HERITAGE GIRLS SCHOOL

ACADEMIC LIFE:

THE ACADEMIC ETHOS AT HERITAGE

The academic environment of Heritage Girls School encourages the girls t to hone their talents, and develop their intellectual and creative curiosity so that they remain life-long learners for the rest of their professional and personal lives. The emphasis is on understanding the rich and diverse culture and history of our country , as well as their own geographical, scientific and spiritual theory and language. The school’s academic ethos focuses on looking at all learning from an international context. The girls are trained to be aware of what is happening around the globe and to seek their own space in the scheme of things.

The aim of all learning at Heritage Girls is to become independent thinkers, develop critical and analytical skills and to be self-motivated and self-driven through a genuine love of the subject Tolerance and appreciation for cultural and regional differences is at the core of all activities . A genuine urge to reach out to the less fortunate and to share knowledge for the greater benefit of society at large is the essence of all teaching.

There is active emphasis on real-life learning which is fostered through group activities, outward-bound projects, educational trips to other schools or countries.

Students interact with guest speakers invited from various fields to give them exposure to the outside world.

THE ACADEMIC PROGRAMME:

The school is a?liated to the Central Board of Secondary Education (CBSE), New Delhi and the Cambridge International Examinations (CIE), United Kingdom up to the XII grade.

The students can opt for the board of their choice. Both examination boards are excellent in standard and scope and the choice is need-based. They have the option of Science, Commerce and Humanities streams at Higher Secondary level.

Admission intakes are at Grade 4 and Grade11 levels  and in other classes if vacancies arise. Students are required to take an Aptitude Test and have an interaction with the Principal before admission is confirmed.

THE HERITAGE MIDDLE YEARS PROGRAMME (H-MYP) :-

The curricula for grades 4 to 8 is specially tailored to include the best-practices of both the National and international syllabi  that Heritage Girls school subscribes to so as to give them a solid foundation in the skill  areas that we work on.  In the teaching of Languages, Mathematics and Science, the emphasis is on  training the girls in critical thinking, creativity , application and strengthening of core areas of language learning.

The girls will take the Cambridge  Check Point Examinations in Grades 7 &8 in English, Mathematics and Science .

At the end of Grade 8, students are required to make the choice of the curriculum (CBSE or CIE)  that they wish to pursue  in grade 9 &10. Special counselling sessions for both parents and students are provided  to acquaint them about  the benefits of each.

FIRST LANGUAGE:

  • English Language and Literature
  • Second Language : Hindi
  • Third Language : Sanskrit/French/German (upto Grade VIII)
  • Mathematics, the Sciences, Social Studies
  • Computer Science
  • Art & Craft and Home Science

THE HERITAGE SECONDARY PROGRAMME :

THE CBSE PROGRAMME - IX-X:

English

Hindi/French( for students who have studied only French as Second language till Grade8)

Mathematics

Sciences

Social Sciences

THE CBSE PROGRAMME - XI-XII

Science                                  Commerce Humanities
English (compulsory)   English (compulsory) English (compulsory)
Physics                                  Business studies History
Chemistry                               Accounts Geography
Biology/ Mathematics Economics /Mathematics Economics /Mathematics
5th subject (option)  5th subject (option) 5th subject (option)
Art                                          Art Art
Computer Science Computer Science Computer Science
Economics                               Environment Studies    Environment Studies
Psychology                              Psychology                              Psychology                             

 

THE CAMBRIDGE PROGRAMME: ( IX-X)

The Cambridge IGCSE subjects are grouped into five curriculum areas:

GROUP !: LANGUAGES

  •  English as a First language
  •  Hindi/French

GROUP II: HUNMANITIES AND SOCIAL SCIENCES

  • Economics
  • Environment Management
  • Geography
  • History
  • Literature

GROUP III: SCIENCES

  • Physics
  • Chemistry
  • Biology

GROUP IV: MATHEMATICS

  • Mathematics
  • Additional Mathematics

GROUP V: CREATIVE, TECHNICAL AND VOCATIONAL

  • Accounts
  • Business Studies
  • Information & Communication Technology
  • Food& Nutrition

Learners must take two different languages from Group I, and one subject from each of Groups II, III, IV and V. The seventh subject can be taken from any of the five subject groups

CAMBRIDGE ( AS/ A LEVELS)-4 SUBJECTS (min.)

  • English(compulsory)
  • Mathematics
  • Physics/Chemistry/Biology
  • History/Geography/Psychology
  • Business /Economics/Accounts

THE STUDY BUDDY PROGRAM

This is an empowering peer teaching module where high achievers volunteer to tutor a peer who requires help in a certain subject. This is a win-win project where both the tutor and the taught benefits.

