• * This enquiry Form is meant for School Admissions till Grade VIII only

Curriculum

Academic Overview

Why International Board?

International Board programmes aim to do more than other curricula by developing inquiring, knowledgeable and caring young people who are motivated to succeed. The aim is to develop students who will build a better world through intercultural understanding and respect
The International Board programmes are different from other curricula because they:

  • encourage students of all ages to think critically and challenge assumptions
  • develop independently of government and national systems, incorporating quality practice from research and our global community of schools
  • encourage students of all ages to consider both local and global contexts
  • develop multilingual students

Why CAIE?

Formerly known as IGCSE, the Cambridge Assessment International Education (CAIE) is a curriculum and assessment system, suitable for students who are ready to move around the world. This programme brings out the best in students and develops successful learners through a skills-based approach to teaching and assessing. It is an internationally accepted qualification for entry into higher education.
CAIE provides a study programme by drawing subjects from five areas: Languages, Humanities, Social Sciences, Mathematics, Creative, Technical and Vocational. The curriculum is a balanced mix of practical experience and theoretical knowledge. With a choice of Core and Extended papers in most subjects, CAIE is suitable for students with different levels of ability.

Kindergarten

EYS - Early Year School (Playgroup to IK III)

Children begin a lifetime of learning at home. Kindergarten introduces them to the school years and helps to widen their learning horizons. These early years in education involve tremendous growth and learning. Parents and school staff, working together as partners, can help to ensure all children fully develop their potential.
Under this, young learners are able to grasp varied concepts through practical application across a range of subjects. For example, they can learn about buoyancy through swimming or about marine ecosystems through augmented reality-based art projects.
We harness the best of globally renowned educational learning models like Kath Murdoch’s Inquiry Cycle, Howard Gardner’s Multiple Intelligence and Benjamin Bloom’s Taxonomy; and introduce the concept of integrated learning throughout a child’s educational graph.
Kindergarten children are energetic, lively, sensitive, curious and creative. They learn best in an active setting, manipulating and playing with material, investigating, observing, experimenting, inquiring, drawing conclusions and interacting with others.
The Wonder Room is where our kindergarteners and Grades I and II students get together to play, create and explore their creative wonder. It is filled with a selection of learning aids, developmental toys, games and books. These help in developing fine and gross motor skills, and also to enhance muscle development. The room is also used to conduct activities related to the ongoing unit of inquiry such as storytelling with puppets, creating your own food plate, etc. through which students develop confidence, communication, self-awareness and self-management skills. It is a critical tool for our young learners to play, discover, learn, and explore.
Activities will engage all the children in meaningful experiences, which will be the foundations for:

  • Reading and Writing
  • Problem Solving
  • Manipulating Materials
  • Speaking and Listening
  • Viewing and Thinking
  • Forming Concepts and Ideas about Numbers

The six areas for children’s learning over the three-year programme are:

  • Personal and Social Development
  • Language
  • Mathematics
  • Science and Technology
  • Health and Physical Activity
  • The Arts

EYS Assessments

  • Assessment is a continuous process which refers to the system in which the quality of a student’s work is judged by various pieces of work during a course and not by one final exam
  • Assessments are based on all the six stages of each inquiry throughout the academic session namely, Tuning In, Finding Out, Sorting Out, Making Connection, Going Further, and Taking Action
  • The assessment tasks are a part of learning engagements in class (Group Discussion, Presentation, Story Telling, Role Plays, Worksheets and Activity Sheets) for EVS for each unit of enquiry
  • Math and English are assessed based on strands namely
    • Data Handling
    • Measurement
    • Shape
    • Pattern and Function
    • Number Concept
    and as per the defined descriptor for each strand
  • For language assessment, there are four strands in English/Hindi/Other language namely
    • Oral language - Listening and Speaking
    • Visual language - Viewing and Presenting
    • Written language - Reading
    • Written language - Writing
    The other components of assessment are Character Profile, Attitudes, Sports Education, Performing Arts, etc.
  • Assessing the Visual Arts helps the facilitators to assess their aesthetic sense, ideas, perceptions and feelings through visual images, sounds, movement, and stories. Assessment is in integration with the on-going unit of inquiry
  • Assessments on Sports Education allows the students to be assessed on their competency in a variety of motor skills and movement patterns

