Page 24 - DAIS Digital School Diary-2025 - 2026

so the learner is inspired to excel and develop holistically. Students experience the joy of
learning as they explore and engage enthusiastically in a wide spectrum of academic,
co-scholastic, sports, and co-curricular activities.

The key pillars of our pedagogy are learning through inquiry, conceptual
understanding, differentiated instruction, and technology integration. Our pedagogy
aims to develop in students a broad range of knowledge, skills and attitudes, offering
alternate pathways to students with varying needs, capacities and aptitudes, and
supporting inclusive education. The emphasis on academic rigour and engagements
beyond the classroom is integral to our educational philosophy and practices.

Preparing children to be equipped with 21st century skills to make them creative and
critical thinkers, effective communicators and collaborators; and developing them to
be leaders, global citizens, digital citizens and lifelong learners, are the larger goals of
our educational programmes. These are important skills and attributes that they should
develop and build on within and beyond their school life.
All the above elements in our curriculum model interact with each other and converge
to bring out the best in every child and develop them holistically.

High Quality Teaching and Learning (HQTL) at DAIS

Teaching and Learning is an evolving process that constantly reviews and upgrades the
pedagogical practices which prepares our learners for the future. HQTL encompasses a
broad set of guidelines that:

• is holistic to meet the intellectual, physical, social, and emotional needs of
learners.
• takes place in a safe and supportive environment.

• happens through inquiry, conceptual understanding, differentiated instruction
and use of technology.

• develops critical thinkers.
• nurtures creativity, research and innovation.

• fosters collaboration and effective communication.

• provides experiential learning in local and global contexts.

• incorporates formative, summative and self-assessments to inform teaching
and learning.
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