Besides their physical development, all students at Anugraha Mandhir gain knowledge, self-assurance, independence, fortitude, resourcefulness, competence, and comprehension.

A professional, kind, compassionate, and compassionate teacher can develop their gifts and realize their full potential. Teachers work together to identify their strengths and set goals to help the students at Anugraha Mandhir understand that failures and problems are a natural part of development and progress. If they mess up and fall, they are assisted in choosing a new direction. Our tutors guide them in improving their learning skills.

We hope the students will find the school energizing and motivating, master various abilities, and cherish their entire lives learning process. Furthermore, we hope all the children grow up to be brilliant adults who set an outstanding example in everything they do in real life by making the correct decisions.

Every student must adhere to strict disciplinary guidelines and learn the values of tolerance, fairness, integrity, compassion, and fortitude. These values are instilled in our learners through life skills teaching and evaluation, oral narratives, and integrated teaching strategies.Lucky 7

The school is constantly enhancing its teaching methods to prepare the students for upcoming life challenges and inspire them to be socially conscious. Anugraha Mandhir, a CBSE school, provides a system for keeping track of, monitoring and grading students’ academic and co-curricular talents.

We strive to provide the best comprehensive education for our children to shape them into good citizens. Our goal is to inspire the students to be information literate, thoughtful, and valuable citizens of the global community while they strive for academic success. We hope that students will have the courage to pursue their dreams with a strong sense of global leadership when they graduate.

CBSE Affiliation

Anugraha Mandhir Is Affiliated With the Central Board of Secondary Education (CBSE)

Education, as a planned endeavor, attempts to prepare children to be engaged, accountable, productive, and compassionate people in society, whether on a small-scale individual basis or a large-scale institutional one. By dispersing the essential knowledge, skills, and concepts, they get acquainted with the varied social customs. The goal of education should be to foster in learners a critical analysis of actual experiences and a willingness to dispute, ask questions, and carry out their research.

The CBSE aims to provide students with a rich, active, and comprehensive education that will foster excellence across the board. It is devoted to offering a high-quality education to foster intellectual, social, and cultural vitality among its students. It strives to make learning processes more effective.

The Board supports regular and thorough evaluation focusing on the overall growth of students. It also pledges to create a relaxed learning atmosphere that fosters the growth of knowledgeable, self-assured, and resourceful people who will uphold peace and harmony.

CBSE Main Focus

  • Creation of paradigms that are student-centered and innovative in their teaching approach
  • Revisions to the procedures used for testing and evaluation
  • Job-related and job-oriented inputs are added to the learning
  • Performing in-service training programs to update the pedagogical expertise of the school personnel constantly

Academic Objectives

Anugraha Mandir is dedicated to providing top-notch instruction, a specialized curriculum, and infrastructure. Children receive the best possible education thanks to ongoing efforts and advancements.

Because every child is distinct with unique learning abilities, talents, skills, and mental concentration, each of them should be allowed to progress at their tempo. Furthermore, the learners should be praised for their uniqueness and accomplishments.

Anugraha Mandhir school’s developmentally appropriate techniques and age-appropriate curriculum offer excellent early experiences that promote learners’ overall development. The learners’ regular program should include play, discovery, and hands-on learning to relieve them of the burden of too much reading and excessive memorization.

The staff of every institution’s staff is its cornerstone. With that in mind, a group of highly committed, skilled, and trained instructors to shape the younger generation’s future is at the helm of educating our learners. Our instructors have the training and resources to provide the students with an engaging, memorable, and fun-filled classroom experience.

We provide students with extra attention and guidance to help them overcome their learning challenges.

By effectively utilizing the Continuous and Comprehensive Evaluation (CCE) system, we can continuously evaluate students’ performance and promptly change learning materials to ensure good learning results.

Moral Education

Students can be molded into extraordinary individuals, responsible citizens, and outstanding leaders in institutions that prioritize moral education.

  • Students, instructors, and administrators must exhibit various moral qualities such as being trustworthy, accountable, and considerate of one another’s needs. Developing these characteristics and values is an essential task for our school. Our primary goal is to produce well-mannered individuals in society.
  • To coexist peacefully in a community, we must uphold the democratic principles that form a component of our legal system: we must accept responsibility for upholding everyone’s rights, engage in polite discourse about our disagreements and be educated. Fostering civility is one of the institution’s primary goals. Anugraha Mandhir incorporates moral teaching across all its academics and programs.

Innovative Teaching Methods

To guarantee that each child is making progress toward achieving the anticipated, age-appropriate learning goals and the children’s self-confidence and motivation, teachers design and apply a broad range of educational tactics.

Teachers engage with individual students and small and large groups while keeping an eye on them. To get learners thinking and extending their knowledge, they are encouraged to express issues, ask queries, make remarks, and provide recommendations. Children who exhibit goodness, brilliance, or compassion at school are recognized for their outstanding, spontaneous acts and rewarded.

