learner needs can help students
stay engaged and motivated.
f. By focusing on these key areas, we can work to improve the
quality of learners and enhance the quality of education.
2. QUALITY ENVIRONMENT IN PROVIDING QUALITY EDUCATION
Quality environment in education refers to the physical, social, and cultural
conditions that influence the learning experience of students. It encompasses
various aspects such as well-equipped classrooms, access to technology, safe and
clean facilities, supportive and inclusive culture, qualified and committed teachers,
and opportunities for student engagement and interaction. A quality environment is
essential in promoting student learning, motivation, and well-being, and in providing
a high-quality education.
3. QUALITY CONTENT IN QUALITY EDUCATION
Quality content refers to information that is accurate, relevant, and well-presented.
In education, it is important to have quality content to provide students with the
knowledge and skills they need to succeed. This includes materials that are up-to-
date, easy to understand, and engaging. When teachers use quality content, they
can create an educational experience that is both effective and enjoyable for
students and help them develop a lifelong love of learning.
4. QUALITY CLASSROOM DELIVERY IN QUALITY EDUCATION
Quality classroom delivery refers to the methods and techniques used by teachers to
effectively convey information and facilitate learning in the classroom. It involves
engaging students, creating an inclusive environment, and using various pedagogical
approaches to meet the diverse learning needs of students. Quality education, on
the other hand, refers to a holistic approach to education that prioritizes student
development and outcomes, rather than just focusing on test scores. A quality
classroom delivery is crucial for ensuring quality education, as it plays a key role in
student learning and overall academic success.
5. QUALITY LEARNING OUTCOME IN QUALITY EDUCATION
Quality learning outcomes refer to the knowledge, skills, and values that a student
acquires because of their education. In quality education, these outcomes should be
clearly defined and measurable, and the education system should be designed to
help students achieve them. Examples of quality learning outcomes include critical
thinking, problem solving, effective communication, and ethical decision making. A
quality education system should also foster the development of a love for learning
and a lifelong pursuit of knowledge.
6. QUALITY EVALUATION IN QUALITY EDUCATION
Quality evaluation in quality education refers to the process of determining the
effectiveness and impact of educational programs, initiatives, and practices in
achieving desired outcomes. This involves the systematic collection and analysis of
data, such as student performance, teacher effectiveness, and program outcomes,
to determine the extent to which educational goals are being met. The purpose of
quality evaluation is to ensure that educational programs are delivering high-quality
instruction and support to students, and to identify areas for improvement.
UNDERSTANDING POLICY GUIDELINES AND SYSTEM &
PROCESS IN MMS
Policy guidelines refer to the set of
rules and principles that govern the
decision-making and actions of
individuals, organizations, or
governments. These guidelines provide a
framework for behaviour that helps
ensure consistency and fairness in
decision-making.
System and process, on the other
hand, refer to the procedures and
methods used to carry out tasks or
achieve specific objectives. These may
include tools, techniques, and
technologies used to streamline and
optimize work processes.
In many cases, policy guidelines and system and process are interrelated, as policies
often dictate the specific procedures and methods that should be used to accomplish
specific tasks or achieve specific objectives. For example, an organization may have
a policy that requires all employees to use a specific software tool to complete
certain tasks, and the system and process for using that tool would be outlined in
the organization’s guidelines.
Together, policy guidelines and system and process are important tools for ensuring
that individuals and organizations can operate efficiently and effectively while
maintaining compliance with relevant regulations and ethical standards.
“WHAT WE TEACH IS MANDATED BY THE GOVERNMENT, WE CALL THIS
THE CURRICULUM. BUT HOW WE TEACH IS OUR UNIQUENESS. THAT’S
WHERE MMS TEACHERS DO SO MUCH”.
What we mean here is:
The above statement of ours is accurate to say that the government mandates what
should be taught in schools, as reflected in the curriculum. This curriculum provides a
set of guidelines and standards for what students should know and be able to do at
various grade levels. No one can deviate from this. The government policy on
education, for example National Education Policy 2020, stipulates this.
However, it’s also true that the way a teacher presents the material and the methods
they use to engage students can have a significant impact on student learning and
understanding.
MMS’s teachers creativity, enthusiasm, and their expertise can bring the curriculum to
life and help students make meaningful connections to the material. This is where the
uniqueness of a teacher can shine and make a real difference in the classroom. So,
it’s important to recognize the value that MMS’s teachers bring to the learning process,
beyond just following the mandated curriculum.
Ps: Please also refer our policy guidelines: Child Centric Education
M. Meru
Secretary
15th November 2021
ACTION RESEARCH
“He who cannot research, cannot teach”
“Action research generates knowledge around inquiry in practical educational
contexts. Action research allows educators to learn through their actions with the
purpose of developing personally or professionally”.
Action research in MMS by teachers is a process of conducting systematic inquiry
into specific educational practices or problems in a classroom or school setting. It is
a collaborative, reflective and problem-solving approach to improving teaching,
learning and assessment practices.
MMS teachers who engage in action research identify an area of concern or interest,
collect data to investigate the issue, analyse the data, develop, and implement a
plan for improvement, and evaluate the outcomes of the plan. The aim is to make
informed decisions that lead to improved teaching practices and better student
learning outcomes.
Action research involves collaboration and shared decision-making among teachers,
administrators, and other stakeholders. It promotes ongoing professional
development and empowers teachers to take an active role in improving the quality
of education in their schools.
Action research can help MMS teachers to:
1. Identify areas for improvement in their teaching practices
2. Develop strategies for addressing student learning needs
3. Evaluate the effectiveness of instructional strategies and interventions
4. Reflect on their own practice and learn from their experiences
5. Collaborate with colleagues to share knowledge and expertise
6. Communicate with parents and other stakeholders about the learning process
and student progress.
Action research enables teachers to reflect on their practice to improve it, become
more autonomous in professional judgment, develop a more energetic and dynamic
environment for teaching and learning, articulate and build their craft knowledge,
and recognize and appreciate their own expertise.
FOOTWEAR IN MEDITATION HALL, CLASSROOMS AND OTHER PLACES OF
IMPORTANCE WITHIN MMS CAMPUS
The practice of removing footwear before entering places of worship and meditation, is
common in many cultures and religions. In MMS, it is a sign of respect and humility to
remove one’s shoes before entering a classroom, training rooms, meditation hall and if
possible, all the rooms of MMS.
While classrooms can certainly be a place of learning, growth, and personal development, it
is considered a “holy” or sacred place in the traditional sense of the word. The concept of a
“holy” or sacred place is typically associated with religious or spiritual significance and may
be imbued with symbolic or ritualistic meaning. Though the classrooms are generally seen
as functional spaces designed for teaching and learning, we at MMS give the classrooms a
sacred meaning and status.
MMS classrooms are places of intellectual or academic exploration, which can hold great
value and significance for us and symbolic associations that lend a sense of reverence or
respect to the classroom space. Hence it is important to respect MMS policy and all those
who enter the classrooms and other important places to remove the footwear before
entering such places.
S/HE WHO DOES NOT RESEARCH HAS NOTHING TO TEACH
Research is an important part of acquiring knowledge and gaining a deeper
understanding of a subject. Without researching, it is difficult to have a solid
foundation and accurate information to teach others.
However, I would also argue that there is value in practical experience and hands-on
learning, which can complement research and deepen one’s understanding in a
different way. Ultimately, the most effective teachers are often those who have a
combination of both research and practical experience.
SETTING STANDARD FOR TEACHING AND LEARNING FOR
SUBJECTS BY MMS TEACHERS
What is subject standard?
“Subject standard” could refer to a standard that specifies the content or learning
objectives of a particular subject or discipline. These types of standards are often
used in education to guide curriculum development, teaching, and assessment.
NCERT textbooks and materials are widely used in schools across India and are of
high quality and rigor. The standards set by NCERT are designed to ensure that
students have a strong foundation in each subject and are well-prepared for higher
education and the workforce. The subject standards are intended to ensure that
students are learning what they need to know in a given subject area, and that their
progress can be measured and evaluated against a clear set of criteria.
Developing a standard for a subject is an important task for MMS teachers as it
provides clear guidance on what students are expected to learn and achieve. Here
are the suggested steps MMS teacher can follow to develop a standard for a subject:
1. Review the curriculum: Start by reviewing the curriculum guidelines and
objectives for the subject. This will help you identify the key concepts, skills,
and knowledge that students are expected to acquire.
2. Define the learning outcomes: Based on the curriculum guidelines, define
the specific learning outcomes that you want your students to achieve. These
outcomes should be specific, measurable, and achievable.
3. Align with the NCERT standards: Ensure that your standards are aligned
with the NCERT standards for the subject. This will ensure that your students
are meeting the necessary requirements for their grade level.
4. Collaborate with other teachers: Collaborate with other teachers to
review and refine your standards. This will ensure that your standards are
comprehensive and that all key concepts are covered.
5. Use clear and concise language: Use clear and concise language to
articulate your standards. This will make it easier for students to understand
what they are expected to learn.
6. Make the standards accessible: Make the standards accessible to
students and parents by sharing them in a variety of formats, such as online
or in print.
7. Revise and update: Periodically review and revise your standards to ensure
they are up to date and relevant to current educational trends and practices.
By following the above steps, MMS teachers can develop clear and comprehensive
standards for your subject that will guide your teaching and enhance student
learning.

RESPONSIBILITY OF TEACHERS TO SAFEGUARD THE TEACHING, LEARNING AND
OTHER ASSETS OF THE CLASS
MMS teachers have a crucial responsibility to safe keep the teaching, learning and other
assets of the class. This includes everything from textbooks and teaching aids to classroom
equipment and student work. The following are some of the key ways in which teachers can
fulfil this responsibility:
 Maintaining a secure classroom environment: Teachers should ensure that the
classroom is a safe and secure environment where students can learn and explore
without fear of theft, vandalism or other forms of damage. This may involve
implementing security measures such as locking doors and windows, or monitoring
access to the classroom.
 Keeping track of class resources: Teachers should keep track of all the resources
in the classroom, such as textbooks, teaching aids, and equipment, and ensure that
they are accounted for at all times. This may involve implementing a system for
signing out resources, or keeping an inventory of all items in the classroom.
 Encouraging students to take responsibility: Teachers should encourage
students to take responsibility for their own learning and the resources provided to
them. This may involve discussing the importance of respecting classroom resources
and encouraging students to report any damage or misuse.
 Reporting any incidents: Teachers should report any incidents of theft, vandalism
or damage to school administrators, and work with them to ensure that appropriate
action is taken.
