Delhi World Public School

The Curriculum of DWPS, Moga adheres to the National Curriculum Framework 2005 &2009 (NCF2005&2009), NEP 2020/NCF 2022, and the academic requirements of CBSE.

The school believes that the classroom experiences of children are to be organized in such a manner that these encourage them to construct knowledge on the basis of exploration. The curriculum is devised in consonance with the child’s nature and context, thus providing equal learning opportunities for all children.

Teacher aims at enhancing the child’s interest and acumen to learn. Activity is at the heart of Children’s attempt to make sense of the world around them. Therefore, every resource is deployed in a child–centric manner to enable them to express themselves, handle objects, explore their natural and social milieu, and to grow up in good health and with values in life.


DWPS, Moga is aimed at developing confident, well-rounded students with capabilities and the spirit to reach for the stars. The curriculum provides a rich variety of co-curricular activities, which we consider not extra but on ESSENTIAL part of a child’s education.

Students are provided with the opportunity to take part in co scholastic activities such as Dance, Music, Art, Craft, Karate, Yoga, painting etc.


Our students take part in social activities and learn about our diverse communities and about universal tolerance.

Students are also taken to field trips and educational excursions for better grooming of their personality.


We are committed to instilling the concept of sustainability in our students and staff. Our building too is designed so as to promote students to think green. The vibrant designs and colors inspire students to open their minds to the abundance of possibilities and opportunities in life.

The school also maintains a substantial portion of its campus as green areas, also providing children the opportunity to experience the magnificence and vast variation in trees, plants and herbs.

In addition, the school environs promote a “learning through nature experience” approach as students are encouraged to observe and appreciate greenery and natural environment.


Nursery and Preparatory

The Early Years Centre at our school is a vibrant centre where innovation and grandeur is reflected by the colorful set-up and thematic approach in teaching and design. Relying upon explorative approach, we believe that children are active learners, explorers, experimenters, scientists and artists of the highest order.

Therefore, the young impressionable minds are provided with a rich, meaningful and balanced curriculum based on the development of the essential skills and ‘Multiple Intelligence’. The system stresses on the importance of providing wings of imaginations and roots of responsibilities to our little angels.

Our classrooms have been designed with thematic concepts that enrich the learners at early stage. The indoor and outdoor activity areas for our tiny tots have a large range of exercises and models that help children develop necessary skills.

We also have an all-weather splash pool and rain shower facility for our tiny tots to get acquainted with water and take their first steps towards swimming.

A great amount of focus is given on development of multiple skills in children through language, sensory science activities, phonic activities and stress is laid on development of cognitive skills.

The environment at the Early Years centre is the most conducive for holistic growth.


10+2 refers to two years of schooling post grade 10. According to India’s new National Education Policy (NEP) 2020, 10+2 schooling system in India is set to be replaced by a new 5+3+3+4 system. Here is the age-wise breakdown of the different levels of the school education system based on the new education policy 2020.

  1. 5 years of Foundational Stage:
  • For ages: 3 to 8
  • For classes: Anganwadi/pre-school, class 1, class 2
  • This stage will focus on teaching in play-based or activity-based methods and on the development of language skills.
  1. 3 years of Preparatory Stage:
  • For ages: 8 to 11
  • For classes: 3 to 5
  • The focus in the preparatory stage will remain on language development and numeracy skills. Here, the method of teaching and learning would be play and activity-based, and also include classroom interactions and the element of discovery.
  1. 3 years of Middle Stage:
  • For ages: 11 to 14
  • For classes: 6 to 8
  • As per NEP 2020, this stage of school education will focus on critical learning objectives, which is a big shift from the rote learning methods used in our education system for years. This stage will work on experiential learning in the sciences, mathematics, arts, social sciences and humanities.
  1. 4 years of Secondary Stage:
  • For ages: 14 to 18
  • For classes: 9 to 12
  • This stage will cover two phases: Classes 9 and 10, and classes 11 and 12. Concepts will be covered in greater depth in this stage.

