English and Literature

The curriculum for language has evolved keeping in mind the sound principle that effective understanding and use of language(s) enables the child to make connections between ideas, people and things and to relate to the world around. It fully recognizes the inbuilt linguistic potential of a child and that bilingual proficiency raises the levels of cognitive growth, social tolerance, divergent thinking and scholastic achievement. In its design, language is not confined to the language classroom but cuts across all other disciplines thus making it an instrument for abstract thought and knowledge acquisition through literacy. The approach to language development is holistic with the focus on developing the basic listening, speaking, reading and writing skills and integrating language as a tool for learning, understanding and creative expression.

In Secondary, the Cambridge language curriculum is followed. Overreaching aim of this is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment.

Students are exposed to reading a wide range of fiction and non-fiction, including books, short stories, poems and plays with a wide coverage of genres, forms and authors.

Mathematics

The Cambridge Mathematics curriculum framework provides a solid foundation upon which the later stages of education can be built. The content areas are all underpinned by problem solving, which describe using techniques and skills and the application of understanding and strategies in solving problems. Mental strategies are also a key part of the Number content. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge. The Cambridge Primary and Secondary Mathematics curriculum framework provides a solid foundation upon which the later stages of education can be built.

Sciences

Science is offered to students through first-hand experience, at every stage, thus building on their natural curiosity and stimulating them to investigate and question.

- At the primary stage, the child engages in joyfully exploring the world and harmonizing with it, thus acquiring the basic cognitive, psychomotor and language skills through observation, classification and inference. The child, then, moves on to learning through familiar experiences and engage in hands-on activities, like creating a working model of a windmill. At higher levels, the students engage in learning science as a composite discipline with more advanced tools.

- Issues concerning the environment and health (reproductive and sexual health) are an important component of learning through all stages of the curriculum.

- The curriculum is mindful of the fact that children are natural scientists with endless questions about the world in which they live. Hands-on experiments will be conducted with materials from everyday life that will challenge the young scientists' intellect and challenge them to explore their world.

Cambridge Secondary curriculum framework of Science covers four content areas: environmental systems, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work, and recording and analysing data. The scientific enquiry objectives underpin biology, chemistry and physics, which are focused on developing a spirit of inquiry.

A variety of teaching techniques are used to foster scientific temper among the students. These include videos, models, animations and simulations, demonstrations, expositions and discussions. Students are also taken for educational trips, and talks or workshops on relevant topics are also organized. Projects that encourage research work are also are used as appropriate to enrich the learning experience. An effective method of stimulating interest in the subject is by involving students directly in activities which are hands on experimental work.

Humanities - History, Physical and Cultural Geography

"You can not know where you are going until you know where you came from".

These simple, yet profound words are the guiding principles behind our history curriculum. We explore the history of our families, immediate neighborhood, local city, Delhi and then, in older classes, the history of India and the World.

History at the Ardee campus comes alive through personal stories, photographs, movies, related literature and documentaries.

In Secondary classes, the students continue to develop chronologically secure knowledge of history and learn to establish clear narratives within and across periods studied. The course offers a variety of learning experiences that help in the development of transferable life long skills which enable the student to explore the how, why, when, and with what results, events in the past took place.

Modern Foreign Language(s)

The course encourages learners to develop lifelong skills, including the ability to use a foreign language as a means of practical communication, insight into the culture and civilisation of countries where the language is spoken, a positive attitude towards language learning, towards the speakers of other languages, and towards other cultures and civilizations, techniques which can be applied to other areas of learning, such as analysis and memory skills and a sound foun- dation for progression to employment or further study.

Global Perspective

Cambridge IGCSE Global Perspectives encourages awareness of global problems and offers a range of opportunities to explore solutions through cooperation and collaboration. The course is not about getting everybody to think identically; rather it is a matter of opening minds to the complexity of the world and of human thought, and encouraging empathy for the diversity of human experience and feeling.

Cambridge International AS Level Global Perspectives & Research aims to encourage young people to think about and explore issues of global significance. Studying this syllabus will appeal to young people because it enables them to explore and make judgments about global issues of relevance and importance to their own lives. It offers learners opportunities to acquire, develop and apply skills in critical thinking, problem solving, research, communication and collaboration. In short, this course encourages the development within young people of global competency – the ability to define a global problem, reflect and take action

Economics

Cambridge IGCSE Economics is accepted by universities and employers as proof of knowledge and understanding of Economics. Successful Cambridge IGCSE Economics candidates gain life- long skills, including an understanding of economic theory, terminology and principles, the abil- ity to apply the tools of economic analysis, the ability to distinguish between facts and value judgments in economic issues and to use examples from a variety of economies.

