CURRICULUM

All children have a right to a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account. Work in school should be designed to meet the requirements of the CBSE Curriculum. At Delhi Private School the staff, parents, and governors are totally committed to the development of our pupils and students, to offer them the best education: An education that is rich in opportunities and experiences; one that meets the needs of each individual, is accessible and actively promotes achievement and progressions for all pupils and so allows them to achieve their full potential.

The primary school curriculum is based on the NCERT guidelines and focuses on laying the foundations of knowledge, skills and attitudes which will guide the young learners for life.

The KEY LEARNING DOMAINS which are focused are:

• •   Language and Literacy (Listening, Reading, Writing & Communication skills)
• •  Numeracy (Mathematical thinking and reasoning)
• •  Personal, Social & Emotional Development (Self Awareness & Social Awareness)
• •  Discovery of the World – (Environmental awareness)
• •  Motor Skills development (Physical & Health Education)
• •  Aesthetics & Creative Expression (Art Education)

The Pre-KG Curriculum focuses on

• • Physical Development
• • Socio-Emotional and Ethical Development
• • Cognitive Development
• • Language and Literacy Development
• • Aesthetic and Cultural Development

At Pre-KG we focus on 7 Areas of Learning. 3 Prime Areas of Learning and 4 Specific Areas of Learning:
3 Prime Areas

• Personal, Social and Emotional Development
• Communication and Language
• Physical Development
  
  

4 Specific Areas of Learning

• Literacy
• Maths
• Understanding the World
• Expressive Art and Design

Learning at this stage is experiential, fun & activity based. The pedagogical processes followed are based on developmentally appropriate methods with multiple teaching and learning strategies. The child is the central figure and an active participant in the teaching learning process. Children enjoy the freedom to explore, express, create and interact within their environment and gain knowledge.

Children at this stage:

• •  identify self by specific abilities, characteristics and preferences (e.g., by gender, age, as part of a family, friends, colours, food etc.)

•  Develop a sense of balance and physical coordination through play.

• •  Learn language through activities like role play, storytelling, poetry recitation, singing and reading age appropriate and level based books.

•  understand to analyse their actions as right or wrong.

• •  learn to be friends with children from diverse backgrounds, celebrate various festivals, sing and dance together.

•  learn to live in harmony with their environment, make observations, enquire and ask questions – what, how & why.

• •  relate a numeral to its respective quantity, associate value to a number and Identify shapes by names: curved and straight lines, circle, square, triangle and understand spatial relationships.

•  learn to manage their feelings and emotions and learn appropriate behaviour.

• •  demonstrate the ability to begin to assume responsibility for their own safety within their environment.

•  learn values, life skills, build relationships and grow up as confident and responsible citizens.

At this stage, the curriculum supports experiential learning, focuses on conceptual clarity by relating learning to everyday life, developing thinking and analytical skills. The curriculum also aims at nurturing the affective domain of the learners through subjects and activities which will help develop the basic life skills in the learner – self-awareness, effective communication skills and emotional strength. The pedagogy at this stage is not absolutely fixed, structured or prescribed but it is multi-dimensional and flexible, which gives the learner ample opportunities to explore and discover.

The learning areas include the following subjects (but not limited to):

• •  Languages (English, Hindi, French, Arabic) – Acquire the skills of listening, speaking, reading & writing, acquire varied range of vocabulary, develop interpersonal communication skills and express meaningfully. Students also learn Arabic as a part of their curriculum.
• •  Social sciences and UAE SST - students study Social Science which reflects components of History, Geography, Social and Political Structures. UAE SST is a compulsory part of the SST curriculum
• •  Mathematics – Performing operation of numbers, understanding shapes, similarities and differences, collecting data, representing and analysing the data, identifying patterns in shapes and numbers etc.
• •  Environmental Science – To make them aware of their surroundings, appreciative of and sensitive of environmental issues (natural, physical, social and cultural)
• •  Information & Communication technology – Students hone their IT skills
• •  Visual Arts & Performing Arts – Art, Music and performing arts
• •  Physical & Health Education
• •  Life skills & Value Education - compulsory for all students as per the requirements of the authority
• •  Islamic studies - compulsory for Islamic students as per the requirements of the authority