Class 4 Curriculum at Vidyakshetra

Class 4 Balavastha stage (9 years)

This article is intended to introduce the curriculum for 4^th standard equivalent, when the children are around 9 years of age. This stage of growth is still Balavastha, which started at the age of 6 years and will go on till the age of 12 years. As stated by Chanakya Pandit:

लालयेत् पञ्च वर्षाणि दश वर्षाणि ताडयेत् ।

प्राप्ते तु षोडशे वर्शे पुत्रे मित्रवद् आचरेत् ॥

lālayet pañca varṣāṇi daśa varṣāṇi tāḍayet ।

prāpte tu ṣoḍaśe varśe putre mitravad ācaret ॥

This is the age when elements of discipline start becoming stronger. The focus is on character building, disciplining, and developing the personality of the child as this is the need of the child. Earlier to this was the phase of Shishu-avastha, wherein the ‘shishu’ is showered with ample love and affection, with that as a string foundation, now the child is just ready to be moulded.

If this phase of the child is handled tactfully, purposefully, keeping the goal in mind, without losing one’s self-control and patience, then the objective of giving shape to the child is fulfilled. By this age the child would have developed the understanding of rules, systems and behavior. The expectation from the children would also increase in adhering to them. We need to be careful to understand the thin line between harsh discipline and stern discipline with love. Love does not mean being lenient. It means that children should understand the expectations of them and that there would be consequences if the expectations are not met. Such moulding is keeping in mind the long-term values and character building of the child.

Education happens when the intellect, the feeling realm and the experiential aspect of learning comes together. Any topic needs to be understood in three steps: first it is understood intellectually, then it needs to be brought into practice according to that understanding and then there also needs to be an attachment to the subject via the feeling realm. The aspect of feeling is very prominent amongst children in this age. If we appeal to their feeling realm, they would enjoy all the subjects, they would engage in all activities with full involvement, they will behave lovingly with everybody and they would develop the faith, trust and respect for the teachers, parents and other adults around them.

Thus, the learning for a child at this age continues to be activity based so as to develop and sharpen the child’s karmendriyas, jananedriyas, mind and intelligence. Attention has to be paid so the child follows a good rhythm of the day with discipline. Development of good habits is strongly insisted on. Providing a congenial home environment devoid of distractions, healthy home cooked food and loving relations between the family members coupled with adherence to traditional home practices go a long way in moulding the foundation of the child. These become their lifelong companions.

The curriculum, pedagogy thus, is carefully crafted in developing the child’s capacities, molding its character and giving shape to its intellect, feelings and ability to do work.

Classroom Rhythms

Children typically move from class 3 to class 4 when they turn 9. Class 4 children are at Vidyakshetra from 7:15am to 4:20pm. This is a change from their earlier rhythm of 8:30am to 4:30pm. They have grown up. Following is how the typical timetable of the class looks like:

Time	Activity
7:15 am	Children arrival
7:20am to 8:20am	Alternate days of Kalari Practice and Math Revision (Kalari is newly introduced this year)
8:20am to 8:40am	Alpahar (Children bring their own Breakfast)
8:45am to 9:25am	Panchanga + Bhagavad Gita + Subhashita (school assembly)
9:30am to 10:15am	Krishi and Shramadaan in monthly rhythm
10:20am to 10:35am	Morning Circle (Munjane Vrutta)
10:40am to 11:40 am	Shaikshanika (Academic Period for intellectual aspects executed in blocks of one month for every subject)
11:45am to 12:45am	Four periods distributed in many subjects across the week: ·       Languages – Two periods each of Kannada, Sanskrit and English. (English is newly Introduced) ·       Kalas (feeling realm) – Painting and Pottery along with Two periods each for Vocals and Tabla (Tabla is newly Introduced) ·       Handwork (Action Oriented) – Two periods for learning crochet/knitting, Two periods for learning Pottery, One period for learning Frameloom. (Pottery is newly introduced) ·       3 periods of Kreeda and one period of Prakruti Parichay
12:50am to 1:20pm (Lunch)
1:30pm to 2:30pm
2:35pm to 3:35pm
3:40pm to 4:20pm
4:30 pm	Leave for the day

Start of the day (7:20am to 8:20am)

Children arrive at Vidyakshetra at 7:15 am. The day starts with either exercising of intellect or with the exercising of mental/physical body. Intellect exercising happens with Math revision and mental/physical exercise happens with Kalaripayattu.