Through the Cambridge International AS and A Level Economics syllabus, learners study how to explain and analyse economic issues and arguments, evaluate economic information, and organise, present and communicate ideas and judgments clearly.

The syllabus covers a range of basic economic ideas, including an introduction to the price system and government intervention, international trade and exchange rates, the measurement of employment and inflation, and the causes and consequences of inflation. Learners also study the price system, the theory of the firm, market failure, macroeconomic theory and policy, and economic growth and development.

Business Studies

Cambridge IGCSE Business Studies is accepted by universities and employers as proof of an un- derstanding of business concepts and techniques across a range of different types of businesses. Learners will be able to understand different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance appreciate the role of people in business success.

Cambridge International AS and A Level Business will develop the capacity to analyse characteristics and activities of business organisations and how they respond to the changing demands of their environments, an understanding of how effective managers and leaders develop successful organisations in terms of customer focus and the products/services they offer, the opportunity to reflect on how successful business organisations engage in financial and accounting practices to maximise value for stakeholders value development of knowledge that relates to strategic planning and decision-making to ensure business survival, change, and sustainable success and a solid foundation for further study.

Accounting

Cambridge IGCSE Accounting is accepted by universities and employers as proof of an under- standing of the theory and concepts of accounting, and the ways in which accounting is used in a variety of modern economic and business contexts.

Learners focus on the skills of recording, reporting, presenting and interpreting financial in- formation; these form an ideal foundation for further study, and for a future career within the profession. The syllabus is structured so that learners attain both practical skills and theoretical knowledge.

Cambridge International AS and A Level Accounting will develop an understanding of how to plan, budget and manage financial resources, an ability to critically apply, analyse and evaluate accounting policies and practices, an understanding how to use accounting information to make viable business decisions and a solid foundation for further study.

Computer Science

Cambridge IGCSE Computer Science learners study the principles and practices of computing and gain confidence in computational thinking and programming. They learn to program by writing computer code and they develop their understanding of the main principles of prob- lem-solving using computers.

Learners apply their understanding to develop computer-based solutions to problems using al- gorithms and a high level programming language. They also develop a range of technical skills, as well as the ability to test effectively and to evaluate computing solutions.

This qualification helps learners appreciate current and emerging computing technologies and the benefits of their use. They learn to recognize the ethical issues and potential risks when using computers.

Computer Science is designed to give greater flexibility both to teachers and to learners. It is envisaged that learners will use the skills and knowledge of computer science acquired through this course in one of three ways to provide a general understanding and perspective of the development of computer technology and systems, which will inform their decisions and support their participation in an increasingly technologically dependent society, to provide the necessary skills and knowledge to seek employment in areas that use computer science, to develop their knowledge and understanding of computer science through entry to higher education, where this qualification will provide a useful foundation for further study of computer science or more specialist aspects of computer science.

Technology

When we talk about design as a way of life and as a part of our curriculum, we mean approaching the world with an inquisitive mind - a mind that critiques all the things that humans make, never ceasing to ask how something might be improved. Design is problem solving to improve someone's quality of life. All design starts with the human body & continues as a way of life that permeates all aspects of our being. 'Design' is approached as a study and is well integrated in our curriculum as a combination of technology and art.

Information Technology

When we talk about design as a way of life and as a part of our curriculum, we mean approaching the world with an inquisitive mind - a mind that critiques all the things that humans make, never ceasing to ask how something might be improved. Design is problem solving to improve someone's quality of life. All design starts with the human body & continues as a way of life that permeates all aspects of our being. 'Design' is approached as a study and is well integrated in our curriculum as a combination of technology and art.

Political Science

The study of Politics and political forms enables students to understand and appreciate different forms of governance, world politics and allows them to analysis political ideologies and political behavior. The Study of politics in integrated in the curriculum as part of Global Perspective projects offered by Cambridge and the World Studies programme designed by specialist at the school.

Music and Maestros

Music- both classical and contemporary is an integral part of our curriculum. The history of music and the maestros is explored and absorbed. Different rhythms and melodies are explored, as are musical instruments. The students will also be introduced to world famous artists, emerging music, recordings and later, courses in history, theory and composition.

Theatre and Drama

Students learn to use the abundant physical energy they already have, to create dynamic characters and stories. They will explore acting techniques at a physical level that transform their bodies and voices into engaging characters who relate to each other and tell stories that surprise us. This encourages younger children to express themselves through role-playing, theatre games, songs and storytelling, building confidence and developing their talents.

