The middle grade years are the most important years of a child’s education, the most productive years. The middle grades are the one place where educators “really have a chance to reform outcomes.” This is the perfect time to shape adolescent idealism and growing interest in the wider world into commitment to work, engaged citizenship, and care for others. The most successful middle schools recognize learner diversity, employ educators trained in middle school education, offer exploratory curricular programs that encourage learner interest, provide age-appropriate guidance and counselling, ensure equal access to educational experiences, promote a positive school environment, and involve parents and families in the educational process.
It is here that the student strikes a balance between his primary years and the high school years. The student is exposed to a gamut of activities and experiences and it is here that his holistic growth is at its height. The student learns and understands that education isn’t what you just what learn; infact it is what you do with what you learn.
At DPS, we believe in not just educating the minds but also educating the hearts. To this end, Scholastic and Non-scholastic areas of learner’s growth with particular reference to attributes such as life skills, attitudes and values, sports and games as well as co-curricular activities play an equally significant role in a student’s all round development. Academic achievement and appropriate behaviour is given equal importance. The school believes that all students should have equal opportunity to participate in school experiences, whether advanced academic classes, physical education activities, or clubs. This does not mean all students will be successful at the learning experience or activity, but they have the chance to try to be successful. The school ensures an environment that gives adolescents opportunities to learn and interact in a humane, respectful and psychologically safe learning environment — one that emphasizes cooperation and peaceful existence. It demonstrates a sense of collaboration among students and educators, promotes harmony and interpersonal relations among students, and reflects positive communication.
Teachers and students listen with empathy and support others in a positive manner. In essence, it promotes a nurturing school environment where all are valued, and where people feel respected and nurtured, with everyone accepting responsibility for student success.
“We don’t understand youth until we’re in relationships with them and allow them to tell us and show us what they need.”A wise person once said that students don’t care what you know until they know you care. An awesome by product of these relationships is the ability to guide students in making connections between school and career goals.
As Plato said, we do not train children to learning by force and harshness, but direct them to it by what amuses their minds, so that we may be better able to discover with accuracy the peculiar bent of the genius of each.
Distinctiveness: “Every success is built on the ability to do better than good enough.”
DPS Secunderabad, affiliated to the CBSE with classes from Nursery to XII basically adheres to the NCERT/CBSE curriculum which is the largest school education board in the country. Delhi Public Schools have been known for making teaching and learning both interesting. The school adopts the most progressive and pupil centered system. Innovative techniques are employed by teachers to ensure children get the most of every moment they spend at the school.
The curriculum, activities, systems and the entire ethos of the institution is designed to make the children discover themselves and their environment through exploration and discovery. The curriculum is contextual and flexible. It is designed to develop the rational and analytical faculties of young children. It lays emphasis on learning by doing. Art, Music, Dance, Physical Education, Games, SUPW cum Clubs, Robotics and Scouts and Guides are some of the mediums of imparting education.
All students learn English, Mathematics, Sciences, a Second and a third language, Socially Useful Productive Work (SUPW) cum Clubs which includes art/craft, music and dance, Scouts and Guides, Scrabble Club, Seamstress Club and so on. Physical Education also forms a part of the curriculum. Classes in Computer Science are compulsory for all students.
Remedial classes in all subjects are held regularly, to enable the students who are unable to meet the high standards set by the school, to clarify their difficulties and come up to the level of their respective classes.
A third language option of Hindi, French, Telugu or Sanskrit is offered at the middle school. The following subjects are compulsory subjects included in the curriculum:
- English, Math, Science, Social, Computers.
- II Language options offered for the Middle School: Hindi, Telugu and French (From class VIII only.)
- III Language options offered for the Middle School: Hindi, Telugu, French, and Sanskrit.
- Other subjects covered: General Knowledge, Value Education, and Life Skills
The importance of co-curricular programs, projects and activities is grounded on the idea that education does not stop inside the classroom, it extends beyond school walls and formal training, and that quality education depends largely on the capability to integrate formal education in a bigger world of learning called life through co-curricular and practical training.
