2017 - 2018

Bandra-Kurla Complex, Bandra (East). Mumbai - 400098 Tel: + 91 22 40617000 / 7001 | Fax: + 91 22 40617099 | Email: [email protected] | Website: www. da-is.org Message from the Founder and Chairperson

The core purpose of education is to provide children with a learning environment which brings out the best in them. We believe that every child is endowed with a unique set of attributes and abilities, which need to be nurtured so that they blossom. Therefore, every child deserves an education that fosters academic excellence and all-round development, and ensures their well-being. We are inspired by these tenets in everything that we do at Dhirubhai Ambani International School.

At DAIS, we provide a learning environment that inspires and motivates children, and encourages them to explore limitless possibilities in their quest for knowledge. Since inception, our overarching goal has been to make DAIS a happy school, where teaching is a pleasure and learning is a joy; where learning and excelling is a passion, and culture and values have a pre-eminent place.

Our caring and committed teachers are our pillars of strength. They teach our children not just with their minds but with their hearts. They make learning enjoyable and rewarding, and imbibe in children the importance of sound values. Our excellent educational programmes are complemented by state-of-the art facilities and resources, and our focus on sports and co-curricular opportunities facilitates children's holistic education.

Our accomplishments over the past thirteen years and our reputation as one of the world's top schools exemplify the success of our educational model – an international school with an Indian mind, an Indian heart and an Indian soul. All these inspire us to continue to do our best, in preparing children for the 21st century.

I warmly invite you to explore DAIS as we re-dedicate ourselves every day, to impart the very best education to young minds.

Nita M. Ambani

1 Message from the Founder and Chairperson

The core purpose of education is to provide children with a learning environment which brings out the best in them. We believe that every child is endowed with a unique set of attributes and abilities, which need to be nurtured so that they blossom. Therefore, every child deserves an education that fosters academic excellence and all-round development, and ensures their well-being. We are inspired by these tenets in everything that we do at Dhirubhai Ambani International School.

At DAIS, we provide a learning environment that inspires and motivates children, and encourages them to explore limitless possibilities in their quest for knowledge. Since inception, our overarching goal has been to make DAIS a happy school, where teaching is a pleasure and learning is a joy; where learning and excelling is a passion, and culture and values have a pre-eminent place.

Our caring and committed teachers are our pillars of strength. They teach our children not just with their minds but with their hearts. They make learning enjoyable and rewarding, and imbibe in children the importance of sound values. Our excellent educational programmes are complemented by state-of-the art facilities and resources, and our focus on sports and co-curricular opportunities facilitates children's holistic education.

Our accomplishments over the past thirteen years and our reputation as one of the world's top schools exemplify the success of our educational model – an international school with an Indian mind, an Indian heart and an Indian soul. All these inspire us to continue to do our best, in preparing children for the 21st century.

I warmly invite you to explore DAIS as we re-dedicate ourselves every day, to impart the very best education to young minds.

Nita M. Ambani

1 DAIS Guiding Statements

Our Vision

At Dhirubhai Ambani International School, we recognize the imperative of imparting an educational experience that is world-class in every respect and which prepares children for global citizenship. We are a school with an Indian mind, an Indian heart and an Indian soul; a school that celebrates the culture of excellence and is an embodiment of values. We believe that a curriculum of excellence with a global dimension is central to the education of children to face the challenges of the 21st century with confidence and strength of character. What makes DAIS truly distinctive?

Our Mission • Celebrates a culture of excellence in academics and the all-round development of children • Individualised attention to each child to cater to their diverse learning needs The School's mission is to provide a learning environment that encourages children to bring out the best in • Talented, experienced and dedicated teachers with linguistic and cultural diversity themselves and enables their all-round development through the joy of learning, enduring values and the celebration of diversity. • Inclusive education, with a committed team of student care professionals • Offers an integrated curriculum from LKG to Class VII, drawing upon the best of national and international curricula Our Motto • Outstanding academic results, sports and co-curricular achievements

Dare to Dream… Learn to Excel • Placement of our students at the world's top universities • Wide range and depth of community service programmes, starting from Class III Our Values and Attributes • Upholds Indian culture and values, whilst fostering global citizenship • A safe and secure learning environment, with focus on student well-being Our values and attributes, which align with our guiding statements, are integral to creating a school culture • The only existing school in India to be awarded the Platinum rated Green Building Certification by the and climate to realise our educational goals. Indian Green Building Council • Cleanliness • Compassion • Commitment • Determination • Honesty • Integrity • High-quality student leadership opportunities including exposure to leaders, innovators and iconic personalities from all walks of life • Perseverance • Respect • Responsibility • Self-Discipline • Teamwork • Trust

2 3 DAIS Guiding Statements

Our Vision

At Dhirubhai Ambani International School, we recognize the imperative of imparting an educational experience that is world-class in every respect and which prepares children for global citizenship. We are a school with an Indian mind, an Indian heart and an Indian soul; a school that celebrates the culture of excellence and is an embodiment of values. We believe that a curriculum of excellence with a global dimension is central to the education of children to face the challenges of the 21st century with confidence and strength of character. What makes DAIS truly distinctive?

