Civil Services Foundation Programme – sanjeevaniglobalacademy.com

Learn • Discuss • Reason • Serve

Civil Services Foundation

A school-age foundation programme from Class 6 onwards, combining general studies, newspaper reading, group discussions, logical reasoning, communication and responsible citizenship.

Six-year core: Classes 6–11. Class 12: a seventh-year revision and consolidation extension. Class 6 through Class 12 spans seven academic years. Learners joining later begin with an age-appropriate diagnostic and bridge plan.

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Year-wise Course Modules

Year 1 • Class 6

Curiosity, observation and learning habits

Term 1 • People, Places & Learning Skills

History: timelines, historical sources, early communities and evidence.
Geography: globe, directions, continents, oceans and simple map symbols.
Civics: family, community, diversity, local services and responsible behaviour.
Study skills: reading a paragraph, finding keywords, vocabulary and a learning journal.

Term 2 • Nature, Society & Everyday Numbers

History: early settlements, farming, towns and cultural change.
Geography: landforms, water, weather observation and local environment.
Science and economy: food, health, materials, needs, wants and saving.
Numeracy: whole numbers, fractions, basic graphs and estimates through daily situations.

Term 3 • Citizenship & Mini Projects

Civics: local administration, public spaces and duties in school/community.
Environment: waste segregation, biodiversity observation and conserving water.
Communication: short explanations, listening respectfully and asking questions.
Integrated project: map your neighbourhood and investigate one local public service.

Newspaper Reading & Current Affairs: 10 minutes on four days a week: teacher-selected child-friendly reports. Identify the headline, place, date, people and the 5Ws + 1H. Keep two news entries weekly.
Group Discussions & Speaking: One 15-minute guided discussion each week: water saving, school cleanliness, kindness or public spaces. Take turns, listen and state one reason.
Logical Reasoning & Quantitative Skills: Patterns, odd-one-out, analogies, number and letter sequences, simple directions, picture classification and basic mental maths.
Writing & Communication: Write a clear five-sentence summary; present a two-minute explanation using a map or picture.
Assessment & Year-end Outcomes: Term portfolio: map sheet, observation diary, eight vocabulary entries monthly, a short quiz and a small community project. End-year outcome: explain a local issue using simple evidence.

Year 2 • Class 7

Connections between society and environment

Term 1 • Regions, Communities & Institutions

History: regional societies, political change, cultural exchange and reading more than one source.
Geography: rocks, soils, atmosphere, weather and climate at an introductory level.
Civics: equality, public institutions, government services and the role of media.
Reading: topic sentences, distinguishing a report from a personal comment.

Term 2 • Work, Markets & Living Systems

History: livelihoods, crafts, trade, towns and regional traditions.
Economy: producers, consumers, prices, occupations and the journey of an everyday product.
Science/environment: ecosystems, nutrition, sanitation, energy use and local environmental risks.
Numeracy: ratio, proportion, percentages, tables and bar charts.

Term 3 • Public Services & Responsible Media

Civics: access to health, education and civic participation.
Geography: human-environment interaction, transport and settlements.
Media skills: captions, headlines, fact/opinion and introductory source checks.
Project: survey a public service or local market and present findings as charts.

Newspaper Reading & Current Affairs: 15 minutes on four days a week. Read local, national, science and environment reports. Write two 60–80 word summaries weekly and locate each report on a map.
Group Discussions & Speaking: One 20-minute discussion weekly. Use a simple claim–reason–example structure; introduce fair disagreement and rotating chairperson roles.
Logical Reasoning & Quantitative Skills: Coding-decoding, ranking and order, blood relations in simple diagrams, direction-distance, Venn diagrams and multi-step number patterns.
Writing & Communication: Short evidence-based paragraphs and a three-minute talk supported by one chart.
Assessment & Year-end Outcomes: Term quizzes, map and chart tasks, a news scrapbook, discussion rubric and a survey presentation. End-year outcome: compare two explanations and support a view with an example.

Year 3 • Class 8

Institutions, evidence and public issues

Term 1 • Change, Resources & the Constitution

History: colonial encounters, changes in administration, rural livelihoods and sources.
Geography: natural resources, land use, water, agriculture and conservation.
Civics: constitutional values, secularism as a topic for study, law and public institutions.
Reading: identify causes, effects, sequence and a writer’s central argument.

Term 2 • Society, Industry & Justice

History: resistance, social reform, education and the growth of public debate.
Geography: industries, population and the movement of people and goods.
Civics/economy: social justice, public facilities, work, livelihoods and exclusion.
Science/data: pollution, health information, introductory statistics and misleading graphs.

