Affiliations And Curriculums

The driving force behind the IB Primary Years Programme is a deeply held philosophy about the nature of International Education; to meet the diverse needs of students’ physical, social, emotional, intellectual, aesthetic and cultural needs. The Primary Years Programme (PYP) approaches learning and teaching through inquiry and play. The learning process is engaging, relevant, challenging and significant, while students delve into explorations driven by their innate curiosity whilst making connections to the world around them. Investigative learning is central to the programme and is a critical element in developing how students view their world both locally and globally. and creating lifelong learners. The process develops the student’s ability to consider and reflect upon the point of view of her/his peers, followed by establishing their points of view, to seek and sort knowledge and finally make connections and reflect on their learning, thus completing the entire investigative cycle.

The PYP also focuses on students developing key skills, which are essential in the 21st century. These skills focus on students developing strong communication, research, thinking and social skills. This method is experiential, allowing the students to arrive at an understanding through real-life experiences. Inquiries are carefully planned by teachers across levels to provide a complete and coherent curriculum that is of global significance and that also provides an awareness of the human condition. It creates sensitivity towards the diversity in our world and sustaining the resources of our planet to create a better and more peaceful world. All students from ages 3- 11 years are engaged in the Programme of Inquiry and various subjects are taken through the programme. Each of these trans-disciplinary subjects lead to deepening curiosity and helping students make connections with the real world. These subjects are as follows:

• • Language (English and Hindi)

• • Mathematics

• • Social studies (Program of Inquiry)

• • Science (Program of Inquiry)

• • Arts – Music, Visual art, Drama and Dance

• • Personal, social and physical education

• • Technology as a tool for learning and teaching

CBSE – Central Board of Secondary Education

CBSE VISION

The CBSE envisions a robust, vibrant and holistic school education that will engender excellence in every sphere of human endeavour. The Board is committed to provide quality education to promote intellectual, social and cultural vivacity among its learners. It works towards evolving a learning process and environment, which empowers the future citizens to become global leaders in the emerging knowledge society. The Board advocates Continuous and Comprehensive Evaluation with an emphasis on holistic development of learners. The Board commits itself to providing a stress-free learning environment that will develop competent, confident and enterprising citizens who will promote harmony and peace by achieving excellence in learning and personal development.

At Genesis our CBSE curriculum is designed to ensure:

1. To provide ample scope for physical, intellectual and social development of students.
2. To uphold Constitutional values such as Socialism, Secularism, Democracy, Republican character, Justice, Liberty, Equality, Fraternity, Human dignity of Individual and the Unity and Integrity of the Nation via value-based learning activities
3. To nurture Life-Skills by prescribing curricular and co-curricular activities that develop the whole student.
4. To integrate innovations in pedagogy and assessment to keep pace with global trends.
5. To promote inclusive education.
6. To integrate environmental education across the curriculum.
7. To promote the Arts.
8. To facilitate acquisition of 21^st Century Skills.
9. To promote Co-operative learning, Collaborative Learning, Self-directed learning to give students the widest opportunities to develop themselves.
10. To use authentic Assessments based on real world tasks involving meaningful application of knowledge and skills;
11. To develop digital citizenship so students become responsible and literate users of technology.
12. Ensure all students identify as ‘life long learners’ able to extend and develop their knowledge beyond their school career.

CBSE Guidelines for Grade 11 and 12 Session 2020

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IB – Middle Years Programme

The MYP is designed for students aged 11 to 16 years. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The curriculum framework for MYP at GGS is challenging and contextualized. It provides learners opportunities to create real-life connections with the depth of the content and fosters the development of skills needed to apply the content. The curriculum is designed following the MYP framework and the Cambridge Curriculum, involving MYP teachers collaborating with PYP and IGCSE teachers.

GGS was authorized to offer MYP in 2019.

Distinctive Features of the MYP: 

• Key & related concepts –Are the big ideas, which form the basis of teaching and learning in the MYP. They ensure the width and depth in the curriculum promotes learning within and across disciplines.
• Global Contexts –Provide the starting points for inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement.
• Action & Service –This is an essential component of the MYP which aims at nurturing selfless service towards community.
• Personal Project– This is the culmination of MYP journey in year 5 through an extended, self-directed piece of research work which is initially assessed by the project assessment committee of the school, is moderated by the IB assessment team and serves as an important component of the MYP final report.