MMS teachers play an important role in safekeeping the teaching, learning and other assets
of the class. By maintaining a secure classroom environment, keeping track of class
resources, encouraging responsibility, and reporting incidents, teachers can help to ensure
that students have access to the resources they need to learn and grow.
After every term the teachers have to take stock of every materials and other assets and
handover to the class teachers.
21ST CENTURY TEACHERS AT MMS
As we move further into the 21st century, it’s essential that MMS teachers keep up
with the latest technological tools and resources to ensure that we’re providing our
students with the best possible education. That’s why we want to encourage you all
to explore the many resources available through Microsoft Education.
With Microsoft Education, you’ll have access to a wide range of tools and resources
designed specifically for educators, including online courses, lesson plans, and
teaching resources that can help you integrate technology into your classroom in
new and innovative ways. Whether you’re looking to improve your skills with
Microsoft Office applications like Word, Excel, and PowerPoint, or you’re interested in
exploring cutting-edge tools like OneNote and Teams, Microsoft Education has
something for everyone.
By taking advantage of these resources, you’ll be able to update your skills and
knowledge in technology, helping you to become a 21st century teacher who is well-
equipped to engage students in new and exciting ways. So why wait? Start exploring
Microsoft Education today and see what you can achieve!
Teachers can use ChatGPT as a tool to enhance their teaching and engage their
students in the learning process. Here are some ways that teachers can use
ChatGPT:
Answering student questions: ChatGPT can help teachers answer students’
questions on any subject. Teachers can direct students to ask ChatGPT questions
related to the lesson, and ChatGPT can provide detailed answers that students can
use to deepen their understanding.
Generating discussion prompts: Teachers can use ChatGPT to generate
discussion prompts related to a topic. By inputting a keyword or topic, ChatGPT can
provide several discussion questions that teachers can use to facilitate class
discussions.
Providing feedback: ChatGPT can also be used to provide feedback on student
writing. Teachers can ask students to input their writing into ChatGPT, and ChatGPT
can provide feedback on grammar, sentence structure, and overall coherence.
Generating lesson plans: Teachers can use ChatGPT to generate lesson plans for
specific topics. By inputting a keyword or topic, ChatGPT can provide suggestions for
lesson plans, including activities, resources, and assessments.
Personalizing learning: Teachers can use ChatGPT to personalize learning for their
students. By inputting information about a student’s interests or learning style,
ChatGPT can provide recommendations for resources and activities that align with
the student’s preferences.
In general, ChatGPT can be a valuable tool for teachers looking to enhance their
teaching and engage their students in the learning process.
Guidelines for teachers to work with the opposite gender students
As a teacher, it is important to maintain a professional and respectful relationship with all
students, regardless of gender. Here are some guidelines for teachers to work with opposite
gender students:
 Avoid physical contact: Physical contact between teachers and students should be
kept to a minimum, and any contact should be appropriate and non-threatening.
Avoid hugging or touching students in ways that could be misinterpreted.
 Respect boundaries: Students may have personal or cultural boundaries that
should be respected. Be aware of students’ comfort levels and avoid any behaviour
that could make them uncomfortable.
 Use inclusive language: Use inclusive language that doesn’t assume gender or
perpetuate gender stereotypes. Avoid using language that might exclude or offend
students based on their gender.
 Treat all students equally: Treat all students equally, regardless of their gender.
Avoid favouring one gender over the other or giving preferential treatment to
students based on their gender.
 Use appropriate humour: Avoid using humour that could be considered offensive
or insensitive to students of either gender. Be aware that what one person finds
funny may not be appropriate for others.
 Be aware of biases: Be aware of your own biases and stereotypes about gender
and try to avoid letting them influence your interactions with students.
 Set boundaries: Maintain appropriate boundaries with students, such as avoiding
socializing with them outside of school or accepting gifts from them.
 Report any concerns: If you have any concerns about a student’s behaviour,
report it to the appropriate authorities, such as a school counsellor or administrator.
By following the above guidelines, MMS teachers can ensure that they maintain a respectful
and professional relationship with all students, regardless of gender.
GUIDELINES FOR PROMOTING FELLOWSHIP AMONG TEACHERS AND STAFF
Promoting family and fellowship among MMS staff can have a positive impact on their well-
being, job satisfaction, and productivity. Here are some ways to encourage family and
fellowship among MMS staff:
 Organising social events: Organize social events outside of work hours such as
family picnics, potlucks, or weekend get-togethers to provide an opportunity for the
staff to socialise and interact with their families.
 Celebrate holidays: Celebrate holidays together at school or organize parties to
celebrate birthdays, weddings, or other life events.
 Create mentorship programmes: Establish mentorship programmes that match
new staff with experienced teachers and other staff who can provide support and
guidance.
 Establish a family-friendly workplace: Create a family-friendly workplace by
providing flexible work hours or job-sharing options to allow staff to balance their
work and family responsibilities.
 Encourage communication: Encourage communication among MMS staff and
their families by providing an open-door policy where families can reach out to MMS
staff with questions, concerns, or feedback.
 Recognize and appreciate family support: Recognise and appreciate the role
that family support plays in a staff’s professional success. Consider including family
members in school events or recognising their contributions to the school
community.
By promoting family and fellowship among MMS staff MMS can create a supportive and
positive work environment that enhances the well-being of MMS staff and improves their
work performance.
POLICY ON MMS STAFF UNIFORM/DRESS CODE
FEB 2023
POLICY GUIDELINES ON MMS AND PRESS
MMS and press are two important institutions that play a significant role in shaping
public opinion and influencing societal values. The relationship between MMS and
the press is complex and multifaceted, with both institutions working towards the
common goal of educating and informing the public. However, given the sensitivity
of the information disseminated by the press, there should be policy guidelines that
must be put in place to ensure that the relationship between MMS and the press is
managed appropriately.
Here are some policy guidelines on MMS and press:
Respect for the freedom of the press: MMS respects the freedom of the press
and avoid any attempts to censor or control the content of news stories. The press
has the right to report on any issue, including those related to MMS as long as they
do not violate any legal or ethical standards.
Protection of student privacy: MMS has a legal and ethical obligation to
protect the privacy of their students. MMS should not allow the press to access or
publish any information that could compromise the privacy of students, including
their academic records, personal information, or photographs.
Guidelines for media access to school premises: MMS has established
guidelines for the media’s access to school premises. These guidelines should ensure
that the media does not interfere with school activities, and that the privacy and
safety of students and staff are protected.
Establishment of a school press office: MMS is considering to establish a
press office and designating a spokesperson to handle media inquiries. This will
ensure that the school’s message is clear and consistent and that any media
requests are handled appropriately.
Promotion of media literacy: MMS promotes media literacy among students,
helping them to understand the role of the press in society, the importance of critical
thinking, and the impact of media on public opinion.
Training for school staff on media relations: MMS provides training for staff on
how to handle media inquiries, how to engage with the press, and how to ensure
that any information provided is accurate and appropriate.
Collaboration between MMS and the press: MMS encourages collaboration with
the press, providing them with accurate information on school activities, and
allowing them to report on positive stories related to the school.
Monitoring of media coverage: MMS monitors the media coverage related to
MMS and respond to any inaccurate or misleading information that may be reported.
The relationship between MMS and the press is an important one, and it is essential
to establish policy guidelines that promote transparency, respect for privacy, and
collaboration. By implementing these guidelines, MMS can work with the press to
promote positive stories related to the school while ensuring that the privacy and
safety of students and staff are protected.
The guidelines for the media’s access to school premises
The guidelines for the media’s access to MMS premises depends on the programmes
However, the following are some general guidelines that MMS follows:
Obtain permission: Before allowing the media to access school premises, they
should obtain permission from the appropriate authorities, such as the principal,
Administrator or school Management Committee.
Define the purpose: MMS should clearly define the purpose of the media’s visit
and ensure that it aligns with the school’s mission and values.
Protect student privacy: The principal or any other authorised official should
ensure that the media does not violate student privacy rights and does not interfere
with the learning environment.
Set guidelines for behaviour: Schools should set guidelines for the behavior of
the media while on school premises, such as respecting the school’s rules and
regulations and avoiding disruptive behaviour.
Assign escorts: MMS may assign a school staff member to escort the media while
on school premises to ensure compliance with the guidelines.
Time and location restrictions: MMS may restrict the time and location of the
media’s access to school premises to avoid disruption to the school day or to protect
the safety and security of students and staff.
Protect confidential information: MMS should ensure that the media does not
gain access to confidential information, such as student records, and that they do
not disclose confidential information to the media.
The goal of these guidelines is to balance the school’s desire for positive media
coverage with its responsibility to protect the privacy and safety of students and
staff and to maintain a positive learning environment.
MATHAKONDAPALLI MODEL SCHOOL (CBSE, NIOS & Virtual)
Mathakondapalli 635114
Spiritual Education Policy guidelines:
Introduction:
There is a need for a spiritual education in school settings which should be
experiential. Spiritual development is the development of the non-material aspects
of life, focusing on personal insight, values, meanings, and purpose for life. Children
should have the opportunity to experience the “blessings of life” They should
develop a zest for life and the courage and ability to persevere, overcoming any
inner resistance and vacillation when approaching obstacles. They must develop the
desire to use and extend what they learn in school.
Non-sectarian spiritual principles are a daily feature of life at MMS. Attitudes of
kindness, cooperation, concentration, and joyful aspiration are encouraged and
celebrated.
The vision of MMS is “all children have equal right to have a quality life”. We
want every child to have a quality life. Hence, at MMS we make every effort to
develop a system called “Education for Life”, something which is very much needed
in society today. Our spiritual teachings are higher values for life, which should give
them a universe and a life in which they have faith in “superpower for themselves”.
We understand that the cynical teachings are so ego-oriented, and it’s the fault of
our society that allows that kind of thing to happen.
The purpose of spiritual education is to fulfil the divine potential of children, and
to prepare them for life by giving them the tools they need to keep on learning
throughout the many experiences that will come to them. When we speak of
spiritual education, we don’t mean a religious education. However, we understand
that the spiritual education can be both inside and outside religion. Spirituality is an
intrinsic part of the human person and what we mean is to help children understand
they are to be a lot happier if they are kind to others, and if they work for high
ideals. They can apply this understanding not only at school, but also at home and
everywhere in life. This is the purpose of spiritual education.
Another purpose of spiritual education is to build the person at all levels. We are
composed of body, mind, and soul, and if any part of us is starved at the expense of
the others, then we aren’t complete being.