Term 3 • Civic Inquiry & Early Answer Writing

History: national awakening and the relationship between ideas and collective action.
Governance: lawmaking, courts and citizens’ access to public services at a basic level.
Environment: local conservation problems, causes and practical solutions.
Project: investigate a civic problem using observations, two sources and a reasoned proposal.

Newspaper Reading & Current Affairs: 20 minutes on five days a week. Maintain a topic-wise notebook: governance, economy, science, environment and society. Prepare a weekly digest and compare two reports on one event.
Group Discussions & Speaking: One 25-minute group discussion weekly, with source cards. Practise separating evidence, opinion and assumption; summarise another learner’s position fairly.
Logical Reasoning & Quantitative Skills: Statements and conclusions, introductory syllogisms, seating arrangements, data sufficiency basics, averages and percentages in word problems.
Writing & Communication: 80–120 word structured answers using introduction, explanation and conclusion; one short reflective essay each month.
Assessment & Year-end Outcomes: Monthly comprehension and reasoning tasks, term source-based tests, news portfolio and a civic inquiry project. End-year outcome: analyse a claim and propose a practical solution.

Year 4 • Class 9

Systems, democracy and analytical thinking

Term 1 • Ideas, Earth Systems & Democratic Institutions

History: major modern political ideas, social change and the use of historical evidence.
Geography: India’s location, physical features, drainage and map interpretation.
Polity: constitution-making, democratic principles, elections and representation.
Economy: resources, human capital, livelihoods and economic vocabulary.

Term 2 • Rights, Population & Development

History: political movements, conflict, citizenship and the effects of ideology.
Geography: climate, vegetation, population distribution and environmental interaction.
Polity/economy: institutions, rights, poverty, food security and development indicators.
Science and technology: energy, health, scientific claims and evidence evaluation.

Term 3 • Issue Analysis & Public Communication

Integrate history, geography and civics around migration, food or water.
Read basic data on population, education, employment and health.
Practise ethical dilemmas involving fairness, truth, responsibility and resources.
Project: produce a research poster and a five-minute issue presentation.

Newspaper Reading & Current Affairs: 25 minutes on five days a week. Read one accessible editorial with teacher guidance each week. Record issue, background, stakeholders, evidence and possible responses.
Group Discussions & Speaking: Weekly 30-minute group discussion and a monthly moderated debate. Assign roles, acknowledge counterarguments and close with areas of agreement.
Logical Reasoning & Quantitative Skills: Logical connectives, assumptions, cause/effect, critical reasoning passages, puzzles, interpretation of tables and introductory probability.
Writing & Communication: 120–150 word analytical answers, comparison tables, short arguments and a monthly 300-word essay.
Assessment & Year-end Outcomes: One monthly integrated test, editorial response, reasoning set, discussion feedback and a research poster. End-year outcome: analyse a public issue from more than one perspective.

Year 5 • Class 10

Integrated general studies and balanced judgement

Term 1 • Modern India, Resources & Economic Life

History: nationalism, modern India and links between economic and political change.
Geography: resources, agriculture, water management and sustainable development.
Polity: power-sharing, federal arrangements, political institutions and civic participation.
Economy: sectors, development, money, credit and everyday financial decisions.

Term 2 • Society, Global Links & Public Policy

History: industrial change, global connections and the circulation of ideas.
Geography/economy: industries, transport, trade and the effects of globalisation.
Civics: accountability, diversity, inequality and the assessment of public policies.
Science/environment: climate-related issues, public health, technology and misinformation.

Term 3 • Revision, Ethics & Applied Inquiry

Revise the Class 6–10 foundation through themes rather than isolated facts.
Develop a current-affairs dossier linking a report to a static subject.
Use simple case studies to compare benefits, costs, affected groups and trade-offs.
Project: a local development report with maps, graphs, sources and recommendations.

Newspaper Reading & Current Affairs: 25–30 minutes on five days a week; weekly editorial comparison and monthly issue brief. Keep a concise topic index instead of copying whole articles.
Group Discussions & Speaking: Weekly 30-minute group discussion; monthly role-based policy simulation. Require evidence, respectful rebuttal and a jointly written conclusion.
Logical Reasoning & Quantitative Skills: Percentages, ratio, averages, profit/loss, time/work, speed/distance, data interpretation, comprehension and argument evaluation.
Writing & Communication: 150–200 word answers, balanced pros/cons analysis and monthly essays. Schedule lighter foundation work during school board-exam preparation.
Assessment & Year-end Outcomes: Term integrated papers, timed reasoning/comprehension practice, an ethics case and an annual development report. End-year outcome: connect school knowledge to a real policy question.