Asessment Tools

The assessment tools defined by Edify International School are the following:

  • Rubric Sheet which reflects the content standards and performance standard features expected for student work
  • Exemplars which are samples of student’s work
  • Checklists which are the lists of information, data, attributes or elements that should be present
  • Anecdotal Records which are like a short story that educators use to record a significant incident that they have observed
  • Continuums which are visual representations of development stages of learning

Elementary School

PYS - Primary Year School (Grade I to Grade V)

The curriculum framework consists of five essential elements: concepts, knowledge, skills, attitudes and action. It is a trans-disciplinary programme of international education designed to foster the development of the child. It emphasises learning through active inquiry and aims to develop the all round child to meet certain competencies and attitudes outlined in the learner profile.
The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them with a common purpose. Students are given opportunities to develop the following values of the learner profile:

  • Inquirers
  • Knowledgeable
  • Thinkers
  • Communicators
  • Principled
  • Open-Minded
  • Caring
  • Risk-Takers
  • Balanced
  • Reflective

Under this, young learners are able to grasp varied concepts through practical application across a range of subjects. For example, they can learn about buoyancy through swimming or about marine ecosystems through augmented reality-based art projects.
We harness the best of globally renowned educational learning models like Kath Murdoch’s Inquiry Cycle, Howard Gardner’s Multiple Intelligence and Benjamin Bloom’s Taxonomy; and introduce the concept of integrated learning throughout a child’s educational graph.
At Edify International School our aim is to raise balanced and skilled children who grow up to become responsible citizens. The student-centered methodology explores individual intelligence levels among students by our qualified, dedicated and International Board trained faculty. The students : teachers ratio is 25 or less with a home room teacher and a co-teacher. Students work in small and heterogeneous groups, which help them sharpen their natural talents and interests. Subject specialists teach Hindi, French, Spanish, Music, Art, Information Literacy and Physical Education with the availability of a wide range of co-curricular activities.

PYS Assessments

  • Assessment is a continuous process which refers to the system in which the quality of a student’s work is judged by various pieces of work during a course and not by one final exam
  • Assessments are based on all the six stages of each inquiry throughout the academic session namely, Tuning In, Finding Out, Sorting Out, Making Connection, Going Further, and Taking Action
  • The assessment tasks are a part of learning engagements in class (Group Discussion, Presentation, Story Telling, Role Plays, Worksheets and Activity Sheets) for EVS for each unit of enquiry
  • Math and English are assessed based on strands namely
    • Data Handling
    • Measurement
    • Shape
    • Pattern and Function
    • Number Concept
    and as per the defined descriptor for each strand.
  • For language assessment, there are four strands in English/Hindi/Other language namely
    • Oral language - Listening and Speaking
    • Visual language - Viewing and Presenting
    • Written language - Reading
    • Written language - Writing
    The other components of assessment are Character Profile, Attitudes, Sports Education, Performing Arts, etc
  • Assessing the Visual Arts helps the facilitators to assess their aesthetic sense, ideas, perceptions and feelings through visual images, sounds, movement, and stories. Assessment is in integration with the on-going unit of inquiry
  • Assessments on Sports Education allows the students to be assessed on their competency in a variety of motor skills and movement patterns

Asessment Tools

The assessment tools defined by Edify International School are the following:

  • Rubric Sheet which reflects the content standards and performance standard features expected for student work
  • Exemplars which are samples of student’s work
  • Checklists which are the lists of information, data, attributes or elements that should be present
  • Anecdotal Records which are like a short story that educators use to record a significant incident that they have observed
  • Continuums which are visual representations of development stages of learning

Middle School

MYS - Middle Year School (Grade VI to Grade X)

They are encouraged to demonstrate emotional strength, develop personal skills and to form their own sense of moral values. With guidance, pupils become aware of themselves and their place in the school and in society. The middle school curriculum at Edify International School has been planned and compiled based on the structured, student-centered and inquiry-based foundation laid during the primary years.
It demonstrates the following features:

