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Curriculum Framework


Assessment:

Dehradun Hills Academy recognizes that teaching and learning, and the assessment of that learning, are fundamentally interdependent. Learning in DDHA is thus based on assessment carried out in order to:

1.Build up a clear picture of the student and his or her interests
2.Identify what and how the student is thinking and learning
3.Assess the effectiveness of the environment on the student’s learning
4.Extend the student’s learning

Students:

Have differing learning styles, have different cultural experiences, expectations and needs, perform differently according to the context of learning, See self assessment and peer assessment as a natural part of the learning process, need to know their achievements and areas for improvement in the learning process, should receive feedback that is positive and constructive.
At the Junior School, we promote the use of a range of assessment tools and strategies that are designed to give a clear picture of a student’s prior knowledge and progress. Examples of these include anecdotal records, checklists, portfolios, continuums and rubrics.

Conferences and Reports:

Parents, teachers and students are all viewed as partners in learning. Parent-teacher conferences, student-led conferences, three-way conferences and reports are used throughout the year as a means of informing students and parents of learning and progress. Parents are expected to attend all of the conferences. Parents are always welcome to arrange conferences at school and, likewise, the School may initiate a conference with parents at any time during the year. Student-led conferences are held once a year and are an opportunity for students to share their learning with their parents/guardians. Students will share their portfolios during this time and also show their parents/guardians around their class/school. All parents/guardians and students are expected to attend student-led conferences. The dates of the conferences can be found on the calendar.
Written reports are published online two times a year to inform you of your child’s progress in all subjects. If you have any questions or concerns regarding your child’s report, please do not hesitate to speak to the teacher concerned.

Parent Workshops:

The beliefs, values and approaches of the boarding house can be different compared to the curriculum that many families are used to. Parent workshops are organized throughout the year for parents to attend and learn more about the programme. In addition, the school has introduced an initiative called ”Open Class” to make learning more visible to parents. Through the year, parents are invited into school on specific days to experience first-hand the process and outcomes of learning at the school in different curriculum areas. We do hope that you will attend these Open Classes, come to parent workshops and take the time to read the regular newsletters to stay informed about the boarding house activities. Teachers also host a Founder’s Day Weekend for parents in November to showcase the students work and plans for the upcoming year and would be happy to answer any questions you have regarding the your child and his work at school.

Portfolios:

Each year students in the boarding school create a portfolio based on a range of experiences and curriculum activities. The portfolio is a collection of work selected by the students and teachers and is a record of student’s involvement in learning. It is designed to demonstrate success, growth, thinking skills, creativity, assessment strategies and reflection. It is a celebration of each student’s active mind at work and provides a picture of progress and development over a period of time. Portfolios enable students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement.

Learning Support:

The needs of those students in the boarding who are preparing for special school entrance test exams are addressed with the help of Learning Support teachers. The inclusion model is used at the Boarding House so Learning Support staff work in tandem with school authorities with identified students. Students who need extra practice in entrance exam subjects may spend some time with the Learning Support teacher outside the classroom on a temporary or regular basis to enable them to meet particular goals. This practice is exceptional and will be regularly reviewed. Students who receive support get a separate, written report to inform parents of their progress. Learning Support staff is always happy to discuss children’s individual needs with parents by appointment. External referrals may be made when necessary.

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