BENEFITS OF THE STUDY BUDDY PROGRAM TO TUTORS AND TUTEES

Improves self confidence and self-esteem of both tutors and tutees

Improves academic achievement

Improves attitude towards the subject matter and school in general

Improves subject specific knowledge and facilitates deeper understanding of subject matter

Provides an opportunity for individualized instruction

Provides opportunities for questions and clarification of difficult concepts

The development of social behaviors and overall discipline

Enhancement of peer relations, interpersonal and communication skills
 

PROTOCOL OF THE PROGRAMME

Teachers of English and Math identify tutors and tutees every term

The nominated tutors get consent from parents to allow them participate in the programme

Learning Support Department conducts training and provides teaching/learning materials

Learning Support Department is also in charge of supervision and constant monitoring of the programme

The lessons take place on Saturdays at2.15 p.m. and Thursdays at 8.00 a.m. at selected venues in school.

Every participating tutor is awarded with a certificate of appreciation at the end of term. The programme is also entered in student’s activity card.



TUTEES ARE EXPECTED TO:

Observe punctuality for the lessons

To attend all the planned lessons throughout the term

To cooperate with tutors and show appropriate behaviour during lessons
 

MONITORING AND EVALUATION METHODS

The following methods are used to evaluate the effectiveness of the programme:

Observations

Attendance lists

Tutee work-notes and assignments

Tests and Exams

LEARNING AT HERITAGE GIRLS SCHOOL

HGS has designed a curriculum that is follows an Interdisciplinary approach to instruction, combining skills and content from various learning areas and addresses multiple intelligences. An interdisciplinary, standards-based curriculum with an aligned assessment system.

JUNIOR YEARS-CLASSES V & VI

The Junior years at Heritage Girls’ School is built on the spirit of exploration.Emphasis is placed on acquiring sound language skills, clarity of mathematical concepts and discovery and understanding of scientific principles on the basis of :

Activity based and experiential learning.

Learning beyond the textbook and relating to real life experiences.

Emphasis on understanding and application.

Nurturing and encouraging the spirit of enquiry.

Online lessons for revision.

Through extensive project work, students are given an awareness of the richness of history and culture. The children acquire all the building blocks of scholarship, along with good study habits and a love for learning. Inquiry and the use of resources such as ICT complement all the strategies we use to help students to become life-long learners.

ASSESSMENT

The objective is to assess the students understanding of the subject and the ability to apply knowledge rather than rote learning.

Assessment is formative, comprehensive and continuous.

It comprises of Class work, assignments, Oral and written quizzes, open book as well as prepared tests, Show and Tell and projects.

There are no examinations in Junior School; teacher evaluations and assessments are continuous and ongoing. Students are assessed according to their own progress rather than in comparison with the class hence there is no ranking.

MIDDLE & SECONDARY YEARS-CLASSES VII TO X

The students are guided and counselled through these transitional years so that they are ready for the formal and structured style of learning. Holistic development of each child is achieved through a myriad of activities.

In the middle school, the curriculum includes programmes to develop side by side of academic skills i.e. strong communication skills through debates, elocution, extempore speaking and drama .Performing Arts, Physical Education, Art and Craft, Clubs and societies, Food and nutrition, Computer classes, to name a few complement the academic rigour and are time tabled classes.

The syllabus is enriched by teacher designed worksheets and subject integrated projects. Emphasis is placed on learning by asking questions, problem solving and through application. This is reinforced through curriculum related trips, workshops, seminars and films. Inquiry and the use of resources such as ICT complement all the strategies we use to help students to become life-long learners.

We follow the CBSE curriculum and the CIE curriculum in the Secondary years. The practice of Continuous Comprehensive Evaluation enables us to evaluate the student not only in Scholastic but also in Co-scholastic areas like Life skills, Attitudes, Values, Work and Art education.

ASSESSMENT

Evaluation of performance is continuous and comprehensive. Assessment involves two components- Formative and Summative.

Formative assessment comprises evaluation for all necessary skills through class works, assignments and projects etc.

Summative assessments are written examinations held at the end of each term.

Formative Assessment – 40/ of the total percentage

Summative Assessment – 60/ of the total percentage

Grades are awarded in compliance with the guidelines from CBSE & CIE

THE LEADERSHIP PROGRAM AT HERITAGE

The foundation stone on which the Heritage Girls School rests is on the premise that every young girl is a leader and the aim of education here is to draw those qualities out from each and every individual that enters its portals.

The daily schedule , the academic and the co-curricular program seeks to foster leadership qualities in every girl and the teaching-learning process at Heritage is focused to this end.

The school assemblies, the group discussions, the co-curricular and sports activities encourage girls to take charge, put forth their ideas and viewpoints, articulate their opinions and hone their organizational skills. Not only does this bring a freshness to everything that is done at Heritage, but gives every girl a platform to put forth her ideas, explore her unique talents, innovate and learn from real experiences.

This then becomes an arena to learn and imbibe stronger and deeper values of good governance, ethics, relationship building and people management.

The shy introverts are drawn out of their shells to a winning ‘can-do’ attitude, building high self-esteem and confidence in them .

Effective public speaking, strong communication skills, event management, team building, delegating responsibility and conflict resolution are some of the take-aways here.

The HGS-MUN, Inter-school Debates, The Greater Scope of Education are but some of the platforms where these skills are practiced and sharpened.

