The middle schooling at Indraprastha INTERNATIONAL SCHOOL aims to develop positive attitudes and beliefs in its students.  The planning is laid down in ways that increases the academic perseverance of the students and prompts them to engage in productive behaviours including setting and meeting goals, doing quality work, and seeing it through to completion by seeking support and solutions to overcome obstacles.


The belief remains that a child learns all the time- consciously and sub-consciously and that knowledge is the outcome of a child’s own activity in a well-stimulated and guided environment. The curriculum is in sync with the CBSE Board guidelines which is based on the understanding that the child is a natural learner and it draws upon each learner’s ability to construct their own knowledge and supportively nurture their interests in ‘making meaning’.


Indraprastha  nurtures each child’s interest through hands-on experience, research of inquiries that are driven to ignite the child’s imagination and to have an interdisciplinary approach in all the academic planning. Learning and teaching is not compartmentalized- the curriculum is well integrated both vertically and horizontally. There is an interconnection between learning areas- scholastic and co-scholastic in order to ensure continuity and a smooth transition from the primary school years moving through the middle block and eventually to the senior level of the school. Regular community service also evolves students going out of their comfort zone to help and offer support to the less fortunate making them develop a sense of accountability to the society. 


The space given at school is to unleash free expression and imagination using selected tools in art, music, dance, drama and also to provide development in talent and interest in a digitalized world in order to experiment with self-learning. The air within the campus is woven with development of soft skills and attributes of learning work ethics, endeavour, perseverance, humility, self-respect, confidence and leadership to grow into people of substance. Outdoor camps, student exchange programmes are also conducted for experiential learning and a phenomenal exchange of cultures is visible.


Equal importance is given to the need to develop skills like analytical and critical thinking, communication, research, and self-management to prepare the students for the real life situations growing up to be informed and aware global citizens of tomorrow. Providing experiences in education, arts and personality traits walking alongside in the journey of life with a handpicked team of educators and facilitators we surely live up to the motto ‘Teach Each Child, Develop Whole Child.’


Assessment and Evaluation - Classes VI to IX

“Assessment and feedback are what make educators worth more than textbooks.”

In today’s scenario, our aim at Indraprastha is for our young learners to return to school from lockdown, knowing more rather than less. To ensure effective learning during the lockdown, the school further strengthened a Comprehensive and Continuous Assessment
plan. Various methods like class tests, worksheets, project-works, flipped classes, oral presentations, viva, role plays, coding, gaming etc., are used to assess the progress and retention of the students continuously. The assessment tools at Indraprastha are aligned with the learning outcomes, capabilities, and dispositions as specified for each subject of a given class. The aim of assessment in the culture of our schooling system has shifted from one that is summative and primarily tests/ rote memorization skills to one that is more regular and formative. The assessment is competency-based and measures the learning quotient of the students. It tests the higherorder skills, including analytical thinking, critical thinking, problem-solving and conceptual clarity. The assessment during the academic session is divided into two terms. The internal assessment comprises of Subject Enrichment Activities (HHW and Art Integrated Projects), Pen Paper Tests, Multiple Assessment (Class Tests, Assignments, Quiz, Model Making, Group Discussion), Portfolio. Theory Assessment comprises of Half yearly and Final examinations summing up to the Annual Promotional Result of every child. The exam pattern, which is in sync with the CBSE’s assessment process, consists of objective and subjective type of questions (including competency-based questions in the form of MCQs,

Case studies and source-based integrated questions) and short and long questions. The subjective evaluation ensures a comprehensive appraisal of the complete teachinglearning process and its outcome. Each one of these methods tests the comprehension and
retention of the subject taught from different perspectives. The MCQs test the detailed knowledge of the subject, whereas the viva presents an opportunity for a personal interaction of the teacher with each child. This helps create an opportunity for the teachers to build a
personal connection with every child, which was otherwise not possible during online teaching. The subjective evaluation tests the detailed presentation skills of every child. It provides an opportunity for the teachers to review the methodologies used in the classroom.
They are able to explore and implement various innovative strategies to ensure that every student is engaged constructively. Along with adapting to new pedagogies and further testing the learning of the subject matter, these assessments also help in encouraging the students to do better in life. They instill a sense of purpose and generate hope and a healthy competition among students and thus, keep them fruitfully engrossed in some constructive endeavour during these difficult times.