"The important thing is not to stop questioning. Curiosity has its own reason for
 existing."
- Albert Einstein

Our premise is that education goes beyond the four walls of the school. We believe education is a lifelong process that should also build in students strengths that would stand them in good stead through life. We aim to give our students values that would help to them be self-reliant in their decisions, responsive to changes in the environment and circumstances, develop the capability of taking calculated risks where required, manage complexity, be self-directed, creative, ever-curious and sound in reasoning.

The curriculum at LDCS is unique in its weave of inventive thinking, multiple intelligences and differentiated learning. We have taken the best practices from both progressive as well as traditional schools, and created a curriculum with student achievement in and out of the classroom, as the primary focus.

Inventive Thinking

Our learning program prepares children for life: it inculcates skills of creative and independent thinking, and the ability to view an issue from multiple perspectives. The school's curricular framework allows children to continuously engage in learning experiences that encourage inquiry, reflection, communication, and application of their learning in wider-world situations.

Multiple Intelligences

LDCS recognizes that children learn in myriad ways and demonstrate intelligences beyond mere language and mathematical abilities. The school encourages the exploration, demonstration and excellence of these intelligences. The curriculum provides opportunities for children to learn, and demonstrate their learning in multiple ways.

Differentiated Learning

Concepts are mapped across grades to ensure seamless transitions and clear progressions in each subject. The concepts are then qualified by clear measurable outcomes. These outcomes define the knowledge, skills and attitudes the child will acquire in order to demonstrate learning. Teachers take into account the pace of learning, interests and abilities of each child, and accordingly support the child's needs.

Teachers use whole-group instruction for introducing ideas, planning or sharing results, then let children work individually or in groups, based on readiness, interest and learning style. Ongoing assessments help identify children who need more support, and those who need to be placed in an accelerated learning program.