Year 6 • Class 11

Advanced foundation and independent inquiry

Term 1 • General Studies Framework

History: organise ancient, medieval and modern themes; practise chronology, sources and cultural context.
Geography: physical processes, human geography, map work and environmental systems.
Polity: constitution, institutions, rights, responsibilities and federal relations in greater depth.
Economy: introductory micro/macro concepts, national income vocabulary, inflation and employment.

Term 2 • Society, Governance & Contemporary Change

Society: diversity, social change, gender, education, urbanisation and inclusion.
Economy/governance: public finance vocabulary, service delivery, development and policy evaluation.
Science/technology: digital systems, biotechnology, space and energy as current-affairs themes.
Environment: ecosystems, climate, biodiversity, disasters and preparedness.

Term 3 • Analysis, Ethics & Research

International affairs: map-based understanding of regions, institutions and cooperation.
Ethics: integrity, empathy, impartiality, accountability and conflicts of interest through classroom cases.
Research: credible sources, attribution, basic surveys, limitations and evidence-led conclusions.
Capstone: a 1,500–2,000 word inquiry report with an oral presentation and discussion.

Newspaper Reading & Current Affairs: 30 minutes on five days a week. Compare editorial arguments, use primary/public information for background and write a weekly analytical brief with a source list.
Group Discussions & Speaking: Weekly 35–40 minute discussion and a monthly student-chaired seminar. Evaluate clarity, relevance, listening, evidence and constructive participation.
Logical Reasoning & Quantitative Skills: Mixed aptitude and comprehension practice, advanced arrangements, assumptions/inference, data interpretation, arithmetic revision and time management.
Writing & Communication: Timed short analytical answers, one monthly essay and fortnightly ethics case responses. Build a concise revision system.
Assessment & Year-end Outcomes: Monthly thematic tests, term integrated assessments, seminar rubric and a capstone viva. End-year outcome: independently investigate and communicate a civic issue with balanced evidence.

Class 12 Extension • Class 12 • Year 7

Board-compatible revision, consolidation and transition

Term 1 • Consolidate & Diagnose

Diagnose gaps across history, geography, polity, economics, environment and science.
Build topic maps connecting static knowledge with contemporary reports.
Revise comprehension, arithmetic and logical reasoning through short mixed sets.
Select one public issue for an evidence-based review essay.

Term 2 • Integrate & Practise

Practise integrated case studies, balanced answers and source evaluation.
Run small seminars, policy discussions and peer feedback sessions.
Complete one concise research project or community-learning reflection.
Create personal revision sheets and an error log; adjust workload around school examinations.

Term 3 • Board Priority & Next Steps

Use a reduced foundation timetable during board-exam months.
Consolidate notes and complete a short final portfolio presentation.
Review interests, reading habits and undergraduate learning choices.
Plan the next study stage; this foundation programme does not replace later exam-specific preparation.

Newspaper Reading & Current Affairs: 15–25 minutes on four days weekly, reduced during board examinations. Keep selective issue notes and verify claims before using them in answers.
Group Discussions & Speaking: Two structured discussions monthly outside examination periods; emphasise fair judgement, concise speaking and listening.
Logical Reasoning & Quantitative Skills: Focused revision of weaker areas, comprehension accuracy, mixed timed practice and review of errors rather than speed alone.
Writing & Communication: Short timed answers and periodic essays with board-exam workload taking priority.
Assessment & Year-end Outcomes: Diagnostic test, a small portfolio and final presentation. End-year outcome: maintain a sustainable reading, reasoning and independent-learning routine.

Suggested Weekly Learning Rhythm

Core years: approximately four guided hours weekly, adjusted to age and school workload, plus short independent reading tasks. Each teaching year uses three terms of around twelve weeks; holiday and school-exam breaks are agreed with families.

Session	Focus	Typical Time
1	History, civics or polity + map/timeline activity	60 minutes
2	Geography, economy, science or environment	60 minutes
3	Logical reasoning, numeracy and reading comprehension	60 minutes
4	Newspaper workshop, group discussion and short writing task	60 minutes

Assessment & Student Support

Entry diagnostic and individual learning goals; no prior civil-services knowledge required.
Monthly low-stakes quizzes, vocabulary/map work, a reasoning task and portfolio feedback.
Suggested term rubric: knowledge 30%, reasoning 20%, reading/source use 20%, writing/project work 20%, discussion/listening 10%.
Teacher and parent progress review each term; individual support for reading or numeracy gaps.
Age-appropriate, teacher-curated news; avoid disturbing material and discuss public issues without party campaigning.
School board syllabus and examinations remain the priority. This is an academy-designed foundation course, not a claim of official examination affiliation or a selection guarantee.