In the academic year
2023-24 Dnyanshanti School
will have classes
from
Nursery to Grade X.
- Faculty
- Academic Program
- Book List 2020-21
- Assessments
- Co-curricular Activities
- Annual Report
- School Almanac
Faculty
The standard of the school is as good as the quality of its teachers. The teacher recruitment process at DYPDSS is quite a stringent one .Only those who have a first class throughout their academic career are shortlisted. The shorlisted candidates go through four levels of scrutiny thus ensuring that only the very best get selected .The teachers at DYPDSS celebrate and champion each and every child in their care. They encourage a growth mindset and model qualities of mindfulness ,collaboration and compassion .The attrition rate at DYPDSS is below 5% which is far below industry norms. This enables the school to strive for and sustain a culture of excellence.
Teacher Training Programme 2021-22
Teacher Training Programme 2020-21
Academic Program
The school follows the curriculum and pedagogy as prescribed by the CBSE but goes way beyond it in terms of classroom delivery and content. It is holistic,flexible and multidisciplinary with a focus on 21st century skills and aims at honing the unique potential of each child.
Pre primary to Grade II
As per the National Education Policy 2020 the period from 3 to 8 years is the the Foundational Stage ( Nursery to Grade II )will consist of five years of flexible, multilevel, play/activity-based learning .
It is most crucial for the growth and development of the cognitive faculties of a child. Brain connections multiply exponentially during these years and DYPDSS makes full use of this window of opportunity to ensure optimal development. The foundational year’s program at DYPDSS has the following characteristics:
1. It is an age appropriate curriculum.
2. It provides ample opportunities for play.
3. It is an enabling and stimulating learning environment.
4. It has a favourable pupil teacher ratio.
5. It is delivered by trained and experienced staff.
6. It is a well planned one with involvement of parents.
The broad objectives of our foundational year’s program is to take care of the following areas of growth and development:
1. Psychomotor Domain or Physical development
2. Cognitive or mental development
3. Social and Emotional development or the Affective Domain
These are the most crucial years of brain development and it is the right of every child to receive the best quality experiences during these years. Research suggests that billions of neurons in the child's brain must be stimulated to form sensing Pathways. Whatever we do and say to a child both positive and negative influence the formation of these Pathways. Hence we provide the most enriching and engaging experiences to ensure that maximum pathways are developed in our young learners.
Grade III upwards
As per the National Education Policy 2020 , with the quickly changing employment landscape and global ecosystem, it is becoming increasingly critical that children not only learn, but more importantly learn how to learn.
Education thus, must move towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields.
Pedagogy must evolve to make education more experiential,holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible and of course, enjoyable.
The curriculum must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects and capabilities of learners; and make education more well-rounded, useful, and fulfilling to the learner.
Education must build character, enable learners to be ethical, rational, compassionate, and caring, while at the same time prepare them for gainful, fulfilling employment.
Features of a Good educational Institution according to NEP 2020:
A good education institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are
available to all students. DYPDSS meets all the above mentioned criteria.
The Preparatory Stage ( Grade III to Grade V )
will comprise three years of education building on the play, discovery, and activity-based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate some light text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid groundwork across subjects, including reading, writing, speaking, physical education, art,languages, science, and mathematics.
The Middle Stage ( grade VI to VIII )
will comprise three years of education,
building on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the more abstract concepts in each subject that students will be ready for at this stage across the sciences, mathematics, arts, social sciences, and
humanities. Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasized despite the introduction of more specialized subjects and subject teachers.
The Secondary Stage ( Grade IX to XII )
will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. In particular students would continue to have the option of exiting after Grade 10.
The key overall thrust of curriculum and pedagogy reform across all stages will be to move the education system towards real understanding and towards learning how to learn - and away from the culture of rote learning as is largely present today. The aim of education will not only be cognitive
development, but also building character and creating holistic and well-rounded individuals equipped with the key 21st century skills.
We at DYPDSS are totally in agreement with these goals of the NEP 2020 and work towards ensuring that our students are prepared to meet the challenges of a dynamic future.
Book List 2022-23
Assessments
The aim of assessment in the culture of our schooling system is regular and formative, is more competency-based, promotes learning and development for our students, and tests higher-order skills, such as analysis, critical thinking, and conceptual clarity. The primary purpose of assessment will indeed be for learning; it will help the teacher and student, and the entire schooling system continuously revise teaching-learning processes to optimize learning and development for all students.
In the act of learning, students obtain content knowledge, acquire skills, and develop work habits and practice the application of all three to “real world” situations. Skill-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students. DYPDSS follows a continuous system of assessment for grades I to X which includes: Continuous and comprehensive assessment through Periodic tests, Terminal examinations and Internal assessments. In order to improve the student's performance by identifying his/her learning difficulties at regular intervals, right from the beginning of the academic session and employing suitable remedial measures for enhancing their learning and performance.
DYPDSS also includes Interdisciplinary Projects (IDP). This project allows linkage of similar topics, concepts or skills from all the subjects taught collaboratively . Teachers assess students through activities that are cross-curricular in nature.
