SSM

The Mother - An Embodiment and Manifestation of God

SMT. K. SUNDARAVALLI (1915 - 1980)

The key to the Heaven lies beneath Mothers feet.

From the Desk of the Educational Of icer

We salute the Students, Sta and Parents

We are elated to announce that the 100 th Birth Anniversary of Smt. Sundaravalli - the Divine
Mother, falls during the academic year 201516. The SSM Institutions venerate this Noble Soul
on this momentous occasion of the Centenary Celebration. We- the Management, Sta,
Students and Parents seek Her blessings.
Our SSM Family is blessed with good students, dedicated sta and co-operative parents.
As reciprocation, the Management sacri ices everything at its command for the well-being
of the students. Gone are the days when the school had to inculcate knowledge only to
students. Today we are bound to counsel the parents too, to ensure that the next generation
becomes responsible and is assured of a prosperous future.
The school has to battle against the onslaught of the negative in luences of the nuances
in technology, the birth of the nuclear family concept, the luxurious style of life and the
employment status of both father and mother. In consequence, the children stay detached
from their parents both physically and emotionally. In corollary to this, the children, right
from their young age get totally distracted by all evil forces and are deprived of the fortune
and joy of life. It looks as though they have been provided with everything, but in reality
they have nothing.
Considering the ground reality, the school spends all the time, energy and money only to
shower the love and aection to our beloved ones. We are proud of such families in which,
many of our blessed students live with their grandparents. Certainly these children are
fortunate and are put on a high pedestal.
The dissemination of worldly knowledge at school, helps the students to face the challenges
in the society with absolute con idence. All our students are God sent as they are excellent
in their thoughts, actions and behaviour. If there are a couple of exceptions, then the
negativity should be attributed only to the family background and the parents of those
children.
Our school has the bene it of three decades experience from its Parent Institution, the
SSM School at Chromepet. Our school building, playground and the world-class auditorium
are the replica of a University.

A Home is where a story begins.

SSM

Personal care and attention to every student are the hall-marks of our school. We maintain
a cordial rapport with the parents and provide the best service to the students.
Of course, when it is the question of enforcement of discipline, we are extremely strict,
both with the students and the parents. We endeavour to select only those parents who
whole-heartedly respect education. Initially, a few parents who are unable to shed
their ego, gradually adjust themselves with our environment in the best interest of their
wards.
The Rules and Regulations in this book are exhaustive only for the sake of a few parents
who are not able to get along with the school system. We have included a few unpleasant
terms, only with a pained heart, which we are sure, the other co-operative parents will
take in the right spirit. The Management reserves the right to relax a rule under special
circumstances or amend any clause herein, on intimation to parents.
The school automation will be in place from the academic year 2015-16. The school website
shall play a key-role by linking the parent and the school eectively. All the information through
the website and e-mail will have absolute legal tenacity. The ignorance of parent in
this regard has no role to play.
Every word and letter in this Handbook conveys valuable information for the prosperity
of the students. The parents must study the contents, once, twice and thrice and follow
the rules and regulations at the best interest of their ward or otherwise, the life would
not be peaceful for them, as the school will follow all the writings herein, in letter and spirit.
This Handbook is valid for a period of three academic years up to 201718. This book
should always be read along with amendments issued from time to time. All the amendments
will be updated in the website instantly. The next issue of the new Handbook will be in the
academic year 2018-19.
We rededicate ourselves to continue with our mission of service to children, without any
commercial motive, irrespective of all the odds we face time and again. At this moment,
we humbly prostrate at the divine feet of the Late Trustees the Founder Fathers, Vidwan
Pudukkottai Sri. A. Srinivasaraghavan, Dr. K. Parthasarathi, Sri. R. Sethuraman and
Smt. T. Vasanthalakshmi for their blessings.
I conclude with prayers to our presiding deities Sri Vidhyaganapathi, Sri Thiruvengadamudayan,
Sri Gayatri Devi and Sri Vaidhyanathaswamy to shower their bounteous benisons on
this SSM Family.
With best wishes,
KB SREEVIDYA
Educational Of icer
10.11.2014

A School is where a story takes shape.

SRIMATHI SUNDARAVALLI MEMORIAL EDUCATIONAL TRUST

Srimathi Sundaravalli Memorial Educational Trust was founded on 3 r d May 1985, in the
fond memory of Smt . Sundaravalli, the noble soul and Mother of Sri. K. Santhanam,
the Founder, Managing Trustee and Correspondent. The Trust was started with the primary
aim of imparting quality education to students and to serve the humanity at large. Today,
it has grown like a huge banyan tree. The following are the institutions, under the
auspices of the Trust.
Srimathi Sundaravalli Memorial School,
Nagappa Nagar, Chromepet, Chennai - 600 044
Sri Sarada Secondary School,
Gopalapuram, Chennai - 600 086
Srimathi Sundaravalli Memorial Residency,
Perungalathur, Chennai 600 063
Srimathi Sundaravalli Memorial School,
Perungalathur, Chennai 600 063
With the blessings of God, during the year 2014-15, the Trust treasures 8875 students,
1527 sta members and 322 senior citizens. This enormous growth is the result of the
support extended by the senior citizens, sta, parents and students.
The Trust plans to start the following Charitable Institutions in Tamil Nadu, within the next
few years, to oer quality service, totally at free-of-cost.
-

A world-class Residential School for 7000 poor and irst generation learners of
classes VI XII including the children of convicts who are in the jail
An Orphanage
A Home for the physically challenged
A Home for the destitute
A Goshala - The Home for cows

SSM HOSPITAL Institute of Medical Education and Research : SSMH IMER

The Trust has an ambitious plan to start a world-class SSM Hospital and Medical College
with state-of-the-art facilities in May 2018, to extend exceptional medical care to the poor
and the needy, at an aordable cost. The MBBS seats at the command of the Trust, in compliance
with the statutory rules, will be allotted to the brilliant students, without any
discrimination of caste, creed or community. No capitation fee or donation will be
collected in any form. We are conscious that we are planning to sail against the dreadful
current. We are only a drop in the mighty Ocean of Humanity. God will certainly bless
the Trust to achieve the goal.

