Homeschool Philosophy / Reason for Homeschooling

We wanted to give Sankar holistic development, provide an environment for lateral thinking and groom him to make independent decisions. We wanted to expose Sankar to global culture for him to understand and appreciate its inherent values. We didn’t want Sankar to be bound and influenced by a structure but rather develop himself into an individual who studies for knowledge without being influenced by grades or competition. The grades are used in this curriculum more for self-assessment, to identify the scope for his improvement, than for the ranks. Without fear or pressure, we wanted him to study and dive deep. We are hoping the Homeschooling can groom him to be a sensitive young man with a fair and open mind to make informed decisions drawing from his knowledge and experience than being influenced externally.

From a very young age, Sankar had a flair for stories and reading. He started his school, pre-kinder garden, at 18 months of age, as he started talking very early. He had a photographic memory; in his 2nd year, he could read back the books his mother had read him. That exposure slowly grew into his passion for books, a strong appetite for knowledge, and his intellectual curiosity. He started reading before he was three. He was born in the US but was raised in India with his Grandparents for him to get holistic exposure and where he could get a western education but still can be connected to his roots.

Though he did switch to Homeschooling only after completing his 10th grade, a strong foundation was laid for Homeschooling starting from his formative years at primary school. The schooling till his 8th grade was conducive to this approach, and he did both formal and Homeschooling till middle school. He is widely traveled and is exposed to the world's best museums and science centers. He went beyond what school taught him and learned much ahead of his age and class. He was also able to develop himself outside the school framework by following up on what was taught and expanding his learning by reaching out to various sources online and with domain experts. That sometimes put him at odds with his fellow students and teachers. His classmates often could not relate to his conversation as he used to quote books and draw his experiences from the places he visited.

When a topic is discussed, be it history or science, Sankar would be enthusiastic about participating and would quote from the books he read, and the places he visited. Quite often, his teacher would ask him to stop in the middle and ask him to wrap as it interrupted the teacher's set schedule to complete what was planned for the day. Sankar could never understand why he was refused the opportunity to share his knowledge with the rest. Sometimes, he was also ridiculed by his fellow students and friends for the knowledge he shared that they could not connect with. The school could not engage his energy and enthusiasm. He felt let down.

Fortunately, when he started middle school, we found a mentor, a Ph.D. from Kings College, London, and a former faculty of MIT who could understand Sankar, his thirst for knowledge, and who could engage him intellectually. He took Sankar under his wing and opened the door to an ocean of knowledge. He introduced Sankar to a wide spectrum of topics, from the English Civil War to Neuroanatomy. Sankar spent hours with him reading books on advanced topics of his interests, like genetics, neuroanatomy, cardiovascular biology, Calculus, Conceptual Physics, and German and English Literature classics. He encouraged him to read books, including Eric Kandel’s Biology, Snell’s Neuroanatomy, Campbell Biology, Thomas Calculus, and Paul Hewitt’s conceptual physics, when he started high school.

We wanted Sankar to dive deep into the subjects for knowledge and not study them for grades. We wanted to give him time and space where he could explore and choose the one that appealed to him and make an independent decision. This was not just in academics but also in sports and religion as well. He was introduced to Karate, Tennis, and Swimming, among others, and he chose swimming and went for competitive training under a national coach in Chennai. He is learning Vedas from learned scholars. It gave him a broader perspective.

However, as he entered high school, it became untenable for Sankar to continue with the regular school and spend a significant amount of time Homeschooling. He started reaching out to a Local Hospital for an internship, did voluntary work, and practiced competitive swimming and serious yoga. It started reflecting in his high school grades as he found high school not intellectually engaging but more geared towards memorization and repetitive study for competitive exams. His intensity and passion for the subjects were too strong, and he decided to pursue Homeschooling full-time.

