Learning Stages

SIS Foundational Stage
SIS EYPL (Early Years Program for Learners) – II
The Learning Standards for the EYPL Stage are based on domains of development — Physical Development, Cognitive Development (Language and Literacy, Socio-emotional Development, Aesthetic and Cultural Development, 21st Century Skills, and for grades I and II.
Content is predominantly play materials, such as toys, puzzles, picture books, and manipulatives during the first three years.
The pedagogy is largely play-based, active exploration, inquiry, and learning in real-life contexts. The emphasis is on nurturing, caring relationships between the teacher and the learners. There is a balance between self-paced individual learning and group activities. Learners are encouraged to engage and explore.
Assessments are conducted largely in the form of qualitative observations by teachers based on curricular goals. Assessments are FOR rather than OF learning.

SIS Preparatory Stage
Grades III – V
The Learning Outcomes for this Stage have been set for two languages – English and Hindi, Mathematics, Social Science and Science, Art Education, Physical Education, Physical health and sports, Music, Dance, and Theatre Content is presented more through Companions, Studios, and Project work while concrete materials and experiences still form the core of content presentation.
The pedagogy is largely play-based, active exploration, Inquiry, and learning in real-life contexts. The emphasis is on nurturing, caring relationships between the teacher and the learners. Learners are encouraged to Look Deep, Look Beyond, Look Within, and Look Around through self-paced individual learning and group activities. Subject-specific skills and the development of attitudes and dispositions come into action. Although activity – and discovery-based pedagogy continues to play a big role in the Preparatory Stage classroom, the learners are now encouraged, gradually, to be active participants in more formal classroom settings.

Assessments:
Teachers’ observation of students’ work continues to form an important assessment mechanism. Short formal written assessments are appropriate for this Stage. Periodic summative assessments are utilized to supplement the more regular formative assessments. Summative assessments at the end of this Stage are based on the Competencies defined in the Learning Outcomes.

SIS Middle Stage
Grades VI-VIII
Students learn three languages in this Stage. Learning Outcomes are set for these languages as well as for Mathematics, Art Education, and Physical Education. Science Education and Social Science Education have separate sets of Learning Outcomes, and Vocational Education is built into the school calendar and timetable. These areas represent different forms of knowledge and learners are expected to gain a more formal understanding of the nature of as well as of the methods of inquiry in each form.
The content in the Middle Stage reflects the engagement with theoretical concepts and the introduction of theories and conceptual frameworks specific to each form of knowledge. There is a shift to more abstract ideas and the students are expected to engage with unfamiliar contexts and situations.
The pedagogy adopted in this Stage is a judicious balance of direct instruction as well as opportunities for exploration and inquiry. Building on prior knowledge and opportunities to learn from errors become important considerations for instructional strategies. Technology integration is built into the curriculum transaction.

Assessments are more formal. Assessment design shifts the focus from content retention to conceptual understanding and fluency in the methods of inquiry. Learners are given opportunities to engage with higher-order capacities of analyzing and creating through meaningful, yet challenging assessments. Summative assessments at the end of this Stage are based on the Competencies defined in the Learning Standards.

SIS Secondary Stage
Phase 1 — Grades IX and X
All students continue to engage with all the Curricular Areas as in the Middle Stage.
In addition, learners study Environmental Education as an Interdisciplinary Area of study. They develop capacities for reasoning and argumentation for issues in the public sphere along with ethical and moral reasoning.

Phase 2 — Grades XI and XII:
Choice-based courses to enable flexibility for learners and to remove hard separations between academic areas.
Learners choose four subjects (with an optional fifth subject)

	Science	Commerce	Humanities
Compulsory Subjects	English	English	English
	Physics	Accountancy	History
	Chemistry	Business Studies	Political Science
Optional Subject-1  (Select any 1)	Mathematics	Applied Mathematics	Applied Mathematics
	Biology
	Economics	Economics	Economics
Optional Subject-2 (Select any 1)	Painting/ Commercial Arts	Painting/ Commercial Arts	Painting/ Commercial Arts
	Computer Science	Computer Science	Computer Science
	Physical Education	Physical Education	Physical Education
	Psychology	Psychology	Psychology
	Applied Mathematics	Applied Mathematics	Applied Mathematics
	Economics	Economics	Economics

 

Content:
Textbooks play a significant role in organizing content in Grades IX and X. In Grades XI and XII, learners are encouraged to source content from multiple channels.
Pedagogy at this Stage expects more independent learning from the students. More opportunities for self-study and group work are encouraged. Classroom interactions are diverse.

Assessments and Board Examinations:
Learners are given opportunities to engage with higher-order capacities of analysis and synthesis through meaningful yet challenging assessments.
Pre-board examinations for Grade X are based on the Competencies set for each of the Curricular Goals in that area. Art Education, Physical Education, and Vocation Education have local assessments with Board certification.
Learners are prepared with academic rigor while keeping their Individual Education Program needs in consultation with the parents.