The school follows the C.B.S.E, (Central Board of Secondary Education) syllabus, along with that, the study structure also envisions the development of a student by means of a robust, vibrant and holistic atmosphere, which is understood to promote innovation and teaching methodologies, from the creative perspective.

This is devised by creating a student oriented and student centered exposure to the world of academics, while keeping in tune with the standards set by the C.B.S.E. Board.

The present curriculum caters to the intellectual, social and cultural vivacity of its students.

The school looks as itself as a center of excellence in order to address and understand the new challenges that face the changing scenario, the school's curriculum evolves accordingly, maturating with adequate and appropriate pace.

The curriculum as designed by the school is set while keeping in conformity with the C.B.S.E standards and encourages and intents to develop:

1. The power of assimilating knowledge,
2. The promotion of psycho - motor skills.
3. Development of logical thinking and scientific aptitude and deduction.
4. Facilitation of creativity and to cope with the development of science and technology.
5. Maintenance of health and self - hygiene including a value based approach to life.
6. Most importantly, to be prepared to meet emerging global challenges and changes

THE SCHOOL ENVIRONMENT
The stress and focus as far as the pre - learning environment is concerned is crucial in the development of a competent, confident and enterprising character. Such an environment is also imperative for the promotion of harmony and peace in the society.

These are the areas where Rajashree tends to differ from the rest of the other institutions. Equitable importance is accorded to all aspects and angles . to an overall balanced development of a student.

Disaster Management Program.
After the decision of the Board, the introduction of Disaster Management, as a part of the frontline curriculum of the school, (from Classes 8 onwards), was introduced. The same has incorporated various aspects of Disaster Management such as resource skills, first - aid skills, safe construction practices, availability of student volunteers and alternative communication methods and techniques in the event of a natural calamity and is a part of the school curriculum.

Life Skill Education.
Life skill education was also introduced as an integral part of the curriculum at Rajashree, from Classes 6 onwards. This was implemented in 2003.

The objective was to instill and empower the students in the areas of self - confidence, eco - sensitivity and a right approach to life in general. The adoption of basic life skills is central to the school curriculum at Rajashree and the school adheres to an inter - disciplinary approach towards translating the curriculum of Life Science Education.

Introduction of Environmental Education.
As per the directives of the C.B.S.E. Board, Environmental Education is required to be introduced at all levels in order to educate the coming generation on issues regarding depletion of natural resources, protecting species on the verge of extinction, increasing pollution awareness, global warming resulting in ecological imbalances, health concerns arising out of ignorance and poor waste management and other issues that appear vital for the sustenance of the planet in all its grandeur. Moreover other opportunities and provided both within and outside the classroom for integration of the Environmental Education curriculum.

Changes to the curriculum are brought about as and when found necessary and evaluation is carried out in a highly objective and impartial manner.

Evaluation.
In order to minimize the fear and threat of examinations, we have decided to do away with examinations till Class 5, which will be replaced with continuous and comprehensive evaluation by the respective teachers. This will certainly shift the focus from pure academic pursuits to a balanced and total personality development.

Homework.
No homework is given to students till Class 2 so that children can spend more time with family members and enrich their inter - personal skills and emotional edifice.

In this context, we have also tried, and are continuing to try our level best to bring about alternative options to homework in levels till Class 5.

The co-operation of all the staff members has made the implementation of the changes of the school curriculum a complete success.

Use of the Mathematics Laboratory
As per the directive of the C.B.S.E. Board, the school has set up a Mathematics Lab this year. The objectives behind this project is :

1. To diffuse the fear of studying mathematics common in most children
2. Make learning of mathematics more enjoyable and life - oriented.
3. To enhance critical and analytical thinking
4. For practical verification of basic mathematical concepts
5. Evaluation of students, based on their mathematical skills. On the whole, the present system focuses on identifying the positive attributes and harness the growth potential in students from a holistic point of view.