The Teachers: The teaching about spirituality does not necessarily start from the
theological categories of a religious system, but rather to understand the capacity
for spirituality is in every individual. MMS’s spiritual education is inclusive approach
which opens the teaching of spirituality to cross-cultural and inter-religious contexts.
Teachers shall understand that there are multiple ways in which they define
spirituality and apply it in their classrooms resulted in eight overlapping categories of
definitions, including contemplative (or mystical), religious, meaning-making, self-
reflective, emotional, ethical, ecological and creative In this context we focus less on
the ‘religious’ category but help developing ‘tools’ for spiritual education such as
sensory awareness exercises, arts experiences, nature-based experiences and
reflective practices. In short it is a contemplative spirituality.
At MMS we believe that while we help children develop their characters and their
minds, we must also help them prepare for living successfully in this world. When
they enter the adulthood and go into the society, they should find themselves that
they can relate to what’s going on. Our children must have the facts that are a part
of our modern upbringing. The basis of spiritual education is to prepare them for
society in a way that will help them to remain idealistic.
Conclusion:
The issues in institutionalising the spirituality should be understood by every
individual. Spirituality Education, rightly understood, is expansion of awareness. By
giving children the tools and understanding to make the right choices in life, we can
lead them to lasting happiness. Then they will be able to achieve the kind of spiritual
victories that are the true meaning of success.

FOOTWEAR IN MEDITATION HALL, CLASSROOMS AND OTHER PLACES OF
IMPORTANCE WITHIN MMS CAMPUS
The practice of removing footwear before entering places of worship and meditation, is
common in many cultures and religions. In MMS, it is a sign of respect and humility to
remove one’s shoes before entering a classroom, training rooms, meditation hall and if
possible, all the rooms of MMS.
While classrooms can certainly be a place of learning, growth, and personal development, it
is considered a “holy” or sacred place in the traditional sense of the word. The concept of a
“holy” or sacred place is typically associated with religious or spiritual significance and may
be imbued with symbolic or ritualistic meaning. Though the classrooms are generally seen
as functional spaces designed for teaching and learning, we at MMS give the classrooms a
sacred meaning and status.
MMS classrooms are places of intellectual or academic exploration, which can hold great
value and significance for us and symbolic associations that lend a sense of reverence or
respect to the classroom space. Hence it is important to respect MMS policy and all those
who enter the classrooms and other important places to remove the footwear before
entering such places.
Academic committee of MMS
Academic committee of Mathakondapalli Model School can offer several advantages
to improve the academic performance of the school:
Knowledge sharing and skill development among teachers: From among the
teachers, we form an ‘academic committee’ comprise of experienced teachers and ICT
staff who have extensive knowledge of curriculum design, teaching methodologies,
assessment techniques and technology integration. Academic committee can provide
valuable guidance and support to all the MMS teachers, helping them to improve their
instructional practices and develop effective Annual Curriculum Plan and Lesson Plans.
Evaluation of academic performance of MMS: Academic committees can do an
analysis/ evaluation of the school’s academic performance, identifying areas of
weakness and proposing strategies to address them. This analysis can be based on
data such as standardized test/assessment scores, grades, and attendance records.
Accountability: Academic committee of MMS can help to increase accountability of
teachers for student performance by establishing clear benchmarks and tracking
progress over time. This can help to ensure that students are meeting academic
standards and that teachers are held responsible for their performance.
Enhanced Parental Involvement: Academic committees can engage parents in the
academic process, keeping them informed about their children’s progress and
involving them in school activities. This can lead to a more supportive and engaged
school community, where parents are invested in their children’s academic success.
The academic committee of MMS can be a valuable asset to the school, providing
expertise, support, and guidance to teachers and administrators, and helping to
improve the academic performance of the school.
Meru
Secrertary
2 March 2023
Consistency and Continuity of development of the academic unit: Academic
committee will help to ensure consistency and continuity in the school’s academic
programmes. The committee can establish common standards for curriculum
development and ensure that all teachers are following the same guidelines and using
similar teaching strategies.
Collaboration: Academic committee facilitates collaboration among teachers,
helping them to share ideas and resources and work together to improve student
learning through subject integration and inter disciplinary preparation of lesson plans.
This can lead to a more cohesive and supportive school culture, where teachers are
encouraged to learn from one another and work together to achieve common goals.
Different types of curriculum approach
1. Behaviorist Curriculum: focuses on observable and measurable behavior
through learning activities and reinforcement.
2. Cognitive Curriculum: emphasizes learning as a mental process and stresses
the development of critical thinking, problem-solving, and reasoning skills.
3. Constructivist Curriculum: views learning as an active process of
constructing knowledge through personal experience and interaction with the
environment.
4. Humanistic Curriculum: focuses on the personal and social development of
the learner, emphasizing self-esteem, creativity, and individual differences.
5. Developmental Curriculum: designed around the stages of child
development, considering the cognitive, physical, and emotional abilities of
students at different ages.
6. Expository Curriculum: emphasizes direct instruction and the transfer of
information from teacher to student through lectures and textbooks.
7. Experiential Curriculum: based on hands-on and real-life experiences, with
the goal of helping students make connections between the classroom and the
world.
8. Integrative Curriculum: integrates subjects and themes across disciplines
to provide a more holistic education experience.
9. Independent Curriculum: a constructivist approach that values the child’s
curiosity, imagination, and ability to lead their own learning through exploration
and discovery.
10. Layered Curriculum approach: is a teaching strategy designed to help
students achieve mastery in a subject by gradually building upon their existing
knowledge and skills. This approach is based on the idea that students learn
best when they are exposed to new information in a layered and incremental
fashion, rather than being overwhelmed with too much information all at once.
The Layered Curriculum consists of several stages, each building upon the previous
one. The first stage focuses on helping students understand the fundamental concepts
and skills, followed by increasingly more challenging and complex tasks. The approach
also includes ongoing assessments and evaluations to monitor student progress and
adjust the curriculum as needed.
Advocates of the Layered Curriculum approach argue that it provides students with a
deeper understanding of the subject, as well as a sense of accomplishment as they
progress through the layers. Additionally, it helps to address the diverse needs and
learning styles of students, as it provides multiple pathways for them to achieve
mastery.
This approach is commonly used in subjects such as mathematics, science, and
language arts, but it can be applied to any subject area. The Layered Curriculum
approach is seen as a flexible and adaptable teaching strategy that can be tailored to
meet the needs of individual students and classrooms.

1
MATHAKONDAPALLI MODEL SCHOOL (CBSE, NIOS)
Guidelines for lesson planning for classroom delivery
Introduction
MMS gives special and important attention to the planning phase of teaching, learning and
assessment, within the classroom or outside classroom practices. These guidelines for lesson
plan writing are referred to as the” Objective Model” because of its objective approach to
teaching, learning and assessment and consistency among the objectives, learning
experiences and learning outcomes. This lesson plan approach is logical. The curriculum
objectives also indicate both behaviours to be developed / modified and area of content to
be applied.
Importantly, the MMS lesson plans are developed to enhance the desirable uniqueness of
every individual student. The underlying factor of the lesson plan is to include the following
five nature and needs of the society at large.
1. Literacy needs
2. Vocational needs
3. Interpersonal needs
4. Creativity and innovation
5. Transmission of values and culture
1. Four questions should be answered before start planning the lesson plan
1. What educational purpose should MMS seek to attain?
2. What educational experiences that will likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can the teacher determine the purposes of MMS attained?
2. Four steps of lesson planning
1. Learning Objectives
2. Learning experiences
3. Organizing learning experiences
4. Evaluation
2.1 Learning objectives
The lesson plans clearly say, directly or indirectly, what educational purposes should MMS
seek to attain. Before the lesson planning is made, it is important to learn about the children
to find out what kind of interests and what problems each individual student encounters,
what purpose the students have in their mind. In short, the lesson plan must study the
learners themselves as a source of educational objectives. Stating objectives in a form to be
helpful in selecting learning experiences and in guiding teaching.
2.2. Learning experiences
The teacher plans how the students can learn through exploration and going to develop
their thinking skills and how acquisition of information can happen. Teachers should
encourage children to become actively engaged in discovering what the world is like and
2
help them to develop the positive social attitudes. The lesson plan shall have the indicators
for this which shall be evident in their lesson plan.
2.3. Organizing learning experiences
Three major criteria are required in building organized learning experiences:
1. Continuity
2. Sequence and
3. Integration
2.4. Evaluation
The process of assessment is critical to MMS’s model and begins with the objectives of the
teaching learning process. The process of evaluation is to determine to what extent the
learning targets (objectives) are being realized by the students through the learning
experiences of curriculum and instruction. Through different methods teacher can evaluate
the performance of students.
Continuous and comprehensive assessment is important. The term ‘continuous’ refers to
regularity in assessment. The development of a student is a continuous process. Therefore,
M. Meru, Secretary
9 January 2023
students’ development should be assessed continuously. Evaluation must be completely
integrated with the teaching and learning process. Evaluating students on a continuous basis
in a cyclic manner is one aspect of CCE. The term ‘continuous’ includes ‘Continual’ and
‘Periodicity’ aspects of evaluation.
3. Curriculum and the lesson plans must be responsive to the following three
factors: MMS’s structure of curriculum and lesson planning is responsive to three factors:
3.1. The nature of the learner
3.2. The values and aims of society
3.3. Knowledge of the subject matters
WHAT IS INTERDISCIPLINARY APPROACH IN TEACHING AND LEARNING
PROCESS
An interdisciplinary approach in teaching and learning refers to the integration of
knowledge, concepts, and methodologies from different academic disciplines to
create a holistic and inclusive education experience. This approach aims to provide a
more comprehensive understanding of real-world problems by examining them from
multiple perspectives, thereby encouraging students to think critically and creatively.
An interdisciplinary approach may also increase students’ motivation and
engagement, foster their transferable skills and enhance their ability to solve
complex problems.
Brief outline of a Tyler’s Model lesson plan:
Introduction: Briefly explain the Tyler’s Model of curriculum design and its purpose.
Objectives: Clearly state the learning goals and outcomes of the lesson.
Content Selection: Choose content relevant to the objectives and present it in an organized
and structured manner.
Sequence of Instruction: Determine the order in which the content will be presented,
considering the needs and abilities of the students. Practice differentiated instruction
Learning Activities: Project based and experiential activities, develop hands-on and
interactive activities to engage students and facilitate their understanding of the content,
interactions with experts, inquiry based, and debate based learning and independent learning.
