“The relevance of curriculum arises as much from demands of society and the history of man’s attempt to understand and appreciate the world as it does from children’s needs and interests.”
The DIS curriculum of studies, besides the general principles of child education, is basically concerned with learning purpose, experience, learner’s link with a particular course of study, relevant socio-cultural, welfare and economic issues apart from day to day learning tasks and the attempt to master concepts and logical analysis. In such pursuit, creativity and innovation play a key role consolidating the scholastic and non-scholastic domains.
Eight vital years in child’s school life, apart from secondary and senior secondary stage, are crucial years that demand implementation of right academic prescription, followed by formation of good habits and humanitarian qualities. These are the years ‘when pupils are taught to set goals, overcome dull habits and attitudes that smother spontaneous curiosity and wonder, to remain natural and display tremendous vitality.’
Hence, in the secondary level of studies, curriculum combined with activities dovetail an organized set of intentions integrating the pupil, subject and the teacher into coherent experience in the class-room, in the school premises and beyond.
Pupils entry into class VI ensures a remarkable change, conceptually, he/she moves away from a protected environment to one where he develops his individuality and personality. The student now is encouraged to acquirecertain skills and interests; allowed to enhance knowledge of specific subjects as he/she gets mentally geared up to focus his/her potential to concentrate and specialize in certain field of information and knowledge. The class room motto that binds the teacher and the taught always focus upon: To Be Respectful; To Be Responsible; To Be Prepared and To Give More Than 100% to Yourself. The subjects are taught while aligned with experiments, outdoor studies, techno-based conceptualizations, project works, self-study in library furthered with a variety of curriculum-based activities under the direct supervision of specialized teachers that continue throughout the year.
In the secondary wing, the academic system invariably endorses the latest pattern of CBSE examination practice, though the school academic policy does not encourage rote learning. Hence, child’s originality and uniqueness in case of any kind of participation always gains priority in the school system. The high point of DIS school education always perceives and endeavors child’s growth towards a human being of substance and value, enabling further the individual gain ahead a stable and successful future, besides doing extremely well in the home and board examinations.