CURRICULUM

One size doesn’t fit all; it is important to accommodate all individual learners, providing them opportunities to grow at their own pace and optimise their inherent potential. Our curriculum strongly emphasises on children’s intellectual (cognitive), language, social/emotional, physical, creative and aesthetic development and is based on latest research and pedagogy.
GPIS demands and draws an ‘enriched curriculum’ – a curriculum which goes beyond the prescribed printed words of text books and the confines of the classroom to give a 360 degrees perspective of a known fact in any given subject. The result is analysing, experimenting, applying, evaluating and challenging the proven facts to create new factual knowledge for the coming generations.
GPIS curriculum, thus, reflects contemporary thinking about what students need to learn in order to lead successful and rewarding lives.
The ‘enriched curriculum’ strongly takes note of the Curriculum Frameworks of the different Boards and the cultural backdrop of the learner. The goals and aims of education being universal remain the same for the varying boards. What is predominantly different is their approach to education and assessments.
The curriculum is perfectly aligned to the directives of various boards with reference to the aims and objectives, the base content, the structures of curriculum and the prescribed system of evaluation. This thought is the foundation for every stride that GPIS takes while designing the learning experiences for its students.
Middle School curriculum works towards grooming the learners to become responsible, confident and reflective individuals; individuals self motivated to engage in innovative activities. This is achieved by making learning interesting and fun rather than a necessity. Pedagogy guided by neuroscience, bloom’s taxonomy, and multiple intelligences, to mention a few ‘make every moment of learning meaningful, joyous and most importantly effective’. Learners are further encouraged to develop a global view through interdisciplinary learning.