The entire curriculum is scientifically framed by Vins School of Excellence thereby making a firm foundation on which the edifice of higher knowledge and greater learning may be erected as children undertake their own cheerful journey into formal education. The scheme is fundamentally a curricular initiative, attempting to shift emphasis from testing to holistic learning. It aims at creating good citizens possessing sound health, appropriate skills and desirable qualities, besides academic excellence (Healthy Happy Children). We are sure that our well balanced curriculum will equip the learners to meet the challenges of life with confidence and success.

By realising our segment-specific milestones of getting children Learning Ready at the KG level, Reading Ready at the lower primary level, Concept Consolidation at the primary level, Concept Application at the middle school level, we make sure that children get exam ready and career ready as they step into the board classes.

Our outcome-driven academic framework for the teaching learning process is a product of our design thinking process which paves way for a sound pedagogical strategy that works for the development of essential knowledge and skills in children. This strategy intricately weaves our instructional plans concept-wise for the core subjects and skill-wise for the languages.

Targeting the segment-specific learning outcomes, the teaching learning process in our Vins School of Excellence adheres to an academic framework that aligns to the development of 21st Century skills in children helping them to learn for emerging careers of tomorrow through proper reflective procedures in the classroom. A Program based on the CBSE curriculum connecting the local relevance to global thinking delivered through global teaching practices, offered in an environment conducive to learning with modern methodologies and a touch of technology to prepare thought leaders for the future through a range of curricular and extracurricular programs. The pedagogical processes are a thorough blend of global and local practices giving the student all that is required to become a global citizen and face the competitive national exams and board with ease.

I. Scholastic Area

Assessment of Students:

Students are assessed differently based on their classes.

LKG, UKG: Two evaluations are done in the year based on the curriculum. Students are assessed differently based on their classes.

Grade I to VIII: There are four Periodic Assessments conducted for Grades I to VIII. They are also assessed based on the class test conducted by the subject teachers after completion of a lesson. There are two term examination conducted throughout the year-Term I and Term II.

Grade IX and XI: Cycle test is conducted every month. Weekly test for each subject is conducted every week followed by five major exams namely Pre Mid-Term, Mid Term, Post mid- Term Final Preparatory Exam and Annual Exam.

Grade X and XII (Board Exam Classes): Cycle test is conducted every month. Weekly test for each subject is conducted every week followed by Pre Mid-Term, Mid-Term, Post-Mid Term, three Pre board examination and Final preparatory examination.

(i) Periodic Test (10 Marks)

There are three Periodic Assessments conducted in the entire academic year and the average of the best two will be taken. However, for the purpose of gradient learning, three tests may be held as one being the mid-term test and other the two being pre mid and post mid-term with portion of syllabus cumulatively covered. The gradually increasing portion of contents would prepare students acquire confidence for appearing in the board examination with 100% syllabus.

(ii) Notebook Submission (5 Marks)

Notebook submission as a part of internal assessment is aimed at enhancing seriousness of students towards preparing note for the topics being taught in the classroom as well as assignments. This also addresses the critical aspect of regularity, punctuality, neatness and notebook upkeep. (iii) Subject Enrichment Activity (5 Marks)

These are subject specific application activities aimed at enrichment of the understanding and skill development. These activities recorded internally by respective subject teachers.

For Languages:

Activities conducted for subject enrichment in languages are aimed at equipping the learner to develop effective speaking and listening skills.

For Mathematics:

The listed laboratory activities and projects as given based on the prescribed CBSE / NCERT curriculum was followed.

For Science:

The listed practical works/activities are carried out as prescribed by the CBSE in the curriculum.

For Social Science:

Map and project work are carried out as prescribed by the CBSE in the curriculum.

2. Co-Scholastic Activities:

We promote co-curricular activities for the holistic development of the student. These activities will be graded on a 5-point grading scale (A to E) and will have no descriptive indicators. No up scaling of grades will be done.

Activity To be graded on a 5-point scale (A - E) in school Areas and Objectives (as prescribed in the scheme of studies for subject of Internal Assessment)
Work Education or Pre-Vocational Education By the concerned Teacher Work education is a distinct curricular area for students for participation in social, economic and welfare activities. Student gets a sense of community service and develops self-reliance. (for Pre-Vocational Education as per Scheme of Studies)
Art Education By the concerned Teacher Art Education constitutes an important area of curricular activity for development of wholesome personality of the students. Students will select one or more forms or creative arts.
Health & Physical Education (Sports / Martial Art / Yoga / NCC etc.) By the PE Teacher Health & Physical Activity preferably sports is given a regular period. Students are provided with opportunities to get professionally trained in the area of their interest. Indigenous sports, Yoga and JRC, NCC are encouraged in the school creating a sense of physical fitness, discipline, sportsmanship, patriotism, self-sacrifice and health care.

3. Discipline (Attendance, Sincerity, Behavior, Values):

Discipline significantly impacts career shaping and it helps build character, sincerity, good behavior and values develop strength and foster unity and co-operation. Class teacher will be responsible for grading the students on a Five-point scale (A to E). The Internal assessment comprising 20 marks (10+5+5) entails objectivity and a structured approach. For a holistic assessment, the teachers made to order it as an effective tool.


Records pertaining to the internal assessment of the students done by the schools will be maintained for a period of three month from the date of declaration of result for verification at the discretion of the Board. Subjudiced cases, if any or those involving RTI / Grievances may however be retained beyond three months.

Keeping in mind these shifting trends of education, VINS SCHOOL OF EXCELLENCE [CBSE] offers a curriculum, which emphasizes activity oriented teaching and creates opportunities for the children to observe, explore, analyze and conclude thus making them independent learners. Every class from Grade I is equipped with SMART boards incorporating the latest electronic technology. The interactive board turns a typical classroom into a fun learning environment. It enriches classrooms by providing hands on collaboration and creating the perfect learning setting.

Extra Care

Students are given personalized training to appear for the Board examinations with extra tutorials being provided at appropriate times. The study programme is planned carefully with adequate time being set aside towards the end of the course for revision and practice in examination techniques giving the students a cutting edge above the rest.