Evaluation: Assess student learning through continues and comprehensive evaluation,
quizzes, play way methods, project based, exams, assignments, or any other creative means
to determine the effectiveness of the learning.
Reflection: Encourage students to reflect on their learning and offer feedback to improve
future instruction.
Conclusion: Summarize key concepts and emphasize the importance of the content to the
students’ overall learning and development.
Meru
30 January 2023
MMS sample Lesson Plan format
The teacher can modify it as required.
Name: Grade
Lesson Title Subject
Applicable standard:
1. The central focus/overarching goal of the lesson:
2. Purpose for teaching the content of the lesson
Learning outcomes Whole class Differentiated
Technology integration:
Indicate how technology is used in
this lesson by students and the
teacher to enhance teaching
Materials
Lesson Objective:
Objectives are observable/
measurable and aligned with the
standards.
Relevance of objective to student:
State why the learning is important
to the individual and how it relates
to prior and future learning.
Opening of Lesson
Gain student attention/Focus:
Describe how you will open the
lesson and seek student knowledge
of the topic to be taught. Consider
how you will:
1) Activate prior knowledge
2) Relate the objective(s) to
students
3) Involve and motivate learner
4) Hook the learner’s attention
to the lesson and/or assess
what students know about
the topic?
Information about Students and
their special learning needs. How
will student’s special needs be
PREPARED – JANUARY 2023
addressed throughout the lesson
Instructional Input/MODELING:
What is the clear explanation of
content being taught? (Concepts
and generalizations.)
Description of how content will be
taught.
Checking for Understanding:
List all questions to be asked
(Include higher level questions):
What other formative
assessment strategies will be
used during this lesson?
Are there any misconceptions of
content that students may have.
Guided Practice: (teacher and
student together.)
What will students do to show their
learning of content?
What opportunities will you provide
for students to practice content
language/vocabulary?
Independent Practice: (students
on own)
Closing of Lesson
Review of key ideas of lesson.
Describe how you will close the
lesson. A closing should include a
summary of the primary learning
(concepts, definitions, or
generalizations, etc.) of the lesson.
The summary may be provided by
the teacher or the students.
How will the students summarize
and/or share what they have
learned to prove they know and
understand the standards and its
vocabulary?
PREPARED – JANUARY 2023
ACTION RESEARCH
“He cannot research cannot teach”
“Action research generates knowledge around inquiry in practical educational
contexts. Action research allows educators to learn through their actions with the
purpose of developing personally or professionally”.
Action research in MMS by teachers is a process of conducting systematic inquiry
into specific educational practices or problems in a classroom or school setting. It is a
collaborative, reflective and problem-solving approach to improving teaching, learning
and assessment practices.
MMS teachers who engage in action research identify an area of concern or interest,
collect data to investigate the issue, analyse the data, develop, and implement a plan
for improvement, and evaluate the outcomes of the plan. The aim is to make informed
decisions that lead to improved teaching practices and better student learning
outcomes.
Action research involves collaboration and shared decision-making among teachers,
administrators, and other stakeholders. It promotes ongoing professional
development and empowers teachers to take an active role in improving the quality
of education in their schools.
Action research can help MMS teachers to:
1. Identify areas for improvement in their teaching practices
2. Develop strategies for addressing student learning needs
3. Evaluate the effectiveness of instructional strategies and interventions
4. Reflect on their own practice and learn from their experiences
5. Collaborate with colleagues to share knowledge and expertise
6. Communicate with parents and other stakeholders about the learning process
and student progress.
Action research enables teachers to reflect on their practice to improve it, become
more autonomous in professional judgment, develop a more energetic and dynamic
environment for teaching and learning, articulate and build their craft knowledge, and
recognize and appreciate their own expertise.
Policies and Guidelines 2019
INTEGRATED CURRICULUM
Introduction
At MMS the teachers are constantly searching for new ways to help learners learn
and to give the multitude of experiences to their children. The knowledge the
learners gain from a traditionally “departmentalised” curriculum and its delivery at
the classrooms needs a fresh look. It can be easily seen that in the traditional
method of teaching and learning learners are continuously moved from one
discipline (one subject) and its content and themes to the other discipline (subject)
and its content and themes forcing the information delivered to be disconnected to
anything that they can compare with their real-life situation and apply.
This fragmentation of the experience of teachers and learners can be addressed with
a holistic and integrated curriculum which is being adopted by the teachers of MMS
consciously but not cooperating with the other subjects or themes.
The belief is that when themes, subjects, or projects are combined learners begin to
see the meaningful connections between the subject themes and their real-life
situations. Instead of the teaching and learning materials to serve as a vehicle for
learning sadly, it serves simply as pieces of information. In addition to this, the
repetition of materials from one subject to the next is essentially eliminated.
What is an integrated curriculum?
Disciplines (or subjects for learning) are created in an attempt to organise the world
around the learner; hence the philosophy behind this is centred around an emphasis
on student creativity, applicable outcomes, “natural” learning, and student
experience. This belief system has been the fundamental base for integrated
curriculum. The method of teaching different disciplines (subjects) was preventing
learners from making connections between the different learning outcomes of
subjects. At MMS connecting the concepts of different disciplines (subject) is
understood as the integration of the curriculum.
The benefits of an integrated curriculum
As teachers, we recognise that teaching has become increasingly more complex.
Because of the considerable amount of educational restructuring all over the world
and also in our country both at the policy and practice level, a number of innovations
emerged, including integrated curriculum in teaching, learning and assessment.
An integrated approach to teaching supports that when themes or projects or
project activities are combined, learners will be able to make meaningful and
relevant connections between the different disciplines. “While an individual teacher
may or may not have expertise in each content area, members of teacher teams are
able to work together to find connections that cut across single content areas” Our
Policies and Guidelines 2019
belief is that an integrated curriculum supports an individual student’s direct
experience which is crucial to purposeful learning. Therefore, an integrated
curriculum is a viable way to enable meaningful learning to become a reality.
The ideas and belief system that comprise an integrated curriculum tend to shift
MMS from the “traditional structure of schools”. The integrated curriculum supports
many different possibilities that exist and brings out variety of ways to reach the
desired learning outcome.
We have to place a greater amount of emphasis on the fact that the student
experience is essential for meaningful learning to occur. Integrated curriculum
empowers learners, parents, and teachers. Traditionally structured schools where
the learners are not helped to see the connection between subjects. Subject area to
the next, information is disconnected and the ability to make the material relevant to
the lives of the learners is lost. This is something like a “factory-like efficiency
model” on which schools depend.
It is a known fact that there is too much information to be covered in the traditional
structure of a forty or fifty minute class period. Most subjects are taught to learners
in isolation from other related information. Through the interdisciplinary curriculum,
individual student learns best when encountering ideas that are connected to one
another -“All things are connected.” As the lecture-based the curriculum delivery
tends to “compartmentalised approach”, integrated curriculum removes
disconnection.
The interdisciplinary or integrated curriculum is viewed as a means to enhance
‘learner motivation’ by providing the learners with a curriculum with a heavy thrust
on learner-based, and often learner selected, themes. By placing the learner at the
centre, the various activities and actual learning seem to prevail over the various
disciplines.
The learners should not be prevented from making connections between the
different subjects. Therefore, relevance and purpose should be established when
one subject is taught. The integrated curriculum is a prime vehicle for empowering
the learners, parents, and also teachers.
Many schools continue to be structured where learners’ transition from one subject
to the next whether by bell or teacher direction, information is disconnected and the
ability to make materials relevant to the lives of the learners is lost.
Very importantly, by implementing an integrated curriculum at MMS, teachers are
encouraged to tap into the questions and meaning that the learners themselves
create, rather than the teachers begin to design “connections” along the lines of
separate disciplines. Teachers should help learners to see the connections and
relevance between the subjects.
Policies and Guidelines 2019
How does an integrated curriculum impact MMS learner?
Integrated curriculum adopts a “learner-centred approach”, by the very nature of its
definition. With an integrated curriculum, a “right” way to complete a task directed
by a teacher does not exist. Learners are free to reach conclusions on their own and
they are provided with many different perspectives, affording learners the
opportunity to question the conclusions of their teachers.
Arts integration as an approach to teaching in which the arts leverage learning in
other subject areas such as science, language arts, mathematics, and social studies
is suggested by CBSE recently. Construction of understanding of one’s world is an
active, mind-engaging process. Information must be mentally acted upon in order to
have meaning for the learner. The integrated curriculum is the answer for this.
Meru
Educational Research and Training Unit (ERTD)
4th May 2019
GUIDELINES FOR EXPERIENTIAL LEARNING IN MMS
Create hands-on learning opportunities: Experimentation and practical
activities help students retain information better and understand the subject better.
Encourage student collaboration: Group work and cooperative learning activities
help students develop interpersonal skills and gain different perspectives on a
subject.
Embrace technology: Technology such as virtual and augmented reality can
enhance students’ learning experiences and make abstract concepts more concrete.
Promote real-world connections: Connecting classroom lessons to real-world
scenarios and current events can help students see the relevance of what they are
learning.
Provide opportunities for reflection: Reflection helps students process and
retain information and can also provide insights into areas where they need further
development.
Foster a growth mindset: Encouraging students to embrace challenges and take
risks can help them develop a growth mindset and become lifelong learners.
Evaluate progress through diverse methods: Assessments should be varied
and include both formative and summative evaluations to provide a comprehensive
view of student learning.
Encourage teacher-student relationship: Building strong relationships between
teachers and students can create a positive learning environment and enhance
student motivation.
Meru
Secretary
25 June 2023
DESCRIBE INTEGRATED TEACHING AND LEARNING PROCESS
Integrated teaching and learning is an educational approach that combines different
subjects and skills to provide a more holistic and relevant learning experience for
students. It aims to connect subjects, such as science, math, language arts, and social
studies, in a meaningful way, so that students see the connections between subjects
and understand how they can apply their learning in real-world situations. The process
of integrated teaching and learning involves creating interdisciplinary lessons, where
multiple subjects are taught together, and using hands-on, project-based activities to
engage students and help them understand the relevance of what they are learning.
The goal is to create a learning environment that is engaging, relevant, and
empowering for students, and that prepares them for success in the real world.
INDIAN MUSIC AND LANGUAGE DEVELOPMENT
Music and language are two important aspects of culture and can significantly
impact each other’s development. In the context of India, music has played a crucial
role in the development and preservation of various languages and dialects.
