Secondary School - IGCSE
Education forms the cornerstone of a child’s development. Long gone are the days when access to knowledge came from four-walled classrooms, with students clad in uniforms and using mechanisms like slates.
Modern-day problems need a modern-day solution. That is exactly where we step in. With our focus on holistic education, we aim to curate an environment of learning for life in all spheres.
WE ARE THE FUTURE OF IGCSE SCHOOLS IN KERALA
Our general pedagogy allows children to explore individual characteristics while focusing on overall character development. Our flexible subject combinations are the first step in that direction. At the end of Class 8, students choose whether to follow:
ICSE or Cambridge International Examination’s IGCSE curriculum for the next two years.
Both the curriculum empowers the students to progress to either the CIE A-levels or the IBDP at any IGCSE school in Kerala.
This curriculum is Affiliated with the Cambridge Assessment International Education (www.cambridgeinternational.org)
The faculty helps the students and their parents make an informed choice of subjects, taking into account the interests of the students and their plans for future.
The subjects offered in our IGCSE school in Kerala are:
Group I: English, Hindi, French & German
Group II: History/ Economics/ Geography & Global Perspectives
Group III: Physics, Chemistry & Biology
Group IV: Mathematics
Group V: Art & Design, Computer Science
Meaningful and rich assignments for accentuating learning experiences are integral to the IGCSE school’s curriculum. These assignments serve as the bedrock of a child’s learning process rather than a conventional penultimate test of a child’s learning prowess. Grading is on an eight-point scale (A*–G), and grades A to E are equivalent to O Level grades A to E.
These grading scales help understand if the child is immaculately grasping the concepts. If not, there are changes to be made as per a child’s individual needs.
Theory of knowledge
Questions about knowledge are thoroughly examined and explicitly linked to examples/real-life situations. Links to fields of knowledge are ways of knowing that are made effective in subsequent areas of life. The analysis is well-developed and cohesive. Considerations of ramifications, assumptions, counterclaims, and other perspectives are all part of the conversation.
Questions about knowledge are investigated and linked to examples/real-life situations. There are connections made to different domains of knowledge and ways of knowing. The analysis is completed. The conversation uncovers some implications and assumptions, as well as some counterclaims or various points of view.
Although examples/real-life events are not always relevant, knowledge questions are considered and related to them. There are some connections established between different domains of knowledge or ways of knowing. Only a small portion of the analysis has been completed. Counterclaims and other views are noted but not examined in the dialogue, which is more descriptive than analytical.
Knowledge questions connected to examples/real-life events are rarely addressed. Aesthetic connections to domains of knowledge or ways of knowing are made. Analysis is either absent or incoherent. The talk is primarily descriptive and basic. There is very little mention of counterclaims or alternative viewpoints.
Knowledge questions are not taken into account. There are few, if any, references to areas of knowledge or methods of knowing. The talk is short and to-the-point. There are no counterclaims or distinct points of view mentioned.