MA Centre (Aust) Foundation (MAC)/Amrita Academy of Arts and Spirituality (AAAS) Library Policy.

The MAC/AAAS public library is managed within a clearly structured policy framework. The library policy is devised bearing in mind the overarching policies and needs of the AAAS school and reflects its ethos, aims and objectives as well as its reality.

The policy takes into account:

• the AAAS school curriculum
• learning methods in the school
• satisfying national and local standards and criteria
• students’ learning and personal development needs
• staff’s teaching needs
• raising levels of achievement.

Public Library Purposes

A. Public Identification and access

1) The public are invited to contribute to the MAC/AAAS Public Library.

2) The public are permitted access to the MAC/AAAS Public Library between 11am to 4pm Monday to Saturday and 10am to 2pm Sunday.

3) The library is:

a. Currently located in the building described on the MA Centre Plan Nov ’21 in the small Satsang room.
b. The library is clearly identified by signage both externally and internally.
c. Upon completion of the ashram development the library will be centrally located in the main hall building within the area described as the proposed school building.
d. Accessible and proximate to all teaching areas and in some part free from external noise with appropriate and sufficient light, both through windows and artificial light.

B. Ownership and control – Collection Management, Acquisition. Borrowing, Preservation and Maintenance

1) The library provides access to a wide range of resources that meet the needs of the school users regarding education, information and personal development.

2) The primary focus of the AAAS library collection is on the works of Sanatana Dharma, Hindu Vedic scriptures and the theory and practice of spiritual traditions such as Vedic Chanting, Devotional Singing, basic Sanskrit language, and virtue-based living

3) Collections will continue to be developed on an ongoing basis to ensure that the users have constant choice of new materials.

4) The library staff will cooperate with administrators and teachers in order to develop a common collection management policy, based upon AAAS school
curriculum, particular needs and interests of the school community, and reflect the diversity of society outside the school.

5) Materials Collection. A reasonable collection of book resources should comprise ten books per student, be regularly updated to ensure a wide balanced book stock for all ages, abilities and backgrounds

6) The range of services includes access to electronic information resources which reflect the curriculum as well as the users’ interests and culture. The electronic resources include access to Internet, special reference and full-text databases, as well as instruction- related computer software packages. These may be available in CD-ROM and DVD.

7) The library catalogue system undertakes to classify and catalogue the resources according to accepted international or national bibliographic standards and further will:

I. Ensure preservation through appropriate room temperature (e.g., air-conditioning, heating) to ensure good working conditions all year round as well as the preservation of the collections II. Be appropriately designed to meet the special needs of disabled library users
III. Be of adequate size to give space for the collection of books, fiction, non-fiction, hardback and paperback, newspapers and magazines, non-print resources and storage, study spaces, reading areas, computer workstations, display areas, staff work areas and a library desk
IV. Allow multiplicity of activities and future changes in curriculum and technology as required from time to time.

C. Collection Use and Display

The Library:
1) Provides study and research area space for information desk, catalogues, on-line stations, study and research tables, reference materials and basic collections

2) Provides informal reading area space for books and periodicals that encourage literacy, lifelong learning, and reading for pleasure

3) Includes where practical instructional area space with seats catering for small group, large groups and whole classroom formal instruction, with appropriate instructional technology and display space

4) Includes production and group project area space for functional work and meetings of individuals, teams and classes, as well as facilities for media production and administrative area space for circulation desk, office area, space for processing of library media materials, audiovisual equipment storage, and storage space for supplies and materials

For more information about the Amrita Academy of Arts & Spirituality click here > 

The MA Centre (Aust) Foundation adopts the IFLA/UNESCO School Library Manifesto published in 2000.
Policy last updated as at 21 March 2022.

The School Governance Board (SGB) is the governing body that is responsible for the strategic direction, and oversight of the school policy on operations, governance, financial management and performance. This includes:

• Reviewing the performance of the students
• Reviewing financial management of the school including approval of school fees; and any expenses (over $500)
• Approving an annual school budget
• Liasing with external stakeholders, parent and student communities, and create interest in the school within and across the broader community;
• Approving staff and curriculum changes as appropriate, and;
• Formulating appropriate governance policies and codes of conduct

School Board Composition:

Current Board Members

Dr. Nava Subramaniam (Board Chairperson)
Mrs. Jayshree Raghavan (MAC – Director Representative)
Mrs. Sindhu Anilkumar (MAC – National Coordinator)
Mrs. Sue Byrne (External Representative)
Mrs. Geeta Devi (External Representative)
Mrs. Sreela Maloor (Parent Representative)
Mrs. Raja Muneeswari (Kavitha) Manikanndan (School Principal)
Dr. Radhagayathri Udhayakumar (Teaching Staff Representative)

Board meetings will normally be held three times a year.