Kalaripayattu is often called "the mother of all martial arts" because of its ancient origins and influence on other fighting disciplines. This is first introduced to the students of Vidyakshetra at the age of 9 years. This ancient artform enhances flexibility, agility and strength. The goal of teaching Kalaripayattu is not only for physical and mental exercise but also to create next generation youth who has the right foundation in combative artform. It is taught under the able guidance of Suvratahan Gurukkal, Director of Veda Martial Arts Academy International in Thrissur district, Kerala, practicing Kallaripayattu, Kerala’s indigenous martial arts, for over 50 years. He is a 7th dan Black Belt Karate and has represented India in international martial arts events. He comes over to Vidyakshetra once a month and for the remaining time, some of the senior students continue the practice with Class 4 Children.

In Math revision, the focus is on developing skills in mental math and quick thinking. Various methods are used for doing so including worksheets, flash cards and various different ways of gamification of quick calculations. For example, tables up to 20 are done in different orders.

Alpahar (8:20am to 8:40am)

This is breakfast time. Children bring their own breakfast from home. They eat their breakfast as a class. The class teacher supervises to ensure that the children are eating well, sharing, finishing everything and more importantly, bringing healthy breakfast.

Panchang and Bhagvad Gita (8:45am to 9:25am)

Children come together for the assembly in Kalamantapa hall. They recite Panchanga, Bhagavad Gita and Subhashitas along with the other class students.

A typical Panchanga

अद्य्तन पंचांगम, कल्युगाब्दः द्वाविंशतिः अधिक एक शातोत्तरः पंच सहस्त्रं शालिवानशकः त्रिचत्वारिम्शत अधिक नव शातोत्तर एक सहत्रम प्लव नाम संवत्सरः, दक्षिनायानाम, हेमन्त ऋतुः, मार्गशीर्षः मासः, कृष्ण पक्षः एकादशी तिथिः, गुरुवासरः, विशाखा नक्षत्रं, शुभः योगः, शुभः करणं, इदं दिनं, सर्वेषाम कृते, शुभम् भवतु तिथेष च श्रियम आपनोती, वाराद आयुष्य वर्धनम्, नक्षत्राद हरते पापम्, योगाद रोग निवारणं, करणाद कार्य शिद्धिश्च, पंचांग फलम् उत्तमम्, एतेषां श्रुनियो नित्यम्, गंगा स्नानम् फलम् लभेत सुदिनमस्तु

adytana paṁcāṁgama, kalyugābdaḥ dvāviṁśatiḥ adhika eka śātottaraḥ paṁca sahastraṁ śālivānaśakaḥ tricatvārimśata adhika nava śātottara eka sahatrama plava nāma saṁvatsaraḥ, dakṣināyānāma, hemanta r̥tuḥ, mārgaśīrṣaḥ māsaḥ, kr̥ṣṇa pakṣaḥ ekādaśī tithiḥ, guruvāsaraḥ, viśākhā nakṣatraṁ, śubhaḥ yogaḥ, śubhaḥ karaṇaṁ, idaṁ dinaṁ, sarveṣāma kr̥te, śubham bhavatu titheṣa ca śriyama āpanotī, vārāda āyuṣya vardhanam, nakṣatrāda harate pāpam, yogāda roga nivāraṇaṁ, karaṇāda kārya śiddhiśca, paṁcāṁga phalam uttamam, eteṣāṁ śruniyo nityam, gaṁgā snānam phalam labheta sudinamastu

Child is also exposed to Sanskrit shlokas, Subhashitas and Bhagavat Gita recitation apart from daily Panchanga. Children memorize one chapter of Bhagavad Gita and a few subshitas etc. They typically start with smaller chapters such as chapter 15 or chapter 16. They practice this in class as well. During the assembly, children recite one specific chapter of Bhagvad Gita orally under the guidance of a senior student or the Sanskrit Acharya.