Community and School Profile

Our home school consists of 1 student 17 years old and is located in the neighborhood of T. Nagar in the city of Chennai, Tamil Nādu, India. Chennai is a diverse community, culturally, racially, and economically. Several private and public schools are in and around this neighborhood. The concept of homeschooling in Chennai is very new and most prevalent among ex-pats from foreign countries. Very few people are aware and take SAT in Chennai

Our homeschool will be issuing a diploma that confirms high school graduation in Aug 2023

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Curriculum

International Pearson EDEXCEL provided a broader framework with modularly structured courses that suited well for Sankar to pursue Homeschooling, where he had the luxury of picking up the module of his interest, exploring and diving deeper into it. He outgrew and went beyond our capabilities to teach him. He used the internet to its fullest potential and researched for the best tutors, and engaged the ones he thought would be best suited to address his intellectual curiosity. He engaged tutors not for subjects but for specific topics where he thought he required proper guidance and mentoring. He had four math teachers (2 from India, one from the UK, and one from New York, USA), 2 for biology (one from the UK and the other from Hauge, Netherlands), and two chemistry tutors (One from Spain and other from the Netherlands). This is in addition to the Ph.D. Scholar from Kings College who has been mentoring him since middle school.

We also use a combination of Coursera, Goethe Institut, private tutors, self-study, textbooks, and video lessons to cover the following subject areas: Language Arts, History/Social Science, Vedic Studies & Yoga. Details of the course descriptions are given below. In addition to these courses, the candidate is also encouraged to complete GED before graduating from Homeschool.

BIOLOGY

Introduction: The syllabus was designed to build on the strong foundation laid in Science by the CBSE BOARD, INDIA, for the 9th and 10th grades to study Biology at the honors level. A strong foundation in Biology is required to pursue an Honors Level Biology course structured for the final two years (equivalent to Sophomore and Senior years) of homeschooling. It was designed following the specification of the United Kingdom’s A Level Biology content.

The course was designed for modular assessment and the candidate is given the freedom to study any module during the course of two years. The final grade for the subject is assigned based on the continuous assessment of all modules. However, the students are recommended to study the first three units of Biology (Biology 1, 2, and 3) in their sophomore year and the final three units (Biology 4, 5, and 6) in their Senior year. The students are also advised to take the practical paper at the end of their sophomore and senior year.

The student is continuously assessed rather than at the end of the unit. Each Unit consists of several modules and sub-modules. Assessment milestones are set at sub-module, module, and unit levels. Evaluation of the student is done by taking into account the performance at each sub-module, module, and unit before arriving at the grade for that unit.

BIOLOGY 1: Molecules, Diet, Transport, and Health

This module includes consideration of molecules that are important in biology – including water, carbohydrates, lipids, proteins, and nucleic acids, providing a basis for many areas of biology. This leads to the relevance of diet to health and the cardiovascular system in particular. The unit includes cell membrane transport processes, such as diffusion and active transport, proteins, enzymes, and protein synthesis. This unit also includes an understanding of the genetic code and how mutations can result in disorders. Students will also consider techniques for genetic screening and the associated ethical and social issues.

MODULE I: Molecules, Transport and Health
  • CHEMISTRY FOR BIOLOGISTS
  • MAMMALIAN TRANSPORT
  • CARDIOVASCULAR HEALTH AND RISK
MODULE II: Membranes, Proteins, DNA, and Gene Expression
  • MEMBRANES AND TRANSPORT
  • PROTEINS AND DNA
  • 3. GENE EXPRESSION AND GENETICS

BIOLOGY 2: Cells, Development, Biodiversity, and Conservation

This module starts with the cell as the basic unit of all living organisms, leading to cell division, formation of gametes, fertilization, and the continuity of life. The roles of stem cells, gene expression, and the influence of the environment and epigenetics on phenotypes are also included. Cell development leads to an understanding of the structure and functions of plant cells and how plants may be exploited by humans for fibers and as sources of drugs. This unit also considers the diversity of life and how biodiversity can be measured. The unit ends with an account of reasons for changes in populations over time, and the methods used by zoos and seed banks for the conservation of endangered species and their genetic diversity.

