Happiness Syllabus Outline

NURSERY & K.G.

The happiness curriculum designed for Nursery & K.G. consists of only mindfulness activities. This is done keeping in mind their developmental age as these students are active, have limited attention span and learn through sensory exploration.

S. No	Units	Modules & Sessions
1	Exploring Happiness through Learning and Awareness	●     Learning to be aware of one’s emotions ●     Learning to be mindful

CLASS I - CLASS II

The happiness curriculum designed for Class I and II consists of mindfulness activities, simple stories and basic reflective activities. This is done keeping in mind their developmental age as these students are more expressive and able to engage in conversation.

CLASS I

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Observing activities of the body ●     Becoming aware of our likes ●     What do we like more - being with material versus being with people ●     Identifying sources of momentary happiness ●     Observing the desire to be happy always ●     Happiness in learning a new skill
2	Experiencing happiness in relationships through Feelings	●     Observing contributions in relationships → mother → father → siblings ●     Recognising feelings and values: ○       Respect ○       Affection ○       Care ●     Proper Listening ●     Sharing things with others ●     Supporting others in need
3	Happiness through Active Participation	●     Creative expression of oneself ●     Communication & Collaboration ●     Joy of participation in school ●     Joy of participation in family ●     Observing various entities in nature

CLASS II

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Observing needs of the body ●     Becoming aware of our likes and dislikes ●     Identifying sources of momentary happiness and deeper happiness ●     Observing the desire to be happy always ●     Happiness in learning a new skill
2	Experiencing happiness in relationships through Feelings	●     Recognising physical similarities between humans ●     Observing contributions in relationships → parents → teachers → siblings ●     Recognising feelings and values: ○       Respect ○       Affection ○       Care ○       Guidance ●     Observing whether we feel happy when sharing ●     To communicate clearly ●     Recognising and communicating the value of doing things together ●     Sharing how do we feel when someone helps us, we help others. ●     Communicating our feeling of happiness when we share or cooperate ●     Keeping our things in order in family, class, school
3	Happiness through Active Participation	●       Keeping one's things in order ●       Observing participation of others in the house and in school ●       Joy in participation in school ●       Joy in participation in family ●       Recognising characteristics of entities in nature

CLASS III - CLASS V

The happiness curriculum designed for Class III to V consists of developmentally age appropriate mindfulness activities, evocative stories, reflective activities and self-expression. The students learn to cooperate in group settings, are more expressive and begin to develop their own point of view.

CLASS III

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●       Identifying activities and needs of the body ●       Recognising differences in our decisions based on what we like versus what is good for us ●       Realizing the desire to be happy always ●       Recognising how we feel when there is harmony in relationships
2	Experiencing happiness in relationships through Feelings	●     Recognising similarities in humans at the level of desire - addressing the core desire for happiness ●     Observing contributions in relationships → parents → teachers → siblings → grandparents → extended family ●     Recognising feelings and values: ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ●     Feeling responsibility towards the collective in class, school, family ●     Taking responsibility instead of blaming in a conflict
3	Happiness through Active Participation	●     Participating in the collective, helping others and taking collective responsibility ●     Observing distinctions between entities and their interrelationships ●     Recognising characteristics and intrinsic nature of entities

CLASS IV

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Identifying separate needs of the self and body on the basis of quantity ●     Recognising the distinctions in voluntary and involuntary activities of the body ●     Identifying sources of momentary happiness and deeper happiness ●     Realizing the desire to be happy always ●     Recognising how we feel when we look after things around us
2	Experiencing happiness in relationships through Feelings	●     Similarity in humans in the ability to think, wanting to understand and have curiosity ●     Observing contributions in relationships → parents → teachers → siblings → grandparents → extended family → neighbours → friends ●     Recognising feelings and values: ○       Trust ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ●     Encouraging practise of collaboration. Free of feeling of competition during class activities ●     Ensuring equal participation of all in different class activities ●     Observation of the feeling of happiness during cooperation & teamwork (at school & home)
3	Happiness through Active Participation	●     Self expression ●     Collaboration and participation ○     encouraging practice of collaboration ○     observation of feelings of happiness during cooperation and teamwork ●     Joy of participation in the collective ●     Understanding distinctions between entities in nature and their interrelationships ●     Recognising characteristics and intrinsic nature of entities

CLASS V

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Identifying separate needs of the self and body on the basis of duration ●     Importance of health and a daily routine ●     Observing that all humans have the potential to understand things around them ●     Exploring sustainable happiness ●     How it is related to clarity of purpose ●     Identifying what feels good versus what is good for us ●     Realizing the desire to be happy always ●     Recognising how we feel when we have more than we need (to be able to share freely)
2	Experiencing happiness in relationships through Feelings	●     Recognising similarities in humans at the level of feelings/values in relationship - the desire for respect and trust ●     Observing contributions in relationships → parents → teachers → siblings → grandparents → extended family → societal relationships - neighbours, friends, people around school ●     Recognising feelings and values: ○       Trust ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ○       Collaboration ○       Cordiality ●     Focus on behaviour, feeling & process instead of only outcome ●     Appreciation of others contribution & participation ●     Encouraging practise of collaboration - free of feeling of competition during class activities
3	Happiness through Active Participation	●     Creative expression of oneself ●     Collaboration and participation ○     encouraging practice of collaboration ○     observation of feelings of happiness during cooperation and teamwork ●     Understanding the role and purpose of various entities in nature, classified in 4 broad categories - material order, plant order, animal order, human (or knowledge) order

CLASS VI - CLASS VIII

The happiness curriculum designed for Class VI to VIII consists of developmentally age appropriate mindfulness activities, thought provoking stories, reflective activities and self-expression. These students can reflect better, gain insight into their thoughts and feelings, and bring about change in behaviour accordingly.

