PRIMARY YEARS PROGRAME
Curriculum, Support, Coordinator, Fees – Overview
GDGGS is authorised to offer the following programmes:
The School is authorized to teach (PYP) under the International Baccalaureate Organisation. GD Goenka Global School has got accreditation from IB and is an IB Candidate School.
INSPIRING ACADEMIC ENGAGEMENT
We offer young and aspiring students academic engagement with international standards. The enriching IB curricula stimulate academic freedom and practical study. Thoughtfully scheduled classes and close mentorship by the faculty nurtures an academically vibrant community at GDGGS.
GDGGS strives to promote value-based growth by offering a diverse and multi-cultural learning platform that stimulates open-minded thinking and boosts mutual understanding amongst its multi-lingual student body.
The well-qualified faculty at GDGGS come with extensive experience in their respective fields. They mentor students, encouraging them to become active, compassionate, lifelong learners. Studying techniques, unique to an international curriculum, ensure students engage with the faculty and their peers while sharing their opinions in classroom discussions.
The semesters are divided as follows:
Nursery to Grade 5: April to September; October to March.
Visual Arts at GDGGS is all about integrating the core essence of Art into the PYP units of inquiry by focusing on the concepts. Its primary aim is to allow an in-depth analysis of artworks and art-making to the students and to let them document and reflect on their learning and artistic exploration. Students are instructed in the use of mediums and techniques, perspective, dimension, composition, subject matter and the Color theory; mastering all the basics of drawing, sketching, painting, sculpture, ceramics, mosaic and collage. Students are engaged and encouraged to challenge their own creative and cultural expectations; to develop an appreciation for the expressive and aesthetic diversity in the world around them.
“Technology will not replace great teachers but technology in the hands of great teachers can be transformational.” George Couros
Information technology enables the students to use innovative educational resources to establish a better learning and understanding of the curriculum. It is used as a tool to enhance their learning inside and outside their school environment. Apart from effective communication, it benefits the students retention and interests. At G D Goenka, students are exposed to the use of 3 D printing, AR and VR, internet and Cloud computing, Micro Bits, Podcast, Human and Robots, AI, Scratch Coding Software, Hologram Technology, Digital citizenship, Cyber security, photography and future technologies
No act of kindness is ever wasted. -Aesop.
At GDGGS, we’ve developed some ways for students to show empathy and support towards others. These include voluntarily donating useful things like clothes, books, stationery etc to the helper staff of the school, inviting the NGO’s to the school during events like celebrations, PTMs etc. Our school has collaborated with a few NGOs where our school community regularly shares goodies and essentials with them on special occasions like Christmas and Diwali.
Parent Community- GDGGS
“To be in your children’s memories tomorrow, you have to be in their lives today.”
Our aim at GDGGS, is to raise global citizens who are independent and thoughtful learners and take the ownership and pride in their learning.
However, the school cannot do this alone. Schools must partner with the parents community to succeed.
Parents play a vital role in the success of a school. Meeting with a teacher about the child’s progress, participating regularly in the celebrations in school or becoming involved with the school as a whole, each parent’s interest in the school helps to improve the school. Parents are given ample opportunities to get involved in their child’s learning.
Through leadership and communication, professional and curriculum development, documentation & resource management, the IB Coordinators, Academic & Careers Office, Guidance Cell and Special Education department at GDGGS are given the opportunity to develop administrative skills that build a strong school culture, shared values, beliefs and commitment to GDGGS.
With a commitment to a common vision and purpose, they have an international mind-set, with an eye on the big picture. Understanding the various needs of children, especially the academic and social needs of adolescents, they are supportive mentors that perform their duty with diligence and flexibility.
In the process of planning, organising, coordinating, collaborating and relationship-building, they exhibit instructional leadership while developing/evaluating curricula and encouraging the professional development of their colleagues.
With a thorough understanding of the IB programmes and strong IT skills, they communicate effectively, exercise good judgment and participate in building collaborative structures that are reflective of their attention to detail, high standards, belief in accountability and desire for continuous improvement.
- The IB Coordinators at GDGGS
- Academic & Career Counselling
- Guidance Cell
Physical Education lies at the heart of GDGGS. Our PE lessons are well planned and structured using the PYP curriculum that is student-centered and inquiry-based. The PE knowledge component in the PYP is organized into six strands: health related activities, body control and spatial awareness, athletic activities, games, movement to music and adventure challenge. We offer an array of outdoor sports activities: Cricket , Basketball, Soccer, Taekwondo, Hockey, Badminton, Skating and Athletics. Our learners are actively engaged in indoor sports like chess, athletics, yoga, kid fit program, cardio, aerobics, table tennis and Foosball.
Field Trips are important to help bridge the gap between education in the classroom and hands-on experiences. They enhance the students critical thinking skills and a chance to think about a topic or theme from a different perspective. Field Trips allow students direct access to tools and environment, they encourage social interaction, erase classroom boredom and help students to become more empathetic. Children who experience holistic development during their school years grow up to become global citizens.
The field trip to Mogly’s Farm by Nursery and grade 1 not only gave the students an opportunity to feed and touch the animals but also the chance to see the animals in a natural habitat. Similarly, a field trip to the ‘Post Office ‘by Kindergarten gave them the opportunity to learn about the different services available in the Post Office such as Registered Post, Money Order and Speed Post. Grade 2 visited the Biodiversity Park and investigated about plant and animal adaptations.
Field trips are recognized as important moments in learning; a shared social experience that provides the opportunity for students to encounter and explore new things. Field trips are experiences that can be recalled and are useful long after a visit.
Parents as equal partners
Parent-Teachers Meetings- Parent-Teachers Meetings are organised twice a year to discuss about the child’s progress and the areas that need reinforcement,.
Three-Way Conference- The purpose of Three-way conferences is to celebrate students’ learning and identifying goals that will improve their progress. It is a time for students, parents and teachers to share the student’s successes as well as to collaboratively discuss ways of supporting students learning goals.
Student-Led Conference- As a part of Student-Led Conference, students become teachers for a day and explain a concept or give a short demonstration on a topic of their choice. While participating in Student-Led Conference, students exhibit deeper understanding of the concepts and hence promote student agency. Student-Led Conference, helps to enhance the students confidence and improves their communication and presentation skills.
Parents as guest speaker- Parents often indulge in story sessions, guest lectures and other events in schools like Cultural Day and festivals, where they are invited to share their knowledge with the students.
Personal Social Physical Education
The PSPE curriculum promotes the development of knowledge, attitudes and skills that contribute to the physical, emotional, cognitive, spiritual and social well-being of the individual, in the classroom and beyond.