Best International School in Gurgaon | HIXS Gurgaon

Best International School in Gurgaon

Heritage International Xperiential School

Who we are

Heritage International Xperiential School (HIXS), a top international school in Gurgaon places high value on Indian heritage while also celebrating the global identities of its students. According to IB-Schools.com’s 2022 rankings, HIXS is regarded as the top IB school in Gurgaon and one of the top three in India.

HIXS aspires to be recognized as the one of the best international schools globally, offering genuine, student-centered education that enables the future generation to take charge of healing our world. The school’s objective is to cultivate each student’s social and creative intelligence, fostering individuals who possess a sense of curiosity, introspection, purpose, and self-confidence.

Our vision

Our dedicated team of educators is determined to inspire students by equipping them with the appropriate knowledge, skills, and mindset. In today’s dynamic educational landscape, we endeavour to fulfill our promise by implementing innovative teaching methodologies and pedagogies while creating additional opportunities for enhanced learning within the classroom.

Our Inspirations

We draw inspiration from a myriad of educational philosophies, including Waldorf, Montessori, Krishnamurthy, Sri Aurobindo, and Kurt Hahn, the founder of Atlantic College in Wales and a proponent of expeditionary learning. Interestingly, the origins of the IB programme can be traced back to Hahn’s work in outbound learning and his belief in the power of immersive learning with a real purpose, which enables learners to confront their true selves and solve real-world problems.

This philosophy has been the cornerstone of the IB programme, but the danger of standardization is that the original spirit can be lost. As the best international school in Gurgaon, our aim is to preserve and cultivate that spirit, ensuring that our students receive the kind of education that IB was originally intended to provide.

Programme Structure

HIXS has consistently delivered excellence in education for over a decade and remains the leading international school in Gurgaon. Our comprehensive programme structure is designed to offer students an enriching educational experience, starting with the International Primary Programme (IB PYP with the Heritage Early Years Programme) from Nursery to Grade 4, the Lower Cambridge Programme in Grades 5 to 8, the International General Certificate of Secondary Education (IGCSE) in Grades 9 and 10, and the International Baccalaureate Diploma Programme (IB DP) in Grades 11 and 12.

Our curriculum is thoughtfully crafted to seamlessly integrate age-appropriate learning with our Mastery Strands, which complement the best internationally accredited curriculum boards, giving our students a distinctive edge. We are committed to fostering leadership qualities and a culture of advisory to nurture our students’ full potential throughout their school years. Our unwavering dedication is to equip our students with the necessary knowledge and skills to thrive in today’s world.

IBDP Results 2022

IBDP Result Highlights
Key Result Statistics Scores 2022 Scores 2021 World Avg 2022
Average Score 39 38 32
Highest Score 45 45 45
Students scoring >40 48% 31% 10%*
Students scoring >35 92% 93%
Diploma pass rate 100% 100%
Core Average 2.4 2.2 Yet to be released
3 bonus points in Core (Max possible score) 48% 34%
% of As in ToK (highest possible grade in ToK) 24% 24%
% of As in Extended Essay (highest possible grade in Extended Essay) 36% 34%

*Wordwide trends in the past few years. Figures for 2022 yet to be released

Our students’ exceptional performance in the International Baccalaureate Diploma Programme (IBDP) has earned us recognition as the top international school in Delhi NCR and one of the top three IB schools in India. According to the IB Schools League Tables recently published by Education Advisers Ltd., our average IBDP score of 39 far surpasses the world average of 32.
We are immensely proud to share that nearly half of our students – 48% – scored 40 and above, with an impressive 92% scoring above 32. This achievement is a testament to the high academic standards we maintain and the rigorous learning environment we provide our students.

Student Speak

SPACE: THE THIRD TEACHER

Consistently ranked amongst the top IB schools in Gurgaon, HIXS is spread over 2 campuses- Junior Campus for Nursery to Grade 2 and Middle & Senior Campus for Grade 3 to Grade 12.

The HIXS Primary Campus at DLF 5 has a contemporary design that prioritizes environmental sustainability and is equipped with cutting-edge academic and sports facilities. We firmly believe that space is the third teacher and has a significant impact on the depth of students’ learning, and our campuses are designed to be learner-centric and knowledge-centric, fostering an atmosphere that encourages students to take ownership of their learning and seek out information rather than solely relying on teachers.