This is followed by a recitation of a Sanskrit Subhashit. This Subhashit changes from time to time. An example of Subhashit which children recite is:

जलबिन्दुनिपातेन क्रमश: पूर्यते घट: स हेतु: सर्वविद्यानां धर्मस्य च धनस्य च || jalabindunipātena kramaśa: pūryate ghaṭa: sa hetu: sarvavidyānāṁ dharmasya ca dhanasya ca ||

Meaning: Drop by drop the pot gets filled with water. In a similar way, slow and continuous practice can fill us with all the knowledge. Similar is the process of accumulation of Dharma and wealth.

After this, children walk out of the assembly area in a rhythm and get into the next activity.

Krishi and Shramadaan (9:30am to 10:15am)

Shramadaan is an activity to ensure cleanliness and upkeep of the VidyaKshetra premises. Teachers and students on a rotation basis spend about an hour cleaning the campus daily. Some days in a year are kept aside for special cleaning of the campus. On these days parents have the opportunity to be a part of this activity.

Teachers and students do krishi for about an hour every day. Parents and teachers have the opportunity to be a part of Krishi.

Everyday during this time, children are divided into two groups. One doing Shramadaan and the other doing Krishi. After some time, these groups are rotated so that everybody gets the experiential learning via these activities. For Shramadaan, a specific area in the campus is allocated to each child for cleaning. The roster and the supervision is done by the senior children. For Krishi, specific patches are allocated to children to learn and practice organic and natural farming concepts.

Munjane Vrutta (Morning Circle) (10:20am to 10:35am)

Munjane Vrutta can be roughly translated into English as Morning Circle. The purpose of this activity is to bring the focus of the children back into the class. The activities have been designed elaborately to help children balance their nature as well as improve the coordination between their head, heart and hands. Some of the activities which are typically done are listed below. There is elaborate training of teachers to conduct morning circles, so that the children can benefit from them.

1. Activity with bean bag: This is a unique and powerful way of bringing in focus, enabling child’s cross lateral functioning, gross motor skill development at the same time. The complexity level increases every year. This activity is in continuation from what they did in previous years also, just that complexity of the activity keeps getting higher. It is all about children doing bean bag movement by passing the bean bag to their neighbor in various rhythms. They learn to listen, think and act at the same time. An entire curriculum has been created for bean bag activities across various age groups. Bean bags are also used to recite multiplication tables by throw and catch in increasingly complex rhythms. Similar activities are done with balancing acts on the head etc.
2. Skipping: Multiple ways of skipping – single and multiple. This is a very powerful activity to strengthen leg-eye coordination and the ability to anticipate. Correlation between skipping, tabla and rhythms in their life is also important.

Shaikshanika (Academic Period) (10:40am to 11:40am)

This is the time duration for academic subjects. There are four main themes of academic subjects, which children learn, as a part of Shaikshanika:

1. Roopchitra (रूपचित्र)
2. Math (गणितम्)
3. Languages – Sanskrit, Kannada and English (Introduced this year)
4. Nature Walk (प्रकृति परिचय)

Roopchitra (रूपचित्र)

Roopchitra is all about straight and curved lines and creating forms. There is an elaborate curriculum and teacher’s training to execute this subject. There are sequences identified as lesson plans, in which the children start learning to get control over their fingers and imagination. Teachers also learn to identify the temperament and nature (प्रकृति) of the child by observing their form drawings. This identification can help the teachers manage the child better. Also, for certain temperaments, specific types of forms can be very healing.