The School Principal

Is responsible for the School’s day-to-day operations including oversight of curriculum development, teaching staff, keeping student records in good order, managing social media and the day-to-day financial management of the School budget. The Principal will also conduct an annual parent-teacher meeting.

Will report to the School Board and directly communicate with the Chair of the board on all critical financial and operational matters and any imminent issues, particularly that affecting School curriculum changes, budget matters, parent-student issues, and student-staff wellbeing.

Teachers

Are responsible for developing class content and delivery, as well as design of assessment and record keeping of student performance in their individual classes.

All teachers including guest teachers must hold a working with children permit, particularly if taking face-to-face classes.

“At AAAS, the children have started learning Sanskrit and chanting. These are things that they don’t learn otherwise. The teachers are very friendly and approachable.”  Parent of AAAS student.

TEACHING STAFF

Swami Atmananda Puri
Is a monastic disciple of Sri Mata Amritanandamayi Devi. He first met Amma in 1989 and has been living at Amma’s ashram in Kerala, India since 1993. He has been conducting meditation retreats and spiritual discourses in Singapore, Malaysia, Europe, Mauritius, Australia and New Zealand to guide individuals toward finding greater peace in their everyday lives. He is also a global Teacher of the IAM® Technique.

School Principal: Mrs. Raja Muneeswari Manikanndan
Currently a school teacher working in a Victorian school with a tertiary qualification in education. Has experience developing school curriculum and working with school children in Victoria and the coordinator of Balakendra classes since mid-2020.

Senior/Intern Cohort Teacher: Dr. Radhagayathri Udhayakumar
Has a doctorate in Science and is a university lecturer and has deep knowledge in Hindu scriptural text and Vedic mantra chanting. She has studied Hindu mythology and Sanskrit.

Pre-Junior/Junior Cohort Teacher: Ms. Padma Lee
Currently a school teacher working in a Victorian school. Has four years experience developing curriculum and working with primary school children. She is one of the bhajan group coordinator at Amma’s Ashram and the lead harmonium player and has classical dancing knowledge.

School Code Of Conduct

AASC is committed to providing all students with a learning environment that is inclusive, safe and dedicated to meeting their learning needs. The School’s Code of Conduct sets out acceptable behaviours for students, teachers and parents so as to foster sharing of knowledge, understanding of traditional culture and spiritual practices in an environment of mutual respect, care, and courtesy.

The School’s COC is premised on the following principles:
• All children have the right to be treated with respect and have their diversity valued
• All children are encouraged to be polite, courteous and well mannered
• All children have the right to be safe
• All children have the right to work and play in a secure environment without interference, intimidation, harassment, bullying or disruption
• All children have the right to be supported in their learning

The students are expected to:
• Show mutual respect to peers, teachers, parents and property
• Work to the best of their ability
• Support each other and honour team-work, integrity and discipline
• Respect the values, beliefs and feelings of their peers, and be polite at all times.
• To attend classes and workshops on a regular and timely basis.

The Teachers and Parents are committed to:
• Engendering a positive and a broad understanding of ancient spiritual knowledge and cultures.
• Encourage sharing, tolerance and compassion amongst all children.
• Develop respect, acknowledge differences and encourage self-reflection
• Promote an environment free from all harassment including: racism; sex-based; cultural and any discrimination related to disabilities and impairment.
• Support responsible behaviours and student learning

“AAAS has set a stage for our children to learn and grow according to Santana Dharma. It’s mesmerizing to see how quickly they are learning everything which is taught to them, whether it’s the Bhagavad Gita, Chants or Sanskrit classes.” – Parent of AAAS students.

The school programme is based on the values, traditions, and spiritual educational practices drawn from the ancient knowledge of Sanatana Dharma and Amma’s teachings. The design of the school curriculum is largely guided by
Amma’s existing Balakendra and Amrita Vidyalaya School programme.

Programme Structure

The curriculum is designed in a modular format, and formal assessments are undertaken at the end of each module.

The AAAS programme involves four distinct modules and 6 levels of study that comprise content from all four modules. Please see Appendix or the full curriculum design.

Overview of Curriculum Design

The approach to curriculum design is based on providing students an understanding of spiritual principles and showing them how to bring these simple teachings into their daily lives through scriptural studies, workshops and related activities such as devotional singing and chanting, story-telling and cultural study of the meaning of festivals and Hindu mythology. There are four modular themes of study:

1) Sanskrit Linguistics – Sanskrit language is an Old Indo-Aryan language in which most Hindu scriptures have been documented in such as the Vedas. Students will learn basic Sanskrit.