Where the mind is the biggest, there the heart is bounteous.

SSM

The following eminent personalities, of great erudition and true social commitment,
constitute the Board of Trustees of both the past and the present.

Vidwan Pudukkottai
Sri. A.Srinivasaraghavan
Trustee ( 1985 1992 )

Late Vidwan Pudukkottai Sri.A.Srinivasaraghavan, a paragon

of sanctity and righteousness and a repository of expertise and
experience, was the Founding Father of the Trust. He had
authored many books and had translated the Tamil verse
"Naalaayira Divya Prabandham" in Hindi. He was honoured
with the "Tamra Patra Award" from the Governments of
Uttar Pradesh and Bihar for his significant contribution to the
Hindi Literature. He, as a Sanskrit scholar, was conferred with a
prestigious award from the President of India. He was prodigiously
talented and had distinguished mastery in Sanskrit, Hindi, English
and Tamil.

Late Dr.K.Parthasarathi, an Educationist, was the Chairman of the

Trust and was influential in inculcating a sense of commitment with
moral principles. He started his career as a teacher in the Madras
Christian College High School and rose to the position of the
Headmaster and Correspondent of M.Ct.M.High School. He, the
personification of loyalty and conviction, had mainly contributed to
the development of the Trust. The Trust surrenders all its successes
at His heavenly feet.

Dr. K.Parthasarathi
Trustee ( 1985 2005 )

The people who had the grandest intention became the greatest.

Sri.R.Sethuraman
Trustee ( 1985 2008 )

Late Sri.R.Sethuraman, the Company Secretary and Philanthropist,

was the most invigorating and astounding personality of the Board.
He was solely responsible for the establishment and growth of the
Trust. He was an exemplar of all moral principles. He was persuasive,
for, he motivated all the other founders. The Trust could establish
many institutions only under his able leadership and encouragement.
He had rendered dedicated service till his last breath for the Trust.

Late Smt.T.Vasanthalakshmi, affectionately known as

"Aunty", was the Founder pillar of the Trust. She was a born
teacher and an unmarvelled Educationalist. She had
sacrificed her entire life for the cause of education. She
started her career as a teacher and rose to become the
Principal of a reputed school. In the year 1976, she founded
Sri Sarada Educational Society and started Sri Sarada
Secondary School at Gopalapuram, Chennai, in the fond
memory of her beloved mother Smt.Sarada. She was a
victim of adversity, for, she suffered throughout her life.
But she faced all the extremities with courage and moral
conviction. In 1996, she with utmost generosity merged the
Sri Sarada Educational Society along with the SSME Trust.
Until her last, she had served the students' community.
She never aspired for any materialistic wealth. Compassion
and consideration stood as the prime object in her life and
she bequeathed all her ancestral property to charity.
Her presence of mind and brave intervention at the hour
of worst crisis, protected the Trust in 2004, which was
a period of trials and tribulations. The Trust, for generations,
will remain indebted to her, for her act of boldness and vision.

Smt.T.Vasanthalakshmi
Trustee ( 1985 2010 )

Kindness is a currency that can cover a multitude of interpersonal debts.

SSM

Sri.R.Athmaraman, the esteemed Founder, directs the activities of the

Trust to retain the 30 years of

hard-earned reputation. He is a

Mathematical genius, a notable educator and a man of high academic

excellence. He has authored several books and serves as a member in
the Government appointed academic committees of both the Centre
and the State. He is an emblem of devotion and modesty. He was
instrumental in the growth of the Association of Mathematics Teachers
of India. His dedication and commitment are the ones that are to be
Sri.R.Athmaraman

inscribed in golden letters.

M.Sc., M.Phil.,M.Ed., D.S.M.

Founder

Sri.G.Raghavan is the Founder and Managing Trustee of

"Sri Gayathri Trust" at Chromepet, Chennai. He renders a benevolent
and selfless service to the society, which helps people to deal with the
situation in the hour of bereavement. It is a great honour to have
him as a Trustee in the Board.

Sri.G.Raghavan
Philanthropist

Sri.S.Kothandaraman, an Advocate, is recognized for his generosity

and courteousness. He symbolises simplicity and spends all his
earnings in renovating and consecrating the temples that are in
need of funds. He and his team of like-minded friends, render service
in temples during the week-ends. The Trust is really fortunate
to have him in the Board.
Sri.S.Kothandaraman
Advocate and Philanthropist

Where there is charity and wisdom there is neither fear nor ignorance.

Sri.V.Balasubramanyan is a leading Chartered Accountant and a

Graduate in law. He is a person who does not compromise on principles.
He continues to contribute for the prosperity of the Trust from the
date of its inception. He sacrifices all his precious time for the Trust
to implement its objectives. He is a great asset to the Trust.

Sri.V.Balasubramanyan, F.C.A
Chartered Accountant

Sri.S.Varadhan, is a good friend, philosopher, guide and a well-wisher

of the Trust. The Trust started on a low financial footing and has
grown over the years under his able direction and guidance. He
sincerely participated in all the activities of the Trust even before
he became a Trustee. We are fortunate to have his prowess,
moral support and expertise as a Trustee.
Sri.S.Varadhan
Financial Expert and Consultant

Sri.V.Mani, is a visionary who is blessed with clairvoyance. He is an able

advisor in financial, legal and statutory matters. He is noted for his
propriety. His service to the Trust even before its birth and till date is
immeasurable. His presence in the Trust provides all the moral strength
and courage.

Sri.V.Mani, B.Sc.

Intuition is the intelligence of the heart and the knowledge of the soul.