In this age group, children do Lemniscate forms, 4 quadrant diagonal, Complex loop forms, Intertwined patterns and Dot patterns. This is spread over two blocks of one month each in the year in which children do almost 40 drawings. Then there are weekly classes as well in which children do almost 20-40 drawings in a year. These forms help the neural pathways that are completely formed by 9years of a child. The more complex the forms get, the better the exercise for neural pathways. It also helps children sit in a focused manner in deep silence, helping them connect to those realms that they may not be able to at this age on their own. Thus, roopchitra forms a very important subject for 9-year-olds.  

Some examples of patterns are given below:

• Complex Loop forms

Complex Loop

• 4 Quadrant simple and diagonal

• Lemniscate form

Children are taught to make the form in one sweeping movement. As much as possible, the pencil should stay on the page from start to finish. They cannot stop and lift the pencil in between.

Roopchitra as a subject is very powerful and supports many learning capabilities: improved hand to eye co-ordination, spatial orientation, observation skills, focusing attention, confident movement, drawing skills and the foundation skills for handwriting.

Math (गणितम्)

As neural pathways are completely formed by 9 years of age, its time to exercise them, expand the brain capacities that are malleable at this stage. Thus exposing them to arithmetic fractions and gradually to higher and higher math to experience logic, analytical skills etc. including mental math abilities sharpening. Math gets covered in this age group in 3 blocks, with almost a month dedicated to each block. There are various topics which get covered during this period. Some of these topics are listed below:

1. Prime Numbers.
2. Measurement (Length, distance, weight, volume, Kaala Chakra - panchanga)
3. Introduction to fractions (basic halves/quarters/addition and subtraction with common denominator) in image and in numbers.
4. Word Problems
5. Fraction addition, subtraction with different denominators, multiplication and division in image and in numbers.
6. LCM
7. Mental Math: division tables, 4 processes.

Anything which is a new concept needs to be introduced to the children in the most simplified form and using things that are already familiar to them. For example, for introduction to fractions, teacher makes a parantha and in front of them cuts into ½ then ¼, then 1/8 and 1/16 etc. Later each child gets a piece to eat. In this way, the concept that is abstract is simplified and taught in an experiential manner. Likewise, LCM is also introduced as a game. Children go to the playfield. They setup shops in a mela. Every 5^th shop sells bangles and every third shop sells bindis. Sita likes bangles and Gita likes bindis. If they start together, which shop do they meet the first time? 15^th ! This game is played by 2 children each till the time the concept is internalized.

Fractions is a complex thing which children learn this year. The concept and the operations on fractions, if not done properly, is the starting point of children starting to dislike Math. There is an elaborate curriculum and pedagogy which has been developed and for which the teachers are trained to deliver fractions.

Languages – Sanskrit, Kannada and English

Children continue to move forward in their learning journey of two languages – Kannada and Sanskrit. English gets introduced for the first time. The curriculum defined for Kannada gets covered in 3 blocks, English in 2 blocks and Sanskrit as an ongoing subject.

Focus on Sanskrit continues to be spoken and written Sanskrit proficiency.

Kannada as the base language is used as a way of introducing formal science studies. In this children explore various things like:

1. Srishti – A 9-year-old child is developmentally just ripe to understand the connection with the universe, its creator and his own creator. Therefore, stories of creation are shared with him at this stage of his life to form a firm foundation for his life. Story of creation as per Bhagvatam, Brahma's life and connection with panchanga, Bhrahma and his lineage, origin of manushya, plants, animals etc. Our Gotra and family tree. Ties well with measurement blocks to calculate Brahma's age, panchanga calculations etc as per Indian measurement are covered.
2. Karmendriya and Gyanindriya (senses), kriya shakti/iccha shakti/gyan shakti and the responsibility that comes along with it for humans in relation to environment/animals/plants etc.
3. They experience the power of observation- vital to sciences.
4. Gardening and agriculture continues and becomes more intense.

Various stories are used to cover some of the concepts. The focus is on hearing of the stories, speaking via recall of the stories. This helps them focus on right pronunciation, expanding vocabulary and participating in discussions. Writing is practiced and progresses to dictation of words & dictation of short paragraphs. Practice continues on with copying from board as well. Then children graduate to writing longer stories eg: stories from avataras etc. including Q&A and comprehension. Grammer is introduced with Punctuation marks.