MODULE I: Cell Structure, Reproduction, and Development
  • CELL STRUCTURE
  • MITOSIS, MEIOSIS, AND REPRODUCTION
  • DEVELOPMENT OF ORGANISMS
MODULE II: Plant Structure and Function, Biodiversity and Conservation
  • PLANT STRUCTURE AND FUNCTION
  • CLASSIFICATION
  • BIODIVERSITY AND CONSERVATION

BIOLOGY 3: Practical Skills in Biology I

This unit will assess students’ ability to apply their knowledge and understanding of experimental design, procedures, and techniques developed throughout units 1 and 2

  • Solve problems set in practical contexts.
  • Comment on experimental design and evaluate scientific methods.
  • Present data in appropriate ways.
  • Evaluate results and draw conclusions with reference to measurement uncertainties and errors
  • Plot and interpret graphs.
  • Present information and data in a scientific way

BIOLOGY 4: Energy, Environment, Microbiology, and Immunity

This unit begins with energy capture in photosynthesis and the synthesis of organic compounds by plants, and the flow of energy in ecosystems. This is followed by a consideration of the carbon cycle and how disruption of this cycle may lead to climate change. Students will also consider changes that occur in populations, both in the short term and long term, as a result of mutation and natural selection. The unit continues with an introduction to the diversity and features of microorganisms and how hosts respond to infection by pathogens. This leads to a consideration of the role of microorganisms in the decomposition of organic materials and the techniques and applications of polymerase chain reaction (PCR) and gel electrophoresis.

MODULES
  • PHOTOSYNTHESIS
  • ECOLOGY
  • ENVIRONMENT AND CLIMATE CHANGE
  • MICROBIOLOGY
  • IMMUNITY
  • DECOMPOSITION AND FORENSICS

BIOLOGY 5: Respiration, Internal Environment, Coordination, and Gene Technology

Following on from energy and the environment in Unit 4, this unit starts by considering energy within organisms and how energy is made available for processes, including muscle contraction. These are further details of some of the topics in earlier modules, including coordination of the heartbeat. Students will also consider some aspects of maintenance of the internal environment, with specific references to kidney function and the mode of action of hormones. This leads on to the topic of coordination in mammals and in flowering plants, the effects of drugs on the nervous system, and how modern techniques of gene technology are used for the production of drugs. Modern aspects of gene technology, including the use of microarrays, provide a foundation for further study in this area.

MODULES
  • CELLULAR RESPIRATION
  • MUSCLES, MOVEMENT, AND THE HEART
  • CONTROL OF THE INTERNAL ENVIRONMENT
  • THE NERVOUS SYSTEM AND NEURONES
  • COORDINATION IN ANIMALS AND PLANTS
  • GENE TECHNOLOGY

BIOLOGY 6: Practical Skills in Biology II

Students are expected to develop a wide knowledge and understanding of experimental procedures and techniques throughout their course. Students are expected to become aware of how these techniques and procedures might be used to investigate interesting biological questions.

This unit will assess students’ ability to apply their knowledge and understanding of experimental procedures and techniques and their ability to plan whole investigations, analyze data and evaluate their results and experimental methodology.

CHEMISTRY

Introduction: The syllabus was designed to build on the strong foundation laid in Science by the CBSE BOARD, INDIA, for the 9th and 10th grades to study Chemistry at the honors level. A strong foundation in Chemistry is required to pursue an Honors Level Chemistry course structured for the final two years (equivalent to Sophomore and Senior years) of homeschooling. It was designed following the specification of the United Kingdom’s A Level Chemistry content. The course was designed for modular assessment and the candidate is given the freedom to study any module during the course of two years. The final grade for the subject is assigned based on the continuous assessment of all modules. However, the students are recommended to study the first three units of Chemistry (Chemistry 1, 2, and 3) in their sophomore year and the final three units (Chemistry 4, 5, and 6) in their Senior year. The students are also advised to take the practical paper at the end of their sophomore and senior year. The student is continuously assessed rather than at the end of the unit. Each Unit consists of several modules and sub-modules. Assessment milestones are set at sub-module, module, and unit levels. Evaluation of the student is done by taking into account the performance at each sub-module, module, and unit before arriving at the grade for that unit.

