The Curriculum adopts a holistic approach to learning - across Five Areas of Development that include Cerebral, Emotional, Ethical, Physical and Social - so that the students can 'lead out' by being the best they can be. This is made possible through the process of actualizing their ever-evolving dynamic potential. Each one is a leader or role model in an area of their choice.
The purpose of the curriculum is to prepare students for the world they live in and the world that awaits them once they leave school. We believe that each student will have the ability to transcend the challenges of an unknown future through a process of development that is complete in all respects, across all the areas of development; through the development of reflective, self-regulated life-long learners.
The philosophy of education views curriculum, pedagogy, and assessment together. Assessment, in such a context, is not perceived as the ultimate goal, but as the engine that guides the learning and teaching to meet the students’ learning needs.
The curriculum considers holistic development as one of the prime aims of schooling. This means Development in Five Areas, i.e., Cerebral, Emotional, Ethical, Physical and Social, implying that what students learn leads them to go beyond academic and intellectual development. They learn how to be emotionally grounded, physically fit and healthy, socially responsible, compassionate and ethical human beings. This process should lead to development of skills and watermarks such as compassion, rigour and leadership which enables each learner to actualise their dynamic potential.
One of the major objectives of teaching-learning is to develop a positive ‘disposition to learn’ among children. This is the disposition to relish challenges, to persist in the face of difficulty, to learn through reflection and honest self-appraisal. Therefore, over a period of time, children become self-regulated and independent learners. The curriculum acknowledges that a ‘disposition to learn’ can only be developed on the foundation of a child’s current level of conceptual understanding and experiences. Thus, education should help children in actively engaging in the construction of their knowledge by drawing upon their experiences; thereby moving towards two-way learning, where the teacher and students learn together, and moving away from treating the teacher and/or text-books as infallible repositories of knowledge.
All of this is achieved by ensuring that each learner engages in rigorous thought and action in tune with their evolving potential, in an integrated manner. Inclusion therefore is embedded into the curriculum – it is understood that each child is unique and the evolution of their potential and abilities has a unique path. Thus each learner is enabled to actualise her/his dynamic potential in all areas of development by being the best that she can be. Each student develops the ability to ‘Lead Out’, to evolve into a complete human being, who is a compassionate, creative and confident life-long learner