The curriculum at Indus International School is designed for holistic education which motivates our students to become lifelong learners and seek true knowledge which is experiential and transformational.
The curriculum is based on the concept of multiple intelligences and is broadly classified into the following categories.
The International Baccalaureate Primary Years Programme is a curriculum, a philosophy and a methodology for young learners between Kindergarten to Grade 5. In this program, emphasis is placed on trans-disciplinary and inquiry-based learning.
The Middle School Programme is designed for students between the ages of 11 and 16. The student's intellectual and social development is the focus of this program.
The International General Certificate of Secondary Education (IGCSE) is a curriculum conducted by Cambridge International Examinations (CIE). This programme is offered for grades 9 and 10 and culminates in an examination that bestows an IGCSE certificate, on par with any secondary school certificate.
The International Baccalaureate Diploma Programme (IBDP) is a two-year course of study for Grade 11 and 12. The programme fulfills the requirements of any national curriculum, while increasing students' international awareness and understanding. The IB Diploma is a pre-University qualification recognized by the Association of Indian Universities and universities and colleges in Europe and North America.
Education at Indus closely integrates online and off-line learning. Students have access to an exhaustive library of books, as well as several online libraries. Computers are available in all classrooms and all students from Grade 5 upwards have their own laptops. All this helps foster creative learning (beyond accessing information).
Knowledge gained in classrooms has to be augmented by practical experience in the community. In the words of Marilyn vos Savant, "To acquire knowledge, one must study, but to acquire wisdom, one must observe". Leadership is developed by enabling students to discover their "other selves" and their complete range of multiple intelligences. Sports, community involvement, the fine arts, performing arts, aesthetics and robust outdoor activities lend themselves to the fostering of leadership qualities. We have a leadership curriculum in place which focuses on connecting to self, connecting to nature and connecting to the community.
The global citizenship curriculum addresses an appreciation and understanding of "man's global concerns" - human rights, child rights, women's empowerment, environmental issues, global warming, genetics, AIDS, crime etc. In the higher classes, the focus is on governance, financial management, contemporary religions and cultures, democracy and market economy.