CHEMISTRY 1: Structure, Bonding, and Introduction to Organic Chemistry

This unit gives students opportunities to develop the basic chemical skills of writing formulae and equations and calculating chemical quantities. The study of atomic structure includes a description of s, p, and d orbitals and shows how electronic configurations can account for the arrangement of elements in the Periodic Table. This leads to an appreciation of one of the central features of chemistry: the explanation of the properties of elements and the patterns in the Periodic Table in terms of atomic structure. An understanding of the electronic structure of atoms leads to an appreciation of the three types of strong chemical bonding: ionic, covalent, and metallic. Following from this, the shapes of molecules can then be considered. The basic principles of organic chemistry are covered and students study alkanes and alkenes and will begin to develop a mechanistic approach to organic chemistry.

MODULES:
  • Formulae, Equations, and Amount of Substance
  • Atomic Structure and the Periodic Table
  • Bonding and Structure
  • Introductory Organic Chemistry and Alkanes
  • Alkenes

CHEMISTRY 2: Energetics, Group Chemistry, Halogenoalkanes and Alcohols

This unit develops the treatment of chemical bonding by introducing intermediate types of bonding and by exploring the nature and effects of intermolecular forces. The study of the Periodic Table is extended to cover the chemistry of Groups 1, 2, and 7, where ideas about redox reactions are applied to the reactions of halogens and their compounds. The study of energetics in chemistry is of theoretical and practical importance. In this unit, students learn how to define, measure, and calculate enthalpy changes. They will see how a study of enthalpy changes helps chemists to understand chemical bonding. The unit also develops an understanding – mostly at a qualitative level – of the ways in which chemists can control the rate, direction, and extent of chemical change in reactions. The organic chemistry in this unit covers halogenoalkanes and alcohols and explores the mechanisms of selected reactions. The study of spectroscopy gives further examples of the importance of accurate and sensitive methods of analysis, which can be applied to study chemical changes but also to detect drugs such as ethanol.

MODULES:
  • Energetics
  • Intermolecular Forces
  • Redox Chemistry and Groups 1, 2 and 7
  • Introduction to Kinetics and Equilibria
  • Organic Chemistry: Halogenoalkanes, Alcohols, and Spectra

CHEMISTRY 3: Practical Skills in Chemistry I

This unit consists of a written practical examination covering the skills and techniques developed during practical work in Units 1 and 2. Although the unit content contains eight core practical activities, the examination will not be limited to recall of these core practicals but may include questions where students are expected to apply their knowledge to new practical situations.

CHEMISTRY 4: Rates, Equilibria, and Further Organic Chemistry

In this unit, students make a quantitative study of chemical kinetics and extend their study of organic reaction mechanisms. The topics of entropy and equilibria show how chemists are able to predict quantitatively the direction and extent of chemical change. The unit tests the equilibrium law by showing the degree to which it can accurately predict changes during acid-base reactions, notably the changes to pH during titrations. The organic chemistry in this unit covers carbonyl compounds and carboxylic acids and their derivatives. Students are required to apply their knowledge gained in Units 1 and 2, to all aspects of this unit. This includes nomenclature, ideas of isomerism, bond polarity and bond enthalpy, reagents and reaction conditions, reaction types, and mechanisms. Students are also expected to use formulae and balanced equations and calculate chemical quantities

MODULES:
  • Kinetics
  • Entropy and Energetics
  • Chemical Equilibria
  • Acid-base Equilibria
  • Organic Chemistry: Carbonyls, Carboxylic Acids and Chirality
  • Organic Synthesis

CHEMISTRY 5: Transition Metals and Organic Nitrogen Chemistry

In this unit, the study of electrode potentials builds on the study of redox in Unit 2, including the concept of oxidation number and the use of redox half equations. Students will study further chemistry related to redox, including transition metals. The organic chemistry section of this unit focuses on arenes and organic nitrogen compounds such as amines, amides, amino acids, and proteins. The organic synthesis section requires students to use the knowledge and understanding of organic chemistry that they have gained over the entire specification. This unit draws on all the other previous units, and students are expected to use their prior knowledge when learning about the areas in this unit. Students will again encounter ideas of isomerism, bond polarity and bond enthalpy, reagents and reaction conditions, reaction types, and mechanisms. Students are also expected to use formulae and balanced equations and calculate chemical quantities

MODULES:
  • Redox Equilibria
  • Transition Metals and their Chemistry
  • Organic Chemistry – Arenes
  • Organic Nitrogen Compounds: Amines, Amides, Amino Acids, and Proteins

CHEMISTRY 6: Practical Skills in Chemistry II

This unit consists of a written practical examination applying the knowledge gained in n Units 4 and 5, as well as the tests for anions and cations, gases, and organic functional groups from Units 1 and 2. Although the unit content contains eight core practical activities, the examination will not be limited to recall of these core practicals, there may be questions where students need to apply their knowledge to new practical situations.

