Secondary Years Curriculum at GICLM
( Best cambridge school in Mumbai )
Cambridge curriculum (Grades 6-10)
We aim to create an outstanding learning environment that:
- Develops an ethical education
- Provides excellence and the opportunity for high achievement and the development of 21st century skills.
- Provides an education that creates the opportunities for progression to further education.
- Provides an education suited to the specific needs and strengths of all learners.
- Develops life-long learners who are knowledgeable, effective communicators and enjoy learning through challenging situations.
- Encourages active learning, open enquiry, critical and creative thinking.
- Develops students understanding and responsibility for their own learning.
- Fosters intercultural understanding and actions.
- Provides clear assessment tasks, monitoring, recording and analysis of all learning to improve student achievement.
- Ensures a continuum of learning.
- Offers a rich extra-curricular activities program.
- Integrates technology to enhance the learning situation.
- Undergoes regular self-review and critical analysis.
The curriculum is specially designed for the unique learning needs of students aged 11-16 (Grades 6-10) at the time when they need to develop excellent learning skills and habits, whilst developing self-confidence and a thorough understanding of their academic subjects. This is called a ‘student centred approach’ that builds on traditional learning approaches in the classroom and combines it with the latest educational practices that high quality students are known to exhibit. Students will see the connections between academic disciplines. This continuum of learning prepares students with the skills, knowledge, conceptual understandings and habits that lead to long term success.
Students follow the Cambridge curriculum through to the international IGCSE examinations at the age of 16. There is an emphasis on a core set of subjects: Maths, English and the Sciences (Physics, Chemistry and Biology) with choices in: Social Sciences (History, Geography, Economics), Art, Music, PE, Information Technology and Drama ensuring a broad range of academic experiences and the development of critical thinking and individual research.
We focus on the holistic educational development of students and have created a Personal, Social, Health and Careers Education (PSHCE) curriculum that supports the learning and the personal needs of students. Additionally, there is an Entrepreneurial education programme followed by all. Proudly, we are the only school in India with permission to operate a Lego Laboratory and its associated curriculum that supplements STEAM learning.
The main purposes of assessment are to help students improve continuously explaining why students have achieved a certain grade (formative assessment) using the information gathered about their learning, improve teaching, evaluate the effectiveness of the curriculum, provide summative information, inform students and parents about progress and to gain qualifications to move onto the next stage of education.
GICLM has formal procedures and defined criteria to effectively and regularly assess and review the impact of learning strategies and the level of student performance. Its purpose is to motivate all developmental aspects such as intellectual, creative, physical, emotional and social development of students. GICLM aims to have systems that track, analyse and report student performance giving a profile of the student highlighting strengths, areas for improvement and suggesting strategies for improvement. Students’ grades may ‘regress’ as well as ‘progress’ from one report to another. This may reflect the different skills being judged or a more difficult stage of the course.
Full reports will be issued twice a year that give an achievement and an effort grade, showing the level the student has reached at that time, with a written comment explaining ‘why’ and ‘how’ this grade was reached alongside the skills displayed. Targets will be identified suggesting clear strategies/ actions for improvement.
Short Reports will be issued twice a year that give an achievement and effort grade to judge progress.
Formal Student Parent Teacher Conferences will be held to review progress and identify targets for improvement.
Assessment is a continuous process throughout all learning. Teachers monitor the progress of students and the Student of Concern system operates when students are not realising their academic potential. From this a focused Action Plan is created and, with parents, steps are taken to help the student in the areas that need improvement.
All assessments are criterion referenced according to the relevant Cambridge levels. This means that students are assessed using discrete levels of skills and knowledge that they are expected to achieve.
At the end of each academic year there are formal End of Year examinations that give students vital experiences under a certain amount of pressure, help them develop successful techniques and give a further indication of their progress. Teachers will give tests throughout the year according to the needs of their subject.
External formal examinations take place during Grade 8 using the Cambridge Checkpoint and at the end of grade 10 when students complete their IGCSE examinations.
Homework is an important aspect of learning extending classroom learning, understanding and preparation. This may include projects, individual or group assignments. Homework begins from Grade 6 onwards.Read More
GICLM teaches a Personal, Social, Health, Careers Education course for all students. Key topics appropriate to age groups are tackled. Additionally, all students have a personal tutor who looks after their overall progress and wellbeing. A school Counsellor is a full time member of staff.
School, Family and the Community
GICLM is a community school and we value the contributions of parents and individuals. We have a strong Parents Representatives group that meets to join in discussions about school improvements. Parents meet teachers regularly to discuss academic progress of students.