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CURRICULUM AT GDIS

GDIS is affiliated to ,The Council for the Indian School Certificate Examinations (CISCE) which is committed to serving the nation’s children, through high quality educational endeavours, empowering them to contribute towards a humane, just and pluralistic society, promoting introspective living, by creating exciting learning opportunities, with a commitment to excellence.

Keeping in view the prevalent trends and requirements in the field of education, GDIS aims to provide a holistic and broad based education, taking into ambit all aspects of child behaviour, so as to equip them to meet the challenges in life and to develop their potential for lifelong learning. The present curriculum follows a ‘theme based’ approach in all the curricular area rather than a ‘topical approach’ and it is ‘child centered’. The identified concepts, skills, issues and concerns are age-appropriate so that the understanding of the child develops gradually from self to the immediate surrounding and further to the wider environment.

    KEY FEATURES OF THE CURRICULUM
  • The Curriculum is Theme based.
  • The Curriculum is Child Centered.
  • Focus on using a wide range of learning experiences.
  • Sequential arrangement of learning experiences (Spiralling).

  • The Curriculum encourages an integrated approach.
  • The Curriculum provides scope for Contextualization.
  • The Curriculum follows a Social Constructivist approach.
  • The Curriculum encourages development of Life Skills.


CLASSES I&II CLASSES III-V CLASSES VI-VIII CLASSES IX-X
English English English GROUP I (Compulsory)
Second Language Second Language Second Language English (01)
Mathematics Mathematics Mathematics Second Languages
Environmental Studies (EVS) Science Science( Physics, Chemistry& Biology) History, Civics and Geography (50)
Computer Studies Social Studies History& Civics & Geography GROUP II
Arts Education Computer Studies Computer Studies Mathematics (51)
Arts Education Arts Education Science (Physics, Chemistry and Biology) (52)
GROUP III (Choose any ONE)
Computer Applications (86)
Art (60)
Physical Education (72)

NOTE: In addition to the above, the following is taken up at the Primary and Upper Primary levels: − Third Language** (at least Class V -VIII).

Physical Education/ Yoga.
Education in Moral and Spiritual Values.
Socially Useful Productive Work and Community Service (SUPW) (VI -VIII).

ASSESSMENT AND EVALUATION

In school education, it is a common practice for the terms ‘Assessment’ and ‘Evaluation’ to be used interchangeably most of the time. In this curriculum framework, assessment and evaluation are viewed as different processes that are both necessary, important and an integral part of the teaching learning process in all classrooms. Assessment provides teachers and children important information about children’s learning gaps, strengths, weaknesses and difficulties so that timely action can be undertaken and corrective measures adopted by teachers. Assessment is undertaken in multiple ways – it may include oral /written forms or teacher’s observation or child centered classroom activities such as discussion /dialogue, project work, model making /posters/charts, experimentation, group and individual activities.

Evaluation is a process of collecting information- evidences regarding progress of the child. It focuses on the actual level attained by a child in a particular class after a certain period of time. It refers to judging the quality of a child’s work on the basis of an established set of criteria (learning outcomes) and assigning value (i.e. grade or mark) to represent that quality. In the curriculum, evaluation is thus , necessarily viewed as broader and more comprehensive taking into account different aspects of the child’s total behaviour i.e. knowledge, skills, interests, attitudes and values.