School Manual

2013-14

To Groom

The entire schooling objectives are designed

to groom wonderful young people who will
grow up to be great human beings.

Young People who will

The School believes that a student who can

Live for a Purpose

lead him/ herself with conscience will

Learn to Apply

invariably conquer test scores with

Lead with Determination

confidence.

& Leave a Timeless Legacy

It is the Inside out approach that would

Vision

empower them with life skills and values to

excel in academics.

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Mission

This inside-out approach works on the

To integrate in teaching and learning,

mindsets and attitudes of the young people.

the goals for conservation and social justice

Assigning them with a self responsibility and

To develop civic virtues and emotional skills

making integrity important at all times

that can empower our acorns

is a timeless value that we impart.

to be icons of personal and social change

A high trust factor is developed amongst all

who will play leading roles

the members of the team @ Silver Oaks.

in the transition to a sustainable future

The School has chosen the transdisciplinary

curriculum as suggested by the IBO because it
aims at developing higher level thinking with

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Motto

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And the head is held high..

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Where the mind is without fear

emphasis on concepts, profile, attitudes and

skills that would ensure the development of
internationally minded people who will help
create a more peaceful world.
Pre primary Classes to Grade 5, conscious and

Culture

concentrated efforts are towards making our

Speak Softly and Pleasantly

students richer with the IB learner profile.

Smile Always
Be Positive and Progressive
Feel good Look good and Do good
Have and Show Confidence

To live with a passion and apply learning for

greater purpose is the knowledge which
enables them to leave a legacy for all times to
come.

Acorns
Acorns of Silver Oaks serenade the school
campus with their lively spirit and buoyant
disposition. It is a pleasure watching our
students making easy connections between
what they learn and what they see.

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The joy of watching our young acorns making

public speeches, organizing large functions,
modeling their noble causes, living the values,
exhibiting good humane qualities gives us
immense strength that we are on the right
path. They are good human beings who are
eager learners.
Motto of the School prepares them for facing
challenges with great ease. Culture of the
School gives them an endearing nature and the
Inside-Out approach makes them as
effective human beings.

Heads
Managing Director
Director Education
Head Academics
Head Academic Administration
Head Administration
In collaboration with teachers
design the direction of the school
And
Team
The Academic Leadership Team
Teachers, Administrators, Specialists and
design the direction of the School

the Supporting Staff together make the

School ascend greater heights.

The team spirit that transpires and the

fraternity that develops is the foundation
of the School.
The inside-out approach begins with the
transformation of every member of the
School into a positive and progressive
individual personally and professionally.

Personal & Professional Development

The School believes in empowering thoughts and
helping every member achieve excellence. To this
end, equal priority is given on training programs
for personality and professional development.
With the inside-out approach as the USP of the
School, every member works on themselves
before they work on young people.
Trainers from across the world, IBO and within
the country, train the team @ Silver Oaks.

The Community support

The School enjoys the support from the
families of all the team members,
community and the media
in all itsendeavours.
Everyone takes pride
in the Schools achievements.

The team takes up different challenges

only to be surprised at their own
potential.
Positive attitude combined with the
ability to relate to young people are the
assets of the team.
Practice before we preach is the motto
of every team member. The young people
in their care learn from the
good practices of the teachers.
Professional development & Personal
Improvement, Innovation &Creativity,
Adventure & Recreation are some of the
traits of the team@ Silver Oaks.
Together everyone can achieve more is
the spirit of the team @ Silver Oaks.

Parents

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Parent community gives the encouraging

support that the school needs.
They have seen the need for a progressive
school that can combine learning skills with
life skills and groom their children with love
and care.

In all the transitional stages of the school,

parents are with express faith and trust in the
school.
They carry our flag high and they give the
conviction that the school is on the right
path.
The school does not believe in advertising or
publicity.

Home School Relations

The School believes in
positive interactions between parents
and school.
Keeping the School culture in
mind, emphasis is on
pleasant conversations
and constructive approach to deal
with problems.
The Student Almanac, SMS, Newsletters,
School Website and Phone Calls
enable communications.
Head Academic Administration and
Head Administration are available on
phone or by appointment during school
hours

Trust & Integrity

It is the parents who act as ambassadors and

acorns as brand ambassadors.

Parent Participation
Throughout the school year, a variety of
special classroom activities and celebrations
are planned.
Parents are encouraged to attend these
functions and support the children.