MATHEMATICS

PURE MATHEMATICS 1:

Algebra and functions; coordinate geometry in the (x,y); trigonometry; differentiation; integration.

MODULES:
  • ALGEBRAIC EXPRESSIONS
  • QUADRATICS
  • EQUATIONS AND INEQUALITIES
  • IGRAPHS AND TRANSFORMATIONS
  • STRAIGHT LINE GRAPHS
  • TRIGONOMETRIC RATIOS
  • RADIANS
  • DIFFERENTIATION
  • INTEGRATION

PURE MATHEMATICS 2:

Proof; algebra and functions; coordinate geometry in the (x, y) plane; sequences and series; exponentials and logarithms; trigonometry; differentiation; integration

MODULES:
  • ALGEBRAIC METHODS
  • COORDINATE GEOMETRY IN THE (x, y) PLANE
  • EXPONENTIALS AND LOGARITHMS
  • THE BINOMIAL EXPANSION
  • SEQUENCES AND SERIES
  • TRIGONOMETRIC IDENTITIES AND EQUATIONS
  • DIFFERENTIATION
  • INTEGRATION

PURE MATHEMATICS 3:

Algebra and functions; trigonometry; exponentials and logarithms; differentiation; integration; numerical methods

MODULES:
  • ALGEBRAIC METHODS
  • FUNCTIONS AND GRAPHS
  • TRIGONOMETRIC FUNCTIONS
  • TRIGONOMETRIC ADDITION FORMULAE
  • EXPONENTIALS AND LOGARITHMS
  • DIFFERENTIATION
  • INTEGRATION
  • NUMERICAL METHODS

PURE MATHEMATICS 4:

Proof; algebra and functions; coordinate geometry in the (x, y) plane; binomial expansion; differentiation; integration; vectors.

MODULES:
  • Proof:
    Proof by contradiction
  • Algebra and functions:
    Decompose rational functions into partial fractions.
  • Coordinate geometry in the (x, y) plane:
    Parametric equations of curves and conversion between cartesian and parametric forms.
  • Binomial expansion:
    Binomial Series for any rational n.
  • Differentiation:
    Differentiation of simple functions defined implicitly or parametrically.
    Formation of simple differential equations.
  • Integration:
    Evaluation of volume of revolution.
    Simple cases of integration by substitution and integration by parts. Understand these methods as the reverse processes of the chain and product rules, respectively.
    Simple cases of integration using partial fractions.
    Analytical solution of simple first order differential equations with separable variables.
    Use integration to find the area under a curve given its parametric equations.
  • Vectors:
    Vectors in two and three dimensions.
    Magnitude of a vector.
    Algebraic operations of vector addition and multiplication by scalars and their geometrical interpretations
    Position vectors.
    The distance between two points.
    Vector equations of lines.
    The scalar product. Its use for calculating the angle between two lines

MECHANICS 1:

Mathematical models in mechanics; vectors in mechanics; kinematics of a particle moving in a straight line; dynamics of a particle moving in a straight line or plane; statics of a particle; moments.

MODULES:
  • MATHEMATICAL MODELS IN MECHANICS
  • CONSTANT ACCELERATION
  • VECTORS IN MECHANICS
  • DYNAMICS OF A PARTICLE MOVING IN A STRAIGHT LINE
  • FORCES AND FRICTION
  • MOMENTUM AND IMPULSE
  • STATICS OF A PARTICLE
  • MOMENTS

STATISTICS 1:

Mathematical models in probability and statistics; representation and summary of data; probability; correlation and regression; discrete random variables; discrete distributions; the Normal distribution.