The classical music traditions of India, such as Hindustani and Carnatic music, have
helped to preserve and develop the languages used in their lyrics and compositions,
such as Sanskrit, Urdu, and regional languages. These musical traditions have also
been instrumental in preserving the rich cultural heritage of India and passing it
down from generation to generation.
In addition, the use of music in devotional practices has helped to spread religious
teachings and cultural values through songs and hymns in various languages,
including Sanskrit, Hindi, Tamil, and others. This has contributed to the preservation
and development of these languages and has also helped to spread Indian culture
and values to other parts of the world.
Moreover, the use of music in Bollywood and other film industries has played a
significant role in popularizing Indian languages and spreading Indian culture
globally. Bollywood music has popularized the Hindi language and has helped to
spread it to different parts of the world, especially in countries with large Indian
populations such as the United States, the United Kingdom, and the Middle East.
In conclusion, music has played a significant role in the development and
preservation of Indian languages and has helped to spread Indian culture globally.
Music and Behavior Modification
Using music, particularly Indian music, as a tool in behavior modification can be a
highly effective way to encourage desired behaviors or attitudes in individuals. Here
are a few ways you can use Indian music in behavior modification:
Create a musical reward system: Choose a popular Indian song that is upbeat
and positive and use it as a reward for desired behaviors. For example, you could
play the song for a student who has shown improvement in their grades, or for an
employee who has completed a project ahead of schedule.
Use music to motivate: Pick Indian music that is energetic and motivating, and
play it as background music while people are working on a task or engaging in
physical activity. The upbeat music can help to boost their mood and increase their
motivation to complete the task.
Incorporate music into therapy sessions: Indian music has a rich history and
cultural significance, and incorporating it into therapy sessions can help to create a
positive and supportive environment. For example, music therapy sessions for
individuals with anxiety or depression could involve listening to soothing Indian
classical music or singing along to Indian devotional songs.
Use music to create a positive environment: Indian music is often associated
with celebration, joy, and positivity. By playing Indian music in the background, you
can create a more positive and relaxed environment, which can help to encourage
positive behaviors and attitudes.
It’s important to remember that music is just one tool in behaviour modification and
should be used in conjunction with other techniques and strategies. Additionally, not
all individuals respond to music in the same way, so it may be necessary to
experiment
SOME USEFUL MUSIC THERAPY FOR TEACHERS RESILIENCE
Music therapy can be a powerful tool for promoting teacher resilience. Here are
some techniques that teachers can use to help build their resilience through music.
Music visualization: This involves listening to relaxing music and imagining
positive scenarios, such as feeling calm and confident in the classroom.
Music relaxation: Listening to soothing music can help teachers reduce stress and
calm their mind. This can be especially helpful during difficult times or before
entering a challenging situation.
Music journaling: Teachers can write down their thoughts and emotions while
listening to music, which can help them, process their feelings and gain a greater
understanding of them.
Music meditation: This involves listening to peaceful music and focusing on the
present moment, letting go of any negative thoughts and emotions.
Music movement: Engaging in simple movements, such as tapping their feet or
swaying, while listening to music can help teachers release tension and improve
their overall mood.
It’s important to remember that music therapy should not replace professional
support or therapy. However, incorporating music into a self-care routine can be a
helpful way for teachers to support their resilience and well-being.
INTEGRATING INDIAN DANCE WITH MATHEMATICS
Integrating Indian dance with mathematics can be an interesting and innovative
approach to education. Here are a few ways in which this integration can be
achieved:
Rhythm and patterns in dance: Indian dance forms are characterized by intricate
rhythms and patterns. These patterns can be expressed mathematically and used to
teach students about sequences, series and patterns in mathematics.
Geometry in dance: The movements and postures in Indian dance forms involve
the use of geometric shapes like circles, triangles, and squares. These shapes can be
used to teach students about geometry and spatial awareness.
Counting and measurement in dance: Indian dance often involves counting
beats and keeping track of rhythm. This can be used to teach students about
counting and measurement in mathematics.
Symmetry in dance: Many Indian dance forms feature symmetrical movements
and patterns. This can be used to teach students about symmetry and balance in
mathematics.
By incorporating these elements of Indian dance into math lessons, students can
have a more engaging and interactive learning experience. Additionally, this
integration can help to foster a love of both mathematics and dance, and may even
inspire some students to pursue careers in these fields.
INDIAN DANCE THERAPY
Indian dance therapy is a form of therapy that uses classical Indian dance forms
such as Bharatanatyam, Kathak, Kuchipudi, Manipuri, and Odissi as a tool for
physical, emotional, and mental healing. The therapeutic benefits of Indian dance
therapy are rooted in its rich cultural heritage and spiritual tradition.
In Indian dance therapy, dance movements, mudras (hand gestures), and facial
expressions are used to explore and express emotions, improve physical
coordination and flexibility, boost self-esteem and confidence, and promote
relaxation and stress reduction. The rhythmic nature of the music and the repetitive
movements involved in Indian dance can help to calm the mind, reduce anxiety, and
promote a sense of well-being.
Additionally, Indian dance therapy can also provide a form of exercise, helping to
improve physical fitness, increase cardiovascular endurance, and strengthen the
muscles. It can also be an effective form of pain management, helping to relieve
tension and discomfort in the body.
Indian dance therapy is suitable for people of all ages and abilities, and no prior
experience in dance is required. It can be done individually or in a group setting, and
is typically led by a qualified dance therapist or instructor.
Overall, Indian dance therapy is a unique and holistic form of therapy that combines
physical movement with emotional expression, making it a powerful tool for
promoting physical, emotional, and mental health.

The policy guidelines on school and parent relationship
The MMS policy guidelines on school and parent relationship is depending on the
school and its governing body. However, in general, MMS aims to maintain a positive
and collaborative relationship with parents to support student learning and
development.
Some common practices in this regard include:
Open communication channels: MMS may establish various communication
channels, such as parent-teacher conferences, newsletters, emails, or parent portals,
to keep parents informed about their child’s academic progress, behaviour, and
other school-related information.
A strong partnership between MMS and parents can benefit students by promoting
their academic, social, and emotional growth. It also helps schools to create a
supportive and inclusive learning environment that values parent involvement and
feedback
2 March 2023
Parent involvement: MMS may encourage parents to participate in school
activities, events, or volunteer opportunities to create a sense of community and
promote parent engagement in their child’s education.
Parent-teacher partnerships:MMS may collaborate with parents to identify and
address student needs and support academic success. This can involve sharing
strategies and resources to enhance student learning, setting goals and
expectations, or addressing challenges together.
Parent rights and responsibilities:MMS may provide parents with information
about their rights and responsibilities regarding their child’s education, such as
attendance policies, disciplinary procedures, and special education services.
FAMILY VISIT BY MMS TEACHERS
There can be various purposes for a family visit by MMS teachers. Some of the
common purposes include:
1. Building relationships: Family visits can help teachers build stronger
relationships with their students’ families. By visiting their homes, teachers can
learn more about their students’ lives, interests, and challenges. This
knowledge can help them create a more personalized and effective approach
to teaching and supporting their students.
2. Sharing information: Family visits can provide teachers with an opportunity
to share important information about their students’ academic progress,
behaviour, and any concerns they may have. This can help parents or guardians
become more involved in their child’s education and can lead to better
communication and collaboration between teachers and families.
3. Identifying resources: Teachers may use family visits to identify resources
that can support their students’ learning and well-being, such as community
organizations, after-school programs, or health services. They can also learn
more about the home environment and any factors that may be impacting their
students’ academic or social-emotional development.
4. Building trust: Visiting families in their homes can help build trust and
establish a sense of mutual respect between teachers and families. This can
lead to more positive interactions and a stronger sense of community between
the school and families.
Family visits can be a valuable tool for teachers to better understand and support their
students and families.
i
MMS Parental meetings
MMS parental meetings are important for several reasons
Building trust and communication: Parental meetings provide an opportunity for
MMS to establish a relationship with parents and caregivers, creating an environment
of trust and open communication. This can lead to a better understanding of the child’s
needs, strengths, and weaknesses, and enable parents and caregivers to be involved
in their child’s education.
Sharing information: MMS can use parental meetings to share information about
the child’s progress, academic performance, and behaviour. This can help parents and
caregivers to better understand how their child is doing in school and to identify areas
where the child may need additional support.
Addressing concerns: Parental meetings can also provide an opportunity for parents
and caregivers to share any concerns they may have about their child’s education or
well-being. This allows MMS to address these concerns and work collaboratively with
the parent to find solutions.
Improving student outcomes: Research has shown that parental involvement in a
child’s education can have a positive impact on academic achievement and overall
well-being. Parental meetings can help to facilitate this involvement and support
student success.
In summary, parental meetings by MMS are important because they build trust and
communication, share information, address concerns, and improve student outcomes.
MMS Hostels play a significant role in facilitating students’ learning in
several ways:
Affordable Accommodation: MMS’S both boys and girls Hostels offer affordable
accommodation for students, allowing them to live close to their school or college and
have easy access to their classes and other facilities.
Study Environment: MMS’s Hostels have quiet, well-lit study spaces, such as
libraries or reading rooms, which are perfect for students who need to concentrate
and complete their homework.
Social Interaction: MMS Hostels provide a social environment for students, where
they can interact and collaborate with their peers from different backgrounds and
cultures. This exposure can broaden students’ perspectives and help them develop
critical thinking skills.
Supervision and Support: MMS hostels are staffed by wardens supervisors and
resident teachers as advisors who can provide students with guidance and support in
their academic pursuits. This can include academic counselling, time management
skills, and study skills.
Health and Well-Being: MMS hostels has a basic health and wellness centre, and s
fitness rooms, and nutritious food options, which can help students maintain a healthy
lifestyle and improve their overall well-being.
Access to Extracurricular Activities: MMS Hostels offer extracurricular activities
and clubs that students can participate in, such as music groups, sports teams, or
drama clubs and outing like picnic. These activities help hostelers develop new skills,
make new friends, and have fun outside of their academic pursuits.
Overall, MMS hostel provide students with a supportive, stimulating, and affordable
environment for learning and growth.
M. Harsha Latha
April 2022
NATIONAL INSTITUTE FOR OPEN SCHOOLING
MMS has affiliation with National Institute for Open Schooling, an autonomous
organization in India that provides open and distance learning to students who have
not been able to attend school regularly.
The institute offers secondary and senior secondary level courses and has various
vocational courses. The aim of NIOS is to provide education to those who cannot
attend regular schools and to increase literacy and academic standards in the country.
