3C Curriculum - Edify World School Dehradun – Think Beyond

3C Guide

The 3Cs


Confidence, vivacity and cheerfulness are the most important traits within and can be developed by Edify schools by being generous with praise and making the child responsible towards animals and plants, play active games, watch cartoons, listen to music and dance. The rules of games train children to control their behavior and encourage the development of qualities such as patience Purposefulness, observation, reasoning and logic.

Under the school’s guidance the children learn to be independent, patient and decisive where the children are taught to reach their goals by dividing difficult tasks into several smaller steps.


Edify schools develop these qualities by having a student centered learning environment by giving them responsibilities, opportunities to explore the society, holding field trips, journaling, preparing group and independent projects and dramas. Sports and physical education enables the children to self regulate their emotions and de-stress to learn about personal rights and honoring their own perceptions and increasing positive self talk, goal setting and responsibilities.


Knowledge gained without implementation has no standing hence the knowledge gained by the child is practiced in his/her day to day activities. The rich inquiry based curriculum is a significant and relevant subject matter acquired for the real life skills and taught through the following subjects, Languages, Mathematics, Science and Technology, Social science Visual Arts, Music and Drama, Environment Education, Physical, Social and Personal Education.

3C curriculum is an integrated study of the above mentioned subjects where the child participates in real life experiences. The focus is on application of knowledge through inquiry, experimentation, research and discovery. In this process they become knowledgeable and understand the significance of the gained knowledge.

3C curriculum incorporates 6 Trans-disciplinary Themes that enable the children to construct their learning through meaningful everyday life experiences and perceptions that they can relate to. Thus learning is more contextual, analytical, interesting and memorable.

1.Our Identity:

Learning about the nature of ourselves- our responsibilities, rights and duties, cultural values, and so on. Becoming aware of our relationship with friends, family, communities and also what it means to be human.

2.Our Responsibilities:

Knowing about the relationship within and between people, other living things and communities. The approach to equal opportunities and conflict resolution. Why human beings should share the natural resources with other living things.

3.Our Expression:

How to express our ideas, values, beliefs and culture in multiple forms through different languages and art forms such as dramatics, martial art, dance, paintings, etc.

4.Place and Time:

Learning about oneself in relation to surrounding, place and time. About homes, journeys, discoveries and about inter connection of individuals and different civilizations.

5.World Laws:

Gaining knowledge about the natural world and its laws. The interconnection between the physical, biological and human society, the impact of science and technology on the society and the environment.

6.Our Systems:

Gaining knowledge on the interconnection between human made systems and communities. Understanding the structure and function of various organizations and their impact on society and environment.

These are some basic traits imbibed by the learners through a value system continuously evolving for a harmonious co-existence in the world at large.

1.Independent : One who is free, easy, bold, unconstrained. One who develops his/her own natural curiosity and skills necessary to carry out inquiries and show independence in learning.

2.Balanced : One who understands the importance of intellectual, physical and emotional balance to achieve personal well being.

3.Responsible : One who is reliable, who can be trusted and depended upon. Understands and expresses ideas and information creatively in a variety of mode of communication.

4. Integrity : One who is honest and adheres to moral and ethical principles.

5. Confident : One who has a firm belief in one’s power, abilities and making appropriate decisions and choices.

6. Optimistic : One who has a positive attitude and always assumes the best outcome.

7. Courageous : One who has the ability to approach unfamiliar situations, difficulty and uncertainty or pain without being overcome by fear, and have the spirit to explore new ideas and strategies.

8. Committed : One who is devoted to his/her actions and words and takes responsibility for the consequences that comes with it.

9. Enthusiastic : One who is eager to understand concepts, ideas and takes initiative and in so doing acquire in-depth knowledge of the balanced range of discipline.

10. Respect for all : One who has feeling and respect for need of everybody around them. They try to make a positive difference to the lives of others.

11. Self Esteemed : One who has a high sense of personal worth and ability and encompasses beliefs and emotions such as triumph, despair and pride.

12. Empathetic : One who has the ability to identify with and understand other’s feelings and difficulties and is always ready to help.

13. Open minded : One who is free from prejudices and receptive to new ideas.

14. Inquirer : One who develops ones natural curiosity and the necessary skills to carry out inquiry and research in learning.

15. Participative Competence : One who is willing to share his/her knowledge with others and take part in all the works related to learning.


Some of the skills developed by learners effectively and continuously for a progressive continual growth.

1. Innovative : One who is creative especially in the way that something is done.

2. Pro-active : One who takes an action in advance to deal with an expected difficulty.

3. Communicative : One who is able to communicate his/her ideas clearly and readily.

4. Leaders : One who is able to influence others towards achieving goals.

5. Adaptable : One who is able to adjust easily to a new environment or to different conditions.

6. Organized : One who plans one’s activity efficiently and methodically.

7. Assertive : One who is strong in putting forward one’s views.

8. Passionate : One who expresses an intense desire for something.

9. Perseverant : One who has steady and continued action or belief, usually over a long period and especially despite difficulties or setbacks.

10. Thinker : One who is curious and reasons while reflecting on the predicament, then chooses to respond ingenuously rather than react to the situation.

11. Focused : One who concentrates on a task until it is accomplished.

12. Risk taker : One who takes chances in hopes of winning. One who is brave and articulate in defending his/her beliefs.