SSM

Sri.N.V.S.Srirengarajan, is astoundingly talented and is responsible for

the financial growth of the Trust. He acts with utmost honesty and
integrity. He works with an unimaginable fidelity in all religious and
spiritual activities. His service as the leader of the central kitchen of the
Trust, where food is prepared and served on all the days, to the hundreds
of senior citizens, thousands of students, more than a thousand staff
members and several thousand parents during all the functions, needs a
special mention. He is a remarkable gem of the Trust.
Sri.N.V.S.Srirengarajan

Sri.M.Karthikeyan, with his worldly knowledge, acumen and

fluency in English, Tamil and Hindi, is a great asset to the Trust. He is
good at Finance, Planning and Human Resource. He is ingenious,
industrious and insightful. His presence augments the physical and
moral strength of the Trust. God should bless him to shoulder more
responsibilities in the years to come.
Sri.M.Karthikeyan, B.Com.,

Sri.K.Selvakumar, is a man of ethics with an unquestionable honesty

and integrity. He is solely responsible for the enormous growth and
development of the infrastructural facilities of the Trust. He has an
unparalleled mastery over Civil, Mechanical, Electrical and IT
engineering and can command any situation in these areas. It is in his
presence that the Trust plans and achieves success in many major
Projects. He is dynamic and has the potential to contribute much more in
future.
Sri.K.Selvakumar

Action is the real measure of intelligence.

THE SCHOOL

Srimathi Sundaravalli Memorial School was inaugurated on 15 t h June 2012, by the

Honourable Justice, Sri.M. Karpagavinayagam, Chairperson Appellate Tribunal for
Electricity, NewDelhi. Our school has Secondary School af iliation with the Central Board
of Secondary Education, New Delhi, vide Af iliation No. 1930487.
The strength of the school from classes JM1 to VII on the day of inauguration was 2213.
Classes VIII and IX were added in the subsequent years, at one class per year. The irst batch
of class X students will appear for the Board examination in March 2016. The school
will be upgraded to Senior Secondary level in the academic year 2016 -17 and the irst batch of
class XII students will appear for the Board examination in March 2018.
The school has the state-of-the-art , world-class comforts. The luxurious, educative
infrastructure available in the school is narrated under the respective headings, elsewhere
in this book.
The following academic hierarchy serves the students to the fullest satisfaction of the
parents. The Principal of the Senior Secondary division will be the Head of the Institution.

Every day in school gives a lesson of experience.

10

SSM

Class

No. of Environments No. of Co-ordinator (s)

/ Supervisor (s)
/ Sections

Vice Principal

Principal (s)

JM1
54

SM1

18

SM2

18

III

18

IV

18

18

VI

18

VII

18

VIII

18

IX

18

18

XI

12

XII

12

JM2
JM3

The following support departments headed by responsible of icers, oer the best service
to the students and parents for the smooth functioning of the school.
DEPARTMENTS
Of ice Administration

Transport

Information Technology

Dining

Information Services

Maintenance

Educational Tour and Field Trip

Security Service

The Educational Of icer is the Management Head and the Controlling Authority of the Institution.
The Teacher Student ratio of 1:18 in the academic domain and gross Sta - Student ratio
of 1:11 is the best feature in our school, in the Indian educational scenario. The school
has many laudable plans to achieve in the years to come.
With the blessings of God and the co-operation of sta and parents, the school will continue
to serve the students for their prosperous life.
Success is the sum of all repeated eorts.

11

SRI

PRAYER

Sri Lakshmi Hayagreevar

God of Knowledge

kTva nvFsLpm!
ivtrNtae nvsNdezm!
aqyamae nvs<aqnm!
rcyamae nvimithasm! ,kTva,
nvmNvNtriziLpn>

Having made a new firm commitment

We now spread a new message,
Of forming a new society,
To create a new history.
We are the architects of a new age,
And the well wishers of national development,
While concentrating in all our endeavours

ra+smuit ka<i][>

We shall be ever ready to sacrifice.

Tyagxna> kayERkrta>

We are enthusiastic about our deeds.

kitinpu[a> vymiv;{[a> ,kTva,

We reject any kind of differences,

_aed_aavna< inrasyNt>
dIndiran! smurNt>

We uplift the weak and the poor,

We are ready to console all who have sorrows.
We shall always remember the commitment made.

du>oivtan! smasNt>

We shall not deviate from the path of our onward march.

ktsLpan! sda SmrNt> ,kTva,

We shall protect our heritage well

With calm enthusiasm.

gitpwaih ivclem

We shall observe the path of eternal discipline.

pr<pra< s<r]em

Oh, Lord! Give us fresh energy

smaeTsaihnae ineignae

(to fulfil our commitment).

inTyinrNtrgitzIla> ,kTva,

Let Peace prevail.

jnadRn hegfe

_aae! deih nae nvzim!.

Janardhana Hegde
` zaiNt> zaiNt> zaiNt>.

The Almighty has his own purposes.

12

SSM
SRI

Sri Dakshinamoorthy
God of Wisdom

M

IF ()

F F
F F H
F F
P F

SH:
wF V:

F G: M: ()

F F CH
MH
F
i F

G:
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M w:
v: ()

F
OK F
F M O
FJ

FU M

U GA
GGF o: ()

M
F
Y
NJQ

! U F
F! F ! F !

! F
F! F ! F !
-

Language is to the mind more than light is to the eye.

13

c G N
Y F IF
FC FM F
C H K F
F
F
I !
I !
YK F M
!
!!
!!!
- E

When we Trust in God, the future always holds hope.

14

SSM

HO
G
HO
J M H

FJ M
P F
cFJ NJ E
MA
P AF b
J M H .

Have faith in God for miracles to happen.

15

QQJ M
F
i F

(Q)

(Q)

(Q)

J Q
cAM
K G c

F J

c
c

God reads our hearts.