Overall, NIOS is an important organization that plays a significant role in providing
education and empowering individuals who may not have access to traditional forms
of education.
M. Meru
Secretary
10 June 2016
INFRASTRUCTURE AND LEARNING
Mathakondapalli Model School’s infrastructure plays a crucial role in creating an
environment that is conducive to learning. The facilities and resources available
within the campus have a direct impact on the quality of education that students
receive. Here are some ways in which our infrastructure is important for learning:
Classroom environment: The design and layout of classrooms, as well as the
quality of furniture and equipment, greatly support the learning experience. Our
comfortable and well-designed classrooms create a positive atmosphere that
encourages students to engage and focus.
Technology: The availability of technology, such as exclusive server for MMS,
computers, internet access, and multimedia resources, is increasingly important in
today’s education system. MMS’s technology greatly enhance students’ learning
experiences and provide access to a vast array of educational resources.
Library: MMS’s well-stocked library is essential for students to research and learn
outside of the classroom. It has a wide range of books, magazines, and other
materials that support the curriculum and encourage students to explore different
subjects.
Laboratories: Science and technology labs are important for hands-on learning and
experimentation of our learners. They allow students to apply what they have
learned in the classroom and gain practical experience.
Playgrounds and sports facilities: We have three outdoor and one indoor
stadium. Playgrounds and sports facilities are important for the physical and
emotional well-being of students. They provide opportunities for physical activity,
socialization, and stress relief, which can positively impact learning.
Overall, the infrastructure of MMS is an important factor in determining the quality of
education that students receive. It creates an environment that is conducive to
learning.
M. Meru
Secretary
12 June 2004
Policies and Guidelines 2023
REGISTRATION, ADMISSION AND PAYMENT OF FEES
The ‘Registration Kit’ for the academic year shall be given to the prospective Parents,
on demand, for which the charges shall be 500/-. Information is also available for
reference on the school website www.ricemms.com
REGISTRATION DOES NOT GUARANTEE: Admission is granted only when there is an
existing vacancy and based on the child’s needs during Interaction/assessment, as per
school norms.
If parents agree to fully abide by the ‘School Rules & Regulations’, along with the
given ‘Fee Structure’ and mandatory documents for the academic year, only then their
ward shall be considered eligible for admission.
Once the child is granted admission to the school, it is requested that the Parents
must be vigilant to abide by the Rules & Regulations of the school / Payment of Fees
on time with reference to “Fee Structure” -as it is now or as may be amended from
time to time and or year to year.
Admission of the child without TC form in original (previous school/ previous class) &
other required documents shall be deemed as Provisional Admission and is liable to
be cancelled unless all mandatory documents [Birth Certificate, Aadhaar card and TC]
are submitted within a month from the date of admission.
For safety and security reasons, only students who are staying with their parents or
legal/local guardians are allowed to attend school. Students are also allowed to live in
the hostel attached to MMS. Those students who are staying at private hostels run by
private individuals and organisations, hostels/hotels/paying guest accommodation etc.
will be denied admission. Those students during the academic year decide to take up
accommodation with the above-said places will be discharged from the school.
SCHOOL FEES
Annual Fees including the transport fee and Hostel fee are to be paid normally in one
instalment in the month of April every year for the academic year before 30th of April.
Only after the payment of all fees the parents can receive the books for their wards.
However, in certain cases the parents can request in writing for two instalments
attaching a post-dated cheque for the second instalment. The second instalment will
have to be paid on or before 30th September 19. Details of fees for the current
academic year is shown in ‘FEE STRUCTURE’ enclosed separately along with the
Registration form.
The parents shall use NEVER SKIP App to pay the Fees through payment gateway.
Policies and Guidelines 2023
There are challenges in accepting payment through IMPS. The name of the person
transferring the money and the name of the student for whom the money was
transferred is not intimated by the bank to the school. Consequently, the school is not
able to credit the fee account of the student. Hence the parents of the students are
advised not to use IMPS to pay the fees.
In case if it is done through IMPS it is the responsibility of the parent to intimate in
writing to the school office regarding the details of the payment of fee. No phone call
message will be accepted in this regard.
Fees paid after the 30th of April shall invite a late fee of Rs.50/- per hundred rupees
per day up to 10 days delay. Fees paid after 10 days Rs.20/- per day will be the late
fee for every hundred rupees.
No reminder will be sent to the parents to pay the pending fees and the
parents themselves shall fulfil this obligation.
Fees/Charges once paid will not be (Except Security Deposit) refunded
Fees/ Charges/caution deposit are subject to revision from time to time and parents
may expect a fee hike roughly related to the rise in the cost-of-living index. Caution
Deposit may be increased together with the increase in Fees. Present Parents shall
also have to pay the increase as and when intimated to them.
In case a child is seeking admission in between the academic session the Fees shall
be payable as decided by the management of MMS
Fees shall be deposited into the designated bank account maintained by the school
only through cheque or using My Lycee digital mode but not through mobile transfer
(IMPS)
If the fee cheque is dishonoured due to any reason, bounce charges @ Rs. 500/- per
cheque shall be charged and the new cheque with latest late fee charges added, shall
be payable at the designated bank.
Mathakondapalli Model School generates school fee which only covers the cost of all
items and resources including notebooks and textbooks and technical equipment,
library lessons and use of library science and maths labs, integration of subjects like
drama, dance, music, e-arts, mainstreaming of HE & PE curriculum in academics and
support of external experts and visiting faculty.
The above fee structure does not include the cost of the educational tour or excursion
and travel of students to participate in the outstation sports & games, arts, drama,
dance and any other such educational programmes organised by the school. Similarly,
the all-inclusive school fee does not include the purchase of uniforms, transport and
hostel. There are optional programmes like music, speech and drama, special coaching
in futuristic higher education, special coaching in sports and games and school photos
are not included in the all-inclusive fees structure.
Policies and Guidelines 2023
School fees collected are to pay the following:
The employment of teaching and non-teaching staff, School Officers, administrative
staff, grounds man and associated award of superannuation and work cover charge,
contract payments associated with fire protection, pest control, and housekeeping and
security services, insurances, electricity, water, sanitation, audit fees, affiliation fees,
registration, exam fees and other professional costs, rates, cleaning supplies and
telephones, maintenance of servers, classroom and other unit computers and Wi-Fi,
maintenance of labs and grounds and repairs to plant, equipment and furnishings,
classroom and specialist resources, general office and stationery costs, copy paper,
postage, professional printing and staff professional development costs.
TRANSPORT FEE
The school has made arrangements for transportation of students to and from School
which can be availed, if desired by the parents for their children only after paying the
transport fee.
But it is temporary. For operational reasons the school can withdraw this facility and
the parents must make their own arrangements for their children to come to school.
These buses cover most areas. Though utmost care is taken, the school shall not be
responsible for any mishap or lost/damaged property on board the buses.
Children who discontinue the school bus in April shall not be permitted to join later in
that no change in route/stop is permitted unless it is due to a permanent change in
residence and only if there is a vacancy of seat in the bus plying in that route.
School Bus facility shall be provided on first come first serve basis and for those on
regular routes.
As far as possible, every effort shall be made to pick up and drop the children nearer
to the residence of the children. However, due to the location constraint if it is not
possible to drive the vehicle nearer to the place of residence of the children, the parent
shall be required to cooperate to drop & pick up the child at the nearest place.
All students from Class LKG to 12th standard shall be required to reach the scheduled
stop at least 5 minutes before the scheduled departure of the bus.
The children are required to be accompanied by the parent or a guardian or any other
adult intimated by the parent to the school to the bus stop to pick up and drop the
children. The bus driver and the conductor will not disburse the child if the intimated
person is not available at the bus stop.
Since the fuel and other costs are increasing day by day, it is a challenge for MMS to
run the transportation service for its students. Hence the parents have to understand
this aspect and have to pay the transportation fee at the beginning of the academic
year. However on a written request the transport fee can be paid in two instalment
attaching the post-dated cheque with the request letter for the second instalment
which has to be paid on or before 30th September 2019.
Policies and Guidelines 2023
Transport facility if availed by the parent for their ward, shall be withdrawn in case
fees is not paid till the end of a quarter. Thereafter, if fees is not paid, the child shall
not be allowed to board the school bus.
Please inform the transport manager in case if you yourself want to pick up your child
from the school and will not avail the facility for drop for a day or longer period.
Policies and Guidelines 2019
AFTER SCHOOL ENRCIHMENT PROGRAMME (ASEP)
Additional Programmes and Activities
After school enrichment programme to enhance a Child’s learning, MMS is proud to
offer all students the support of specialists in art, music, library, physical education,
and computer technology along with the regular academic subjects.
A speech/language therapist and resource centre teachers are available on selected
days to provide supplemental instruction for children recommended by the class and
subject teachers. A basic skills programme is available for students requiring
remedial instruction in English, Math and/or reading. Support is provided for
students who have been identified as being limited English proficient
(LEP). Instrumental music and chorus programmes are available for students of all
grades subject to the availability of support teachers in addition to the full-time
teachers available permanently at the school and give lessons. School-based
counselling is available to all students both at the school and at our Hosur office.
Project Based Learning (PBL)
Project Based Learning (PBL) addresses the needs of all learners and differentiating
instruction using a hands-on experience by extra involvement of students in
research, visits to industries and commerce, legal offices, courts of justice,
entrepreneurs’ sites on a layered curriculum approach. We are excited to say that
each lesson and/or project will complement the students’ current instructional
classroom lesson by adding extension opportunities for reinforcing what was learned
in the classrooms.
All lessons are aligned to the NCERT Curriculum standards. Project-based learning
will ensure throughout the year by infusing 21st Century Life skills and “Career Ready
Practices” as well. Understanding the diverse learners within the classroom setting
is our goal. It is our hope that through the application of the principles and strategies
needed for every learner to be successful, students will be able to explore choices
based on their personalized readiness levels, interests, talents, and learning profiles.
Modifying the content, process, product and/or learning environment will produce a
student-centred learning experience that fosters success, problem solving and
decision making for the students. As per the CBSE norms mainstreaming of the
Health and Physical Education Classes are regularly conducted during class hours. As
per this norms it is a requirement that all students from LKG to class 12th receive
instruction in health, safety and physical education.
Students will be scheduled to participate in such courses unless excused upon the
recommendation of a physician. If a student is to be excused from the physical
education classes, MMS must receive a note from the parents explaining the nature
of the illness or disability. Physical education classes are held in the school indoor
and outdoor play fields.