  • Flexible, yet comprehensive curriculum with rigorous international standards
  • A unique approach to inter-disciplinary learning using multiple instructional methods and teaching strategies
  • Community and global focus with an emphasis on inter-cultural understanding
  • Holistic development of the child, including requirements for arts and community service
  • This foundation of the curriculum lies in inquiry through the primary years, developing what the students know into an exciting journey of the middle school years

The curriculum of the MYS, Grade 6 to Grade 8 is delivered to the students in the following subjects:

  • English
  • Hindi
  • Third Language: French, Marathi, Spanish
  • Information Technology
  • Mathematics
  • Social Sciences: History, Civics & Geography
  • Science: Physics, Chemistry and Biology
  • Vocational: Physical Education
  • Arts and Music

MYS Assessments

MYS eAssessment is a reliable, globally consistent and highly innovative assessment model that helps achieve greater student outcomes and provides greater quality assurance and recognition for International Board Schools like Edify International School.
Edify International School will be able to assess students' work in two ways:

  • ePortfolios of coursework, including a compulsory ePortfolio for the personal project
  • To ensure that on-screen examinations, with each exam lasting two hours

To ensure that On-screen examinations are rich and authentic, media and interactive functions are used to engage students. On-screen tools include:

  • Drag and drop; cut and paste; copy and paste
  • Play, pause and replay video and animations
  • Interaction with animations and simulations
  • The ability to plot graphs and draw lines and pictures
  • On-screen (graphing) calculator(s)

Asessment Tools

The assessment tools defined by Edify International School are the following:

  • Rubric Sheet which reflects the content standards and performance standard features expected for student work
  • Exemplars which are samples of student’s work
  • Checklists which are the lists of information, data, attributes or elements that should be present
  • Anecdotal Records which are like a short story that educators use to record a significant incident that they have observed
  • Continuums which are visual representations of development stages of learning

Middle School

CAIE - Lower Secondary Programme (Grade VI to Grade VIII)

There is a CAIE Lower Secondary curriculum framework for each subject - English, English as a second language, Mathematics and Science - providing a clear teaching structure.

English

CAIE Lower Secondary English enables learners to communicate confidently and effectively and to develop the critical skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this curriculum framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.

English as a second language

This curriculum develops learners’ speaking, listening, reading and writing skills in English. It has been developed in conjunction with Cambridge Assessment English and is based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), used across the world to map learners’ progress in English.

Mathematics

The mathematics curriculum framework explores five content areas: numbers, geometry, measures, handling data and problem solving. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.

Science

This curriculum framework covers four content areas: scientific enquiry, biology, chemistry and physics. Scientific enquiry is about considering ideas, evaluating evidence, planning, investigating, recording and analysing data. Environmental awareness and some history of science are also part of the curriculum.

CAIE - Lower Secondary Assessments

Many schools use the CAIE Lower Secondary testing structure to assess learner performance and report progress to learners and parents. CAIE Lower Secondary assessment uses internationally benchmarked tests, giving parents extra trust in the feedback they receive.
There are two assessment options:

  • CAIE Lower Secondary Progression Tests (marked in school)
  • CAIE Lower Secondary Checkpoint (marked by Cambridge examiners)

CAIE Lower Secondary Progression Tests

CAIE Lower Secondary Progression Tests provide valid internal assessment of knowledge, skills and understanding in English, mathematics and science. The tests:

  • enable learning to be assessed each year
  • provide detailed information about the performance of each learner for stages 3, 4, 5 and 6
  • enable teachers to give structured feedback to learners and parents
  • enable teachers to compare strengths and weaknesses of individuals and groups
  • are marked by teachers in your school
  • come with clear guidance, standards and mark schemes
  • can be used any time in the year, as many times as needed

CAIE Lower Secondary Checkpoint

CAIE Lower Secondary Checkpoint is a diagnostic testing service that helps your learners by giving comprehensive feedback on their strengths and weaknesses in each subject area. We offer CAIE Lower Secondary Checkpoint tests twice a year and they are usually taken at the end of CAIE Lower Secondary. The tests are marked in Cambridge and each learner receives a statement of achievement and a diagnostic report. The Cambridge Global Perspectives assessment is marked by teachers and moderated in Cambridge.