16

SSM
MONTESSORI SYSTEM OF EDUCATION

Dr. MARIA MONTESSORI

( 1870 1952 )
This heavenly flower never withers

Dr. Maria Montessori was born in Italy, in 1870. She founded the irst Casa Dei Bambini - Childrens
House, in 1906. Montessori education has a fundamental in luence on all modern methods of
education. The primary need of education is to enable children to grow up into good citizens of
tomorrows world. The children in the prime of their age, 2 - 7 years, learn through the
Montessori system of education. It is a ive-year continuous course based on the psychology of
the children. They learn on their own in a phased manner, using scienti ic and sophisticated
materials. The classroom milieu plays a signi icant role in the educational attainment of children,
promoting their inquisitiveness and inclination to learn.

She dreamt high!

SSM MADE IT A REALITY
The capacity to learn is a gift, the ability to learn is a skill and the willingness to learn is a choice.

17

MONTESSORI LEARNING CENTRE MLC

Montessori Learning Centre is the "Centre of Attention" as it is a place for the excitement of
the achievements of the young children in the age group of 2 - 5 years at Junior Montessori
Level. MLC is The House of Children. It stands as an obvious end-point for self-learning to
happen. The infrastructural facilities resemble those of a University and the pleasant
atmosphere caters to their growth.

The children undergo a three-year continuous and comprehensive course ( JM1 JM3)
which enables them to gain knowledge on their own, in a phased manner using
learner-friendly equipments. Observation promotes analytical thinking and facilitates
intense acquisition of knowledge. The MLC exists in a serene environment surrounded
by lush green trees. This environment provides orientation through order and unfolds
the intelligence of the child.
The life in Junior Montessori is a period of physical growth and enhancement of sensorial
and mental faculties. A child in these formative years is directed towards observation
of the surroundings. The specially designed materials in the environments help the children
to wo rk o n t h e i r ow n . T h e p ro g re s s ive d eve l o p m e n t o f i n te l l e c t u a l a b i l i t i e s t a ke s
place in a congenial atmosphere.
Tell me and I forget, Teach me and I remember, Involve me and I learn.

18

SSM

The Montessori environment facilitates easy movement of children, initiates inner preparation
a n d a l l o ws f re e c h o i c e o f wo r k i n g . I t a l s o p ro m o te s f re e d o m w i t h d i s c i p l i n e . T h e
extraordinary keenness to learn shifts the attention of the child to the smallest details,
thereby increasing the power of observation.

Each environment is well-lit, airy and ventilated to ensure a healthy learning background.
The cabinets that contain the necessary learning materials are ixed at an appropriate
height , to suit the children. Enough learning materials are provided to every
individual child. A hygienic restroom and a wash area are attached to each environment
to serve children. An adult and a female attendant take care of the children in the
environment.
Knowledge comes with learning, Skill comes with experience.

19

EXERCISE OF PRACTICAL LIFE

Activities like Chenna pounding, Funnelling, Carrot cutting increase the concentration level of
the children and activities like Napkin folding and Fastening frames allow independent
working. Repetition of such activities leads to perfection. The re inement of motor-coordination
happens at ease.

Learning gives creativity, Creativity leads to thinking, Thinking provides knowledge.

20

SSM
SENSORIAL

Activities like Colour tablets, Noise boxes, and Constructive triangles enhance the sense of
colour, sound and shape of a variety of objects. Such activities develop consciousness,
determination and the capacity of self-judgement.

Learning is pleasure but doing is the height of enjoyment.

21

LANGUAGE

Activities like Nomenclature cards and Tracing the sand paper letters enrich the vocabulary
level of the children and help in perfect pronunciation. The children become conscious of
phonetics and grammar.

Learning is more effective when it is an active than a passive process.

22

SSM
MATHEMATICS

Activities like Number rods and Golden beads with static material, increase their precision
and help them to have a better understanding of numbers and decimal system.

Change is the end result of all true learning.

23

CULTURE

Activities like identi ication of Land and Water on the globe, Botany cabinet with cards allow
the children to understand about the environment around them.

Compassion is the keen awareness of the interdependence of all things.

24

SSM
MONTESSORI PARK

Playing is a favourite way of learning.

25

The first ingredient for happiness is playing.

26

SSM
MONTESSORI GYM

Great achievements are the results of great expectations.

27

Success is connected with action.

28

SSM
THEATRE
An exclusive theatre is used for featuring animated devotional ilms and slide shows for the
bene it of children. Little Krishna, Jai Hanuman and Bal Ganesh, encyclopedic CDs like Solar
system and Universe, animals and their habitat are a few to mention. Such visuals enhance
the spiritual, intellectual, moral and social development of the children and strengthen
their understanding.
HYGIENE
"Health is Wealth" - The health of the children is of a top priority.
Inculcating healthy habits through regular practice - like washing
hands before and after food and also after using the washroom
is ensured. Cleanliness is insisted in every aspect. The parents
should have a regular check on the nails and hair of their
children.

HABITS GRACE AND COURTESY

The children get used to their routine and understand the values of respecting the Supreme
power and the elders. They learn to arrange their things in the respective places, have food
without spilling, understand spatial adjustments and recite sloka and rhymes. They get
tuned to social behavioural activities. Parents' co-operation is very essential in maintaining
good habits of the child. They must insist on following such healthy habits even at home.

Good manners are a part of good morals.

29

HEALTH AND MEDICAL CARE

In case, a child suers from any sort of sickness like fever or injuries, the parent will be
contacted over phone and after consultation, the child will be provided with the required
treatment and follow-up thereon. In certain instances, irst aid will be given and the parent
will be consulted for further follow-up. In any case, the parent will be a part of the decision-making.
Parents should not send their children to the school, along with medicine and
prescription, if they are sick.
FIELD TRIP
The children go on a visit to study about something, away from the routine and such a ield
trip is organized once in a year. The children learn to share and care during travelling.
Field trip facilitates extensive learning for the young children.
Dr. MARIA MONTESSORI DAY
Dr. Maria Montessori, the lady with her innovative approach made learning an enjoyable
process for children. Her birthday falls on 31 st August every year. The children learn to pay
due respect to Dr. Maria Montessori during this celebration.
GRANDPARENTS DAY - JM3 CHILDREN
Grandparents play a vital role in the upbringing of the children and the time spent by children
is at its optimum with their living Gods. The children of JM3 celebrate "Grandparents Day"
along with their Paternal and Maternal grandparents. They become aware of the moral strength
that their grandparents can oer them. In turn, they create a great con idence in the minds of
their grandparents, that they will be well-taken care of.