Policies and Guidelines 2019
LIBRARY/MEDIA CENTRE
Library skills are a component of the literacy instruction and all students use the
library/media centre as part of their regular learning programme.
We believe that students develop a love for books from an early age. Our collection
of books is continually re-stocked with the latest bestsellers for every age group.
Along with English books, we also loan out Tamil, Telugu, Kannada and Hindi
storybooks, as well as reference material.
Working hours:
Monday-Friday 9:00am- 8.30 pm
Library open on demand on all holidays
Students are encouraged to borrow materials for a one-week period, returning them
during their next library class. Fines are not imposed for overdue materials; however,
if a student loses a book or damages it beyond repair, a replacement fee is
charged. This replacement bill is to be paid before borrowing privileges
continue. We strive to create responsible, book conscientious children, hoping that
visits to the library become a life-long pleasure.
COMPUTER LAB
Computer science is a mandatory subject for all grades. Senior secondary students
can also sign up for advanced computer science electives. The computer lab is
equipped with the latest desktop computers that are bundled with word processing,
database, spreadsheet programs, etc. All computers also have password-protected
internet access. We have around the clock WiFi facility for authorised users
SCIENCE LABORATORIES
The main purpose of laboratory work in science education is to provide MMS students
with conceptual and theoretical knowledge to help them learn scientific concepts,
and through scientific methods, to understand the nature of science. Laboratory work
also gives the students the opportunity to experience science by using scientific
research procedures. At the same time, it should encourage the development of
analytical and critical thinking skills. The Science Laboratories are open from 9.00
am to 9.00 pm on all working days.
EDUCATIONAL FIELD TRIPS
Our school plans field trips throughout the school year that are educationally
beneficial to the students, correlated with the curriculum of each class, safe and
adequately supervised and approved individually for each student of each class, with
written parental permission. These activities allow the students to reap the benefits
of the academic, cultural and social enrichment opportunities.
Policies and Guidelines 2019
MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES
OF
RURAL INSTITUTE FOR COMMUNITY EDUCATION- MATHAKONDAPALLI
MODEL SCHOOL, HOSUR
INTRODUCTION:
MMS being a child centric school and being a practitioner of equal wages, it is clear that
there is no discrimination of any kind in this organization in any area. Sexual harassment
being a very sensitive issue. MMS has its own Anti Sexual harassment policy and guidelines
to protect the children and the women workers from sexual harassment. This policy is
drafted drawing the guidelines from POCSO Act 2012. The Sexual Harassment of women
at workplace (Prevention, Prohibition and Redressal) Act 2013, Vishaka Guidelines against
Sexual Harassment at Workplace and MMS Child Protection Policy.
PURPOSE:
Sexual Harassment is considered as Human Rights violation. It shall be the duty of the
Employer (Management) and other responsible persons in workplaces to prevent and
protect the children and women staff against such offenses and to provide the procedures
for the resolution, settlement or taking all step required to render justice to the
affected/aggrieved persons.
SCOPE AND APPLICALBITY AND EXTENT:
The Institute will not tolerate any form of sexual harassment and is committed to take
all necessary steps to ensure that its women employees and students are not subjected
to any form of harassment.
This policy is applicable to all the administrative, School, hostel, library, sports and games
field, and all the units within MMS campus and to all categories of employees teaching
and non -teaching including administrative staff, workmen, temporary staff, engaged
either directly or through an agency, trainees, employees on contract, Faculty including
Guest Faculty, persons working on projects and all visitors and stakeholders.
ii. This policy is also applicable to all complaints of sexual harassment made by an
aggrieved woman or a child in relation to the ‘workplace’/Campus against:
a. any person of the Institute and the categories of persons mentioned above irrespective
of the location where such harassment took place i.e. within campus as long as it is within
the definition of ‘workplace’/Campus.
b. any person (outsider) of the Institute when sexual harassment is alleged to have taken
place within the Institute/campus (workplace).
iii. It is to be noted that this Policy does not apply when the Aggrieved Woman/Child is
outside the purview of the workplace/Campus.
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
DEFINTION OF SEXUAL HARASSMENT:
For this purpose, sexual harassment includes such unwelcome sexually determined
behaviour (whether directly or by implication) as:
a) Physical contact and advances
b) A demand or request for sexual favours
c) Sexually coloured remarks
d) Showing pornography
e) Any other unwelcome physical, verbal or non-verbal conduct of sexual nature
f) It is discriminatory for instance when the woman or child has reasonable grounds to
believe that her objection would disadvantage her in connection with her employment or
work or study including recruiting or promotion or when it creates a hostile work
environment. Adverse consequences might be visited if the victim does not consent to the
conduct in question or raises any objection thereto.
CRIMINAL PROCEEDINGS:
Where such conduct amounts to a specific offence under the Indian Penal Code or under
any other law, the employer shall initiate appropriate action in accordance with law by
making a complaint with the appropriate authority
PREVENTIVE STEPS:
Children are being taught about good touch and bad touch periodically.
Display of Child Helpline number1098 at various places
Children (Both boys and girls) are covered by this policy.
Appropriate work conditions is provided in respect of work, leisure, health and hygiene to
further ensure that there is no hostile environment towards women at work places and
no employee woman should have reasonable grounds to believe that she is disadvantaged
in connection with her employment.
CCTV cameras are fitted at key places, and it is being monitored.
All Employees and Students, shall always:
a) treat others with respect and dignity.
b) refrain from actions that may offend, embarrass, or humiliate others (whether
deliberate or unintentional).
d) apologise if someone tells you they are offended by your words or actions;
e) familiarise yourself with this Policy
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
COMPLAINT MECHANISM:
Whether or not such conduct constitutes an offence under law or a breach of the service
rules, an appropriate complaint mechanism should be created in the employer’s
organisation for redress of the complaint made by the victim. Such complaint mechanism
should ensure time bound treatment of complaints. So
i) Any aggrieved woman or a person on behalf of the aggrieved woman, being the
complainant may make, a complaint of sexual harassment in writing , within one
month from the date of the incident and in case of series of incidents, within a
period of one month from the date of the last incident., However, the IC may
extend the period beyond one months, but not exceeding two months thereafter,
for the reasons to be recorded in writing, if it is satisfied that circumstances
prevented the aggrieved woman / person making the complaint within the said
period.
ii) The Presiding Officer or any member of the Internal Complaints/Compliance
Committee may also render reasonable assistance to the aggrieved person, for
making any such complaint in writing, if he/she is unable to make the complaint
in writing themselves and read out the complaint to the Complainant in the
language requested by the Complainant, and to obtain the signatures of the
Complainant.
iii) Where the aggrieved woman is unable to make a complaint, on account of her
physical incapacity, the complaint can be filed by her relative or friend or any
staff or any person who has the knowledge of the incident, with the written
consent of the aggrieved women
iv) The identity of the aggrieved person should be kept confidential.
v) In the event, both parties are employees of the Institute, the parties shall, during
inquiry be given an opportunity of being heard and a copy of the findings shall
be made available to both the parties enabling them to make a representation
against the findings before the committee.
vi) Disciplinary action would be initiated in case if the complaint is found to be false
and made with an ulterior motive to make the management bend towards any
unfavorable demands of the complainant.
COMPLAINTS COMMITTEE:
i) The complaint mechanism, referred to above, should be adequate to provide,
where necessary, a Complaints Committee, a special counsellor or other support
service, including the maintenance of confidentiality.
ii) The Complaints Committee should be headed by a woman staff of MMS and not
less than half of its member should be women. Further, to prevent the possibility
of any undue pressure or influence from senior levels, such Complaints Committee
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
should involve a third party, either NGO or other body who is familiar with the issue
of sexual harassment.
iii) This committee shall meet periodically to discuss about the safety and well being
of women workers, child welfare and to assess the areas of improvement in the
workplace.
iv) This committee shall inform the management in case of any new or pending
complaints and if there are no complaints the same shall be recorded and informed
to the management.
v) This committee shall an annual report and submit the same to the management.
DISCIPLINARY ACTION:
Where such conduct amounts to misconduct in employment as defined by the relevant
service rules, appropriate disciplinary action should be initiated by the employer in
accordance with those rules.
Conduct a preliminary enquiry and submit a report to the management or the government
officials.
If the offence so committed is proved, help the victim file a case in accordance with the
laws prevailing from time to time.
On completion of the Inquiry, the committee shall provide a Report of the findings to the
Correspondent and both the parties within a period of seven working days from the date
of completion of inquiry.
Where the committee arrives at a conclusion that the allegations against the respondent
have not been proved, it shall recommend to the Correspondent that no action is required
to be taken in the matter
Disciplinary action would be initiated in case if the complaint is found to be false and made
with an ulterior motive to make the management bend towards any unfavorable demands
of the complainant.
WORKERS INITIATIVE:
Employees are allowed to raise issues of sexual harassment at a staff meeting and or in
other appropriate forum and it should be affirmatively discussed in staff and management
Meetings.
AWARNESS:
Awareness of the rights of female employees in this regard is discussed in the new staff
orientation meetings and all staff meetings at the end of every academic year.
Amendment to this policy: The policy can be amended if required and such
amendment should not supersede the the guidelines from POCSO Act 2012., the Sexual
Harassment of women at workplace (Prevention, Prohibition and Redressal) Act 2013,
Vishaka Guidelines against Sexual Harassment at Workplace and MMS Child Protection
Policy.
End-
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MMS-ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES June 2021
5

Admission Assessment
Parents should be aware that the admission assessment services are entirely to know the
level of the child and it is NOT a condition for admission
Assessments are not part of the official admissions procedure and it is merely a source of
guidance and advice. Past assessment, test or exam papers are not used for this assessment.
It is not possible to provide any coaching or detailed information about the content of the
admission assessment.
The admission assessment is taken by all the students seeking admission. The admission
assessment covers skills in English, Math and/or science subjects and includes an aptitude
test.
The purpose of this assessment is to enable the parents to gain an idea of their child’s
current level of achievement and potential and to be advised as to whether an application
to MMS would be appropriate for him/her at this stage and class for which the child is
seeking admission.
The admission assessment is to identify and determine whether the “student- applicant”
has the academic skills required to start a class for which he/she is seeking admission at
MMS.
Parents find this service particularly helpful if they are unsure whether their child would
be a suitable candidate for the class/school, or if they have concerns about the level of
skills and competencies of the student.
Once the applicant becomes a student, the admission assessment results are used to
give a personalised attention if possible, in an appropriate level of English and/or math
and other subject courses.