2) Scriptural Studies – Understanding the basis of Sanatana Dharma and Hindu scriptures such as The Upanishads, Puranas, Vedas, the Mahabharata, and Ramayana. Students will learn prose and poetry. Mythology classes at AAAS will take the children to an interesting world of value-based narratives through stories, skits, and roleplay.

3) Vedic Chanting – Oral recitation of Vedic mantras has been the oldest tradition of passing over spiritual knowledge to generations of seekers. Chanting classes at AAAS will encompass learning of Vedic compositions like
Durga Suktham and Sri Suktham, Bhagavad Gita chanting, and the study of other scriptures like the Devi Mahatmyam, Bhaja Govindam and more.

4) Devotional music (vocal & instruments) – Amma herself sets an example of how forgetting oneself in singing Divine glory is a means to become one with the Divine itself. The classes are an opportunity for children to learn
many of Amma’s devotional bhajans and get involved in soulful singing.

Workshops and activities

Students can regularly participate in cultural and religious festivities and learn about their spiritual and cultural significance. The children will be encouraged to both enjoy and appreciate the purpose and deeper meaning and significance of such festivities.

Students will be guided in undertaking social projects and will gain opportunities to learn about the interconnections between the environment and mankind and undertake selfless service (also known as ‘seva’). At AAAS, this will mean an emphasis on the importance of conserving and respecting Mother Earth, respectful co-existence with nature and fellow humans, growing organic food, sustainable living and more.

“AAAS offers cultural, and spiritual teachings for children. My children enjoy attending the classes and activities. They look forward to learning Sanskrit language, devotional bhajans, and stories. The teachers at AAAS are very helpful with the various activities, performances, and educational needs of the children.” – Parent of AAAS students

Assessment

At the completion of each module within a level of study, as well as successful completion of a given level of study (i.e. level1, 2, 3 etc), the students will receive certificates of completion and proficiency, and of participation where appropriate.

1) Assessments are undertaken based on a modular format

a) Modules I and II – Sanskrit linguistics and scriptural studies

1. In-Class regular Quizzes
2. Term-end written tests
3. Term projects – Individual and team

b) Modules III and IV – Vedic chanting and devotional music

1. Oral recitation/singing tests.
2. Weekly Quizzes
3. Contests

2) Assessment difficulty will also vary based on cohort groups.

a) Pre-Junior: Participation and activity-based assessments.
b) Junior to senior: Skill-based assessments (oral, written and project work).

Certification

All students who pass the assessment of a given module, or a level of study, receive a certificate of completion. Where appropriate, a certificate of participation is given.

Certificates will specify the type of module and level of study. Some examples include:

• ‘AA…has successfully completed Beginner level in Scriptural studies at AAAS’.
• ‘AB…has successfully completed the Intermediate level of study in Devotional music at AAAS’.
• ‘AC…has successfully completed the Advanced level of study in Sanskrit linguistics at AAAS’.

Student Intake

Students will be distinguished by four cohorts, classified under age groups as shown in Table 1. Further, the six levels of study is presented in Table 2.

Table I. Student cohorts by age group

I    –  Pre-Junior 4-7 years
II   – Junior 8-11 years
III – Senior 12-15 years
IV  – Intern 16-17 years

Table II. Student study levels

Level 1 – Beginner
Level 2 – Elementary
Level 3 – Pre-intermediate
Level 4 – Intermediate
Level 5 – Pre-advanced
Level 6 – Advanced

• At AAAS, each level constitutes a 2-year programme (Year I, Year II)
• Successful completion of a Year and level of study is certified for each module.
• A total of 6 levels of learnings are offered.

AAAS graduates are offered an internship opportunity, where they can exercise their capacity to share knowledge, provide teaching assistance and thereby sharpen their skills.

• Formal classes
  • At AAAS, classes are conducted twice a week (Saturdays and Sundays). The main classes (such as Scriptural and Sanskrit Linguistics classes) will run on Saturdays, followed by classes for pre-junior and practice sessions on Sundays.
  • There are 4 terms and each term on average runs over 10 weeks
• Events, activities, and workshops
  • School events and activities such as celebrating festivals, development of plays and other activities e.g. school retreats are also held on festival days and school holidays. Training and Practice sessions will be held on week-days as necessary.

APPENDIX: Amrita Academy for Arts Curriculum Levels 1-6 (PDF)