Middle School

CAIE - Upper Secondary Programme (Grade IX to Grade X)

The CAIE Upper Secondary curriculum offers a variety of routes for learners with a wide range of abilities, including those whose first language is not English. Encouraging learners to engage with a variety of subjects, and make connections between them, is fundamental to our approach.
CAIE Upper Secondary helps improve performance by developing skills in creative thinking, enquiry and problem solving. It is the perfect springboard to advanced study.
There are multiple subjects available under CAIE, including a wide choice of languages. CAIE develops learner knowledge, understanding and skills in:

  • Subject content
  • Applying knowledge and understanding to new as well as unfamiliar situations
  • Intellectual enquiry
  • Flexibility and responsiveness to change
  • Working and communicating in English
  • Influencing outcomes
  • Cultural awareness

The syllabuses are international in outlook, but retain a local relevance. They have been created specifically for an international student body and avoid cultural bias.

CAIE - Upper Secondary Assessments

CAIE Upper Secondary assessment takes place at the end of the course and can include written, oral, coursework and practical assessment. This broadens opportunities for students to demonstrate their learning, particularly when their first language is not English. In many subjects there is a choice between core and extended curricula, making CAIE Upper Secondary suitable for a wide range of abilities.
CAIE Upper Secondary has other unique advantages:

  • The examination papers are both set and evaluated in Cambridge
  • Grades are benchmarked using eight internationally recognised grades, A* to G, which is equivalent to the Indian state board’s Grade 10
  • Ranking system is on a global scale
  • Choice of a variety of subjects across Humanities, Science, Fine Arts, Performance Arts, Math, Physical Education, etc

Success in CAIE qualifications often gives students admission to the world’s best universities - in the US, the UK, Australia, Canada, Germany and beyond

Sr. School

International Board - Diploma Programme (Grade XI to Grade XII)

The two-year International Board Diploma Programme gives students an opportunity to develop into confident and caring individuals. The programme further prepares them to take on the rigours of university life as dynamic individuals. Students learn to think and work independently yet become team players. They also develop excellent communication and presentation skills.
We believe that the International Board Diploma Programme provides an education suited to the demands of the 21st Century - be it university or the workplace - and it suits all kinds of students. The programme caters to not only the brightest with ambitions to go to the very best universities but also to challenge the depth and breadth of study.

International Board Courses offered at Edify International School

  • Group 1 - Language A: English Language & Literature A HL/SL, Korean Language & Literature A SL
  • Group 2 - Second Language: Language B: Hindi HL/SL, French B SL, Spanish B SL and French ab initio, Spanish ab initio, English B HL/SL
  • Group 3 - Individuals & Societies: Economics (HL/SL), Business and Management (HL/SL), Psychology (HL/SL)
  • Group 4 - Experimental Sciences: Biology (HL/SL), Physics (HL/SL), Chemistry (HL/SL), Environment Systems and Societies (SL)
  • Group 5 - Mathematics: Mathematics HL, Mathematics SL, Mathematical Studies (SL)
  • Group 6 - The Arts: Visual Arts HL/SL

Alternatively, instead of a Group 6 subject a candidate may choose one more subject from Group 3 (Individuals and Societies) or a subject from Group 4 (Experimental Sciences) or a subject in Group 5 (Mathematics).

Theory of Knowledge (TOK)
Extended Essay (EE)
Creativity - Activity - Service (CAS)

International Board - Diploma Programme Assessments

International Board Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:

  • Analysing and resenting information
  • Evaluating and constructing arguments
  • Solving problems creatively

Basic skills are also assessed, including:

  • Retaining knowledge
  • Understanding key concepts
  • Applying standard methods

In addition to academic skills, the assessment encourages an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards, not by each student's position in the overall rank order.
The International Board Diploma Programme uses both external and internal assessment.