Scheme Of Study

CBSE has modified the Assessment & Evaluation Practices from the current Academic Session which will be followed by the schools running under Directorate of Education as per details given below:

Classes Type of Questions Percentage

Classes Type of Questions Percentage

Classes Type of Questions Percentage


Competency Based Questions in the form of MCQs, Case Based Questions, Source Based Integrated Questions or any other similar types


Objective Type Questions


Short Answer/ Long Answer Questions


1. Scholastic Areas for classes Ill to VIII:

(a) Term-wise Weightage of Marks:


Periodic Test(s)

Multiple Assessments


Subject Enrichment

Mid Term Exam / Annual Exam

Total Marks

First Term







Second Term







(b) Internal Assessment -40 Marks

I. Periodic Assessment - 10 marks
II. Multiple Assessment - 10 marks
III. Portfolio - 10 Marks
IV. Subject Enrichment Activities - 10 Marks

I. Periodic Test(s): One Periodic Test of 20 marks will be conducted before the Mid Term Exam. Marks obtained by the student will be converted in to 05 marks. This Periodic Test will cover syllabus supposed to be covered up to the Mid Term Examination. The Second Periodic test of 20 marks will be conducted before the Annual Examination. Marks obtained by the student in this test will be converted in to 05 marks. This Periodic' Test will cover syllabus supposed to be covered up to the Second Periodic Test.

II. Multiple Assessments: Multiple Assessment as a part of Internal Assessment, is aimed at evaluating the performance of the learner more comprehensively and provide schools/ teachers flexibility to use multiple and diverse techniques to assess learners viz. observation, oral tests, individual or group work, class discussion, field work, concept maps, graphic organizers, visual representations etc. Hence the schools are given autonomy to use alternate mode of assessment as per the demand of the subject and the context towards addressing the goal of assessment for and as learning.

III. Portfolio: The creation of portfolios is suggested to broaden the scope of learning and achieve diverse curriculum outcomes by examining a range of evidence of student performances being assessed. It is a tool for assessing a variety of skills not usually testable in a single setting of the traditional written pen and paper tests. Assessment would include self and peer assessment among others.

i. It is suggested that the portfolio take the form of a journal or notebook that would include besides class work, students artefacts selected within a coherent framework along with their reflections. Learner here is an active participant involved in constructing his or her journey through the portfolio building process of selecting, organizing and reflecting.

ii. It is also suggested that the portfolio be an extension of note books developed subject-wise. They would include class work and homework assignments that would help evaluate learner's progress. Besides this, portfolio should be a space for student to display his/her exemplary work in the related area. The attention should be to promote techniques such as annotation, identification of key words / topics / themes, summarization and organization of ideas and content.

IV Subject Enrichment Activities: These are subject specific application activities aimed at enrichment of the understanding and skill development. These activities provide opportunity to students to explore their own interests as well along with an understanding of the nature of particular discipline. These are to be recorded internally by the concerned subject teachers.

For Languages: Activities conducted under Subject Enrichment in Languages should aim at equipping the learner to develop effective speaking and listening skills.

For Mathematics: The listed laboratory activities and projects as given in the prescribed publications of CBSE/NCERT may be followed. Students need to be encouraged to raise questions, generate hypotheses, experiment, innovate and find solutions to questions/problems encountered.

For Science: The practical works / activities may be carried out as prescribed by the CBSE in the curriculum.

For Social Science: Map and project work may be undertaken as prescribed by

the CBSE in the curriculum. Projects may be related to art and culture including

development of life skills.

2. Co-Scholastic Activities (For Classes VI to VIII): For the holistic development

of the students, co-curricular activities in the following areas be carried out by the

teachers and will be graded term-wise on a 3-point grading scale: -

A=Outstanding, B=Very Good, C=Fair

The aspects of regularity, sincere participation, and output in teamwork to be the

generic criteria for grading in the following co-scholastic activities:

i. Work Education: - Work Education refers to skill-based activities resulting in

goods or services useful to the community.

ii. Art/Craft Education: - Visual & Performing Arts

iii. Health and Physical Education: - Sports/Martial Arts/Yoga/NCC etc.


Grading Scale for Scholastic Areas (Classes III-VIII)

















32 & below E (Needs Improvement)

E (Needs Improvement)

  1. Assessment of Mindset Curriculum (For Classes III to VIII) : In addition to cognitive capacities, development of social, ethical and emotional capacities is emphasized in the National Education Policy 2020. Further, "a rootedness and pride in India" is one of the foundational principals of NEP 2020. These goals, as envisaged in the NEP 2020, are aligned with the goals and pedagogy of Happiness and Deshbhakti Curriculum respectively. These curriculums have been developed by SCERT Delhi. The assessment of students will be done on the following criteria.


Multiple Assessments (Internal Assessment)

Portfolio (Internal Assessment)

Mid Term Exam / Annual Exam

Total Marks

First Term





Second Term





It is clarified that the content of these curriculums will not be the basis of assessment instead it will be on the ability of the students to apply their understanding and express the same in different situations. Further, no weightage of the marks will be calculated for the promotion of the student to the next higher class.