Parent Speak

 

FAQs


The International School has three programmes: the Primary Programme (Lower Primary and Upper Primary), Middle Programme and Senior Programme. The Primary Programme comprises Nursery to Grade 2 for lower primary and Grade 3 and 4 for upper primary. The Middle Programme comprises grades 5 to 8. The Senior Programme comprises Grades 9 to 12.
Heritage International Xperiential School has two campuses in Gurgaon. The Primary Campus is located in DLF 5 for Nursery to Grade 2 and the upper primary, middle and senior campus (Grades 3 to 12) is located in Sector 59, near IREO Grand Arch.
We are affiliated to the International Baccalaureate (IB) and International General Certificate of Secondary Education (IGCSE) curricula. IB PYP curriculum integrated with the Heritage curriculum is followed in Nursery to Grade 4. Grades 5 to 10 follow the Cambridge International curriculum with the Heritage curriculum while grades 11 and 12 follow the IB Diploma Programme (DP).
Students can opt to move from CBSE to International or vice versa in grades 6,8 and 11. However, the transfer will depend on availability of seats for the specific grade.
As with any other component of learning, assessments should be authentic and meaningful for students and, most importantly, the assessment process itself should be a learning experience for every student. We believe that assessment is not merely to measure, and instead should be ongoing and lead to improvements in student learning by providing necessary inputs to make informed decisions at class curriculum levels. Assessments therefore must be developmentally appropriate and designed to allow students to succeed by showing what they have learned—never designed to force them into “proving” that they have failed to learn. The process of consistent feedback helps in making assessments a more continuous and enriching process. Several tools—which include rubrics, teacher/parent observations, self and peer evaluations, and portfolios to show growth and mastery—are used to assess learning. The focus is on assessment for learning rather than on learning for assessment.
In essence, the school likes to draw a clear distinction between building competence, excellence and competition itself. We focus on building abilities and capabilities and categorically resist the “winner takes it all” mindset. The students learn from each other, learn together and explore the immense possibilities that open up on the heels of a so called ‘failure’. More specifically, for the Primary Programme students, we do not advocate competition or comparison of any sort. For the Middle Programme, we introduce platforms for group and individual events, which are principally geared towards participation and not towards one-upmanship. In the Senior School, the focus is on specialisation and achieving excellence for which we again create opportunities for children to push themselves towards the realisation of their highest potential.
We have a strong culture of celebration of events that provide platforms for different forms of student expression. While we do work hard to bring standards of excellence into everything we do, we also recognise that there is a fine line between performance and exhibitionism. Therefore, we do not endorse large performances to showcase individuals or glorify the achievements of a minor group, nor is it valid to make children miss learning time for months of practice to stage a massive show where they have minor walk-on parts. We invest the students’ time wisely in organising non-competitive festivals, which are driven purely by the motive of student learning. The events and presentations are opportunities for children to share things they do and learn as part of their daily curricular programme. One such example is our yearly art festival that is a celebration of our students’ work done during the year.
We sincerely believe that the entire world should be the textbook for children. Hence, the Primary Programme children are taught through thoughtfully designed learning units, as well as carefully chosen workbooks and supplementary materials that reinforce skills and concepts. These are supported by material from class libraries/ resource room, teacher created resources and a levelled reading programme that includes classroom libraries and book sets for the entire reading progression. In the Middle and Senior Programmes, textbooks are introduced as reference books alongside primary source documents, supplementary reading materials, research projects and real-life examples.
Various outdoor experiences, fieldwork or expeditions are designed for students regularly within the interdisciplinary learning expeditions and units within disciplines they work on and are directly linked to their grade-level learning goals. In contrast to ‘school trips’, this fieldwork and outbound expeditions provide real hands-on opportunities to learn about people, places and cultures, to see how things work, and to develop a systemic understanding of different habitats and systems, and to apply their learning in a real world setting or to complete research that will further their learning back in the classroom.

These learning opportunities begin in the Primary Programme and continue through to grade 12 and may also include bringing in experts into the classrooms who conduct seminars and workshops. In addition, our fieldwork trips off campus includes such opportunities as service projects, community-based research and application of skills, and wilderness excursions that bring students in contact with the natural world and learning from more diverse communities.

We believe that, as a learning community, it is our responsibility to support each of our students in reaching her own goals at her own pace and according to her own highest purpose for which her unique talents and abilities best equip her. At the same time, we expect students to respect and appreciate what is unique in each of their classmates, learning to work collaboratively to ensure that each student is supported and expected to contribute positively to the community.

Inclusion does not mean that we treat all children the same; on the contrary, supporting each child means that while we treat all children fairly, we also insure that each child gets what she needs individually to make the most progress. We also recognise that all children do not develop at the same rate nor do they achieve success according to one standardised definition, so we insure personalised learning for each child, meaning each individual is challenged at the exact level she needs. We work from the fundamental belief that children reach understanding or mastery of the same concept or skill at different rates, and that this is not only normal but also desirable so that all are challenged and engaged.

Clearly, parents are critically important and their support will make all the difference. At its most fundamental level, the parent-school relationship has to be based on trust. Hence, it is imperative for parents to understand the school’s philosophy and teaching methodology.

We recognise that most adults have gone through the traditional system of education and that our approach challenges many of their mental models about education. We try to redesign the mental models and align them more to our world view by organising interaction sessions and workshops for parents. We hold around three to four workshops plus four to five individual and group interactions per year. Participation in such workshops and interactive sessions is mandatory.

Parents are also invited to contribute by volunteering for different events in school such as outbound trips, story week, classroom support, co-curricular activities and more.

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