THE GREATER SCOPE OF EDUCATION:

One of the most distinctive modules at Heritage Girls is our effort to go beyond text books- to take education out of the boundaries of the classrooms

Monday morning assemblies are dedicated to this endeavour. Students are given topics of global importance to research and understand a month in advance. The class teacher facilitates the exercise and moderates a group discussion on the topic . The idea is to get everyone thinking and talking , bringing world affairs into the orbit of young children.

The GSE is an effort to work on the overall holistic development of a girl’s intellect, to make her aware of the world around her, to teach her to form opinions ,to verbalise her thoughts and to be more receptive to varying viewpoints.

THE FINISHING SCHOOL

It is becoming exceedingly important today to develop the Social Quotient (SQ) and Emotional Quotient (EQ) of an individual to keep her ahead of her peers and to prepare her to face the various exigencies that modern day life throws up from time to time. This is where the modules taught in a finishing school come in handy.

The comprehensive training includes:

SOCIAL SKILLS- THE GRACEFUL LADY

Personal Grooming

Appropriate Dressing

Dining Etiquette

Cooking& Planning meals

Being a good Hostess

Budgeting

COMMUNICATION SKILLS- THE SMART PROFESSIONAL

Public Speaking& Group Discussions

Conversation Techniques

Assertiveness Training

Awareness of Global Happenings

Diction& Articulation

ORGANISATIONAL SKILLS- THE DYNAMIC WOMAN OF SUBSTANCE

Event management

Team Building

Cultivating Personal Magnetism

Dealing with Difficult People& Delegating

Goal Setting

Leadership Training

 

CLUBS & SOCIETIES

Debating/MUN Club, Music Society, Dance Society , INTACH, Photography Club, Community Service, IAYP, MUN , Home Science and Chess are some of the clubs the students participate in.


COUNSELLING

The school has an experienced psychologist and counsellor who provides counselling services in addition to identification, diagnosis and programme development for students experiencing mild learning di?culties. The counsellor provides individualised educational support for:

  •  Assistance with personal problems and study habits
  • Learning support
  • Learning difficulties
  • Development of programmes for gifted and talented students.
  • Career Guidance.

STUDENT- CENTRED CLASSROOMS

The USP of the school is undoubtedly the student - centered classrooms. The teachers are guides and facilitators who stimulate curiosity and inspire innovation. The students are encouraged to research topics and make presentations right from Grade 4 onwards. Student-Centered Classrooms The USP of the school is undoubtedly the student - centered classrooms. The teachers are guides and facilitators who stimulate curiosity and inspire innovation. The students are encouraged to research topics and make presentations right from Grade 4 onwards.


STUDY TIME:

Structured study time periods ( Prep-1/Prep2)is a daily habit. Prep takes place in the classrooms and is supervised by academic teachers. The students do self-study in the privacy of their dorm rooms after dinner or early mornings.


REMEDIAL COACHING:

Students who require remedial attention are identified and attend compulsory tuitions from the subject teachers during zero-hour every weekday


COACHING CLASSES FOR ENTRANCE EXAMINATIONS TO PROFESSIONAL COURSES:

Heritage Girls School proposes to start Coaching programmes for students of IX,X,XI and XII grades for entrances to JEEE, PMT, CPT and NID/NIFT courses from the coming academic year. These will be primarily weekend classes and will be available for those seeking special training only . Training for TOEFL and IELTS will also begin simultaneously.

Student-Centered Classrooms

The USP of the school is undoubtedly the student - centered classrooms. The teachers are guides and facilitators who stimulate curiosity and inspire innovation. The students are encouraged to research topics and make presentations right from Grade 4 onwards. Student-Centered Classrooms The USP of the school is undoubtedly the student - centered classrooms. The teachers are guides and facilitators who stimulate curiosity and inspire innovation. The students are encouraged to research topics and make presentations right from Grade 4 onwards.

Greater Scope Of Education (Gse)

One of the most distinctive modules at Heritage Girls is our effort to go beyond text books - to take education out of the boundaries of the classrooms. Monday morning assemblies are dedicated to this endeavour. Students are given topics of global importance to research and understand a month in advance. The class teacher facilitates the exercise and moderates a group discussion on the topic.

The idea is to get everyone thinking and talking, bringing world affairs into the orbit of young children.

The GSE is an effort to work on the overall holistic development of a girl's intellect, to make her aware of the world around her, to teach her to form opinions, to verbalise her thoughts and to be more

receptive to varying viewpoints.

Career Guidance and University Applications:

Experts and professionals from different work areas are invited from time to time so that the girls are given an insight into the various avenues open to them when it is time to launch out on their own. Representatives of  universities both from India and overseas visit to apprise them of opportunities of study  around the globe.

The school counselor advises the girls on the  choice of subjects, tests to be taken and testimonials  required by foreign universities. The School has the provisions to provide coaching for Pre-SAT, SATs, IELTS and ToEFL that are pre-requisites to admissions  abroad.

COUNSELLING:

The school has an experienced psychologist and counsellor who provides counselling services in addition to identification, diagnosis and programme development for students experiencing mild learning di?culties. The counsellor provides individualised educational support for:

  •  Assistance with personal problems and study habits
  • Learning support
  • Learning difficulties
  • Development of programmes for gifted and talented students.
  • Career Guidance.
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