The School aims at developing selfresponsibility, confidence, independence

of thought and action, trust and integrity in
all its members.
Parents are encouraged to develop the
same for themselves and their children.

The Value of Appreciation

Appreciation encourages people to take
bigger challenges.

We also appreciate if parents co-host parties

and functions of the school.

Acorns are appreciated for every little and

big achievement.

The School would feel obliged if the parents

can arrange for field trips or accompany the
students during the trips.

All School programs are designed to exhibit

the talents of young people who will have
a role in shaping the world.
Parents need to have time and patience to
appreciate the young talents.
The School too, looks forward for
parents appreciation

Transdisciplinary themes
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, social,
mental and spiritual health; human relationships including families, friends,
communities and cultures; rights and responsibilities; what it means to be human.

Where We Are in Place and Time

An inquiry into the orientation in place and time; personal histories;
homes and journeys; the discoveries, explorations and migrations
of human kind; the relationships between and the interconnectedness of individuals and
civilizations, from local and global perspectives.

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture,
beliefs and values; the way in which we reflect on, extend and enjoy our creativity;
our appreciation of the aesthetic.

How the World Works

An inquiry into the natural world and its laws; the interaction
between the natural world (physical and biological) and human
societies; how humans use their understanding of scientific principles;
the impact of scientific and technological advances on society and on the environment.

How We Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities;
the structure and function of organizations; societal decision-making;
economic activities and their impact on human kind and the environment.

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources
with other people and with other living things; communities and the relationships
within and between them; access to equal opportunities; peace and conflict resolution.

Key Concepts
Form

What is it like?

I know that everything has a form with recognizable features

that can be observed, described and categorized.

Function

How does it work?

I know that everything has a purpose, a role or a way of behaving that can be investigated.

Change

How has it changed?

I am aware that change is the process of movement from one state to another.

Causation

Why is it like it is?

I am aware that things do not just happen, they are casual relationships at work.
Actions have consequences.

Connection

How does it connect to other things?

I am aware that we live in a world of interacting systems in which the actions

of any individual element affect others.

What are the different points of view?

Perspective

I am aware that different perspectives lead to different understandings.

Perspectives may be individual, group, cultural or disciplinary.

Responsibility

What is my responsibility?

I am aware that things do not just happen, they are casual relationships at work.
Actions have consequences.

Reflection

How do we know? What does it make us think?

I know the ways in which I can learn and apply my new understanding.

Transdisciplinary Skills
Thinking skills
Acquisition of knowledge
Application
Synthesis
Evaluation
Dialectical thought
Metacognition

Social skills
Accepting responsibility
Respecting others
Cooperating
Resolving conflict
Group decision making
Adopting a variety of group roles

Communication skills
Listening
Speaking
Reading
Writing

Self Management skills

Viewing
Presenting
Non verbal Communication

Gross motor skills

Fine motor skills
Spatial awareness
Organization
Time management
Safety

Research skills
Formulating questions
Observing
Planning
Collecting data
Recording data
Organizing data
Interpreting data
Presenting research findings

Healthy lifestyle
Codes of behavior
Informed choices

Homework Policy
Students are assigned with homework based on the Skill or Knowledge acquired in the School.
Purpose is to recapitulate, reinforce and practice.
Every young person should grow up with self responsibility My work I have to do!

Micro Objectives
Consistent learning
Reinforced learning
Regular learning

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Macro Objectives
Work commitment
Self responsibility
Integrity
Time management
Work ethics

Handwriting and Creative Writing Policy

This is a Weekend task to children. They are to write a few lines on any idea
given by the teacher.
Criteria for observation
For Writing Fitness Space Shape of the letter Size Spelling
For Creative Writing Introduction Presentation Tenses Sequence Minimum 4 new words
Micro Objectives

Macro Objectives

Develop writing skills

Develop creativity
Groom good writers

Clarity in writing

Stationery Policy
To promote a sense of equality and integrity in the students, all stationery required in the
school is kept in the classrooms. They are not to bring anything from home including a pencil
case. Record and storage of all stationery used in the classroom will be maintained by students
on a rotation basis every month. For work at home, they have to use the same brand pencils or
pens as recommended by the school so that uniformity is maintained in the journals.
Micro Objectives

Macro Objectives

Responsibility to save,
safeguard & recycle

Conservation of resources materials

Develop trust and integrity and

a Sense of equality
Outgrow feelings like jealousy
and pretensions

Respect to common property

Sharing
To stop show off culture

Reading Policy

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Process

Philosophy

To support this reading programme, the

school has adopted various strategies
starting from PP2 to Grade 5. There are
reading assignments everyday varying
from textbooks to newspapers to books in
the library. Simple stories are identified in
grades PP2 and 1 and students are made to
Observe, Listen and Say for clarity and
accurate pronunciation.