MODULES:
  • MATHEMATICAL MODELLING
  • MEASURES OF LOCATION AND SPREAD
  • REPRESENTATIONS OF DATA
  • PROBABILITY
  • CORRELATION AND REGRESSION
  • DISCRETE RANDOM VARIABLES
  • THE NORMAL DISTRIBUTION

ADVANCED COMPOSITION AND RESEARCH WRITING

Through interdisciplinary learning, using a medical internship as a springboard, this course covers research writing in pediatric urology and studying and researching a little-known disease. The student is also researching and writing about cardiac circuitry.

Pediatric urology

The student uses experience interning at a nearby children's hospital in order to collate data and operation notes on past patients with a relatively uncommon pediatric urology disease, BXO or lichen sclerosis. The student will then present the data to the Doctor overseeing the project and aid them in producing observations from their collected data as well as viewing lab samples and scans taken. This process is to be repeated for Hypospadias patients. A paper of estimated 5-8 pages is to be produced around April of 2023.

Electro-cardiology

For this phase, the student will be working with a professor of electro cardiology from JIPMER institute, Pondicherry, INDIA. In order to better understand the electric circuitry that makes up the heart, the student will begin by understanding and deepening their knowledge of cardiac arrhythmias, as well as re-entry. The student will then try to create a model of cardiac reentry to be assessed by the professor and will produce a paper of 5-10 pages on the subject.

Students will produce 2-4 research papers between 5-10 pages in length.

ENGLISH FOR JOURNALISM - COURSERA

  • Unit 1: Introduction and Principles of Journalism
  • Unit 2: How to Research, Pitch, and Interview
  • Unit 3: Words in Print
  • Unit 4: Broadcasting the News
  • Unit 5: Journalism in the Digital Age

US HISTORY

Joy Hakim’s History of the World is the textbook. The following modules are covered in this comprehensive US History course:

  • The First Americans (Prehistory-1600)
  • Making Thirteen Colonies (1600-1740)
  • From Colonies to Country (1735-1791)
  • The New Nation (1789-1850)
  • Liberty for All? (1820-1860)
  • War, Terrible War (1855-1865)
  • Reconstructing America (1865-1890)
  • An Age of Extremes, Chap 18, Rolling the Leaf in Florida
  • War, Peace, and All That Jazz (1918-1945)
  • All the People: Updated Version (Since 1945)

US GOVERNMENT

Coursera Course: Government Civic Engagement in American Democracy takes on these and other key questions. Along with Duke faculty colleagues who also contributed modules, Dr. Nicholas Carnes and Dr. Bruce Jentleson, the principal course instructors, have designed the course to provide a strong foundational introduction to US politics.

ANCIENT ROMAN HISTORY

In this comprehensive Ancient History course, the following texts are used. The student will do research, write summaries, and engage in discussions over the texts below:

  • Decline and Fall of the Roman Empire
  • Articles from other internet sources.
  • Reading, discussions, research, summaries of chapters.

VEDIC STUDIES:

This subject was introduced for the student to connect with his cultural roots and be familiar with the basic Vedic practices followed over thousands of years. The following are considered as essential text that is expected to be studied by those who belong to Yajur Veda Clan and anyone who is interested in the study of the subject in pursuit of ultimate truth, realization, and cosmic consciousness.

VEDIC STUDIES – YOGA: Bhagavad Gita
  • The complete 18 Chapters, 700 Verses
VEDIC STUDIES – Krishna Yajur Veda Sukthams
  • Bhagya Suktham, Purusha Suktham, Narayana Suktham, Vishnu Suktham, Pavamana Suktham, Medha Suktham, Trisuparnam, Navagraha Suktham, Durga Suktham, Bhu Suktham, Rudram,Chamkam, Mahanyasam
VEDIC STUDIES – Taittirya Upanishad
  • Siksha Valli, Ananda Valli, Bhrigu Valli and Mahanarayana Upanishad, Udaka Shanthi
VEDIC STUDIES – YOGA: IYENGAR YOGA

Followed Syllabus/Course Prescribed by Ramamani Iyengar Memorial Institute, Pune, INDIA

The subject of yoga is as vast as the sky, it cannot be bound by the limit of time. Yet the course guides the student to know from where to begin and how to proceed further.

