Indus Universal School

Academics

Approach to Education. At Indus we follow the philosophy of Constructivism to impart Learning at all stages.

Constructivism is a Learning Theory suggesting that humans construct knowledge and meaning from their experiences. Constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. Hence, no two Learners are same. The consequences of this are: The focus shifts to the Learner rather than the Lesson or Subject being taught. No knowledge is independent of the meaning attributed to experience (constructed) by the learner.

Academics

Approach to Education. At Indus we follow the philosophy of Constructivism to impart Learning at all stages.

Constructivism is a Learning Theory suggesting that humans construct knowledge and meaning from their experiences. Constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. Hence, no two Learners are same. The consequences of this are: The focus shifts to the Learner rather than the Lesson or Subject being taught. No knowledge is independent of the meaning attributed to experience (constructed) by the learner.


Principles of learning based on Constructivism are
  • • Learning is an active process. Learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner in engaging with the world.
  • • People learn to learn as they learn.
  • • The crucial action of constructing meaning is mental. This gets coupled with learning to do which becomes reflective activity.
  • • Learning involves language.
  • • Learning is a social activity.
  • • Learning is contextual.
  • • One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on.
  • • It takes time to learn.
  • • Motivation is a key component in learning. The key is to know "the reasons why".
  • • We at Indus use authentic tasks, experiences, settings and assessments to construct knowledge at every stage of learning. Indus encourages discovery, hands-on, experiential, collaborative, project-based, and task-based learning.
Principles of learning based on Constructivism are
  • • Learning is an active process. Learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner in engaging with the world.
  • • People learn to learn as they learn.
  • • The crucial action of constructing meaning is mental. This gets coupled with learning to do which becomes reflective activity.
  • • Learning involves language.
  • • Learning is a social activity.
  • • Learning is contextual.
  • • One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on.
  • • It takes time to learn.
  • • Motivation is a key component in learning. The key is to know "the reasons why".
  • • We at Indus use authentic tasks, experiences, settings and assessments to construct knowledge at every stage of learning. Indus encourages discovery, hands-on, experiential, collaborative, project-based, and task-based learning.

Leadership Building

There is a huge debate whether Leadership attributes are inborn or can be inculcated. Research over the last one century has clearly shown that all attributes of Leadership are naturally there in a human being but the environment and upbringing make some of the traits either dominant or subdue. Hence, given a nurturing and enabling environment one can harness all the attributes in a person.

At Indus we believe that fear is the nemesis that stalls harnessing of all the major attributes. Hence, from early age we strive to take out the same from the child's mind. Opportunities are created where they can express themselves freely without fear.

Also, leadership roles are created to involve students in self-discipline and self-monitoring. Some of the school processes are managed by the students under the mentorship of staff so as to harness these. At Indus, leadership harnessing activities help boost self-esteem, develop oratory skills, help them to identify individual strengths / weaknesses and assist them to learn how to work with teams or lead teams

Leadership Building

There is a huge debate whether Leadership attributes are inborn or can be inculcated. Research over the last one century has clearly shown that all attributes of Leadership are naturally there in a human being but the environment and upbringing make some of the traits either dominant or subdue. Hence, given a nurturing and enabling environment one can harness all the attributes in a person.

At Indus we believe that fear is the nemesis that stalls harnessing of all the major attributes. Hence, from early age we strive to take out the same from the child's mind. Opportunities are created where they can express themselves freely without fear.

Also, leadership roles are created to involve students in self-discipline and self-monitoring. Some of the school processes are managed by the students under the mentorship of staff so as to harness these. At Indus, leadership harnessing activities help boost self-esteem, develop oratory skills, help them to identify individual strengths / weaknesses and assist them to learn how to work with teams or lead teams


Art & Aesthetics

“Imagination is more important than knowledge”

- Albert Einstein

To build, to adorn and beautify things, to improve and enhance the environment is a fundamental human desire. It is rooted in the passion for self-expression and the desire for harmony.