The School believes that reading

is an essential element in learning.
To empower the students to play
leading roles in the transition
to a sustainable future,
reading is made an integral part
of every students life in the school.

Purpose
Reading improves a childs communication

M
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skill, thinking skill, focus and

concentration. It teaches about people,

Book Reviews

places and events outside

A reading programme in the primary classes

is taken up extensively with a purpose to read
for pleasure and to build vocabulary.

the childs own experiences.

Each student is expected to read 8 to 12 books

an year and assessed on a defined criteria
through a rubric, every week.

Learning the meaning, pronunciation

of words and vocabulary development
can be aimed through reading.
The school also has a policy of gifting

A class library consisting teachers reference

books and books brought by students
for sharing is maintained.

books to all the students on their

Books in the library are issued and students

are encouraged to write a review of the same.

Parents are encouraged to read for

birthdays and special occasions.

their children as frequently as possible.

The school also has a policy of gifting
books to all the students on their
birthdays and special occasions.
Parents are encouraged to read
for their children as frequently as possible.

Language Policy

Purpose
Language is an attitude and a well reflected
thought. Based on this premise, school strives
to develop love for language.

Culture through Languages

Considering the diversity in cultures and
languages in India, the school has the greatest
scope to promote international mindedness.
Appreciation and Respect for all languages is
essentially developed in all the members of
the school.
Language lessons not only provide a context
for the acquisition of language, they also
promote the development of the whole child.
This comes about as it is not only language
that is promoted but also the recognition and
understanding of the culture that
accompanies it.
School believes in a soft spoken culture with
pleasant demeanor and positive
communications. Language is respected as a
culture and words are considered as
presentations of thoughts.
Therefore language is deemed as the primary
aspect of education wherein language is
developed through structured thinking skills.
Culture of a good language is the ability to
interact, communicate and express with
clarity and positivity.

English through Math Science and

Social Science- As the medium of
instruction is in English, considerable
efforts are on highlighting the utility
and context of English as a language in
these subject areas.

Current Language Courses

The school welcomes children with a very
wide variety of linguistic backgrounds.
However in keeping with the National
Language Policy in Education, presently, we
teach English as the main medium of
instruction and for language development,
Hindi, being the national language and the
regional language in the state.
A foreign language is also taught from
Grade 1 as children are ready to pick up
new languages from this age.

Mother tongue
The development of mother tongue
is central to the development
of all cognitive skills in children.
In general, students with good mother
tongue skills develop good general language
skills and thus good skills in English.
As language is part of ones identity the
recognition of mother tongue and the
culture associated with it increase a childs
self-esteem and general sense of well-being.
While mother tongue is the natural language
a child acquires, there is a need to
accentuate the spoken and written forms
in grammatically and reasonably accepted
norms. To encourage respect for diversity
and love for mother tongue, occasions
and events are created to express talents
through mother tongue.

Pronunciation

Professional Development

Students should be exposed to the

language and culture of different
countries.
No one form is considered standard.
Other than mother tongue,
all languages are new to the speaker.

Due recognition is given to the important role

teachers play in developing language
acquisition and a belief in the importance of
accuracy in spoken and written skills in English
Hindi & Telugu .

Across the world it is accepted that the

pronunciation and accent are highly
influenced by mother tongue.
While the focus in language
development will be on neutralizing the
accent of mother tongue, it is imperative
that it cannot be completely avoided.
It is necessary to appreciate the
different forms of language.
The type of language a teacher or
student is likely to use depends on
where that teacher is from.
The teacher will however point out
differences in expression or spelling
where appropriate.

All teachers are provided with in-service

training to look at school policy documents
and IBO workshops to look specifically at
certain programme requirements, principles
and methods.
All language teachers are qualified teachers
with some experience in teaching.
Teachers are encouraged to be proactive in
building their capacities. The schools strategic
plan incorporates a vigorous policy of staff
training and development.