By considering interests, abilities, developmental age, and backgrounds, the following are the teaching methods employed:

  • Equilibrium between active and passive pursuits
  • Learning integrated with worksheets and hands-on experiences in books.
  • A wide range of exciting encounters, thought-provoking concepts, and opportunities to solve problems
  • Developing and showcasing particular abilities
  • The ability to organize student learning through customized teaching
  • Teacher-directed learning and Self-directed learning equilibrium
  • Students are prompted to revisit and reflect on their learning via a closing exercise that summarizes the week’s teachings

Pre-KG, LKG, and UKG

We provide a safe, secure, and nurturing pre-school atmosphere where kids can develop and acquire knowledge while feeling comfortable and content.

At the pre-school, we work to ensure that every child remains safe, healthy, enjoys and thrives, contributes positively, and acquires skills. We collaborate with their parents, exchange information, provide assistance with home learning, promote parental engagement, and strengthen the home and school relationship. We respect every kid’s uniqueness and strive to deliver the optimal learning experiences to meet each child’s specific requirements.

The categories of learning listed below help to create educational programs.

Language and Communication

  • Understanding 
  • Listening and Attention
  • Speaking


  • Reading
  • Writing

Individual, Social, and Emotional Growth

  • Creating Connections
  • Positivity and self-awareness
  • Managing Behavior and Emotions

Physical Development

  • Health and Self-Care
  • Moving and Handling


  • Numbers
  • Size, Dimension, and Shape

Global Perspective

  • People and communities
  • The World
  • Technology

A Standard Session

Children take the lead in indoor and outdoor activities, and adults support them by watching, interacting, and extending every child’s play. The typical adult-to-kid ratio is one to fifteen.

Food Break

The kids are offered organic, homemade healthy snacks and drinks. With assistance from the caregivers, the kids are taught to clean up.

Circle Time

The kids participate in “circle time,” during which they sing, talk, or participate in activities that adults direct. The kids may now further strengthen their language abilities and self-assurance by interacting in a comfortable setting, such as “show and tell,” where they can discuss a gift they acquired at home or a memorable incident in their lives.

Tale Time

Children who remain in school for lunch are reminded to clean their hands before sitting at their dining tables. A similar routine is followed in the afternoon, focusing on kid-led activities. There is a comprehensive activity list illustrating the regular programs, such as: 

  • Drawing
  • writing
  • Construction
  • Small world
  • Puzzles
  • Games
  • Tabletop Activities

Subjects for I to X Classes

At Anugraha Mandhir, we’ve adopted kid-friendly and student-centered learning technologies that emphasize kids’ skills and talents at each level of their schooling and their subject-matter knowledge.

We concentrate on skill development by adhering to the CBSE curriculum and using the CCE evaluation method.

  • The primary language is English, while Tamil and Hindi are optional languages.
  • Learners are urged to complete reading tasks and creative writing projects on their initiative.
  • The school has rational analysis and problem-solving contests in science and mental calculation.
  • Technology and communication: Students are exposed to various practical computer tasks, including how to use MS Office and the internet. We instruct them on effectively utilizing the internet and other social networks.
  • The healthy rivalry may be had via literary endeavors such as Olympiads, Cambridge English, Elocution, Spell Bee, Contests, Seminars, Extempore, JAM, etc.
  • Student leadership in community programs that the school sponsors, as well as active participation in the community


Class I to VIII

Languages, including English, Hindi, and Tamil, should be treated equally.


Class VI to X

Tamil or Hindi may be chosen as the second language, with Tamil as the third.


Classes I to X

Mathematics Laboratory Theory and Application


From Class I to II

Environmental Science.

Classes III to X


Social Science

Classes III to X

  • Philosophy
  • Politics
  • Social Statistics
  • Economics

Computer Science 

Classes I to X

Computer lab theory and applications


The evaluation of the children takes place regularly and authentically in a developmentally appropriate classroom. Frequent assigned tasks and examinations are used to monitor students, with assessments conducted weekly, monthly, and quarterly. 

The curriculum is aided by work examples, verification of work, and observational evaluation, which charts the learner’s growth through time. Teachers modify education to meet students’ chronological requirements and learning preferences; assessment findings are utilized to enhance coursework. 

These are vital principles serving as the foundation for developmentally appropriate assessment techniques.

  • Evaluation aids in demonstrating development and progression
  • Evaluation includes evaluating various abilities and talents in addition to just academics.
  • Observations and comments from evaluations are used to improve curriculum development.
  • Evaluation is genuine and based on criteria.
  • Fundamentals to evaluating learning and progress include observation and appraisal of individual students’ learning preferences.
  • There are several chances for instructors to monitor and consider the successes of their pupils as part of the continuing evaluation.
  • Instead of comparing a child’s work against that of other kids, a report card compares the child’s effort to visible and quantifiable results.
  • Before being returned home, the learners’ reports are reviewed so they may comprehend their personal growth.
  • Both parents and teachers usefully share the learning requirements and abilities.

The school adheres to the CBSE curriculum’s Continuous and Comprehensive Evaluation sequence.

  • FA1 – 10% (April and June)
  • FA2 – 10% (July and August)
  • SA1 – 30% (September)
  • FA3 – 10% (October, November & December)
  • FA4 – 10% (January & February)
  • SA2 – 30% (March)