CLASS VI

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Identifying separate needs of the self and body ●     Identifying voluntary activities in a human being based on decision by the self ●     Understanding the difference between knowing and assuming ●     Evaluating our assumptions and preconditioning about life and situations around us ●     Understanding the desire to be happy always ●     Understanding our desire for clarity ●     Exploring the desire for prosperity - a feeling of having more than I need ●     Evaluating our assumptions about happiness ●     Exploring the need for education ●     Exploring what education entails - whether it is accumulation of wealth, or transformation of mindset ●     Exploring how humans are different from the other 3 orders
2	Experiencing happiness in relationships through Feelings	●     Recognising similarities in humans at the level of knowing, assuming and understanding ●     Observing contributions in societal relationships and our role in maintaining them ●     Recognising feelings and values: ○       Trust ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ○       Collaboration ○       Cordiality ○       Humility ○       Commitment ○       Generosity ○       Simplicity ●     Feeling of confidence & usefulness due to participation
3	Happiness through Active Participation	●     Joy of participation in the neighborhood ●     Recognising contribution in society, supportive role in maintaining systems ●     Exploring uniqueness in the various entities in nature, classified in 4 broad categories - material order, plant order, animal order, human (or knowledge) order

CLASS VII

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Understanding how do the needs of the body get fulfilled ●     Understanding how do the needs of the self get fulfilled ●     Understanding what knowing entails ●     Exploring the relation between self reflection and knowledge ●     Evaluating our assumptions and preconditioning about life and situations around us ●     Understanding the desire to be happy always ●     Understanding our desire for clarity and prosperity ●     Understanding what is sustainable happiness ●     Evaluating our assumptions about happiness ●     Evaluating our assumptions about prosperity ●     Exploring the need for the happiness curriculum in education ●     Exploring the connection between happiness and education
2	Experiencing happiness in relationships through Feelings	●     Understanding similarity in humans at the level of human goal ●     Summarising human similarities on the basis of potential, programme and goal ●     Observing the desire for justice in relationships = mutuality in feelings/values ●     Evaluating our assumptions in/about relationships ●     Recognising feelings and values: ○       Trust ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ○       Cooperation ○       Cordiality ○       Humility ○       Commitment ○       Generosity ○       Forthrightness ○       Simplicity ●     Feeling of confidence & usefulness due to participation ●     Participating in Neighborhood/Society - helping in maintaining systems- classrooms & family ●     Contribution in others studies - younger sibling, classmate etc.
3	Happiness through Active Participation	●     Observing feelings of confidence and usefulness due to participation ●     Exploring uniqueness and complementarity between the various entities in nature, classified in 4 broad categories - material order, plant order, animal order, human (or knowledge) order exploring balance in orders

CLASS VIII

S. No	Units	Content
1	Exploring Happiness through Learning and Awareness	●     Understanding the purpose of the body and the self ●     Relationship between the self and the body ●     Understanding the distinctions between the self and the body ●     Understanding what knowledge entails Understanding of the self, existence and universal human behaviour Evaluating our assumptions and preconditions about life and situations around us ●     Understanding the desire to be happy always Understanding our desire for clarity, prosperity and coexistence in society and nature Understanding how clarity leads to sustainable happiness Recognising how happiness is linked with understanding the self ●     Exploring the role of education to fulfill the desire for clarity (knowledge) in human beings
2	Experiencing happiness in relationships through Feelings	●     Understanding similarities in universality and oneness in humans ●     observing the desire for justice in relationships = mutuality in feelings in relationships- transparency, oneness across relationships - family-society evaluating our assumptions in/about relationships ●     Recognising feelings and values: ○       Trust ○       Respect ○       Gratitude ○       Affection ○       Care ○       Guidance ○       Cooperation ○       Cordiality ○       Humility ○       Commitment ○       Generosity ○       Forthrightness ○       Simplicity ○       Oneness ●     Participating in Neighborhood/Society - helping in maintaining systems (cont.) ●     Contribution in others’ lives - siblings, classmates, neighbors
3	Happiness through Active Participation	●     Recognising sense of value, self worth through sharing and contribution ●     Exploring uniqueness and complementarity between the various entities in nature, classified in 4 broad categories - material order, plant order, animal order, human (or knowledge) order understanding the purpose of and interconnectedness between the 4 orders ●     Exploring maintenance of balance in orders