Teamwork makes the dream work.

30

SSM
PARENTS VISIT TO ENVIRONMENT - JM2 CHILDREN
The parents of JM2 children can visit the MLC once in a year. This is the only opportunity
for the parents of Montessori to visit the environment and watch their children work with
the materials in the environment, in the presence of the adult. The dates will be noti ied in
the School Calendar.
PARENTS' MEETING - JM1 CHILDREN
For the parents of JM1 applicants, there will be a common meeting before the commencement
of the admission process, on a ixed day and time that will be informed well-in-advance,
to explain them about the Montessori System of education.

DATE OF OPENING OF SCHOOL FOR JM1 CHILDREN

Every academic year has two phases of opening for JM1 children, as detailed in the following
table. Montessori System is based on the age and counted on the date of birth. The irst phase
opens in the month of June and the second phase on the Vijayadasami day in the month of
October.
Education is the key to unlock the golden door of freedom.

31

Date of Birth and Opening phase

JM1
Phase I - June

Phase II - October

2015 - 2016

01.05.2012 - 28.02.2013

01.03.2013 - 30.04.2013

2016 - 2017

01.05.2013 - 28.02.2014

01.03.2014 - 30.04.2014

2017 - 2018

01.05.2014 - 28.02.2015

01.03.2015 - 30.04.2015

The admission process for both the phases will be completed at the same time
during January of every year. The children who get admitted in Phase II must also pay
the fees for all the four terms. It should be noted that No Admission is open on the
occasion of Vijayadasami.
PERSONAL CONTACT
The best way to pass information to the MLC is to write a letter and send it through the child or
to forward an e-mail. Both will be given immediate attention.
The contact mobile numbers of the Principal and the other heads will be noti ied in the
school calendar to transact important of icial business. These numbers should not be
used to prolong any unnecessary conversation. The discussion should con ine to the
speci ic point as the Principal has to handle and take care of 1944 children which is a heavy
task with a huge responsibility.
It is not possible to avail this facility of mobile contact of of icials out of the school
hours and on declared holidays as their mobiles will be retained in the of ice.
DAILY ROUTINE
Forenoon

Afternoon

First bell

9.00

Beverage

2.00

Prayer

9.05 - 9.15

Dispatch

2.30

Breakfast

9.15 - 9.30

Lunch

12.00 noon
The art of communication is the language of leadership.

32

SSM
FOOD SERVICE JUNIOR MONTESSORI
A community banquet or feast of a sumptuous and nutritious breakfast and lunch is served
in adequate quantities suiting the intake and appetite of the child. The warm, tasty
preparations trigger the mood of the child to consume food, without any hesitation or rejection.
The adult-in-charge and the female attendant take eective care with motherly aection
and serve alternate food, in case of any necessity.

Breakfast
Pongal
Rava Kichadi
Idly
Ooththappam
Semiya Kichadi

Sambar /
Chutney

Beverage

Lunch
Sambar Rice
Fried Rice
Variety Rice
Vaththa Kuzhambu Rice
Rasam Rice
Curd Rice on all days
A dessert a week

Horlicks
Viva
Vegetable

Bournvita
Boost
Badam Milk

COMMUTATION
The Montessori children can commute either by School Transport or on their own. Safe travel
of the children is ensured by proper escorts in every bus.

Education is not received; it is achieved.

33

PERFORMANCE REPORT
The Performance Report of the children, pictures their abilities in the Exercise of practical
life, Sensorial activities, Language skills, Mathematical aptitude and Culture. The performance
will be adjudged on the basis of adaptation, concentration, co-ordination, perfection, identi ication,
obedience, intellect, repetition of activities, independence of thoughts, actions and choice
of activities.
The Performance Report will be issued to the children of JM1, once in the academic year, on the
last working day. The children of JM2 and JM3 will receive their Performance Report twice in
an academic year, one on the irst working day of October and the other on the last working day
of the academic year. The Performance Report shall be retained by the parents.
DRESS CODE
The Children of both Junior and Senior Montessori are required to wear decent colour dress for
their routine at school. Dresses that have beads, sequins or unnecessary jewels must be
avoided.
ACADEMIC YEAR AND SUMMER VACATION
The academic year consists of two terms. The First Term is from April t o September and the
Second Term from October to March of the subsequent year.
Junior Montessori,
Senior Montessori and
Primary

- April and May will be Summer Vacation

- The school commences in June on the date noti ied in
the calendar
- The school will begin in April on the noti ied date

Middle, Secondary and

Sr. Secondary

- Month of May will be Summer Vacation

- The Term will continue in June from the noti ied date

CURRICULUM
Medium - English
Senior Montessori
Primary
Middle
Secondary
Senior Secondary

Classes
SM1 and SM2 (I and II)
III to V
VI to VIII
IX and X
XI and XII

Physical training and mental training together make the curriculum.

34

SSM
SENIOR MONTESSORI
Language - English

Environmental Studies

Drawing

Second Language - Tamil/ Hindi

Computer Science

Sloka Recitation

Mathematics

Music

Games

PRIMARY, MIDDLE AND SECONDARY

Language - English

Computer Science

Second Language - Tamil / Hindi

Value Education

Third Language - Hindi / Tamil

(Classes VI to VIII Only)

Art Education

Mathematics

Physical and Health Education

Science

Work Education

Social Science
Hindi is compulsory either as Second or Third Language for classes VI to VIII only.
SENIOR SECONDARY
Groups
I

II

III

IV

English - Elective

English - Elective

English - Elective

English - Elective

Mathematics

Mathematics

Mathematics

Computer Science

Physics

Physics

Business Studies

Business Studies

Chemistry

Chemistry

Economics

Economics

Biology

Computer Science

Accountancy

Accountancy

SENIOR MONTESSORI
The Senior Montessori stream of education is a dual system - A combination of modern and
conventional methods facilitating the learning process. Student-friendly materials and books
and notebooks go hand-in-hand in imparting education. The children are provided with the
necessary knowledge to help them enter into the normal stream of education in class III.

