HOW WE FACILITATE

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How We Facilitate

G I G International School has formulated an internationally benchmarked global curriculum. This curriculum is enquiry and skills-based. This international curriculum caters to individual learning styles in terms of pedagogy and assessment. It addresses global needs as well as relate to local issues and culture.

It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills, as well as information and media skills. There is an inbuilt flexibility as it provides a foundation and an extension curriculum in subject areas to cater to the different pace of the learners. Through customised curriculum, GIGIS aims to provide equitable and accessible quality.

Curriculum Design

The curriculum has been designed around five learning areas, which intersect in a trans-disciplinary approach across various dimensions.

  1. The first area of learning is Languages
  2. The second area of learning is Social Science
  3. The third area of learning is Mathematics
  4. The fourth area of learning is Science
  5. The fifth area of learning combines the areas of Physical and Health Education, Performing Arts and Visual Arts

Learning Outcome

At G I G International School, the learning outcomes are based on the CBSE framework and our curriculum has been designed to nurture multiple intelligences focusing on linguistic and verbal intelligence, logical-mathematical intelligence, body-kinaesthetic, spatial intelligence, musical-rhythmic intelligence as well as interpersonal and intra-personal intelligence while ensuring the acquisition of required age-appropriate skills alongside a global outlook.

Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly evolving.

G I G Primary Programme prepares students to be active participants in a lifelong journey of learning with the following objectives:

  • Based on enhanced CBSE curriculum framework with extended learning outcomes.
  • Pedagogy is designed to support structured enquiry, then guided enquiry and leading to open enquiry. This will result in strong advanced skill development of each individual.
  • Pedagogical instruments are varied for the development of diverse intelligences.
  • Due emphasis is laid on harnessing the multiple intelligences of each child.
  • Life skills are integrated into the curriculum to make informed decisions, problem solve, think critically and creatively, communicate effectively and build healthy relationships, besides coping with the stress and managing their lives in a healthy and productive manner.
  • Assessment is designed to be an integral part of teaching and learning process.
  • It aims to recognise achievements of the learner and provides an opportunity to reflect and review his/her performance & progress by a teacher as well as an individual.
  • Formative and Summative assessment tools are effectively executed in drawing the best inferences to strengthen the individual’s learning.

ENQUIRY-BASED PEDAGOGY

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G I G Curriculum Aims

  • Imbibe learners with a positive attitude
  • Create lifelong learners who enjoy learning, unlearning & relearning
  • Nurture confident individuals who are able to live healthy and productive lives
  • Empower individuals with good citizenship values
  • Strengthen the learner with Life Skills Education
  • Equip learners to face challenges of the present world
  • Prepare future citizens with strong physical and emotional health

Core Skills

The Core skills encompass the most significant aspects of a learner’s holistic growth and learning curve. The objective of the core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This involves trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the constituents of this ‘Core’.