13. Decision Maker : One who is capable of making a logical decision from the available options.

14. Updated : One who is aware of the most recent information than was previously available and tries to acquire the same.

15. Research Oriented : One who does methodical investigation into a subject in order to discover the facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered.

Assessment is the process where information on each student’s performance is gathered and analyzed to identify what students know, understand, can do and feel at different stages in the learning process.

Assessment is integral to all teaching and learning and the 3C curriculum uses thoughtful and effective assessment processes by guiding students through the SIX essential elements of learning:

The displaying of Character,
The understanding of Concepts
The acquisition of knowledge,
The mastering of Competence,
The development of Content,
And the decision to take responsible Action.

Everyone concerned with assessment – students, teachers, parents, administrators, and board members – must have a clear understanding of the reasons for the assessment, what is being assessed, the criteria for success, and the method by which the assessment is made.

The 3C describes the taught curriculum as the written curriculum in action. Using the written curriculum in collaboration with colleagues and students, the teacher generates questions which guide structured inquiry and instruction.

These questions address the eight key concepts which help lead to productive lines of inquiry.

Assessment focuses on the quality of student learning during the process of inquiry as well as instruction and on the quality of the products of that learning.

Assessment is, therefore, integral to the taught curriculum. It is the means by which we analyze student learning and the effectiveness of our teaching and acts as a foundation on which we can base our future planning and practice. It is central to our goal of guiding the student through the learning process, from a novice to becoming an expert. The assessment component in the school’s curriculum can itself be subdivided into three closely related areas:

Assessing – How we discover what the students know and have learned.
Recording – How we choose to collect and analyze data.
Reporting – How we choose to communicate information.

Through this innovative curriculum, teachers strive to provide the opportunity for students to construct meaning primarily through structured inquiry. This is accomplished by emphasizing the connections between subject-specific knowledge and it provides a focus for inquiry, while literacy and numeracy provide the tools.

Feedback is given on student progress and performance in each of these areas.

Additionally, feedback is provided on the attributes listed in the 3C Profile:

This profile serves to increase the student’s awareness and sensitivity to the experiences of others beyond the local or national community, thus promoting an understanding that there is a commonality of human experience.

At Edify School, we assess performance and progress in all inquiry and in addition stand alone skills that may be taught in Physical Education, the Arts, Language, Mathematics, and the entire 3C Profile.

We also continue to inculcate student attitudes and attributes to everyday learning.


Assessment is something that occurs every day in some fashion to become aware of the how much of what is intended is actually understood by the student. The use of a variety of assessment tools demonstrates our belief that students learn in different ways, at different rates, and at different times. The result of assessment is considered a critical element that influences teacher decision-making and guides student learning.

Summative Assessments aims to give teachers and students a clear insight into what the student has understood. Summative assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate what has been learned.

Formative Assessment provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and helps teachers and students to find out what the students already know and can do. Formative assessment aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to recognize the criteria for success.

• Using representative examples of students’ work or performance to provide information about student learning.

• Collecting evidence of students’ understanding and thinking.

• Documenting learning processes of groups and individuals.

• Engaging students in reflecting on their learning.

• Students assessing work produced by themselves and by others.

• Developing clear rubrics.

• Identifying exemplar student work.

• Keeping records of task results.

• Share their learning and understanding with others.

• Demonstrate a range of abilities based on knowledge, conceptual understanding and skills.

• Use a variety of learning styles, multiple intelligences and abilities to express their understanding.

• Know and understand in advance the criteria for producing a quality product or performance.

• Participate in reflection: self and peer assessment.

• Base their learning on real-life experiences that can lead to further inquiries and understanding of the real world.

• Express different points of views, interpretations and perceptions.

• Analyze their learning and understand what needs to be improved.

• Be informed and aware during every stage of the teaching and learning process.

• Plan in response to student and teacher inquiries to help students understand better.

• Develop criteria for producing a quality product or performance.

• Gather evidence from which sound conclusions can be drawn.

• Provide evidence that can be effectively reported and understood by the whole school community to make improvements in the quality of education.

• Collaboratively review and reflect on student performance and progress.

• Take into account a variety of learning styles, multiple intelligences and abilities including different cultural contexts.

Assessment strategies and tools of the 3C curriculum form the basis of a comprehensive approach to analyzing and represent the school’s answer to the question “How will we know what we have learned?” The strategies are the methods or approaches that teachers use when gathering information about a student’s learning. Teachers’ record this information using a variety of tools, which are the instruments, used to collect data.

Observations: All students are given individual attention and are observed regularly as well as in the group, and/or as a whole class.

Performance Assessments: Students are presented with a task that represents the kind of challenges that adults face in the world beyond the classroom. It requires using a repertoire of knowledge and skills to accomplish a goal or solve an open-ended problem. In addition, it entails the thoughtful application of knowledge rather than recalling facts.

Open-Ended Assessments: Students are presented with a challenging task and are asked to provide an original response which strengthens their problem solving ability.

Selected Response Assessments (Tests/Quizzes): These single-occasion assessments provide a snapshot of students’ specific knowledge.

Portfolios: An ongoing, purposeful collection is composed of selected student work and is designed to demonstrate growth, creativity, and reflection.

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