Stories of various great personalities of Bharat are covered as a part of the curriculum as well. This includes Guru Nanak Dev, Purandara Dasa, Kanaka Dasa, Basavanna, Mirabai, Santa Tukaram, Santa Kabir, Bakta Kumbara, Santa Shishunala Sharief, amongst others. Children also undertake trips to birthplaces and/or karmabhoomi of some of these people as educational trips.

Since English is getting introduced for the first time, it is important to get a glimpse of how English is introduced to children.

• First focus is on speaking. These conversations can be about breakfast/lunch/dinner, asking questions, look at their attempt to answer, not correcting their answers but giving them the right answers. Then there are songs and poems introduced.
• Then there is introduction to sounds in nature.
• Flash cards of vegetables/fruits/birds with names. No alphabets yet but they register with spoken spellings and shapes.
• They are introduced to words depicting emotions, likes/dislikes in sentences.
• Conversational sentences to words to pictures.

For children who are very new to English, they are made to listen more. There is no hurry, there is a process of easing them into the system. There is fun with them with tongue twisters.

Post this, children are introduced to stories. Focus is on animal stories creating effects, expressions, tones etc. Child catches the story with the drama. Initially there are no pictures, we just let them imagine. Stories are discussed, but there are no conclusions to the story or moral of the story at the end. Children can catch a lot more from the story if we do not restrict their understanding to the moral of the story. Stories nourish their feeling realm and drive their sense of behavior. The ending discussions are usually in the form of “Did you like the story? What did you like? Why?”. This is followed by stories with board drawings. They look at the drawing, imagine the story and tell words from the story. They try to write these words on the board. Note that there is no formal introduction to the alphabets. These stories can have various themes like seasons, festivals, patriotic, values etc.

This is followed by comprehensions. There are short questions, fill in the blanks, flash cards etc. Then there are rhyming words and opposites along with activities like KG Sheets with pictures and they need to complete the words.

Once children get a little comfortable, they get into story building. They build the story as a class. The teacher goes around to each child and they keep adding to the story. The story gets written on the board. As the story is written, the teacher keeps pronouncing the words.

Alphabets are automatically internalized. They start reading and identifying words.  

As is the pedagogical principal at Vidyakshetra, there are no textbooks for children. All the delivery happens using songs, stories, drama and board drawings. Board drawings are a big part of this methodology so as to trigger and nourish the imagination of the child. When a child is able to imagine vividly, his creative side is awakened. Teachers are specifically trained to deliver stories via board drawings. Here are some sample board drawings used by the teacher.

Nature Walk (प्रकृति परिचय)

This started with Shishuvatika and continues in this age group as well. Children go out to be with nature and observe different things once in a week. Once a month they are taken out to a nearby lake, stream, nursery, nearby small hill, temple, Ramakrishna Ashram or park. On the remaining days they do their observations within the premises with things like pottery, tree climbing, bird watching, leaves or feather collection, making decorative items out of it etc. Once children are back in the class, everyone expresses their observations, feelings and thoughts. This is an important subject to establish their connection with nature.

Lunch Time (12:15pm to 1:35pm)

Lunch is prepared at Vidyakshetra every day. Fresh organic lunch is prepared everyday. Menu is set in consultation with ayurvedic Vaidya as per the season etc. Desi ghee is served on hot rice along with sambar, palya and rasam & buttermilk.

The body (अन्नमय कोष) of the child is developing. Therefore, his nourishment is well taken care of. A balanced menu as per ayurvedic principles has been developed, organic rice, dals and vegetables procured and a roster of parents along with a cook prepare lunch on a daily basis.

