We believe that it is time not merely to transform but to re-imagine education.
Evidence of dramatic changes is all around us already — artificial intelligence, quantum computing, self-driven cars, genetic engineering, sharing economy, 3D printing, to name just a few. In the near future, the all-encompassing technology- and innovation-driven Fourth Industrial Revolution (2010---), will transform current social, cultural and economic structures into a new world order.
According to a survey carried out by the Oxford Martin Press (2013 Future of Jobs report), the most important skills relevant to jobs that will not be replaced by technology would be social and creative skills.
As educators, it is our responsibility to nurture and hone these skills to ensure that our children thrive in the future. We believe that students must have the right attitude, an authentic relationship with learning, to be able to succeed as fulfilled and productive adults. Our foremost goal, therefore, is to guide children onto the path of self-actualisation.
Content is, of course, important. Numeracy and literacy, digital literacy, subject/discipline knowledge as well as learning of processes and skills are critical as they are the basis on which students will be able to evaluate and internalise new and evolving information. However, all this is a means to an end. And the end is to prepare students to become proactive and engaged citizens of the world of the future.
Thriving in the 21st century will require real competencies, far more than academic credentials. Students who only know how to perform well in today’s education system—get good grades and test scores and earn degrees—will no longer be able to succeed in the future economy. At Heritage International Xperiential School (HIXS), we believe every student must be empowered with the following seven capacities and seven skills. These seven capacities and skills underpin and transcend all content standards. In addition to this the core of the curriculum in HIXS is the four vertical strands that every HIXS graduate is expected to master: social-emotional learning, design thinking and maker engineering, research focused reading and writing, and citizenship. These mastery strands are the anchor curriculum to achieve the HIXS graduate profile.
The Junior Programme (Nursery to Grade 4) aims to create a joyous, nurturing and vibrant space that stimulates the child’s curiosity and imagination and fosters her instinct for exploration and inquiry. We focus on the child’s Swabhav (basic nature and instincts) to enable her to develop a robust sense of self and others as she interacts with and explores her environment. We nurture the whole child by facilitating her social, emotional and academic development. She gains practical hands-on experiences which link her learning to the real world.
The focus is to help them centre themselves in their inner being, to comprehend their emotions and feelings, and to learn to manage and express them productively. The literacy and numeracy development is integrated through holistic concrete experiences. Our classrooms are student-centred with children following a differentiated, personalised curriculum, delivered in small groups. The experience of undertaking ‘expeditions’ enables students to develop a mastery of grade-level skills and content while bringing the curriculum to life.
The primary curriculum is founded upon Heritage’s experiential learning curriculum with resources from the International Baccalaureate® Primary Years Programme. The programme places a powerful emphasis on inquiry-based learning, students academic, social and emotional-well-being and critically on international-mindedness and strong personal values. It nurtures independent learning skills, encouraging every student to take responsibility for her own learning.Download brochure
Students of Grades 5, 6, 7 and 8 are part of the middle programme and Grade 6 to 8 follow the Lower Secondary International General Certificate of Secondary Education (IGCSE) programme. Our middle years programme focuses on in-depth trans-disciplinary learning expeditions that connect students’ mastery of skills and content to real life issues and purposes. They work together to make the world a better place.
The Middle School Programme is structured to meet the varied intellectual and developmental needs of the children. The primary goal of the curriculum is to develop skills related to writing, reading, reflecting, critical thinking and public speaking fostering among students a desire to acquire knowledge with their initiatives. The educational philosophy encourages students to gain a wide range of first-hand experiences through the expeditionary nature of the curriculum. Group activities develop in students the ability to lead effectively and adapt to various roles within a team for the successful completion of a project, activity or service task. Social Emotional Learning plays an integral role in helping them address their age-specific interests and concerns, in addition to raising awareness and building a compassionate and ethical character.
The IGCSE curriculum at HIXS is aligned with the Heritage vision. It helps our students to think globally and act locally equipped with knowledge, understanding and skills of 21st century citizens. It combines the understanding of a broad range of subject content with the application of values both within and outside the classroom, and sets clear goals for students and teachers. The Cambridge programme is committed to helping our diverse student body increase its competence, expand its academic horizons and enrich its values.Download brochure
The Senior Programme consolidates the learnings of earlier years to develop young adults who have excellent breadth and depth of knowledge; flourish physically, intellectually, emotionally and ethically whilst excelling in traditional academic subjects. There is greater emphasis on building an international spirit and the 21st century skills of communication, critical thinking, creativity, collaboration and leadership that will serve these young men and women well as they prepare to step out into the world beyond the school gates. The programme embraces the free exchange of ideas, harnessing the creative energies of these young adults in a learning environment rich in dialogue and collaboration.