In PYP Classes
In the Primary Years Programme ranging
from PP I to Grade V, language is linked
to all aspects of the curriculum and is steered
by the Homeroom teachers.

Handwriting
IBO & NCF
IBOs Scope and Sequence document
and the National Curriculum
Framework guide the approach
to teaching English and other
languages.
Thus the school carefully takes
care of meeting the aims and objectives
of both the national system and the
international system within the school.
There are course outlines for each
language as an entry level and exit level
expectations at each Grade level. These
course outlines are intended to ensure
continuity and development of the
language courses offered by the school.

Students produce different forms of

handwriting Cursive writing is recommended
to link the letters and maintain space between
words. However, across the school, legible and
visually appealing handwriting is encouraged.

Assessment
Assessment in language like all other subject
areas within the school is carried out in
accordance with the schools assessment
policy guidelines. These guidelines follow the
general principles of the IBO Primary Years
Programmes as well as the National
curriculum guidelines.

ASSESSMENT POLICY
The Silver Oaks Culture on Assessment
It is a culture of success backed by a belief that all pupils can achieve

Purpose
To Motivate

Philosophy

Our evolving mission compels us to embrace a

To begin with the end in mind means to

start with a clear understanding of your
destination. It means to know where
youre going so that you better
understand where you are now and so
that steps you take are always in the right
direction

new vision of assessment wellspring of

confidence, motivation and learning potential
that resides within every student.

To Leave no one behind

Our mission of leaving no child behind, we
must adjust our vision of excellence in
assessment in at least two important ways
that will help us balance assessment of and
assessment for learning

To Empower
To enable all students to experience the
productive emotional dynamics of
winning, we need to move from exclusive
reliance on assessment that verify
learning to the use of assessment that
support learning - that is assessment for
learning

Dr Stephen R Covey

We begin teaching with an end in mind.

We want to impart enduring knowledge,
important concepts, useful skills, correct
attitudes and ensure some positive
action.

The objective in making an assessment

policy
To state the schools philosophy
on assessment of students
State the purpose of assessment.
Inform Teachers, Students and Parents
on the process of assessment.
Define the types of assessment that
we adopt.
Mention the various modes of reporting
and communicating we do on
assessments.

If we11 are to fulfill

Types of Assessment

The school believes that a students

learning outcome can be determined
only through, personal observation,
anecdotal records, self-assessment,
peer assessment, formative assessment,
summative assessment and final
evaluation at the end of the academic
session.

Various tools like rubrics, portfolios,

work-sheets, written & oral tests from
time to time will be used to assess
the students.

Every lesson or UOI will have a series

of formative tests, at the end of UOI
or a lesson there will be a summative
test on the same.

Recording
REC: A prior knowledge test will be conducted at
the beginning of every UOI. The record will be filed
in the student portfolio.
REC: All records of formative tests during the UOI
will be filed in the Student portfolio.
REC: Teachers maintain anecdotal records, record
of achievements, activity record and grades
register.
REC: During the formative stages, whenever the
teachers perceive a need for extra support,
supportive task will be assigned with intimation to
parents and students.

Reporting
REP: The portfolio is sent home twice during the
UOI for parents perusal.
REP:A summative report after every UOI is sent.

Class presentations, exhibition on

100 days of learning or my learned
world are organized for parents to get
an insightful experience the childrens
learning program.

The school year is divided into two

semesters. An assessment at the end of
each semester is conducted.

REP: A consolidated report on the performance

during the academic session will be given based on
the Semester assessments.
A Graduation certificate is presented to the
students in a graduation parade.

Benchmarks
For the sake of teaching learning process
and assessment, the expected learner
outcomes are defined in terms
of Benchmarks.

Medical Matters
When students are sick or hurt in the
school, parents are called.
In case of injury the child is rushed to
the hospital & simultaneously the
parents are called to the hospital to take
charge of their ward from there.
In order to do this, we need accurate
contact information at all times.

A Few Practices and Programmes

Edu Sports
The school has tied up with Edu Sports
to give a structured and systematic
educational programme through
sports. Fine motor and gross motor
skills are sharpened along with
thinking skills through these activities.