Ongoing Subjects (11:45am to 4:20pm)

This time duration is divided into Lunch time and 4 different periods. One period happens before lunch and 3 periods happen after lunch. The sequencing of subjects is done in such a way that the pedagogical principle of breathe-in and breathe-out is implemented. A subject which requires a lot of mental focus (breathe-in) is followed by a subject which relaxes the children (breathe-out). This helps them keep going for the entire day. Since Shaikshanika (the previous period) is pretty demanding (breathe-in), the following period is for breathe-out. It is typically followed by a tabla, handwork or painting period. Breathe-in and breathe-out rhythm goes well with the biological rhythm of the human body. Thus, it helps in their learning cycle to structure the rhythm of the day to be in harmony with the bio-rhythm of the body.

Four periods distributed in many subjects across the week:

• Languages – Two periods each of Kannada, Sanskrit and English. These are primarily revision classes for what children have learnt during their Shaikshanika.
• Kalas (feeling realm) – Painting along with two periods each for Vocals and Tabla
• Painting: This is a very important subject for development of feelings, expressions etc. Colour experience, as already mentioned earlier forms an integral part of nurturing the intellect and giving the child a very rich experience, a very happy and satisfying experience very early in life. There is one period for painting in a week.
• Handwork (Action Oriented) – Two periods for learning crochet/knitting, Two periods for learning Pottery, One period for learning Frameloom. (Pottery is newly introduced)
• 3 periods of Kreeda - Children play a lot of desi games including games like tiger and calf, tree house games etc. The physical development of children at this age is through play. They love to play and therefore ample opportunity is provided for them to play indoor as well as outdoor games.

Parent Engagement

All this is aided by deep engagement with parents to educate them as well for the right environment at home. This happens at three levels:

1. Arivu (2 times a year)
2. Study Circles and Manthan (weekly and monthly rhythms)
3. Sameeksha (twice a year)

Arivu

Arivu is a class level discussion. This means that individual children are not the topic of discussion, but class in general is. This happens 3 times a year at one of the parent’s houses on rotation basis. One parent hosts the other parents for a simple dinner. All the parents get an informal environment to interact with each other and the teacher gives a glimpse of the dynamics of Class 4. Parents get to know the curriculum which was covered till now and the curriculum which would be covered in the time to come. Behavioral patterns, ways to handle them, support needed from parents, environment changes at home etc. are typical discussion items.

Study Circles and Manthan

All the parents engage in study circles with weekly rhythms of meeting. The content of the study circle includes a set of books, videos, visits, expert meetings, writings and presentations. The study circle is led by the kaksha acharya of Class 4, supported by some senior acharyas in Vidyakshetra. The topics range from holistic development, Panchkoshas, Kutumb, samaj, Rashtra, varnashrama, seva, Purushartha, Ramayana, Mahabharata etc. The discussion also involves issues, problems, techniques and tools for baal avastha (बालावस्था). The study circle meets in a weekly rhythm on Saturday. In a month, 3 Saturdays are online meetings and 4^th Saturday is an in-person meeting. In-person meetings help do manthan (“मंथन”) of ones understanding of various aspects of life and education for life. The goal of this setup is to bring in the alignment between the understanding of the parents and teachers, so that there is consistency in what the child gets both at home and at gurukul. It is a deep engagement with parents to educate them as well for the right environment at home.

Sameeksha

This is an assessment of a child’s progress and happens as a 1-1 discussion between the parents and the teacher. Panchkosha development, habits, behavior, character etc. gets discussed. If there are learning difficulties for the child or inconsistencies in behavior, they are discussed and possible plan to address those is arrived upon. This Sameeksha happens twice a year.

Conclusion

The change from early childhood (शिशुअवस्था) to childhood (बालावस्था) is gradual. The first two years (age 6 and 7) of childhood are these transition years. 9 years is the age when this transition is over and the child is truly into the childhood zone. Now is the time to firmly bring in aspects of responsibility and discipline. This is the time when good habits need to be strictly enforced, character development needs to become the focus and this is the real beginning of sadhana for the student. Both the parents and teachers need to be conscious of this fact and should continue to have the high intensity for next 6 years. The work done during this time on the child would lay the foundation of handling troublesome adolescence.