HIXS Framework

Experiential Learning

True learning thrives on real-life experiences. Real context and authentic purpose resonate emotionally and intellectually with children; they acquire a more positive and joyous attitude to learning.

Know more
Design Thinking

At HIXS, we enable design thinking through a maker-centred pedagogy and classroom innovations dovetailing it with empathy and a desire and ability to solve real-life problems.

Know more
Human FrameworkTM

The Human FrameworkTM, embedded in our crew/advisory times and integrated into our interdisciplinary learning expeditions and subject classes, proactively equips children to become empathetic, caring citizens of the 21st century.

Know more
Deeper Learning

Our students will need to master complex academic content so that they can excel in the 21st century which can only be enabled through deep and authentic learning.

Know more

Community Learning Expeditions

Based on Kurt Hahn’s outbound expeditionary philosophy, our community learning expeditions are an exercise in building our students’ character and promoting their deeper engagement with both our neighbouring communities and the world at large. Interdisciplinary in nature, our learning expeditions enable students to collaboratively explore and discover concepts, ideas and even places through a wide range of subject lenses. Our grade 6 students, for example, learn about, ‘How historians and archaeologists investigate history, including excavation and archival research.

They explore and discover the seven cities of Delhi through diverse sources -- monuments, city layouts and design, art forms, food, coins, arms and armoury. The expedition exposes students to the disciplines of chemistry, global perspectives, geography and digital literacy. Students even get expert guidance on how to take professional photographs and films.

Another expedition focuses on how to make ourselves and our society more resilient to natural disasters. At the culmination of this expedition, students conceptualise, direct and perform plays in Hindi based on the topics such as tsunami and earthquakes, which raise serious questions on how prepared we are for natural disasters and what we should expect. Students analyse data, present recommendations and develop tools to help improve our community’s response to future natural disasters.

Space - The Third Teacher

At HIXS, we look upon the spaces students learn in as a third teacher; spaces are dovetailed with the curriculum to maximise learning.

Know more

HIXS Centres of Excellence

We have identified four key strands that will ensure that our students thrive in a world transformed by the Fourth Industrial Revolution: social-emotional learning; design thinking; research focused reading and writing; and citizenship. Dedicated Centres of Excellence (COEs) have been established to promote these strands through specialist research on curriculum standards, design of performance tasks and classroom connect with real life projects, experts and global partners as well as professional development workshops for educators. Students experience these COEs through specialised modules or projects integrated into their everyday curriculum.

The Human FrameworkTM Institute

The Human FrameworkTM Institute is aimed at nurturing joyful, healthy, resilient, and socially responsible individuals.

Know more
Centre for Design Thinking and Entrepreneurship

The goal of the Centre for Design Thinking and Entrepreneurship is to integrate maker-centred learning and design thinking ...

Know more
Centre for Reading and Writing

Almost all schools view reading and writing as a generic skill limited to English as one of the subjects. HIXS views reading and writing ...

Know more
Heritage Centre for Active Citizenship

The Heritage Centre for Active Citizenship promotes the core values of civic governance, community participation ...

Know more

Curriculum And Pedagogy

At HIXS, our students begin a journey that prepares them for learning and for life. Our commitment to the Heritage Dharma ensures they gain from a pedagogical experience embedded in a 21st century skill-based collaborative curriculum that is rich in ideas and activity and grounded in core Indian values.

In the early years, our international primary and middle programmes engage children in learning embedded in the real world. The focus is to help them centre themselves in their inner being, to comprehend their emotions and feelings, and to learn to manage and express them productively. The literacy and numeracy development is integrated through holistic concrete experiences. Our classrooms are student-centred with children following a differentiated, personalised curriculum, delivered in small groups. The experience of undertaking ‘expeditions’ enables students to develop a mastery of grade-level skills and content while bringing the curriculum to life.

While preparing for their Cambridge and IB Diploma programmes, senior students follow a broad and balanced curriculum, rich in international content that requires their critical engagement. Enquiry is at the heart of their learning and depends on their setting of challenging personal goals and persistence in realising them. The culture of collaboration we embed in our students is grounded in the shared vision of collaborative learning, and the commitment to quality of our teaching team.

Learn More

Student Portfolio

“I am a Gurgaonean” – An Expedition by Grade 7 Students

At Heritage International Xperiential School, community-centred expeditions are used to facilitate deeper learning and fostering a sense of oneness with and responsibility towards the community. Such expeditions allow students to see the relevance of the work done in school in the context of their own environment and brings concepts to life as students’ own experiences lead to reflection, dialogues and a deeper understanding.

A recent expedition that embodied this community connect and the interdisciplinary, project-based curriculum central to Heritage pedagogy was the “I am a Gurgaonean” expedition. The objective of this expedition was to nudge our Grade 7 students to acknowledge the diversity that surrounds them by exploring the backgrounds and lives of people in their own community.

Know More