External assessment

Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability. They include:

  • Essays
  • Structured problems
  • Short-response questions
  • Data-response questions
  • Text-response questions
  • Case-study questions
  • Multiple-choice questions

Internal assessment

Teacher assessment is also used for most courses. This includes:

  • Oral work in languages
  • Fieldwork in geography
  • Laboratory work in the sciences
  • Investigations in mathematics
  • Artistic performances

Sr. School

CAIE - International AS & A Level Programme (Grade XI to Grade XII)

The CAIE International AS & A Level syllabuses prepare learners for university study, which is why universities worldwide value and recognise these qualifications.
These qualifications help to develop the learner’s knowledge, understanding and skills in:

  • In-depth subject content
  • Independent thinking
  • Applying knowledge and understanding to new as well as familiar situations
  • Handling and evaluating different types of information source
  • Thinking logically and presenting ordered and coherent arguments
  • Making judgements, recommendations and decisions
  • Presenting reasoned explanations, understanding implications and communicating them logically and clearly
  • Working and communicating in English

The choice of a myriad of subjects across varied combinations, means schools can build an individualised curriculum, and learners can choose to specialise in a particular subject area or study a range of subjects. CAIE International A Level is typically a two-year course, and CAIE International AS Level is typically one year.

CAIE - International AS & A Level Assessments

Students can choose from a range of assessment options to gain CAIE International AS & A Level qualifications:

  1. Take the CAIE International AS Level only. The syllabus content is half a CAIE International A Level
  2. Take a ‘staged’ assessment route - take the CAIE International AS Level in one examination series and complete the final CAIE International A Level at a subsequent series. AS Level marks can be carried forward to a full A Level twice within a 13 month period.*
  3. Take all papers of the CAIE International A Level course in the same examination session, usually at the end of the course

* The staged assessment route is not possible in all subjects. The outcomes awarded for CAIE International AS Level language syllabuses cannot be carried forward to CAIE International A Level.

Post Diploma School

International Board - Career-related Programme (1 Year - Under Graduation Programme)

The International Board Career-related Programme (International Board CP) is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning.
The International Board CP’s flexible educational framework allows schools to meet the needs, backgrounds and contexts of students. International Board CP students engage with a rigorous study programme that genuinely interests them while gaining transferable and lifelong skills. The programme leads to further/higher education, apprenticeships or employment.
International Board CP students undertake a minimum of two International Board Diploma Programme (DP) courses, a core consisting of four components and a career-related study. For IB CP students, DP courses provide the theoretical underpinning and academic rigour of the programme; the career-related study further supports the programme’s academic strength and provides practical, real-world approaches to learning; and the International Board CP core helps them to develop skills and competencies required for lifelong learning.
The Career-related Programme develops students to be:

  • Academically strong
  • Skilled in a practical field
  • Critical and ethical thinkers
  • Self-directed
  • Collaborative
  • Resilient and determined
  • Confident and assured
  • Caring and reflective
  • Inquirers

International Board - Career-related Programme Assessments

International Board Diploma Programme courses within the Career-related Programme (International Board CP) are assessed in accordance with rigorous international standards. Students take written examinations at the end of their courses, which are marked by external IB examiners. The marks awarded for each course range from 1 (lowest) to 7 (highest).
Every International Board CP student must complete the four elements of the International Board CP core; the reflective project, service learning, personal and professional skills, and language development. The reflective project is assessed by the school and moderated and graded by the International Board. They are graded from A to E, with A being the highest. The school is responsible for confirming with the International Board that students have completed the requirements for service learning, personal and professional skills and language development.

Post Diploma School

Pathway Programme (1 Year - Under Graduation Programme)

The Pathway Programme is a one-year, practical university preparatory framework that helps students chart a path towards a brighter future. The main highlights of the Pathway Programme are:

  • Credit transfer across 200+ world recognised universities
  • Earning credit points for programs offered in the international university for half / full semester to be conducted in Edify, Pune and exemption thereof when students travel abroad in the subsequent semester
  • Earning university credit points at an affordable price
  • Flexible course structure and timing as per the student’s requirements
  • Networking with a community for building a variety of skills

Through a unique blend of online academic courses, social education, and weekly face-to-face gatherings, students gain confidence while developing meaningful and marketable skills.
The Pathway Programme helps students develop skills like:

  • Critical decision making
  • Goal setting and time management
  • Teamwork and collaboration
  • Organisation and study skills
  • Budgeting
  • Career planning
  • Ethical leadership and management
Admission Enquiry 2019-20

Get In Touch

38, Phase 1, Hinjewadi Rajiv Gandhi Infotech Park, Hinjawadi, Pune -411057
Email: admission@edifypune.com

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