Click here to download Course Overview 2020

Click here for the Curriculum Orientation 2020

MYP – IGCSE INTEGRATED PROGRAMME

The MYP-IGCSE integrated programme is designed exclusively for students aged 14 to 16 years from MYP 4 and MYP 5. The curriculum integrates the framework of MYP with all the requirements of IB programme with the IGCSE teaching curriculum to provide a rigorous, broad and balanced programme that serves to build a continuum towards the Diploma Programme. Students can opt for the IB Continuum to DP after receiving the report of MYP 4 and 5 at the end of the second year or appear for the IGCSE exam or  finish grade 10 with the MYP final report with the personal project moderation by IB.

The integrated programme consist of two broad areas:

• Core (compulsory)
• Subject groups where there is an option of choosing the subjects based on interest

CORE:

 Personal project (PP)– Personal Project encourages students to reflect upon their learning and the outcomes of their work – key skills that prepare them for success in further study, university, the workplace and the community. The project provides an important opportunity for students to collaborate and pursue learning. Projects are student-centered and age-appropriate and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. Culmination of the MYP journey in grade 10 is through an extended, self-directed piece of research work. The PP is sent for external moderation leading to an additional IB qualification.

Service as action (SaA)–Service as Action is a structured learning experience that combines community service with explicit learning objectives of investigating, planning, taking action, reflecting and demonstrating. The ‘Service’ program develops and motivates the students to become aware of the needs of the local and global community. It gives students the opportunity to take what they are learning in the classroom and put it into action making a positive difference in the lives of others and the environment.

Physical and health education (PHE)– Physical & health education focuses on both learning about and learning through physical activity.  Physical sports and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. The opportunities for active learning promote the holistic nature of well-being.

Final Qualification Options

Students have the choice to opt for Cambridge IGCSE certification with the externally assessed examinations conducted by Cambridge International at the end of Grade 10 or progressing to the Diploma programme after completing Grade 10 of the integrated programme with the MYP final report.

Click here to download  Course Overview 2020

Click here for the Curriculum Orientation 2020

IB Diploma Programme

The IB Diploma programme is one of the most rigorous & challenging pre – university programmes across the world. The programme provides an internationally accepted qualification for entry into higher education and is recognized by universities worldwide. Genesis Global School has been offering the Diploma programme since 2014. The results over the years have been 3-4 grade points higher the world averages. GGS offers a plethora of subject choices along with a wide range of co-curricular pursuits to choose from. Over years, GGS Alumni have been well placed into the leading universities across the world such as UCLA, UT, British Columbia, University of Waterloo amongst others.

The Diploma Curriculum

Candidates must choose at least 3 courses and not more than 4 at higher level (HL) and the remaining at standard level (SL). In addition to the six courses, DP students must study three compulsory elements that broaden student’s intellectual & educational experience and challenges them to apply their knowledge and skills.

The Diploma Programme Core

1. Extended Essay (EE)–Requires DP students to undertake an independent in depth research of a question in relation to one of the DP courses that they are studying. Student are expected to produce a 4000-word essay based on the research undertaken in consultation with a supervisor.
2. Theory of Knowledge (TOK)– Is a unique course designed to develop critical thinking, reflecting into the very nature of knowledge and aiding students in understanding the connections between the areas of knowledge / subject disciplines. TOK encourages students to question knowledge in a variety of contexts and helps in formulating answers from multiple perspectives. At the end of two years, students are expected to showcase their understanding through a TOK exhibition and a 1600-word TOK essay based on one of the six prescribed essay titles for the year.
3. Creativity, Activity & Service –students are expected to participate in a range of experiences over a period of 18 months in line with the holistic approach of the IB alongside their academic studies.
   The 3 strands of CAS are:
   Creativity: exploring and extending ideas leading to an original or interpretive product or performance e.g. theatre, dance, script writing, creative writing, newsletter, yearbooks etc.
   Activity: physical exertion contributing to a healthy lifestyle. e.g. swimming, soccer, tennis, running, physical training, yoga, trekking, walking, etc.
   Service:collaborative and reciprocal engagement with the community in response to an authentic need. e.g. working with the NGO’s on service projects, setting up and conducting tutoring for people in need, working in relief camps, raising awareness about environmental issues etc.
   Students are required to maintain a CAS portfolio as an evidence of their engagement via the online learning management system ManageBac.

Click here to download Course Overview 2020
Click here for the Curriculum Orientation 2020