The American High School Diploma Program curriculum prescribes 24 ‘Statements of Learning’ that all school stakeholders should aim to follow and communicate during the disbursement of learning. The statements expect that all academic endeavours during and after the K12 education, should ensure that the student:
01. Communicates effectively using a variety of means in a range of contexts
02. Listens, speaks, reads and writes in English and one other language at a level of proficiency that is appropriate to her or his ability
03. Creates, appreciates and critically interprets a wide range of texts
04. Creates and presents artistic works and appreciates the process and skills involved
05. Has an awareness of personal values and an understanding of the process of moral decision making
06. Appreciates and respects how diverse values, beliefs and traditions have contributed to the communities and culture in which she/he lives
07. Values what it means to be an active citizen, with rights and responsibilities in local and wider contexts
08. Values local, national and international heritage, understands the importance of the relationship between past and current events and the forces that drive change
09. Understands the origins and impacts of social, economic, and environmental aspects of the world around her/him
10. Has the awareness, knowledge, skills, values and motivation to live sustainably
11. Takes action to safeguard and promote her/his wellbeing and that of others
12. Is a confident and competent participant in physical activity and is motivated to be physically active
13. Understands the importance of food and diet in making healthy lifestyle choices
14. Makes informed financial decisions and develops good consumer skills
15. Recognises the potential uses of mathematical knowledge, skills and understanding in all areas of learning
16. Describes, illustrates, interprets, predicts and explains patterns and relationships
17. Devises and evaluates strategies for investigating and solving problems using mathematical knowledge, reasoning and skills
18. Observes and evaluates empirical events and processes and draws valid deductions and conclusions
19. Values the role and contribution of science and technology to society, and their personal, social and global importance
20. Uses appropriate technologies in meeting a design challenge
21. Applies practical skills as she/he develop models and products using a variety of materials and technologies
22. Takes initiative, is innovative and develops entrepreneurial skills
23. Brings an idea from conception to realisation
24. Uses technology and digital media tools to learn, communicate, work and think collaboratively and creatively in a responsible and ethical manner
The Primary School Curriculum celebrates the uniqueness of the child, as it is expressed in each child’s personality, intelligence and potential for development. It is designed to nurture the child in all dimensions of his or her life—spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical. The curriculum recognises the integrity of the child’s life as a child and aims to cater for his or her needs and potential as they evolve day by day. By meeting these needs, the curriculum enriches the child’s life and the foundations are laid for happiness and fulfilment in later education and in adult life. The curriculum acknowledges that children live in and are a part of society, and that their personal development is deeply affected by their relationships in the home and with other people in society. The curriculum takes full account of these aspects of the child’s life in seeking to balance individual and social development, in developing an appreciation of how the different dimensions of life complement each other, and in helping the child to work co-operatively with others.
The relationship between education and society is dynamic and interactive. Education not only reflects a society but is an influence in shaping its development. It helps to equip children to share in the benefits of the society in which they live and to contribute effectively to that society’s sustenance and evolution. The curriculum reflects the educational, cultural, social and economic aspirations and concerns of Indian society and the global society at large. It also takes cognisance of the changing nature of knowledge and society and caters for the needs of individual children in adjusting to such change. In order to realise this view of the child and education, the curriculum outlines a detailed and structured framework of content that is comprehensive and flexible. It promotes the active involvement of children in a learning process that is imaginative and stimulating. Its overall vision is to enable children to meet, with self-confidence and assurance, the demands of life, both now and in the future.
The Middle years of K12 education from grade VI to VIII are the years when the consolidation of the child’s mind begins. She/he starts to actively convert information into knowledge thereby finding answers to questions, discovering underlying principles and gathering missing information to complete coherent data sets. It is also the age where the extra-curricular interests of the child become stronger and more prominent to the extent that she/he begins to see possible career options in the same. The curriculum at this level is designed to provide more depth and exposure to the child, such that she/he begins to design algorithms and flowcharts in her/his mind.
The MLP curriculum specifically aims, in addition to other common skills, develop six other key skills required for successful learning by students across the curriculum and for learning beyond school. These key skills are:
The 4 years of SLP and HSLP education are directed towards specificity. The early learning of the child is more consolidated now and ready to take shape in the form of career advancements. Whereas the SLP is directed towards giving final inputs for such decision-making, the HSLP fine tunes the decision by adding conceptual and informational depth to the corresponding subject knowledge. SLP and HSLP curriculum is designed to encourage and motivate the development of 5 additional skills besides the ones relevant for earlier levels.