APPROACH TO Instruction


Our efforts at the early childhood stage are towards building strong foundational literacy and numeracy skills in our children. This is predominantly done through hands-on activities, art, music, theatre, dance and outdoor play. Through this process, we aim to identify what each child is drawn towards, what their strengths are and what excites them.

Primary school places a huge focus on consciously building problem-solving skills, social skills and life skills through literacy, numeracy and environmental science. Children are exposed to environmental and gender issues prevalent in the world they live in and are pushed to think of creative solutions for the same with their peers. Through this process, children experience learning in a safe environment that gives them the freedom to express themselves, while respecting the feelings and emotions of their peers. Content delivered caters to children of different intelligences so that every child learns to enjoy learning.

Middle school is a space where the focus is placed on empowering children to start learning on their own. Children are trained to research and present findings, debate and discuss with peers while respecting perspectives, understand problems and implications of their actions and inactions. Here, children actively explore in order to identify what interests and excites them.

By the time our children enter high school, they would have narrowed down on their areas of interest and are ready to deepen their understanding of the same. Spaces are created for them to reflect on the alignment of their actions to their interests. Lessons and experiences are facilitated to build self-aware individuals who realise the importance of their role in the community/society they live in.  By the time they complete school, children are ready to make informed decisions that guide them in every walk of life.

Inclusive Education


The vision of Ramana Vidyalaya is to make all classes inclusive. The department is actively working towards identifying children with mild to severe learning difficulties, who do not have grade-level literacy and numeracy skills, and is offering academic and learning support to bridge the gap so that they can be equipped with the self-confidence, values, skills and knowledge needed to fulfil their potential. 

The Remedial Department functions with trained special educators and a counsellor who work with children between grades 2-7 extensively, along with the subject teachers. At Ramana Vidyalaya, early identification has always been our prime focus. We strongly believe that it is very important to recognise the difficulty quickly and support the children with effective intervention. This, we are certain, will help fast track their overall development. Keeping this in mind, we proactively look for delays in learning and developmental milestones during their early childhood (Kindergarten). This has helped us identify children who would have needed extra assistance in the later years, at a very early stage, and provide the necessary intervention. We also extend our support to such students by availing concessions on time or subject for their board exams. 

The department is mentored and trained by Madras Dyslexia Association (MDA). Trained faculty from MDA work closely with the teachers at RV and help us give the best intervention possible to our children.

Our ultimate goal is to ensure that only students with moderate and severe learning difficulties are addressed in the resource room, while students with mild difficulties are catered to in their own classrooms. We believe this can be achieved by empowering all classroom teachers to identify and remediate within the classroom so that true inclusivity can be achieved.

At Ramana Vidyalaya, we believe that teachers and parents are both equal contributors towards the child’s development and progress. Therefore, empowering parents is a part of our remediation process. We take measures to empower them by sharing strategies and activities, which they can use to engage their children after school, and make sure their milestones and goals are met. When teachers and parents work in unison and treat students with abundant support, encouragement and belief, students will certainly be able to grow to be the best versions of themselves.

School Toppers 2020-2021