The syllabus of the preliminary course is designed to be conducted over a period of eight months. However, since the pupils are expected to penetrate their awareness while practising the asanas, it takes almost a year to complete the course. The teachers too, cannot proceed further until the pupils show some consolidation and improvement in their performance.

The syllabus consists of forty-nine basic asanas and two stages of one basic pranayam, known as Ujjayi. However, emphasis is given to the intermediate stages of some of the asanas since the pupils are not always able to go directly to the final asana. These intermediate stages certainly are of no less importance. We have included them here for the practitioner's benefit.

A variety of Asanas are included to achieve the goal of improving the body structure and lubricating the joints, creating freedom of movement in the joints. The asanas also strengthen and lengthen the ligaments and muscles. The asanas have been selected with the view that they will tone the internal organs and strengthen the nerves. The functional performance of the organic body is subsequently improved.

MODULES
  • STANDING ASANAS - UTTHlSTHA STHITI
  • SSITTlNG ASANAS - UPAVISTHA STHITI
  • SFORWARD EXTENSION - PASCHIMA PRATANA STHITI
  • SLATERAL EXTENSION - PARIVRTTA STHITI
  • SINVERSIONS - VIPARITA STHITI
  • SABDOMINAL ASANAS - UDARA AKUNCHANA STHITI
  • SBACKWARD EXTENSION - PURVA PRATANA STHITI
  • SSUN SALUTATION - SURYA NAMASKARA
  • SRESTORATIVE ASANAS - VISRANTA KARAKA ASANA

GERMAN LANGUAGE STUDIES:

Study the German Language by taking the courses prescribed by Goethe Institute for A1 and A2. The course is considered completed upon passing the exams prescribed and conducted by Goethe Institute for A1 and A2.

Grading And Ranking

The student is assigned letter grades to all courses using an unweighted 4.0 system. Grades are based on continuous assessment of daily work, participation, essay questions, tests, and written summaries.


The following is used as guidance for assigning letter grades for courses completed at home:


=95 - A+, >90 A - >=90 A, >=87.5 A-, >=85 B+, >=82.5 B, >= 80 B-, >=77 C+, >=75 C, >= 70 C-, >= 67.5 D+, >=65 D, >= 60 D-, < 60 E .


Credit is assigned as follows: 1 credit = 1 year; .5 credits = ½ year. A-level subjects carry slightly a higher credit of 1.5 credit = 1 year.


In the unweighted 4.0 system, the grades get translated as follows:


A+ = 4.3, A=4.0, A-=3.7, B+=3.3, B=3.0, B-=2.7, C+=2.3, C=2.0, C-=1.7, D+=1.3, D=1.0


A minimum of 20 credits is required for graduation, including 4 English, 4 Math, 5 Science, 3 Social Science, 2 Foreign Language, and 2 Fine Arts & Electives. Our school does not rank given the fact there is only one student in twelfth grade and philosophy that grades are used for self-assessment and improvement than for ranking.


The method of evaluation for each specific course is based on continuous assessment of assignments, quizzes, tests, and written summaries which are conducted periodically after the completion of each module. The assessment is done by the parent counselor under the guidance of the respective tutors who teach the specific topic. The assessment also includes making the student take exams by giving the student a question paper structured similar to INTERNATIONAL A LEVEL with a set time limit in an environment similar to the exams conducted for INTERNATIONAL A LEVELS.

Standardized Test Scores

Sankar has taken SATand scored 1470 (MATHS 740, ENGLISH 730)

Sankar also took AP Biology and scored 4

Other Activity

  • Though not graded, Sankar was encouraged to take up an internship and he took an internship at Apollo Children's Hospital for 200 hours
  • Sankar Participated in voluntary work for over 250 hours in medical camps, distributing food and clothing to the poor during COVID times and tutoring math to the underprivileged kids lacking proper school infrastructure.

Contact

Student counselor

Mr. Panchapakesan Vaidayanathan

Location:

No. 1B, Radhakrishnan Street, T Nagar, Chennai – 600017, India

Email:

counselor@einsteinhomeschool.in

Call:

+91 9500026480