What is a power-packed curriculum?
The inputs of the GIIS curriculum warrant meaningful instruments for learning that would provide the necessary intellectual, emotional, psychological and spiritual power to the learner that makes him/her a confident, competent and contributive citizen of the society. This is not achieved by a set of certain prescribed courses of study alone and some additional inputs that help in crossing an academic barrier and overcome the hurdles of an examination. Instead, the curriculum needs the power to identify and nurture the inner and latent strengths of teach learner. In turn, it should be rich and energetic to impart on each learner the following four competencies:
· Power to Dream
· Power to Discover
· Power to Develop
· Power to Deliver
Power to Dream
It is claimed that “every child born is a genius and we take the first seven years to de-genius the child”. This happens because the child is denied the power to dream. Dreaming is not ‘building castles in the air’ in an unstructured mental platform. It is a process by which the child is able to see, observe, wonder, relate, connect, imagine, perceive and conceptualise newer ways of an object, a concept or an issue. It helps the child to unravel the unfathomed depths of knowledge and position that knowledge in newer domains. This helps the learner to enhance the faculties of imagination, reconstruction, creation and communication. The curriculum has been designed in such a manner these faculties are nurtured and nourished in the young minds.
Power to Discover
The power of discovery is a basic human urge. From time immemorial the human kind has exhibited a deep inquisitiveness to understand and explore the nature around – both the physical and otherwise. The child always has the questions – why, what, how and when? The search for answers to these questions helps the child to observe, analyse, question and experiment. This leads to laying strong foundations for creativity. The curriculum facilitates the process of discovery through an inter-active teaching-learning process where the freedom to question becomes the nucleus of learning in a classroom.
Power to Develop
Growth is not a one-time activity. It is a continuous engagement with knowledge and skills. This engagement of the learner is both with the seen and the unseen, known and the unknown. The classroom and pedagogy helps the learner to travel through these paths with a sense of comfort and confidence. The child engaged in continuous exploration is able to create his own ideas, perceptions and thoughts. Creative and Critical thinking become active learning instruments. Further, the pedagogy enables the learner to integrate the ideas and thoughts and synthesize them into a newer perspective. These experiences facilitate the child to develop self-confidence, self-esteem and a sense of enterprise.
Power to Deliver
The various intellectual and emotional skills acquired by the child should help in identifying the problems, seek solutions, take decisions, communicate views and provide a leadership in the given system. In a global environment that promotes competitions of various dimensions, the profile of a child is decided by the deliverables in a challenging situation. The academic performance is not a singular indicator of the achievement level of the child. The urge to achieve and the ability to lead would be critical for future societies. The curriculum envisages incorporating those life-skills and competencies which would address these concerns.