For the overall development of a child, curriculum is not only the single criteria. At DPS, we believe that for holistic growth, for systematic and meaningful learning opportunities and preparing students for their future as well as developing the various facets of personality development , classroom teaching should be supplemented with co-curricular activities. Out of class activities affect all domains of life such as cognitive (intellectual), emotional, social, moral, cultural and aesthetic. Co-curricular activities are more focused upon cognitive aspects and thereby help in intellectual development.
Competitiveness, excellence, quality achievements, creativeness and enthusiasm are few of the ethics of extra-curricular activities and also strengthen the meaning of co curricular activities in school.
Importance of co curricular activity in school curriculum has been widely acknowledged by many countries in their respective Curriculum Frameworks. The same case is also noticed with National Curriculum Framework (NCF) of India.
At DPS, CCA activities help in developing features like speech fluency and extempore. Such activities are a good platform to excel in acting, singing, speaking, and recitation. CCA is an integral part of the school’s curriculum and student’s life at DPS.
The following classes are offered regularly as part of the curriculum-Music/Dance class one period a week as part of the timetable.
The following activities are offered to students as part of SUPW/Clubs one day a week for two periods:
⦁ Elocution, Public Speaking and Speech & Drama club
⦁ Teen Chef Club
⦁ Scouts and Guides
⦁ Globe Trotters Club
⦁ Quiz Club
⦁ Scrabble Club
⦁ Cutting Edge Club
⦁ Personality Grooming Club
⦁ Outreach Club
⦁ NCC(for class 8 only)
Physical Fitness is a worthwhile health component for students of all ages. Students in the Middle School are at a special life period where physical fitness can have a big impact not only on their health, but also on their overall outlook. This is the time when students experience unique changes in their physique and their social relationships, as well as the typical stressors, such as grades and new group activities. Students who actively participate in sport programs can apply their energy, become healthier, improve their team building skills and boost self-esteem. Participating in school sport programs will enable them to practice healthy behaviours that can evolve into healthy habits. Enhanced brain functioning, energy levels, self-esteem, and positive behavior have been attributed to physical activity.
At DPS, quality physical education programs are provided that help increase the physical competence, health-related fitness, self-responsibility, strengthened peer relationships, improved self-confidence and self-esteem, muscular strength, flexibility, muscular endurance which gives the children the opportunity to set and strive for personal, achievable goals.
In classes VI to VIII, students have two PT periods during the week and two outdoor periods on working Saturdays. Students are assessed and divided into sports of their choice and calibre.
The following sports and skill based games are offered to students on a regular basis.
The students can opt for any of the outdoor games:
Skill based Games: We motivate students to take up various skill based games. The students can opt for their choice of indoor games:
⦁ Yoga: The ancient practice of yoga offers a multitude of benefits to modern-day students at almost every grade level. Yoga’s combination of breath and movement can help alleviate social and academic stress, clear the mind and soothe cramped bodies jammed into desks and hunched over computers Yoga helps children improve their concentration. At DPS, Yoga classes are offered compulsorily once a week for middle school students.
⦁ Exam pattern / Assessment and Evaluation Calendar
⦁ Curriculum planner:
Delhi Public School, Nacharam follows the curriculum as prescribed by the CBSE.
It is a total teaching-learning program comprising overall aims, syllabus, materials, methods and assessment as per the prescribed pattern. The major emphasis of CCE is on the continuous growth of students ensuring their intellectual, emotional, physical, cultural and social development and therefore, it will not be merely limited to assessment of learner’s scholastic attainments. CCE uses assessment as a means of motivating learners to provide feedback and follow up work to improve upon the learning in the classroom and to present a comprehensive picture of a learner’s profile.
In the CCE School Based Assessment, the Scholastic Areas will be assessed on a nine point scale. All activities under the Co-scholastic domain will be assessed on a five point scale. The Value Education framework draws upon values from the Constitution of India. The Formative Assessment is conducted through various modes ranging from student centric assessment tasks and peer assessment to teacher led tasks. The school encourages teachers to attend training programmes run by the Board to build their teaching and testing skills.
(b) The qualifying grade in each subject under Scholastic Area A shall be minimum Grade D
(c) The students will be assessed in subjects under Scholastic Area A using the conventional numerical marking and later converted into the grades and the same shall be awarded as under:
MARKS RANGE GRADE POINT:
Cumulative Grade Point Average (CGPA) would also be reflected in the Statement of Subject wise Performance.