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Top IB School in Gurgaon

Heritage International Xperiential School

Heritage International Xperiential School(HIXS) offers an education that combines the best of Indian heritage with global standards and has emerged as the top IB school in Gurgaon.

HIXS Difference

Experiential learning

We are committed to experiential learning, integrating real-life experiences and problem-solving skills which is integrated into the curriculum through design thinking and maker-centred learning. This approach fosters innovation, self-learning, curiosity, and self-motivation among students. HIXS equips students with international curricula such as IB and Cambridge International, empowering them to become reflective, responsible, and resilient individuals who can effectively tackle challenges in the world. As a top international school in Gurgaon, HIXS prepares students for personal and professional success in the future.

Design Thinking

At HIXS students are taught the significance of entrepreneurial skills and innovation in the current start-up economy. The school has implemented a Genius Hours program, where students engage in design thinking and create working prototypes using advanced technologies like wearable tech and 3D printing. These design challenges are integrated into the school’s curriculum, enabling students to apply their knowledge in practical ways. The school provides digital tools to support this process, making it a unique experience exclusively available in the top IB schools in Delhi NCR. To cater to students of different age groups, the school offers Wonder Hours, Genius Hours, and an elective called ‘Build Your Future,’ providing students with ample opportunities to gain work experience and develop their skills.

Human Framework

The significance of promoting mindfulness and social awareness among students to create a more peaceful world is well-acknowledged. To achieve this goal, the school has integrated the Human FrameworkTM into its curriculum, offering specific courses such as Circle Time and Crew Time, as well as socio-emotional learning across subject classes and interdisciplinary expeditions. HIXS aims to help students understand themselves, cultivate healthy relationships, and discover their purpose and significance in life. The school goes beyond the guidelines set by international boards, providing students with a comprehensive education that sets it apart as the top IB and international school in Gurgaon.

Deeper learning

HIXS recognizes the importance of preparing students for success in the 21st century by developing essential competencies such as content mastery, effective communication, critical thinking, collaboration, self-directed learning, and academic mindset. Being a top IB school in Gurgaon, HIXS views deeper learning as a process that involves the meaningful application of content knowledge to equip students with the tools necessary for academic, personal, and professional success. As a leading IB school, HIXS provides a world-class education that prepares students to excel in a rapidly changing global landscape.

Academic Achievements

We have been ranked as the top IB school in Gurgaon (NCR) and among the top 3 IB schools in India by IB-Schools.com (2022). HIXS aspires to be the most preferred and best IB school globally by offering authentic, student-centric deeper learning that empowers the next generation to take responsibility for healing our world. The school’s objective is to foster each child’s social and creative intelligence, cultivate individuals who are curious, reflective, purposeful, and self-confident.

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

According to the IB Schools League Tables released by Education Advisers Ltd, a prestigious educational consulting firm, HIXS has emerged as one of the top three IB schools in India. The school’s average IBDP score of 39, compared to the world average of 32, has secured its position as the best-performing international school in the Delhi NCR region. Impressively, 48% of the students scored 40 and above, while 92% of the students scored above 32, underlining the students’ excellent academic performance.

Programme Structure

The school’s programme structure has been designed to provide students with holistic education. The Heritage Early Years Programme and the International Primary Programme (IB PYP) are available for Nursery to Grade 5 students. Grades 6-8 are enrolled in the Lower Cambridge Programme, while Grades 9-10 undertake the International General Certificate of Secondary Education (IGCSE) programme. Grades 11 and 12 students participate in the International Baccalaureate Diploma Programme (IB DP).

The school’s curriculum is designed to provide students with a unique educational experience that blends age-appropriate learning with Mastery Strands that complement internationally accredited curriculum boards. The school is committed to developing leadership skills and cultivating a culture of advisory to help students reach their full potential. Its goal is to equip students with the necessary knowledge and skills to excel in today’s world.

HIXS Campus, Gurugram

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 features a contemporary, eco-friendly design and cutting-edge resources for both academics and athletics. The school recognizes that physical spaces have a significant impact on the depth of learning, and its campuses are designed to be learner-centered and knowledge-driven, inspiring students to independently seek out information and knowledge rather than relying solely on instruction from teachers.

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HIXS Difference

 

FAQs

What are the programme offered in the International School?
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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