Helping our students find the right path
We provide a comprehensive curriculum which combines a rich academic programme with co-curricular activities such as music, physical education, drama, theatre, library studies, visual arts and technology sessions to equip your child with skills to lead the world in every field.
Early Years (Little GEMS)
The early years consist of grades Pre-K, Kindergarten 1 and Kindergarten 2. The Little GEMS curriculum is based on the Early Years Foundation Stages (EYFS), a UK curriculum framework which focuses overall skills development in the cognitive, affective and psycho-motor areas. It draws upon research by education pioneers such as Reggio Emilia, Maria Montessori and Lev Vygotsky (you can find out more by visiting the Little GEMS website).
Activities are designed to take into account the following key learning areas for early childhood development:
- Personal, social and emotional development
- Communication and language
- Expressive arts and design
- Physical development
- Understanding the world
Young learners are encouraged to explore, enquire and take risks in an interactive environment which includes the use of smart boards, digital devices and dedicated indoor and outdoor learning zones. We have a caring team of well-trained Early Years Educators who monitor and student progress through observational assessment and document it using e-portfolios.
Primary School Years (Grades I - V)
The Primary curriculum continues with the skills-based thematic approach to ensure a smooth transition. The students experience the joy of learning, gain a deep understanding of important concepts, decisions, and outcomes. They are guided by motivated, well-trained and nurturing teachers.
Ongoing formative assessment, individualised according to the needs of each student, takes place in the classroom and is based on observation and feedback. Students form part of the assessment process, learning to self and peer assess and monitor their own progress.
At the end of term there is a comprehensive review which includes feedback on attitude to learning, behaviour, contribution to class, homework and strategies for improvement. The consolidated report shows an overall grade for each of the learning domains. Parents receive frequent feedback, with continuous evaluation files and portfolios regularly sent home.
Secondary School (grades VI and X)
At secondary school level, we help students to optimise their potential and stay focused on their goals as they further their knowledge, skills and abilities. Students are able to identify their aptitudes and develop social skills that will help them grow into confident and responsible citizens who set their goals high in order to meet the challenges of a changing world.
A strong and comprehensive educational foundation equips students with the knowledge, skills and understanding to continue their education through different combinations of subjects:
Hindi, Sanskrit or French
Visual and performing arts
Senior Secondary School (grades XI and XII)
Students at this stage are offered three streams - Science, Commerce and Humanities:
Biology/computer science/physical education/sociology
Continuous Comprehensive Evaluation as proposed by ICSE
As part of the ICSE CCE (continuous comprehensive evaluation) policy, Formative Assessment is used to monitor student progress in a non-threatening, supportive environment. Regular descriptive feedback gives students the opportunity to reflect on their performance, take advice and improve upon it. Students are an essential part of the assessment process and help to design criteria and assess their own work as well as that of their peers. If used effectively, CCE can improve student performance, raise self-esteem and reduce teaching workloads.
Formative Assessment (FA) can take place via pen and paper tests, assignments, journals, quizzes, projects, etc. Assignments are designed according to the scope of specific units.
Summative Assessment (SA) relates to assessments carried out at the end of a course of instruction to measure how much a student has learned.
FA and SA reduce anxiety and stress which often builds up if the students are assessed only once through 'one-shot' assessments at the end of year. Timely diagnosis of learning gaps and remedial intervention are beneficial to learning.