Inquiry is not a single moment in learning. It is not a separate or specific part of learning, but is rather the approach and lens through which we view all aspects of learning. Inquiry is a process, a flexible framework that is cyclical yet not linear, where the phase of tuning in is continually revisited as new questions arise, ideas explored, explorations conducted and conclusions arrived at
Teachers tune in to students’ thinking and activate their prior knowledge; they design tasks that make the students’ thinking visible.
Learning communities (we consider both teachers and students to be learners) think as researchers and gather information from a variety of sources. Students are extended to go beyond the known and are challenged to use their skills to acquire new knowledge.
Learners analyze, sort, and categorize information, identifying patterns and creating meaning.
Learners are encouraged to further their inquiry by investigating areas of personal or shared interest.
Learners are provided with time and space to draw conclusions and make connections between ideas and contexts.
Learners reflect on their new learning and the implications for personal or shared action. Teachers encourage and empower students to apply their learning to new contexts, share with others, and connect with real-life situations.
The school follows an Inquiry based curriculum with several essentials that lend both richness and academic rigour to the experience.
Our key highlights include -
o Unpacking the Unit of Inquiry - Before every unit, the relevance of what the students are going to study, outcomes, methodologies, pedagogy, resources and assessment are shared with them to enable them to take ownership of their learning.
o Mid Unit Review - to assess the teaching learning process to enable refinement and scaffolding.
o Assessment Dialogue - individual online feedback to each student on their end of UOI assessment.
o Reflective Dialogue - Class discussion to create shared understanding of concepts completed in class and a feed forward for the next stage.
o Foundational Domains – to develop attitudes, beliefs, values, fitness and citizenship
Primary Years Program-IB Learner Profile
Every student in the PYP program is guided towards developing the Learner Profile attributes through careful activities embedded into the curriculum. All transactions are designed to include one or more of LP attributes to ensure sustained focus on the desired traits and behaviours.
DPSG Learner Profile
In line with the IB Learner Profile, the school has developed an indigenous LP that focusses on desired attributes and skills in both Scholastic and Foundational Domains. The curriculum planning documents are based on these attributes to ensure continued focus and diligent planning by faculty so that the vision and mission remains uncompromised.
Alongwith the students, the faculty is expected to model the LP as students learn best from observed behaviours. Learner Profile is the backbone of the academic program at the School.