Please keep your childs teacher and the

school office informed of any changes
that occur in addresses, phone numbers
(work and home), and emergency
contact persons.
Children must be fever free for 24 hours,
without medication, before returning to
school because of the chance of a

Oak Street Choir

Singing is perceived as an aligning
element in the school. It also elevates
the spirits and moods of the children.
Concentrated efforts are on grooming
every child into a singer and a part of
Oak Street choir.

relapse and still being contagious.

Please also keep your child home if they

Events

have vomited within a 24-hour period.

The first event of an academic year

will be Independence Day
celebrations.

Sick children do not need to be at school

where they cannot do their best.
Please notify the school when your child
has a contagious illness such as chicken
pox or has been exposed to such an
illness.
If your child has a special health
problem or a condition that the school
needs to be aware of and prepared to
handle, it is the parents responsibility
to provide written documentation of
this need.

Objective: Safety of our students.

Annual Opera aims at presenting the

talents of all the acorns.

SCOPE
AND
SEQUENCE
Of
Learning through
disciplines
in a
Transdisciplinary
approach

About Scope and Sequence Document

Alignment
Silver Oaks diligently aligns National
Curriculum Framework of India and IB
Transdisicplinary Program of Inquiry.
While preparing this document, due focus is
given to competitive advantage, challenging
content, contemporary and futuristic
aspects in a global context.
Keeping concepts as the bedrock of learning,
content is used to develop knowledge,
thinking skills, research skills and
communication skills.

Three components of the curriculum

The entire curriculum is approached
through its three components. Written,
taught and assessed curriculum.

While written curriculum helps us to focus

on what needs to be taught, taught
curriculum is about how we plan to teach.

Assessed curriculum implies that we begin

A responsible action based on knowledge is
expected as the desirable outcome of this
learning program.

Significance
A vertical alignment of topics, concepts and
skills to be learnt at each grade level is
developed as the scope and sequence
documents in math, science, social science
and English.

with an end in mind. What do we want the

students to learn!

Keeping all the three components

congruently, the schooling process
is implemented with clarity and purpose.

The students learn through the inquiry

Age appropriateness, relevance and

significance of every topic is assessed before
included in the curriculum.

programme. Through a fine combination of

Units of Inquiries are developed around

these broad guidelines

learner needs.

For teachers, students and parents, Scope

and sequence documents help in
understanding the broad spectrum of
learning goals.
Scope and sequence documents are the
main framework for curriculum
development in the school.

books, internet and research material,

learning program evolves to suit the

Note: Scope and Sequence document is

dynamic in nature and purpose. It evolves
as changing times necessitate increased
needs of learners.

Language Scope and Sequence

PPI
Speaking - Simple sentences using two and three lettered words
Reading Alphabet and two lettered words
Writing Alphabet and two lettered words
Listening Instructions and follow them

PPII
Reading Writing and Speaking
1st level and 2nd level Sight words, family words, blends, diagraphs,
Phrases using and; a/an
Simple sentences using this that; positions in on under far near
Listening stories, instructions and follow them.

Grade I
Reading, Writing and Speaking - these and those; this and that; a and an
Parts of Speech/Grammar
Definition of noun common and proper nouns
Pronouns I, it, he, she
Verbs definition; tenses simple present and present continuous
Punctuation marks full stop, comma, question mark and Capitalization
Prepositions in, on, under, above, below, far, near, inside, outside
One and Many by adding s and es 20 words
Opposites
Reading a poem and appreciating the beauty
Write and speak few sentences about a picture using the prepositions
Reading
Listening

Grade II
Parts of Speech/Grammar
Nouns Common, Proper and Collective nouns
Pronouns I, she, he, it, him, her, they, their
Verbs and tenses Simple present, past and present continuous
Adjectives definition and identification 10 words
Punctuation marks - full stop, comma, question mark, Capitalization and exclamatory
mark
Prepositions beside, behind, between, before, after, in front of
Articles and determiners
Singular and Plural - by adding s and es
Conjunctions and, or
Synonyms and Antonyms
Writing Styles Description of a place, picture, in a sequence
Speaking Speech
Reading Humorous verse
Listening