The theatre programme for older students will enable them to come together to learn the fundamentals of acting, direction and choreography. The knowledge of costume making, choreography, backstage management and production encourage creativity and build awareness of action, character and theme.

Art and Design

Children explore their creativity and sense of aesthetics working with clay, plaster of paris, papier-mâché and other media to create paintings, sculptures, puppets, masks and more. Projects will be inspired by art and culture from around the world and designed to build developmentally appropriate skills for each age group. Each lesson balances structured projects with time for free expression and creativity. Art appreciation and art history will be an integral component of the course and implemented through various projects & assignments. Real/virtual visits to museums and art centers across the world help the students develop an aesthetic sense and respect for world art and artists. Invited artists of repute will work with children as regular part of The Ardee School curriculum.

Physical Education

The syllabus provides learners with an opportunity to study both the practical and theoretical aspects of physical education. It is designed to encourage enjoyment in physical activity by providing learners with an opportunity to take part in a range of physical activities and develop an understanding of effective and safe physical performance. This helps learners to develop an appreciation of the necessity for sound understanding of the principles, practices and training that underpin improved performance, better health and well-being.

Peace Education

"Avoiding war is the work of politics, establishing peace is the work of education". – Dr. Montessori

Peace Education and the Peace Curriculum are based on the teachings of Dr. Maria Montessori. Her vision and goal was the reconstruction of society and the establishment of world peace with the help of education. For her efforts, she was nominated for the Nobel Peace Award. To convey the true concept of peace to students from preschool to high school is intrinsic in the curriculum.

Our curriculum spells Dr. Montessori’s conviction that peace, as a state of being, not just absence of hostility and war, is based on the peaceful development and unfolding of children's innate potential. Individuals who have fulfilled their potential are self-actualized , purposeful, respect themselves and others too. They appreciate and collaborate not only with their fellow humans but with all living creatures and the planet on which we live.

PSHE (Personal social health education) and Spiritual Education

PSHE (Personal social health education) and spiritual education is crucial to the well being of the child. Through this curriculum, the student develops the knowledge, skills and attributes that will enable them to keep themselves healthy and safe as well as make the right choices. A robust PSHE and spiritual curriculum has impact on both academic and non-academic for students. The PSHE curriculum from EYFS (Early year’s foundation stage) to Key Stage 5 is designed to cater to various year groups and focus on modules that are age appropriate. The three core elements that the school focusses on is health and well being, which includes the happiness quotient of the student: relationships and living in the wider world. The identified themes include:

1. Identity – What influences their personal identity; understanding and maintaining boundaries around their personal privacy which includes online communication.

2. Relationships

3. A healthy and balanced lifestyle

4.Exerting Choices to avoid risk including educating students on digital citizenship

5.Rights, responsibilities, and consent (in different contexts)

7. Resilience - to prepare students to deal with setbacks in life

8. The use or misuse of Power -how it manifests itself through behaviours including bullying, persuasion, coercion and how it can be managed/ addressed through imbibing the appropriate skills.

9. Career choices

World Studies

The ‘world study’ is a unique cross curricula feature at The Ardee schools. It is over and above a curriculum, a subject, an assembly time. It occupies one daily lesson in which students explore the different facets of the annual theme.

Each year there is an annual theme on which relevant activities are planned for each month. Few themes of previous years have been “Leader in me”, “Multiculturism“, “Environment sustainability”, Arts & Architecture. The activities are student led and presented in a variety of ways like, debates, role play, music concerts, Ted talks, field trips& active citizenship to name a few. The students assimilate and internalise knowledge and information while working on it practically, actively andindependently.

The aim of World Studies is for students to deal with global issues by connecting to local life. The goal is to build empathetic students who are part of community building and are also aware and responsible citizens. The results of world study have shown a positive influence on student’s ethos and relationship with the local community.

Artificial Intelligence

Artificial Intelligence is programming a computer or any device to perform a task that traditionally is only possible with human intelligence, due to its complexity. Artificial Intelligence is changing the dynamics in education. It enables machines to think and act like humans. It analyzes human behavior in the process of solving a problem and making a decision. Artificial Intelligence (AI) embeds the ability to learn, work and decide in machines, software and systems so that they can respond smartly in various situations.

Augmented Reality

Augmented Reality is an interactive experience of a real world environment where the objects that reside in the real world are “augmented” by computer generated perceptual information sometimes across multiple sensory modalities including visual, auditory, olfactory etc. These images typically take shape as 3D models, videos etc.