Curriculum, the academic program at the DPSGV is designed to meet the needs of young children. Childhood is a period of rapid growth as children seek means to learn and achieve; they need to nourish their developing mental abilities. Young children need a sound base of experiences that are essential for later learning, a strong sense of self -esteem and excitement & curiosity for learning. It is during this time that children develop higher order thinking skills such as problem-solving, critical thinking, creative thinking, societal thinking, reflecting thinking etc. Our curriculum is planned and developed to create such experiences for your child.

DPSGV offers the C.B.S.E. Curriculum at Middle School, Secondary School and Sr. Secondary levels. We are following one-of-a-kind approach to pedagogy and instructional design ensures that the C.B.S.E. curriculum is implemented to the fullest possible extent to meet the goals it has set for itself.


Our learner-centered pedagogy echoes C.B.S.E.’s student-centered approach in all its scope. Our pedagogical approach and teaching strategies are spear-headed by our extensively trained teachers who regularly attend both C.B.S.E. and in-house workshops to further their professional development. This love for life-long learning is passed on to our students who grow to be passionate about their choice of subjects and develop a deep curiosity for the world around them. Academic excellence is highly valued in Dpsgv, with plenty of emphasis on opportunities for hands-on and experiential learning. World Class amenities, Learning Laboratories, Field Trips to places relevant to the subject area being explored and Creative Learning Projects all help bring the curriculum to life.

Striking a Balance

The curriculum takes on new meaning in the school with our innovative approach to both teaching and learning. C.B.S.E.’s firm belief in holistic education is reflected in every sphere in the school- whether it be our Innovative programs like Club & Societies or our rigorous system of assessment that leaves no stone unturned when it comes to generating effective and informative feedback that helps our students reflect on their learning. The curriculum challenges our students to explore traditional disciplines in their depth while also encouraging a trans-disciplinary perspective that transcends the confines of mere disciplinary learning.

Besides Special Assemblies and Inter-House events and competitions, our school is also well-connected to other C.B.S.E. and International Schools in the region, regularly partnering with them to enable our students to access wider platforms to participate and excel in. 

Curriculum Design- 2020


This curriculum design aims to build the learner profile as per the benchmarks defined by the DPSG School and foster Knowledge, Skills, Competencies and Attitudes, Dispositions, Values and Beliefs (ADVB) that will stand the learners in good stead as they enter life beyond school years. As the school prepares them for vocations, professions, or higher studies, they must also become responsible citizens and contribute to building a vibrant society.

DPSG Learner Profile

A Task Group was set up to envision and draw up Learner Profile of the DPSG Learner upon completion of 15 years of school education. Informed by global and national perspectives of emerging needs of the society, a developmentally appropriate and exhaustive profile of learners was developed for different stages of schooling. The document on Learners Profile prepared by Task Group 1 of Re-visiting Assessments has already been shared with all the educators during the PLDP 2020.

Curricular Domains:

In order to traverse this journey of development and evolution of learners across all parameters, the school curriculum has been divided into the following six curricular areas in two domains and value-added programs:

1. Scholastics Domain [SD]

2. Foundational Domain [FD]

    i. ICT Skills

    ii. Arts Education

        a. Performing Arts

        b. Visual Arts

        c. Vocational Arts

    iii. Citizenship Studies

    iv. Clubs & Societies

    v. Physical Education & Sports [PES]

3. Value Added Programs

Competition Preparatory Programs [CPP]

i. Students from Grade 9 onwards may opt for competitive preparatory programs. These may happen within or outside the formal timetable of the schools and may come at a cost to be borne by the student/family.

ii. It could range from KVPY, NTSE, OLYMPIADS, IIT-JEE, NEET, CLAT, CA, GMAT, SAT, NDA or equivalent entries to Armed Forces or any other such program for all streams: science, humanities and business studies. In consonance with the [NEP] National Education Policy 2020. It shall also prepare students for the Common Entrance Examinations [CET] for entry to professional colleges.


The school offers a bouquet of subjects under the category of Scholastics. Within Scholastics, there are some electives that can be offered as per curriculum plan applicable to the grade.

Scholastic Core Subjects

• English

• Hindi

• Sciences

• Mathematics

• Humanities & Social Sciences

• Business Studies

• ICT – Information & Communications Technology

Depending on the grade, around 55 to 70% of the total sessions available in any academic year are allocated to CORE subjects.

Elective Subjects

May be offered in following subject groups

Third Language

The school would offer a bouquet of third languages and the students in accordance with their Study Plans, may elect one of the languages offered. The students being offered PYP curriculum will abide by PYP guidelines for third languages.

ICT Skills

ICT – Information & Communications Technology

Every student in classes 6 onwards shall elect at least one sub stream offered by the school within the ICT Group. Following or more could be some of the Skills & Competencies that can be studied as a part of ICT or Vocational Arts.

• Computer Science

• Computer Applications

• Informatics Practices

• Information Technology

• Artificial Intelligence

• Robotics

• Computer Programming Languages

• Building IT Apps

Arts Education

While Arts Education would be provided during the school in a structured manner and shall be part of the school timetable. Opportunities shall also be provided in case students wish to go beyond the basics and specialize in any given art form – Visual, Performing or Vocational. In doing so, the Schools will leverage and hire renowned artists who will conduct academies in the evenings and outside the formal timetable.