The learning of the child will be incomplete if opportunities are not offered for exploring and communicating his feelings; for analyzing and discovering through involvement with materials, media and methods; and for improving visual sensitivity to nature the environment.

At Indus, arts education is a compulsory subject. Students will be introduced to the rich and varied artistic traditions of the country. All the four main streams i.e., Music, Arts (Visual) , Dance / Theater and Craft are part of the curriculum. The medium and forms of art allow children to develop both a playful as well as disciplined exploration of themselves with diverse materials, and allows them to experiment with many forms of expression.

Art & Aesthetics

“Imagination is more important than knowledge”

- Albert Einstein

To build, to adorn and beautify things, to improve and enhance the environment is a fundamental human desire. It is rooted in the passion for self-expression and the desire for harmony.

The learning of the child will be incomplete if opportunities are not offered for exploring and communicating his feelings; for analyzing and discovering through involvement with materials, media and methods; and for improving visual sensitivity to nature the environment.

At Indus, arts education is a compulsory subject. Students will be introduced to the rich and varied artistic traditions of the country. All the four main streams i.e., Music, Arts (Visual) , Dance / Theater and Craft are part of the curriculum. The medium and forms of art allow children to develop both a playful as well as disciplined exploration of themselves with diverse materials, and allows them to experiment with many forms of expression.

The Art and Craft program of Indus enables students to:

  • • Pursue the same as a Career.
  • • Think creatively.
  • • Demonstrate an awareness and appreciation of the culture / arts through active participation.
  • • Occupy leisure time in beneficial pursuits.
  • • The child is exposed to all art & craft forms up to Grade V. From Grade VI onwards he is given a choice to work further on any one art and one craft form respectively.
  • • Indus recruits well qualified and experienced MADC Mentors to help our children.

The Art and Craft program of Indus enables students to:

  • • Pursue the same as a Career.
  • • Think creatively.
  • • Demonstrate an awareness and appreciation of the culture / arts through active participation.
  • • Occupy leisure time in beneficial pursuits.
  • • The child is exposed to all art & craft forms up to Grade V. From Grade VI onwards he is given a choice to work further on any one art and one craft form respectively.
  • • Indus recruits well qualified and experienced MADC Mentors to help our children.

Health & Physical Education

Health is a critical input for the overall development of the child. Indus practices interdisciplinary method to impart health education to the children. There is an annual health and dental check that is arranged by the school.

Participation of all children in free play, informal and formal games and sports activities is essential for their physical and psycho-social development. The range of abilities as a result of Physical Education will improve stamina, fine and gross motor skills and dexterities, selfawareness and control, and coordination.

Children can achieve high levels of excellence in sports, games and athletics. When the emphasis shifts from the enjoyment of achievement, such training can make demands of discipline and practice that can create stress at this stage. Whereas all students must be involved in health and physical education activities, those who choose to excel in games and sports need to be provided adequate opportunities. Physical development supports mental and cognitive development, especially in young children. The capacity to think, reason and make sense of the self with the world, to use language, is intimately connected with acting and interacting - doing one thing by oneself with others.

There are well qualified Physical Education Mentors & Coaches for each of the games offered.

Health & Physical Education

Health is a critical input for the overall development of the child. Indus practices interdisciplinary method to impart health education to the children. There is an annual health and dental check that is arranged by the school.

Participation of all children in free play, informal and formal games and sports activities is essential for their physical and psycho-social development. The range of abilities as a result of Physical Education will improve stamina, fine and gross motor skills and dexterities, selfawareness and control, and coordination.

Children can achieve high levels of excellence in sports, games and athletics. When the emphasis shifts from the enjoyment of achievement, such training can make demands of discipline and practice that can create stress at this stage. Whereas all students must be involved in health and physical education activities, those who choose to excel in games and sports need to be provided adequate opportunities. Physical development supports mental and cognitive development, especially in young children. The capacity to think, reason and make sense of the self with the world, to use language, is intimately connected with acting and interacting - doing one thing by oneself with others.