Education is not preparation for life; Education is life itself.

35

COSMIC EDUCATION
Cosmic Education - The Great Lessons are introduced to the children to entice their imagination,
critical thinking skills and motivation.

c
a

Montessori uses its Five Great Lessons as an introduction to all topics, providing a big picture
to demonstrate how the Sciences, Art, History, Language and Geography are inter-related.
The secret of good teaching is to regard the childs intelligence as a fertile ield in which seeds
may be sown to grow under the heat of the laming imagination. The essence of Cosmic
Education is that, it requires an integration of curriculum like Language, Mathematics
and Environmental Studies.

Learning is a matter of gathering knowledge; Wisdom is applying that knowledge.

36

SSM
LANGUAGE

Language skills are an asset that promotes eective communication. The human mind
has the innate ability to learn the order and structure of a language. Language development follows
speci ic and observable patterns and gets fostered in an environment that is rich in reading,
writing and conversation.
MATHEMATICS

The Power of the mathematical mind lies in its ability to quantify with precision, reason through
logic, understand abstract things through patterns and interpret them for new inventions.
The children learn to explore mathematics in a concrete way and the abstract concepts
become easier to comprehend in an environment with hands-on materials.
Skill and Ef iciency make a Masterpiece.

37

ENVIRONMENTAL STUDIES

Through the Five Great Lessons, children become aware that the Universe evolved over billions
of years. They understand about the law and order through which all the plants, animals and
the rest of the creations are maintained. Cosmic education involves the interlinking of all
knowledge and all aspects of the Universe.
COMPUTER EDUCATION

Computers cater to the global vision of every child. Computer Education plays a major role
in the development of a child. Computerization in all walks of life has necessitated the imparting
of computer knowledge to the children. SM1 and SM2 children are given the basic knowledge
of a computer and its operations. The children learn to do the mathematical operations like
addition, subtraction, multiplication and division, using computers.
The fundamental skill is talent.

38

SSM
FOOD SERVICE
The children of Senior Montessori also enjoy the same food service as that of the children in Junior
Montessori, as mentioned in Page No.33.
FIELD TRIP
The children of Senior Montessori are taken on a ield trip to the places of educational importance
that provide them with the opportunity to explore and interact with the natural world beyond
the classroom.
ANNUAL DAY CELEBRATION
The innate talents of the Senior Montessori children are tapped and their skills are honed
by organising exclusive Annual Day Celebrations for SM1 and SM2.
PERFORMANCE REPORT
The Performance Reports for the Senior Montessori children are issued twice in a year. The irst
report is issued on the irst working day of the second term in the month of October. The second
report is issued on the last working day of the academic year in the month of March.
CONTINUOUS AND COMPREHENSIVE EVALUATION - CLASSES III X
Education aims to encourage the students to analyze and evaluate their experiences, to doubt,
to question, to investigate, to be inquisitive and to think independently not only in scholastic but
also in co-scholastic areas of study.
The academic performance of a student is assessed through Continuous and Comprehensive
Evaluation (CCE). Excellence in diverse areas is recognized and rewarded in the form of
grades.
"Learning without Burden" is the primary objective of CCE which covers all aspects of student's
development. It is an evaluation to shift emphasis from "testing" to "holistic learning".
SCHOLASTIC DOMAIN
Under the scholastic domain, the knowledge, understanding and application of the facts,
concepts and principles, in subjects concerned in relation with the other subjects and in real
life situations are assessed.
For students of classes IX and X grading is done under the CCE system of assessment based on
their problem solving skills. The score of the Problem Solving Assessment is included in
the formative assessment. The Assessment of Speaking and Listening skills in English and the
Open Text Based Assessment also form a part of the CCE system.
All students of class IX should score a minimum of 25% in their Summative Assessments
(both the SA1 and the SA2 taken together) to be eligible to qualify the examination, that
is at least 15 marks out of 60 marks and total 33% in each of the 5 subjects of scholastic
area. If the student fails to achieve, then he/she should take up the assessment for
the second time, to score the required minimum, or else, the student shall be retained
in class IX for one more academic year.
Continuous improvement requires systematic evaluation.

39

There are two Formative Assessments and one Summative Assessment for each term.
Assessment is interpreted in Grades.
The Grading for the Scholastic Area of study is on a Nine-Point Grading Scale
MARKS RANGE

GRADE

GRADE POINT

91 - 100

A1

10.0

81 - 90

A2

9.0

71 - 80

B1

8.0

61 - 70

B2

7.0

51 - 60

C1

6.0

41 - 50

C2

5.0

33 - 40

4.0

21 - 32

E1

00 - 20

E2

Minimum qualifying grade in all the subjects under Scholastic Domain is "D".
CO-SCHOLASTIC DOMAIN
The following areas are assessed under the co-scholastic domain
Life Skills
Work Education
Visual and Performing Arts
Attitudes and Values
Literary and Creative skills
Organisational and Leadership skills
Health and Physical Education
LIFE SKILLS
The Life skills consist of Thinking Skills, Social Skills and Emotional Skills which enhance the
personality of students. Exclusive soft-skill personnel, train them with a well-de ined curriculum.
The performance is recorded and suitable guidance is given for those who require special attention.
Some of the areas of assessment included in the curriculum are Self Awareness, Problem Solving,
Decision Making, Critical Thinking, Creative Thinking, Interpersonal Relationships, Eective
Communication, Empathy, Managing feelings/ emotions and Dealing with stress.
WORK EDUCATION - COMPUTER EDUCATION
The students are given hands-on-experience in computers and they are assessed on a continuous
basis by the teachers. Class-wise curriculum is designed and projects are given to kindle their
curiosity. Students are assessed through a pen-paper test, project work and practical examination
twice in an academic year.
Assessment is a perpetual work in progress.

