Manav Sehyog School

Our Students

Our students come from diverse, especially rural backgrounds and find comfort in knowing that the ‘fairness denominator’ applies to each and every one of them, irrespective of caste, creed, region, nationality or economic background.

Our students have time and time again proven that a public school education system promotes the overall development of the personality. Participating in a plethora of activities, both intellectual and physical, gives our students opportunities to identify their talents and develop their skills.

           

House system

Running across age groups and classes entire school is divided into four houses to inculcate the spirit of emulation and healthy competition which calls forth the highest effort and loyalties. There are four Houses in the school named after the great scientists. They are - CV Raman House, Newton House, Marie Curie House and Einstein House.

Student Council

The Student Council of our school gives the deserving students a fair chance to have a hand on experience of managing the school activities and come face to face with the real life problems. It consists of the Head Boy and Head Girl at the top followed by House Captains, who monitor and assist the activities of the four Houses. The selection is based primarily on their performance in academic and co-curricular activities and their overall personality adds a plus point to it. They are entrusted with various responsibilities and share the task of maintaining proper discipline and decorum in the school.

School Curriculum

The four broad goals of education at Manav Sehyog School include the development of the inner and interpersonal self, scholarly development, active participation in a wide range of opportunities and creative expressions. To achieve these objectives, the curriculum at MSS follows the principles of integrated education. Integrated education is one that enables students:

1. To weave the development of their physical self with the development of their mind, the emotional, social and inner self.
2. To make connections between different forms of knowledge, self-development and creative expressions.
3. Formal and informal opportunities are provided for students to appreciate the relationships between inside and outside the classroom learning experiences. Linkages are made between the acquisition of languages and arts, science and reasoning, mathematics and experimentation, creative expressions and communications skills. Students weave in and out of academic classes and non-academic classes that include the performing arts, the visual arts, the fine arts and sports. With support from their teachers students identify pieces of the jigsaw puzzles that constitute knowledge and personal development.
4. The outcome is the nurturing of the “whole person” who seeks to learn, to think critically, to relate, to create and to choose with maturity and concern for others. In other words, the development of the individual child who is in tune with his own thinking and creative self as he is with the development of the world around him.

Value Education form an important part of schooling with the purpose of introducing children to different religions, cultures, beliefs and acceptable norms of the society in order to broaden their thinking and enable them to form their own opinions.

Gender sensitive classrooms a part of our school’s agenda

The school conducts various awareness programmes and seminars on issues related to gender. Besides talking to them about gender sensitivity, the school has also introduced self-defence lessons. There are three teachers in the school whom students can approach about any problems they might be facing.