Academics

Our well-designed curriculum equips our learners with essentials skills and strengthen the cognitive growth of young minds.

Providing a wide range of enriching educational practices, we enable each child to think beyond conventions and work on their individual strengths.

We understand that each child has a different learning capacity. Keeping this in mind, we offer multiple access points to various subjects and pay attention to diverse educational needs at every step of the way.

These are the foundational years of learning and play a crucial role in the overall growth of a child.

We aim to make this stage of learning memorable through a wide range of fun-filled and interesting activities. We enhance the communication skills of these budding geniuses through role pays, dramatization and other interesting activities.

Apart from incorporating multimedia, music and games in the curriculum, we also aim at the holistic development of each child.
We aim to bring in:

Language development through phonetics, engaging story telling sessions and auditory games.
Physical and psychological development through special activities like beading, folding, buttoning and spooning.
Pre-writing Skills through insets for design, sand patterns and tracing sandpaper letters.

Referred to as the bedrock of development, the primary level of education prepares every child for the years of learning ahead and even for life.

Our curriculum does not just revolve around text book learning but is oriented towards concept building and activity-based learning.

Apart from instilling subject-based knowledge, we also emphasize on interactive sessions and project-based learning. To eliminate the classroom monotony, we also incorporate excursions and field trips where children learn together in a joyful manner.

This is the transitional phase between the primary and secondary education.

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.

Our all-encompassing curriculum prepares our learners for this crucial juncture.

This is the time we focus on the scholastic areas like languages, social-studies, mathematics and science and help them develop a strong command over these subjects. We gradually instill career awareness among the Sapphirians and lay a strong foundation of learning.

Apart from working on personality development, our educators help them acquire skills that take them closer their goals. Spread over four terms, our academic year also includes co-scholastic activities like work education, art education and health and physical education.

As the learners gear up to step into the outside world, we prepare them by strengthening their knowledge base and confidence.

Learners are prepared with academic rigor while keeping their Individual Education Program needs in consultation with the parents.

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.

The curricula at SIS foster a school education system that builds character and enables learners to be well-rounded, healthy, ethical, creative, rational, compassionate, and caring individuals, while also preparing them well for higher education as well as for gainful, fulfilling employment.

It aims not only for all students to learn, but more importantly to learn how to learn, so that they may become lifelong learners and also have the ability to constantly adapt to changing times. The curricula enable and inspire students to participate in and contribute to society — culturally, economically, and democratically.

Our goal at SIS is to build lifelong learners who are able to transform our society into one that is more just, equitable, humane, prosperous, sustainable, and rooted in Indian ethos and culture.
The curricula attempt to promote individual and societal goals.

Research in Neuroscience tells us that the brain continually ‘adds’ and ‘deletes’ brain cells. Thus, intelligence is not fixed. The brain is wired to interpret patterns and make decisions, and the associated growth mindset and self-efficacy are paramount in learning.

Pedagogical approaches at SIS are of a wide range, including pedagogy that is more experiential, integrated, inquiry-driven, discovery-oriented, discussion-based, project-based, arts-based, sports-based, and activity-based leading to engaging and joyful learning.

The multiple approaches to learning help to ensure that the effective exchange of ideas across all disciplines allows for more participation, involvement, engagement, questioning, discussion, debate, and writing by all learners in the classroom to ensure the acquisition of skills and competences in languages, communication, and logical reasoning.

Assessment too is transformed in parallel to the changes in pedagogy, from primarily testing facts, to testing core capacities and competencies.
The ‘assessment culture’ is changing so assessment at SIS is conducted increasingly AS learning and FOR learning. Periodic assessments OF learning ensure readiness for the next phase of learning and provide for a suitable supportive environment for students when this readiness is not achieved.