40

SSM
VISUAL AND PERFORMING ARTS
The students are assessed on the processes of creating, presenting, and responding to dierent
performing arts. The development of aesthetic intelligence and their participation in cultural
events are focussed upon. A irm foundation of the practices and principles of the individual
arts is laid. Students are assessed based on their involvement and performance in the
regular ine arts classes.
ATTITUDES AND VALUES
These consist of student's attitude towards Teachers, Schoolmates, School Programmes
and Environment. The attitudes are evaluated based on the observations on a day-to-day
basis. Continuous observations are registered in the anecdotal record of every student and
inally the grades are awarded. All the teachers maintain the record of the discipline of
their students both inside and outside the classroom. Neatness, hygiene, behaviour,
respecting teachers and elders inside and outside the school campus, adherence to the rules
and regulations of the school, attendance reported for the celebration of National and
Religious festivals and active participation in all the school programmes are a few parameters
on which the assessments are done.
LITERARY AND CREATIVE SKILLS
The students are allotted a separate library period and are allowed to read a variety of
books ranging from history, science, iction, literature and to refer a variety of encyclopedias,
dictionaries, thesaurus and update themselves using newspapers and magazines. The students
are assessed based on their behaviour inside the library, proper utilization and handling of the
given books and their creative writing skills about the books that they have read.
ORGANISATIONAL AND LEADERSHIP SKILLS
The students are assessed on their organisational and leadership skills based on their participation
in the club activities.
HEALTH AND PHYSICAL EDUCATION
The students who participate in yoga, sports, swimming, scouts/guides and band are
assessed on their performance and grades are given accordingly.
The Grading for the Co-scholastic Area of study is on a Five-Point Grading Scale.
GRADE

GRADE POINT

4.1 - 5.0

3.1 - 4.0

2.1 - 3.0

1.1 - 2.0

0.1 - 1.0

Minimum qualifying grade in Co-scholastic Domain is "D"

Scienti ic Formative Assessment doubles the rate of performance.

41

Scholastic Domain - Internal Assessment

Primary
Mathematics and General Science Laboratory
Middle
General Science Laboratory
Middle
Mathematics Laboratory
Secondary and
Science Laboratory
- Physics
Senior Secondary
- Chemistry
- Biology
Co-scholastic Domain - Internal Assessment
Library
Computer Science
Fine Arts
Vocal

Veena

Violin

Mridangam

Art and Craft

Photography

KeyBoard

Bharathanatyam

Karate

Scouts
Guides
School Band
Sports and Athletics-Special Teams and Coaching
Participation
Patriotism
- Independence Day
- Republic Day
- Gandhi Jayanthi

Unity in Diversity

Vinayaka Chathurthi
Navarathri Golu
Ramzan
Christmas

Functions

- Mother's Day
- Teachers' Day
- Annual Day

Eligible for
Bonus Credit
of 5 marks in
each term.

Yoga

Sloka Recitation

Educational Tour

Swimming

Value Education

Field Trip

Sports and Games

Personality Development

Student's Behaviour

A student can participate only in any one of the following optional co-curricular activities.

Scouts / Guides

School Band

Sports and Athletics-Special Teams and Coaching

Assessment is the process of seeking and interpreting evidence.

42

SSM

GIFTED STUDENTS
The gifted students are identi ied and careful consideration is given to the uniqueness of
every student. The school takes into account the requirements of these students and
provides appropriate motivation and assistance to bring the best out of them.
PROBLEMATIC STUDENTS
The problematic students are identi ied and all possible remedial measures are taken to
counsel/correct them. The history of such students will be communicated to the parents
in writing. The school will take all eorts to help them. However, if things are beyond
recti ication/correction, then such students may have to be removed from the school rolls
on intimation to the parents.
SLOW LEARNERS
The slow learners are identi ied and the school provides the necessary support for their
improvement. The supervisory sta will also take personal care of these students. If need be, such
students will be given special coaching after school hours. But, if it is found that the student is
adamant and non-cooperative, then the parent will be informed. The parents of such
students must co-operate with the school for their betterment. There are a few parents
who are also non-cooperative. If both the students and the parents are not interested, then
the school will be left with no other alternative, except to remove the names of such students
from the school rolls on intimation to the parents.
HOURS OF STUDY
The responsibility of the parents in educating their children decides their future. Though the
school works with a moral commitment of imparting holistic knowledge to the students, yet
the participation of the parents in the home environment is important. The parents must
plan for the study hours of their children at home and monitor the same.
The students of classes SM1 to XII must cultivate the habit of daily study at home from day one.
Loud reading and concentrated writing practice at home can contribute quite a lot to knowledge
acquisition. Parents must have absolute control over their children on these aspects-Studies,
Behaviour and Discipline.

Assessment is an integral part of instruction.

43

The future of those children, whose parents do not control them, will only be in peril,
when they reach higher classes especially in classes IX to XII. The parents luxury and their egoistic
attitude will have an adverse eect on the education of their children. Such parents
are bound to shoulder the moral responsibility for pushing their children into ultimate
suering and their realization at a later date will be of no use.
The students who are top scorers or who score above 80% marks, in all the subjects in
all the assessments including those in class XII Board Examinations, are the ones who
strictly adhered to a study schedule, right from their lower classes. These students are always
away from distractions of external evil forces and possess excellent behaviour, conduct and
character. The parents of such students sacri ice a lot and co-operate with the school
in all aspects for the betterment of their wards.
The parents of the low-scorers must introspect themselves about their poor contribution
towards the education of their children. The school, shall not be held responsible for the low
performance of such students who fail to study regularly at home and shall not stand
answerable to those parents who fail to supervise their children at home. The parents
wh o i n te n t i o n a l ly fa i l i n t h e a s p e c t o f p ro te c t i n g t h e i r c h i l d re n m u s t u n d e r s t a n d
the seriousness and consequences thereon. There is no use of repenting at a later date,
for the money they have invested on the education of their child. These statements are the
outcome of the rich experiences and bitter suerings, the school has faced.
The students must follow the dictum "Early to bed and early to rise".
The school insists the parents to supervise their children on their regular study-hours as
mentioned below:
CLASSES

MORNING

EVENING

DURATION OF STUDY
HOURS PER DAY

SM1 & SM2

6.00 - 6.30

7.00 - 8.00

1 /

III - V

6.00 - 6.30

7.00 - 8.30

VI - VIII

5.30 - 6.30

7.00 - 9.00

IX & X

5.00 - 6.30

7.00 - 9.30

XI & XII

5.00 - 6.30

7.00 - 10.00

4 /

A well-organised life finds time for everything.