Students who do not need remedial-level support are placed directly into the class for
which s/he is seeking admission.
Students with a lower level of skills can be placed in a lower class. Or the particular
student can be supported and placed into the appropriate remedial level courses for the
purpose of further skill development. Students taking remedial-level courses may
be charged with additional course fees. Parents are advised not to seek special tuitions for
their children outside MMS.
The assessment service includes a meeting between a teacher and other academic staff
arranged at a mutually convenient date and time at the school office or at the
administrative office at Hosur town.
For more information about the ‘admission assessment’ please contact the admission office
or our administrative office at Hosur town who will help you to meet a teacher to explain
further on the pre-admission assessment.
1st April 2019 Chairman and Correspondent
Policies and Guidelines 2019
STUDENTS’ ATTENDANCE POLICY
The parents and the students must know that the regular attendance is
essential if a student wants to be successful in school. Absenteeism can be a
major cause of poor performance or delay in learning.
MMS requires a phone report or a written statement from a student’s
parent/guardian explaining the reason for their child’s absence from class or
school. The written notice MUST be presented either to the school office or
to the administrative office at Hosur on the morning following the student’s
absence.
MMS reserves the right to verify written statements and to investigate the
cause of each absence and/or repeated absences or unpunctuality.
Absentee Notes
Late Arrival
The students must regularly attend the school. It is the responsibility of
parents or guardians to ensure consistent school attendance. Consistent
student attendance is highly correlated with student achievement. Please
make every effort to promote the excellent school attendance of your child as
instructional time/ classroom learning is extremely important. Students with
poor attendance will be monitored. All students should arrive at school on
time. When circumstances require that a student arrives late to school,
he/she must bring a note to the main office explaining the reasons for the
late coming.
Signing Students In and Out of School
MMS discourages the early leaving of students when classes are in regular
session. Students can leave early from school only for legitimate reasons
Whenever a student is absent from school, for any reason, parents are
requested to call the school office between 9:00 and 9:30 a.m. to report their
child’s absence. This procedure is for the protection of each child. A note
should then be sent to school the day the child returns to school explaining
the reason for the absence. The note should be given to the child’s class
teacher and it will be forwarded to the office of the principal. Student’s
absence will be considered unexcused without parents notifying the school
with the reason for the absences. Unexcused absences are recorded in the
personal file of a student for student’s promotion.
Policies and Guidelines 2019
when a reasonable situation prevents the child from attending school for the
entire day. Unnecessary early leaving or late coming are disruptive both to
the student’s education and to the class that is interrupted. Of course, there
are occasions (medical appointments, legal obligations etc.) when allowing a
student early is warranted. In such cases, the parent needs to report to the
school office to “sign-out” and get a gate-pass for the child, stating the
legitimate cause for the early leaving. It is recommended that the school be
notified in advance of such circumstances.
No student will be allowed to go with any person other than their parent/legal
guardian or persons listed on their identity card, without prior written notice
by the parent/legal guardian that another authorized adult may pick up the
student from school or from the designated bus stop where the student gets
off the bus. The adult picking up the student must report to the main office
to sign the student out of school. Identification will be needed if the adult is
not known to school personnel.
Late coming to school:
MMS has established a procedure for student coming to school late as
follows:
1. Students arriving late to school should report to the main office and
must have a late slip to enter class.
2. Late coming will be unexcused except for the following reasons:
a. Illness or medical appointments (with doctor or parent note)
b. Religious observance
c. Personal (with administrative approval)
3. Following two unexcused late arrivals at school a letter may be sent to
the parent from school reminding the parent of the procedure and
consequences of continued late coming.
4. After three (3) late arrivals, a detention may be assigned by the
Principal.
5. A student’s attendance and late coming record is cumulative.
Children are to go directly home when the classes are over and not to remain
in school or on the school grounds unless requested by the teacher or
administration.
Students should never leave the school campus for any reason unless they
are accompanied by a parent, guardian or school faculty member. A student
will not be permitted to leave the school campus or the administrative office
until the child is properly “signed-out” by a parent or guardian at the school
office.
Policies and Guidelines 2019
INDEX
S. NO TOPIC NAMES
SECRETARY NOTE
1. INTRODUCTION TO THE POLICY GUIDELINES BOOKLET
VISION, MISSION, CORE VALUES OF MMS
2. VISION STATEMENT
3. MISSION STATEMENT
4. CORE VALUES
CHILD CENTRED STRUCTURE
5. A CHILD CENTERED STRUCTURE IN MMS
6. GUIDELINES ON CHILD RIGHTS AT MMS
7. PARTICIPATORY RIGHTS OF CHILDREN IN MMS
8. MMS CELEBRATES THE SUCCESS OF EVERY STUDENT DAILY
9. ADMISSION ASSESSMENT
10. REGISTRATION, ADMISSION AND PAYMENT OF FEES
11. 360 – DEGREE ASSESSMENT
12. CIRCLE TIME FOR SCHOOL CHILDREN
13. GENERAL GUIDELINES ON DISCIPLINE AMONG CHILDREN IN MMS
14. GUIDELINES ON HOW HOMEWORK, SELF-LEARNING AND INDEPENDENT
LEARNING TASK TO BE GIVEN
15. HOMEWORK POLICY
16. WHAT IS CHILD CENTERED EDUCATION?
17. THE IMPORTANCE OF THE LEARNER QUALITY IN QUALITY EDUCATION
18. WHAT ARE THE DIFFERENT TYPES OF LEARNERS?
19. DESCRIBE THE MULTIPLE INTELLIGENCE
20. MULTIPLE INTELLIGENCES AND STUDENT ASSESSMENT
21. STUDENT’S ATTENDANCE POLICY
22. POLICY ON SCHOOL UNIFORM
23. PROJECT-BASED LEARNING
24. GUIDELINES FOR PROJECT BASED LEARNING
25. PERSONALIZING EDUCATION
26. VOCATIONAL EDUCATION INTEGRAL PART OF EDUCATION
27. POLICY GUIDELINES ON VOCATIONAL EDUCATION
28. AFTER SCHOOL ENRICHMENT
29. EDUCATION ON SEX AND SEXUALITY
30. ANTI SEXUAL HARASSMENT POLICY AND GUIDELINES OF RICE-MMS
31. CONTINUOUS AND COMPREHENSIVE EVALUATION
32. WHAT IS DIGITAL TAXONOMY?
33. 21ST CENTURY CHILDREN AND CHALLENGES FOR MMS TEACHERS
MMS AND TEACHERS
34. QUALITY DIMENSIONS OF MMS
35. UNDERSTANDING POLICY GUIDELINES AND SYSTEM AND PROCESS IN MMS
36. WHAT WE TEACH AND HOW WE TEACH
37. ACTION RESEARCH
38. SHE/HE WHO DOES NOT RESEARCH HAS NOTHING TO TEACH
39. SETTING STANDARDS FOR SUBJECTS BY MMS TEACHERS
40. TEACHERS’ MONTHLY MEETINGS
41. TEACHERS AND CLASSROOM ASSETS
42. 21ST CENTURY TEACHERS AT MMS
43. GUIDELINES FOR TEACHERS TO WORK WITH THE OPPOSITE GENGER
STUDENTS
44. GUIDELINES FOR PROMOTING FELLOWSHIP AMONG TEACHERS AND STAFF
45. POLICY ON MMS STAFF UNIFORM/DRESS CODE
46. POLICY GUIDELINES ON MMS AND PRESS
47. SPIRITUAL EDUCATION POLICY GUIDELINES
48. DOCUMENTATION OF MMS EVENTS AND CELEBRATIONS
49. FOOTWEAR IN MEDITATION HALL AND CLASSROOM
CURRICULUM PLANNING
50. ACADEMIC COMMITTEE OF MMS
51. CURRICULUM APPROACH
52. DIFFERENT TYPES OF CURRICULUM APPROACH
53. GUIDELINES FOR LESSON PLANNING FOR CLASSROOM DELIVERY
54. WHAT IS INTERDISCIPLINARY APPROACH IN TEACHING AND LEARNING
PROCESS
55. BRIEF OUTLINE OF A TYLER’S MODEL LESSON PLAN
56. MMS SAMPLE LESSON PLAN FORMAT
57. ACTION RESEARCH
INTEGRATION OF SUBJECTS
58. INTEGRATED CURRICULUM
59. GUIDELINES FOR EXPERIENTIAL LEARNING IN MMS
60. DESCRIBE INTEGRATED TEACHING AND LEARNING PROCESS
61. INDIAN MUSIC AND LANGUAGE DEVELOPMENT
62. MUSIC AND BEHAVIOR MODIFICATION
63. SOME USEFUL MUSIC THERAPY FOR TEACHERS RESILIENCE
64. INTEGRATING INDIAN DANCE WITH MATHEMATICS
65. INDIAN DANCE THERAPY
66. ARTS IN CBSE EDUCATION
MMS AND PARENTS
67. THE POLICY GUIDELINES ON SCHOOL AND PARENTS RELATIONSHIP
68. FAMILY VISIT BY MMS TEACHERS
69. MMS PARENTAL MEETINGS
NIOS AND HOSTEL
70. HOSTEL
71. NATIONAL INSTITUTE FOR OPEN SCHOOLING
72. INFRASTRUCTURE AND LEARNING
Dear Staff of MMS, Parents and all stakeholders
Greetings and Welcome to the booklet on Policy and Guidelines.
This booklet is designed to provide an overview of policy guidelines, including what
they are, why they are important, and how they can be used effectively. This is not
the policy document. It is ONLY a guideline for the stakeholders.
Policy guidelines are essential tools for MMS. They provide a framework for decision-
making, establish expectations and standards, and help to ensure consistency and
fairness in how an organization operates.
In this booklet, we cover only the guidelines on various policy of MMS such as:
1. MMS policies: These are policies that govern how MMS operates, such as
policies related to academics and implementation of academic policy. hiring,
performance management, and workplace safety.
2. MMS-specific policies: These are policies that are unique to MMS such as
policies related child centred education and its purpose. .
3. Code of conduct: These are guidelines that outline expected behaviour for
employees or members of an organization.
4. Social Media policy: These are policies that outline how an organization
expects employees to behave on social media platforms.
5. Security policies: These are policies that outline how an organization will
protect its assets and data from theft, loss, or damage.
Throughout this booklet, we give only the policy guidelines, how to develop and
implement them, and how to ensure compliance. By the end of this booklet, you will
have a better understanding of how policy guidelines can help MMS to operate more
effectively and efficiently.

MERU. M
Secretary
March 2023