Grade III
Parts of Speech/Grammar
Nouns Common, proper, abstract, collective nouns,
Singular and Plural nouns with all the rules
Verbs helping verbs is, am, are, has, have, was, were
Tenses simple past, present, future and present continuous
Pronouns I, he, she, it, their, they, him, her, we, you, them; 1st, 2nd, 3rd
person pronouns
Adjectives more complex words
Adverbs Introduction and simple adverbs
Synonyms and Antonyms
Punctuations apostrophe and inverted commas
Prepositions over, top, bottom, of, above, below, from, to
Use of articles a, an, the
Conjunctions and, or, but, so, because
Writing Styles Informal letter, Personal Recount, Poem, Instructions, Factual Speech
Speaking Listening Reading Writing

Grade IV

Parts of Speech/Grammar
Nouns Common, Proper, Collective, Abstract, Singular and Plural - repetition; Gender nouns
Pronouns repetition
Verbs and tenses Simple past, present, future and Present and past Continuous
Adjectives Degrees of Comparison
Adverbs of place, time and manner
Synonyms and Antonyms
Articles repetition
Prepositions up, down, across, along, with
Punctuations repetition
Conjunctions yet; either or; neither nor; whether or
Types of Sentences Interrogative, Assertive, Imperative,
Writing Styles Factual recount, Procedural recount, Information report, Letter of Opinion,
Description, Simple Poems
Speaking Listening Reading Writing

Grade V
Parts of Speech/Grammar
Nouns - Common, Proper, Collective, Abstract, Singular and Plural, Gender nouns
Pronouns
Verbs and tenses Simple past, present, future and Present, past and future Continuous
Adjectives degrees of comparison
Adverbs of time, place and manner
Prepositions by, beyond, for, into, through; time, place and manner
Punctuations Direct and Indirect Speech
Synonyms and Antonyms
Conjunctions
Interjections
Subject and Predicate
Active and Passive voice
Writing Styles Diary entry, Personal letter, factual recount, Interview, Advertisement,
Poem
Speaking Listening Reading Writing

Mathematics Scope and Sequence

PPI
Numbers: 0 to 100; Number names: 0 to 20
backward counting 10 to 0
after, before, in between numbers - upto 10
Concepts: Identifying objects that are big and small; tall and short; near and far; long
and short; fat and thin

Shapes: Identifying of basic shapes like square, rectangle, oval, circle, triangle
Time: Days of the week (oral)
Patterns: Identify shapes and patterns

PPII
Numbers: 0 200; number names of 21 to 100
backward counting from 20 0
after, before, in between numbers upto 20
skip counting by 2s, 5s, and 10s upto 20, 50 and 100 respectively.
ascending and descending up to 20
greater and lesser than up to 20
addition and subtraction with pictures and one digit numbers
odd and even up to 20

Concepts: Identifying objects up to superlative degrees of comparison.

Shapes: spellings of square, triangle, rectangle, circle, oval
Time: Months of the year (oral); Days of the week (writing)
Pattern: Identify shapes and patterns

GRADE I
Numbers: 201 to 500; number names 100 to 200

Place value of tens & ones 1 to 50

After, before; in between numbers up to 100
Comparison of numbers up to 100
Ascending & descending 1to 50
Skip counting of 2s, 5s, 10s up to 50, 50 and 500 respectively
Back ward counting 100 to 1
Additions & subtractions 1 to 50 ( single digit & double digit )
Number combinations

Shape and space: Identification of shapes like cube, cuboid, cylinder, cone, diamond and
their spellings
Positions like above, under, below, over, in, on, under,

Patterns: Complete the sequence of patterns in shapes, numbers

Measurement:
Objects using hand span, feet, longest/shortest; tallest/ shortest;
Time: Introduction of hours and minutes hands; reading the time in hours; recap of
days for the week; spellings of months of an year;
Writing in sentences: Days of the week, months of an year, days in a month, days in a
year, weeks in a month, hours in a day, minutes in an hour, seconds in a minute.
Money: Intro of coins & notes; Combination of notes and coins.

Data Handling: Interpretation of the given data.

GRADE II
Numbers: Nos 501 to 1000; number names up to 1000.
Place values of hundreds, tens and ones; face value
Ascending and descending numbers
Odd and even numbers
Skip counting of numbers
Addition and subtraction of 2 & 3 digit numbers with carrying and borrowing
Multiplication of 2 & 3 digit numbers by 1 digit
Learn multiplication tables of 0, 1, 2, 3, 4, 5 and 10

Shapes: differentiate between plain and solid shapes

Pattern: Complete the sequence of patterns in shapes and numbers
Measurement:
Time: Reading the calendar; half past; AM PM; reading time in multiples of 5
Using correct units of measurement for mass, capacity, length and distance; l, ml, kg,
gms, km, m, cm
Money recap of notes and coins; word problems using money; denominations

Data Handling: Interpreting the data.