44

SSM
CASE STUDY AND COMPREHENSIVE PERSONAL FILE OF INDIVIDUAL STUDENT
The school will maintain an individual case study ile for each student. This ile will contain
the complete history of the student from class JM1 to class XII. This Comprehensive Personal
File of the student will contain all details pertaining to that particular student- his/her
performance and behaviour, the communication made by the parents and the interest they
carry on their ward's education for a period of 15 long years. This ile will be a valuable and
legal document to speak about each student during the school career.
Every parent is expected to maintain a similar ile at home, for their ward. The ile should
contain all the circulars and Achievement Records. The parent should also ile all the
written communication from the school. Any failure on the part of the parents for whatever
reason, the Management will not be held responsible for the consequences thereon.
TESTS AND EXAMINATIONS
Tests and Examinations are an essential part of teaching and learning process. Regular individual
and class assessments are carried out to evaluate the performance level of the students. Tests
and Examinations are conducted periodically to measure the knowledge, skill and aptitude.
The dates of Tests and Examinations are noti ied in the school calendar. All the details
pertaining to the Tests/ Examinations will be made available to the students.
Continuous Internal Assessment for classes SM1 X will project the progress of the
students over the academic year. Various tools of assessment are used to evaluate the
students. Assessment is done on grades. Students will not be considered for reassessment,
unless on health grounds. The methodology of assessment in detail will be communicated
separately.
SCRUTINY OF ANSWER PAPERS
The evaluated answer scripts of the students of classes III X, of the four formative
assessments and the irst summative assessment will be distributed to the students on
the dates mentioned in the calendar. The answer papers of all the tests and examinations
of classes XI and XII students will be distributed to them on speci ied dates.
Both father and mother must be alert on the dates on which the answer papers are distributed.
They both must sign and return the same on the next working day positively. Photocopies
of the evaluated answer sheets can be taken by the parents for detailed scrutiny and iling.
Any discrepancy in the evaluation of the answer scripts of the students of classes III V,
when identi ied, must be brought to the notice of the subject teachers, through the students
on the next working day. The students of classes VI XII should scrutinize the papers
immediately after the issue and get the discrepancies corrected on the same day. If a
particular student is absent on the date of distribution of answer scripts, no change of
marks can be entertained later.

Authentic assessments oer a lot of opportunities for improvement.

45

ACHIEVEMENT RECORD
The Achievement Record will be issued through the students on the speci ied dates as
noti ied in the calendar.
-

For classes III X after Summative Assessments

For classes XI & XII after Mid-Term tests and Term examinations.

The reports must be signed by both father and mother and returned to the school, the next
working day without fail. Any delay on the part of the parent, without any valid reason,
will adversely aect the status of the student in the school. The performance level of the
student must be monitored carefully by the parent and necessary action be taken for
improvement.
ACADEMIC PERFORMANCE - CLASS WISE ANALYSIS
A careful analysis of the class performance will be made available in the website. This will help
the parents to identify the correct position of their ward in the particular class and
also in each subject. Every student must remember that his/her academic performance
will contribute for the enhancement of the respective class academic record.
INTIMATION OF PROMOTION
The promotion letter will be issued to the students of classes JM1 SM2 on the last working
day. Intimation of promotion for the students of classes III IX and XI will be made along with
the Achievement Record, on the date noti ied in the school calendar and the parents must
collect the same from the school.
GROUP ALLOTMENT IN CLASS XI
No new admission will be entertained in class XI. The academic performance of each student
in classes IX and X alone will be the basis for allotment of a group in class XI. A student has no right
to claim a group of his/her choice, when academic performance is not up to the expected level.
Parents who desire to have a particular group of their choice must apply for Transfer Certi icate
and shift the student to a better school.

Requirement of minimum percentage of

Performance Level in classes IX and X
80

II

70

III

60

IV

A pass in class X

Group

Any adamant demand or request from parents for allotment of a group of their choice
will not be accepted if the academic performance is not satisfactory.
Be the best to deserve the best.

46

SSM
MATHEMATICS AND GENERAL SCIENCE LABORATORY - PRIMARY

The equipments of the Mathematics and General Science laboratory allow students to utilize
the data gathered from the books and the material world, for developing pragmatic
logic and rationale. Students use dierent techniques to experiment and improve their
knowledge in mathematics and science. They understand and internalize the basic
concepts through concrete objects and situations. The practical experience builds
interest and con idence in them to learn the subjects and to provide a scope for greater
involvement of both the mind and the hand which facilitates cognition.

Consistency is the hallmark of the unimaginative.

47

GENERAL SCIENCE LABORATORY - MIDDLE

The General Science Laboratory provides opportunities to exhibit the relatedness of

science concepts with everyday life and thereby a greater scope for individual participation.
In the process of learning, all students become autonomous learners. The laboratory allows
and encourages the students, to think and assimilate the concepts in a more eective
manner. Making scienti ic arguments, conducting experiments, reviewing them closely,
developing logical reasoning and responding to analytical comments are some of the valuable
skills that help in preparing the next generation scientists, engineers, and medical
professionals.

The inquiry, knowledge and belief of truth are the sovereign good of human nature.

48