There are well qualified Physical Education Mentors & Coaches for each of the games offered.

Physical education is an integral part of the curriculum at Indus and all promising players or achievers are provided coaching and training. Indus has infrastructure to support athletics, swimming, cricket, tennis, basketball, badminton, table-tennis, football, hockey, kho-kho, kabaddi, volleyball, handball and gymnastics.

The child is exposed to all games in the formative years i.e. up to Grade V and then after he is given a choice of one game to pursue. If in case a child excels in a particular game of choice then Indus nurtures this potential and facilitates additional coaching to further the child's game.

The assessment and evaluation process at Indus is continuous and comprehensive as stipulated by National Curriculum Framework (NCF-2005). For us, it is the process of collecting information that truly reflects how well a pupil is fulfilling the expectations of a particular grade or subject. Our assessment method has three roles:

  • Providing student’s feedback about their work.
  • Helping students to establish learning goals
    and to monitor their own progress.
  • Evaluating and reporting of development in the form of grades or marks.

Physical education is an integral part of the curriculum at Indus and all promising players or achievers are provided coaching and training. Indus has infrastructure to support athletics, swimming, cricket, tennis, basketball, badminton, table-tennis, football, hockey, kho-kho, kabaddi, volleyball, handball and gymnastics.

The child is exposed to all games in the formative years i.e. up to Grade V and then after he is given a choice of one game to pursue. If in case a child excels in a particular game of choice then Indus nurtures this potential and facilitates additional coaching to further the child's game.

The assessment and evaluation process at Indus is continuous and comprehensive as stipulated by National Curriculum Framework (NCF-2005). For us, it is the process of collecting information that truly reflects how well a pupil is fulfilling the expectations of a particular grade or subject. Our assessment method has three roles:

  • Providing student’s feedback about their work.
  • Helping students to establish learning goals
    and to monitor their own progress.
  • Evaluating and reporting of development in the form of grades or marks.

Scheme of Studies

Indus Universal School follows the guidelines given by Central Board of Secondary Education, (CBSE), New Delhi and the recommendations given in the National Curriculum Framework 2005 in framing the scheme of studies and curriculum. The broad outline of the curriculum is given below:
Nursery Pre-writing Skills, Pre-reading skills, Number Concept, General Studies, Fine Motor Skills and Gross Motor Skills
PP I English, Number Concept, General Studies, Fine Motor Skills, Gross Motor Skills and Creative Activities.
PP II English, Second Language (Hindi/Telugu), Number Concept, Fine Motor Skills, Gross Motor Skills and Creative Activities.
Grades I & II English, Second Language (Hindi/Telugu), Mathematics and Environmental Science (EVS).
Grades III & IV English, Second Language (Hindi/Telugu), Science, Mathematics, Social Science.
Grades V to VIII English, Second Language (Hindi/Telugu/French), Third Language (Hindi/Telugu/French), Science, Mathematics and Social Science
Grades IX &X English, Second Language (Telugu/Hindi/French), Mathematics, Science and Social Science.
Grades XI & XII - Science Stream
Mathematics, Physics, Chemistry, English and Physical Education / Information Practice / Fine Arts / Psychology.
Mathematics, Biology, Physics , Chemistry and English.
Biology, Physics, Chemistry, English and Physical Education / Fine Arts / Psychology / IPE.
Grades XI & XII - Commerce Stream
Accountancy ,Business Studies, Economics, English and Physical Education / Information Practice / Fine Arts / Psychology.
Grades XI & XII - Humanities Stream
History, Political Science, Economics, English, Physical Education / Fine Arts / Psychology / Information Practice.
Auxiliary Subjects
Computer Science, Art & Craft, Health & Physical Education (Sports and Games), Life Skills Education, Disaster Management, Counseling and Guidance, Music (Vocal and Instrumental), Dance (Classical, Folk and Western) etc.,