Secondary level Curriculum
Why choose US
Students are encouraged to become Individualistic, Efficient and Skilled Learners through strong transition from Middle school to Secondary Level.
In Grade VIII a range of academic pathways are offered to cater for a variety of student needs and interests. Grade VIII includes the compulsory subjects of English Language and Literature, II language Kannada [Compulsory],III Language Hindi or Sanskrit, Mathematics, Physics, Chemistry, Biology, History & Civics, Geography, Computer, Art and Craft, Physical Education and sport activities.
In Grades IX & X each student’s Intellectual, Aesthetic, Physical and Cultural growth is strengthened and extended to a foundation course that enables them to excel in the ICSE board examination. A smooth transition from childhood to adolescence adds value to their education. These include the compulsory subjects of English Language and Literature, II language Kannada, Hindi or Sanskrit, Mathematics, Physics, Chemistry, Biology, History & Civics, Geography, Computer Applications or Economic Applications and SUPW.
At our upper secondary stage, integration of Science and Technology, bringing Mathematics closer to life and the introduction of integrated thematic approaches to teaching of Social Sciences, are some of the new elements of the curriculum.
Languages emphasis is placed on developing all skills, such as listening, speaking, reading, writing and thinking in a balanced manner.
Science and Technology focus is on developing the key concepts which cut across all the disciplines of science and on encouraging learners to improvise simple equipment and design experiments.
Social Science emphasis is placed on the processes of learning and developing academic and social skills rather than mere acquisition of facts.The pace of academic demands is slowly accelerated and, while holistic growth is always the focus, our students are gradually prepared to accept challenges. Our students become aware of the need to set goals and have long-term objectives.
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