GRADEIV
Numbers
Up to 10,00,000; Indian and International number system and number names
Place value and face value of ten lakshs, lakhs, ten thousands, thousand, hundreds, tens
and ones
Comparing, building, expanding numbers up to ten lakh; Rounding numbers to the nearest
100s and 1000s
Addition and Subtraction of numbers; Multiplication of 4 * 3 digit numbers and Division of
4 by 2 digit numbers
Learn multiplication tables 0 to 15
Factors and multiples of 2 digit numbers; Introduction of Prime and Composite numbers;
Tests of Divisibility for 2, 3, 4, 5, 6, 10
Fractions Identifying Like and Unlike fractions; Types of fractions; addition & subtraction
of like fractions; Conversions of fractions; Simplifying fractions; Finding the fraction of a
given number

Shape: Properties of solid shapes, concept of ray, line, segment, drawing circles with radius,
parts of a circle, parts of an angle, curve, closed and open figures

Pattern: Understanding and representing the sequence of patterns in numbers, pictures.

Measurement:
Conversion of lower to higher and vice versa with secondary units for mass, capacity,
distance and length; Calculating the area and perimeter of square and rectangle
without formulae
Time: Reading 12 and 24 hour clock; duration of time; addition and subtraction;
Conversion

Data Handling:
Interpret a circular graph, bar graph, pictograph; represent data in a bar graph

GRADEV
Numbers
Up to 10 crores; Indian and International number system and number names
Place value and face value of ten crores, ten lakhs, lakhs, ten thousands, thousand,
hundreds, tens and ones
Comparing, building, expanding numbers up to ten crores; Rounding numbers to the
nearest 100s and 1000s
Learn multiplication tables 0 to 20
Prime Factorization; L.C.M and H.C.F/G.C.D of 2 digit numbers; Tests of Divisibility for 2,
3, 4, 5, 6, 8, 9, 10, 11.

Fractions
Equivalent fractions;
4 basic operations of unlike fractions
comparison of unlike fractions

Decimals
Conversion, comparison of decimals; use of decimals in different units;
Write in expanded form, short form, number names; 4 operations decimal by decimal
in all the other 3 operations, decimal by whole number in division

Shape: Construction of angles and types of angles

Pattern: Understanding and representing the sequence of patterns in numbers, pictures
Measurement:
Calculation of area and
Perimeter of square and rectangle using formulae
Time: Reading 12 and 24 hour clock; duration of time; addition and subtraction;
Conversion Types of angles and Construction of angles using protractor.

Data Handling:
Interpret data from graphs, Collect information, represent data through pictograph and
bar graph using a range of scales

Social Science Scope and Sequence

Grade I
Human and Natural Environments

Address, direction and landmarks

Things that we do at sunrise and sunset; during day and night;
Life style and food habits in each season.

Grade II
Human Systems and economic activities

Study of power and water distribution, trash disposal system, different amenities in the
neighborhood. Difference between neighborhoods in villages and cities.

Human and Natural Environments

Types of houses, climatic conditions, materials used to build houses

Grade III
Human Systems and economic activities

Modes of transport, air, land and sea routes to neighboring cities, countries

Social Organization and Culture

Fundamental rights and duties; Human rights

Continuity and Change through time

Qualities of famous leaders and the change they brought

Human and Natural Environments

Names of countries, continents in the world; different landforms;

Resources and the environment

importance and conservation of water

Impact of science and technology
Eco-friendly games

Grade IV
Human Systems and economic activities

Types and branches of government

Human and Natural Environments

Solar system; rotation and revolution; landforms; distinct features of a continent;

latitudes and longitudes; time zones

Resources and the environment

Significance of food chain

Grade V
Human Systems and economic activities

Government schemes; NGOs; local, national and International;

Social Organization and Culture

Festivals and culture of different countries in the world; heritage; monuments;

national flag, emblem, bird, animal, flower

Continuity and Change through time

Stone age, agrarian age, industrial age, IT age;

Discoveries and explorations

Human and Natural Environments

10 important rivers of India; geographical borders; signs and symbols;

Resources and the environment

Names of zoos, sanctuaries, national parks

Science Scope and Sequence

Grade I
Living Things

Structure, parts and types of plants; distinct features of birds, animals and human
beings;

Grade II
Living Things

Plant and animal products; caring for the other living things.

