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ACADEMIC SYSTEM
“Children must be taught how to think, not what to think.” - Margaret Mead, Anthropologist, Because the principal goal of education is to create people who are capable of doing new things that cater to the changing needs of their environment.

The edifice of a good education rests on the foundation of sound basics. Recognising this fact, providing increasingly complex, age-appropriate inputs in a stimulating and pleasurable learning environment, has been our constant endeavour while transacting the curriculum.

Our aim is to open young minds and early on, instil a love of learning that will see them evolve into ‘Lifetime Learners’. Classroom learning is related to real-life contexts so that students will grow up into responsible and informed participants in world affairs, compassionate in outlook and empathetic towards divergent views and cultures.
 
The Primary years (Classes I to VII) – moving from concrete to abstract
  At this level, children display a growing ability to make independent sense of their surroundings. So, the focus now shifts to the curriculum emphasizing on cementing fundamental concepts in core subjects. Teaching strategies increasingly focus on facilitating meaningful insights into the evolving contexts of an expanding sphere of learning experiences.

Each child is measured against his/her own potential and learning curve with Continuous Comprehensive and Cumulative Evaluation making for a stress-free learning environment.

In the lower classes, the content is drawn from the immediate environment and strategies adopted to enhance mastery in the four skills of language learning, especially listening and speaking. Inquiry-based learning encourages self-discovery, thereby ensuring that Mathematics, Science and Social Science is brought closer to the learner’s real-life experiences. The co-scholastic areas of Music, Dance, Art and Physical Education contribute towards developing the aesthetic sensibilities of impressionable young minds while also ensuring their physical welfare. Computer expertise is focused on to enable Vidyanians to perform effectively in the present day world that is being increasingly driven by technology.

Uniquely, the pedagogy of curriculum transaction is such that students are prepared to opt for any education Board they might want to switch over to at this stage in their schooling.
 
Secondary Section (Classes VIII -X) – looking to the future
  The primary objective of the Academic Programme in these years is to shore up the sense of self-worth and inner resolve of Vidyanians so that they are empowered to proceed from a tentative ‘Can I?’ to an assured ‘Yes, I can.’ For this, students are provided a learning environment that promotes free thinking and a healthy exchange of ideas, and encourages innovation, critical reflection and a scientific temper.

In these middle years, so very crucial to acquiring learning, and with the challenge of the Board and Competitive Exams, the focus is on structuralisation of concepts with increased emphasis on oral, written and computing dexterity. Accordingly, where projects, assignments and learning tasks are more complex and challenging, assessment too becomes regular, rigorous and in line with the Board pattern. Students are also guided in making informed choices about courses of study to pursue further as per their individual inclination and ability.
 
Higher Secondary Section (Classes XI and XII; Science and Commerce Streams) – specialisation is the key
  All the years of schooling culminate in these final two years of specialized study where students pursue subjects of their choice and thereby set the course for their future direction in life.

In these two years, the School, besides preparing students to take the all-important Higher Secondary Board Examination, also trains students to crack competitive entrance exams with skill and ease. Expert guidance is provided to assist students to gain entry into excellent institutions of higher education, both in India and abroad. Tutorials in key subject areas and focused training for National Level Eligibility Tests for Professional Colleges, builds up core competency even while regular assessment and specific feedback makes for close monitoring of the individual student’s scholastic progress.