The Senior programme comprises grades 9 to 12. In grades 9 and 10 students follow the Cambridge IGCSE programme. In grades 11 and 12, students follow the International Baccalaureate Diploma Programme.
The Cambridge curriculum (IGCSE) provides a strong and a seamless transition from middle school to IBDP by providing substantial content and requisite skills in terms of breadth and depth in nine subjects or more to take on the challenge of the IB DP. This is an established model across the best international schools in India such as The British School, Dhirubhai Ambani International School and Aditya Birla World Academy. Some top schools internationally that follow this model include SevenOaks (UK), The Westminister (Dubai), and King’s College (UK).
The International Baccalaureate® (IB) Diploma Programme (DP) is a demanding pre-university course of study that leads to external examinations and is designed for highly motivated students aged between 16 and 19. Through the DP, schools are able to develop students who have an excellent breadth and depth of knowledge and thrive physically, intellectually, emotionally and ethically.
|Subjects offered in Grades 9 and 10|
|Group 1 (Languages)||Group 2 (Humanities & Social Sciences)||Group 3 (Sciences)||Group 4 (Mathematics)||Group 5 (Creative, Technical & Vocational)|
|First Language English (Compulsory||Literature in English (Compulsory)||Physics||International Mathematics (0607)||Art & Design (0400)|
Any one: of the following:
||Global Perspectives (compulsory)||Chemistry||Additional Mathematics (0606) (optional)||Business Studies|
|Subjects offered in Grades 11 and 12|
|Group 1||Group 2||Group 3||Group 4||Group 5||Group 6|
Language & Literature (HL/SL)
English Literature (HL/SL)
Hindi B SL
French B SL
French Ab Initio
Spanish B Sl
Spanish Ab Initio
Individuals and Societies HL/SL
History; Economics; Business Management; Psychology; ESS SL*
Experimental Sciences HL/SL
Biology; Chemistry; Computer Science; Physics; ESS SL*
All four choices
Math Analysis & Approaches HL/SL
Math Applications & Interpretations HL/SL
Visual Arts HL/SL
*ESS SL is an interdisciplinary subject and hence considered as a part of both Group 2 & group 3
In addition to subjects from varied groups, students fulfil the IB core requirements of the Extended Essay (EE), Theory of Knowledge (TOK) and Creativity, Activity, and Service (CAS) to earn a diploma.
The Extended Essay is a teacher supervised research paper of up to 4,000 words, giving students an opportunity to conduct independent research or investigation on a topic from a subject that interests them.
Theory of Knowledge is an interdisciplinary course that helps students reflect on the nature of knowledge and develop an evaluative approach to academics and real life situations employing critical thinking.
CAS (Creativity, Activity and Service) enables students to enhance their personal and interpersonal development through experiential learning. Students are actively engaged in creative activities that serve their local or global communities through creative, sports and service projects of their own.
The Association for Experiential Education (AEE) believes learning through experience positively transforms people and our world. AEE promotes and expands the global capacity of experiential learning. Our International Programme (IP) benefits from this affiliation by accessing professional development opportunities for our teachers and by being able to network with experiential educators globally who are utilising the latest best practices in making learning connected to real experiences and the real world.
The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum for 3 to 12 year olds, with a clear process of learning and specific learning goals for every subject, for international mindedness and for personal learning. They are open-ended, inquiry based and the resources can be used to supplement and enhance our own development of meaningful experiential learning expeditions. This international curriculum is aligned with standards in the UK and brings and additional internationally referenced resource to our dynamic experiential programme.
I am a Teacher is a not-for-profit organisation, aimed at building an alternate and practice-based model for teacher education. This model has the potential to transform and reinvent teacher education in the country and thus reform school education. The organisation has recently launched an innovative, one-year programme – the Post Graduate Diploma in Learning and Teaching (PGDLT). This is a residency model and offers a unique synthesis of theory and practice, combining a year-long classroom engagement in select schools with a carefully aligned sequence of coursework. HXLS is the practicing school for this programme.
For more information, visit www.iamateacher.in
Conscient Football, a grassroots development initiative undertaken by the Conscient Group with the Heritage Schools network in Delhi NCR, has an exclusive partnership with FC Barcelona soccer club to run the FCBE scola Soccer programme in India. FCBEscola reflects the famed youth development system of FC Barcelona in Spain, globally recognised for its ability to identify, groom and nurture talent such as Lionel Messi, Xavi Hernandez, Gerard Pique and Andres Iniesta, among others.
The club plays an integral role in its country's global football success, with many players currently in the Spanish national team. Under this initiative, different programmes are offered that are tailored for all age groups, skill levels and type of youth development. FCBEscola students go through specially designed health, nutrition, fitness and conditioning sessions as well as get opportunities for participation in various domestic and international tournaments.