Materials and Matter

Water and its states solids, liquids, gases; properties of water tasteless, odourless
and colourless; structure of objects around them;

Grade III
Living Things

Food and its importance; difference between healthy and junk food

Characteristics of Insects ants, termites, spiders

Adaptation of plants and animals

Habitat arboreal, terrestrial, aquatic, xeric and amphibian

Earth and Space

Water cycle

Sources of water

Materials and Matter

Uses of water

Grade IV
Living Things

Living and non-living things

Function of Digestive & excretory systems
Food groups and their nutrients
Structure of a tooth, types of teeth in human beings and animals
Biosphere, atmosphere, lithosphere, hydrosphere
Process of photosynthesis; food chain and food web; flow of energy; levels in a food
chain
Birds eating habits, beaks, feathers

Earth and Space

Solar system rotation and revolution

Materials and Matter

3 states of matter and molecule placement

Forces and Energy

6 simple machines and their function; complex machines

Forms of energy Definitions of kinetic, potential, heat

Grade V
Living Things

Structure of the brain; how to take care of the brain

Function of all the 6 human body systems
Deficiency of nutrition causes various diseases..
Parts of plants; stages of germination; Bio and Non-biodegradable; Plant formand
function of leaf and flower

Earth and Space

layers of atmosphere
Tectonic plate movement

Materials and Matter

Components of air and water; sources of water; shortage of water; how to conserve
water; physical properties of water; pollutants of air; measures to stop pollution;
Importance of air and water; purification of water
Forces and Energy
Forms of energy Conversion of one form of energy into another.

Pledge written by
Team @Silver Oaks
India is my country
And I will always strive to make
Me and My country to help in the
development of Mankind
To achieve this.
I shall be Caring for others and
Principled in my behavior
I will be Reflective and Responsible
for all my actions
I will always be Open minded to new
ideas and respect others feelings
I will Communicate all my feelings
positively
I will be an Inquirer and ask questions
wherever required
I will be a Risk taker and take time out
to initiate progressive actions
And stop all negative traits
I will be a good Thinker and a Balanced
person to make myself into
a proactive citizen at all times
I will always apply the knowledge
I acquire to lead myself
and thereby my country.
JAI HIND

Me and My Country
A Civic and Social responsibility
initiative of Silver Oaks
Acorns of Silver Oaks are
groomed with the belief that
Me and My Country
We grow together
Policies and programs for
development of civic and social
responsibilities
Beautiful Tree A term coined by
Mahatma Gandhi for rural schools that
existed in every village before the
colonial days.
Through this campaign, Silver Oaks
adopted 6 rural schools run by Rural
Development Foundation
(www.rdf.org).
Started with financial support 7 years
back and since three years,
pedagogical support is also give.
Nearly 75 teachers and 1500 students
are supported through various support
programs by the school.
Supports Prajwala, a NGO for women
in distress.
Silver Oaks trains the teachers
of Prajwala schools and develops
curriculum for the students.

A few things you might like

to know about the school:
Silver Oaks Centre for Research
and Design in Cognitive Learning
www.silveroaksresearch.org
Taking inspiration from
Mahatma Gandhis words
Those who know how to think
need no teachers
Research centre works towards
developing cognitive skills in
young people.
Silver Oaks was invited by the
IBO 3 time in the last 3 years to
give a presentation on the
commendable practices of the
school at Annual Regional
Conferences of IB Asia Pacific.

CII invited Silver Oaks to share

the model of international
education at minimum cost

Regional Institutes of Education

Mysore and Bhopal invited Silver
Oaks to present on assessment
practices, effective pedagogy,
constructivism and CCE.

Silver Oaks is recognized as

a school with sustainable
practices in teaching and learning
by the educators of IBO.

Sustainability as
Internationalmindedness
is an IB workshop led by
Seetha Murty,
Director of Education
Silver Oaks.

An adventure
team @ Silver Oaks comprising
of students, teachers and parents
trek the mighty heights of
Himalayas every summer.

Silver Oaks works towards

Self - sufficiency.
Whether website designing
or stationery designs, annual
programs or song writing,
costume designing or manual
writing, school taps on the
talents of the team members.