Published on: December 20, 2021




On the lines of Delhi, preparations are underway to implement the ‘happiness curriculum’ in primary schools of Uttar Pradesh under a pilot project


  • Curriculum calls for schools in India to promote development in cognition, language, literacy, numeracy and the arts along with addressing the well-being and happiness of students
  • It cites the World Happiness Report, 2018, in which India ranked 133 among 155 nations in the global rankings
  • Objectives – developing self-awareness and mindfulness, inculcating skills of critical thinking and inquiry, enabling learners to communicate effectively and helping learners to apply life skills to deal with stressful and conflicting situations around them.
  • Designed for students of classes nursery through the eighth standard.
  • Group 1 consists of students in nursery and KG, who have bi-weekly classes (45 minutes each for one session, which is supervised by a teacher) involving mindfulness activities and exercise. Children between classes 1-2 attend classes on weekdays, which involves mindfulness activities and exercises along with taking up reflective questions.
  • The second group comprises students from classes 3-5 and the third group is comprised of students from classes 6-8 who apart from the aforementioned activities, take part in self-expression and reflect on their behavioural changes.
  • Learning outcomes of this curriculum are spread across four categories:
    • Becoming mindful and attentive (developing increased levels of self-awareness, developing active listening, remaining in the present)
    • Developing critical thinking and reflection (developing strong abilities to reflect on one’s own thoughts and behaviours, thinking beyond stereotypes and assumptions)
    • Developing social-emotional skills (demonstrating empathy, coping with anxiety and stress, developing better communication skills)
    • Developing a confident and pleasant personality (developing a balanced outlook on daily life reflecting self-confidence, becoming responsible and reflecting awareness towards cleanliness, health and hygiene).
  • Assessment under this curriculum is qualitative, focusing on the “process rather than the outcome” and noting that each student’s journey is unique and different.