Subject specific academies will be set up in all schools or school groups in a blended learning mode, that means a blend of online and face to face classes. Part time subject or skill experts would be hired by the schools. Students shall be required to pay for enrolments in such academies.

Visual Arts

Every student from classes 6 onwards will choose at least one of sub streams offered by the school within Visual Arts to study for the whole academic year. The student will have a choice to continue or change the option in the next academic year.

• Painting

• Sculpture

• Craft

• Photography

• Film Making

• Graphic Designing

Performing Arts

Every student classes 6 onwards will choose at least one of sub streams offered by the school within Visual Arts to study for the whole academic year. The student will have a choice to continue or change the option in the next academic year.

• Classical Dance

• Western Dance

• Music Indian Classical

• Western Music

• Vocal

• Instruments

• Orchestra

• Theatre

Vocational Arts

Every student classes 6 onwards will choose at least one of sub streams offered by the school within Visual Arts to study for the whole academic year.

The student will have a choice to continue or change the option in the next academic year.

Wherever required, Teachers in Vocational Arts can be picked up from the Industry around the schools.

• Cooking

• Home Science

• Entrepreneurship

• Legal Studies

• Journalism

• Banking & Insurance

• Geo Spatial

• Fashion Studies

• Elementary Architecture

• Town Planning

Clubs & Societies 

Clubs & Societies as envisaged as a part of Foundational Domain are established to co-relate academic skills with the outside world. While societies and clubs are designed to imbue Knowledge, Skills, Competencies, Attitudes, Dispositions and Values, they shall through the model of governance, envisaged and designed herein, also imbue students with Managerial and Governance Skills early and in real life situations and help them prepare for ‘Life Beyond School.’

Every student in classes 6 onwards and every teacher shall be member of at least one such club or society that shall proactively engage with activities that help foster the learner profile that schools have created for learners in a continuum mode.

• Clubs & Societies; Would be student led and teacher mentored.

• Social & Interpersonal Skills shall also be embedded in the curriculum transactions in addition to being fostered separately.

• A complete list of activities undertaken by Clubs or Societies shall be prepared by the central office Academic Council Team in consultation with School Principals. The activities may include; Debates, Public Speaking, Declamation, Aviation, Robotics, General Knowledge contests, Current Affairs, Journalism, School Newsletters or a range of other activities that are aligned with the desired learner profiles.

Citizenship Studies

Citizenship Studies, in the school context, is about developing an age and grade appropriate understanding of the functioning of the State, Society and the Government at all levels. It includes social structures and their functioning including understanding of the functioning of main organs of the state namely the legislature, the executive and the judiciary.

While students learn about the constitution and how it guarantees rights and protections of every citizen. They also learn about the rights and responsibilities that every citizen has towards building a just and egalitarian society.

In learning to protect their own social structures, rich cultural heritage, customs & practices and also their national identity, they also learn about their national, regional or local history, together with its heroes and heritage. Adherence to universal human values and in particular to Indian family values and of universal love, Vasudeva Kutambakkam, Non-Violence, Peace, Compassion, Empathy are integral attributes of a responsible citizen.

Inclusive Education

This program encompasses all that shapes not only a good human being, but also a responsible citizen of this country and the world.

• Every student from class 3 onwards shall enroll for citizenship studies and it would be considered as a part of core learning.

• Citizenship Studies: A detailed curriculum is drawn up with special emphasis on practicing good citizenship. Knowing is not enough.

• Indian Democracy – democratic values, global and national values, emerging perspectives on gender, nation, constitutional rights & responsibilities, current affairs, peace studies, environmental awareness, key national and international forums and their functions.

• Exhibitions

• SUPW, NSS, NCC, IB CAS, Scouts & Guides; Students will be encouraged to participate in these activities outside the school timetable.

• House Meetings; Must be held at least once every month. The large schools with over 2,000 student population will have two parts of the same house, i.e. Sutlej House Senior [for classes 6 to 12] and Sutlej House Junior [for classes 1 to 5].

Physical Education & Sports

Physical Education & Sports are no longer an option. It is essential that the students learn to remain fit & healthy; play and acquire proficiency in any one sport of their choice. This subject will be divided in two:

Physical Education

This too would have two major sub-divisions – the theory of physical Education and physical conditioning, fitness and good health. The essential constituents of fitness would typically, amongst others, include:

• Speed

• Endurance, Stamina

• Strength

• Agility

• Acceleration Sports A detailed paper to be prepared and annexed at Annexure No: 4

Schools will provide a range of options of outdoor field sports like, Basketball, Volleyball, Football, Cricket, Tennis, Table Tennis, Skating, Swimming, Horse riding, Karate, Judo, Taekwondo etc…

Every school would offer the sports that it is equipped for. In some cases, the schools may also make arrangements with the neighborhood grounds.

While Sports & Physical Education training shall be provided during the school in a structured manner and shall be part of the school timetable. Opportunities shall also be provided in case students wish to go beyond the basics and specialize in any given sport. In doing so, the schools will leverage and hire renowned players and coaches who will conduct academies in the evenings and outside the formal timetable.