Our Mission • Celebrates a culture of excellence in academics and the all-round development of children • Individualised attention to each child to cater to their diverse learning needs The School's mission is to provide a learning environment that encourages children to bring out the best in • Talented, experienced and dedicated teachers with linguistic and cultural diversity themselves and enables their all-round development through the joy of learning, enduring values and the celebration of diversity. • Inclusive education, with a committed team of student care professionals • Offers an integrated curriculum from LKG to Class VII, drawing upon the best of national and international curricula Our Motto • Outstanding academic results, sports and co-curricular achievements

Dare to Dream… Learn to Excel • Placement of our students at the world's top universities • Wide range and depth of community service programmes, starting from Class III Our Values and Attributes • Upholds Indian culture and values, whilst fostering global citizenship • A safe and secure learning environment, with focus on student well-being Our values and attributes, which align with our guiding statements, are integral to creating a school culture • The only existing school in India to be awarded the Platinum rated Green Building Certification by the and climate to realise our educational goals. Indian Green Building Council • Cleanliness • Compassion • Commitment • Determination • Honesty • Integrity • High-quality student leadership opportunities including exposure to leaders, innovators and iconic personalities from all walks of life • Perseverance • Respect • Responsibility • Self-Discipline • Teamwork • Trust

2 3 N IO CRE VAT ATIVITY & INNO

The DAIS Curriculum Model

The DAIS Curriculum Model represents the School's commitment to optimise teaching and learning, and facilitate children's holistic development and well-being. Through a curriculum that is stimulating and creative, and an environment that is safe and child-centred, we enable the learner to explore multiple dimensions of excellence, encompassing intellectual, social, emotional and physical development. There is equal emphasis on academic rigour and engagements beyond the classroom through a wide spectrum of opportunities.

The School's guiding statements underpin the facts that cherishing one's own culture and respecting that of others, as well as values-based learning, are pivotal to holistic education. The educational programmes at the School focus on inculcating in the learner five key attributes: creativity and innovation, collaboration, leadership, global citizenship and life-long learning.

All the elements in our curriculum model converge to bring out the best in every child and enable them to be on the path of continuous development and progress.

4 5 N IO CRE VAT ATIVITY & INNO

The DAIS Curriculum Model

The DAIS Curriculum Model represents the School's commitment to optimise teaching and learning, and facilitate children's holistic development and well-being. Through a curriculum that is stimulating and creative, and an environment that is safe and child-centred, we enable the learner to explore multiple dimensions of excellence, encompassing intellectual, social, emotional and physical development. There is equal emphasis on academic rigour and engagements beyond the classroom through a wide spectrum of opportunities.

The School's guiding statements underpin the facts that cherishing one's own culture and respecting that of others, as well as values-based learning, are pivotal to holistic education. The educational programmes at the School focus on inculcating in the learner five key attributes: creativity and innovation, collaboration, leadership, global citizenship and life-long learning.

All the elements in our curriculum model converge to bring out the best in every child and enable them to be on the path of continuous development and progress.

4 5 We offer a comprehensive college counselling programme for students from Class IX onwards, thereby sensitising them early on with multiple learning avenues and career options. Our college counsellors guide students as they select their IB Diploma subjects and explore university admissions options. Each year, over 100 representatives from leading universities from Australia, Canada, Hong Kong, Singapore, UK, US and many European countries, as well as India, visit our school to meet with our students and provide information on various educational programmes and learning pathways.

‘Family Connection', a comprehensive online career and college exploration tool, allows students and parents to be involved in the planning and advising process, research careers and colleges, create plans for the future, discover enrichment possibilities and stay well-informed.

Student Well-Being

We recognise the importance of meeting the unique learning needs of every child by providing a safe, supportive and respectful environment. Through individualised attention that appreciates children's learning styles and differing abilities, by helping them cope with emotional challenges and by providing them guidance to select higher education pathways, we work for their well-being, within the school and beyond.

Our student care team, comprising nine qualified professionals, work with class teachers and parents to provide appropriate support, enabling students to excel in their studies. Wherever required, the student care team consults with outside therapists and educational psychologists in evaluating or addressing student needs. Students are supported so they are able to cope with academic demands and challenges, and manage them in constructive and creative ways.

At DAIS we place emphasis on helping students develop essential life skills so they are better prepared for the opportunities, responsibilities and experiences throughout their life. All students engage in an active, planned life skills programme, PSHE (Personal, Social, Health Education), which is delivered by Class Teachers (K-10) and IB Diploma Tutors in collaboration with school counsellors.

6 7 We offer a comprehensive college counselling programme for students from Class IX onwards, thereby sensitising them early on with multiple learning avenues and career options. Our college counsellors guide students as they select their IB Diploma subjects and explore university admissions options. Each year, over 100 representatives from leading universities from Australia, Canada, Hong Kong, Singapore, UK, US and many European countries, as well as India, visit our school to meet with our students and provide information on various educational programmes and learning pathways.

‘Family Connection', a comprehensive online career and college exploration tool, allows students and parents to be involved in the planning and advising process, research careers and colleges, create plans for the future, discover enrichment possibilities and stay well-informed.

Student Well-Being

We recognise the importance of meeting the unique learning needs of every child by providing a safe, supportive and respectful environment. Through individualised attention that appreciates children's learning styles and differing abilities, by helping them cope with emotional challenges and by providing them guidance to select higher education pathways, we work for their well-being, within the school and beyond.

Our student care team, comprising nine qualified professionals, work with class teachers and parents to provide appropriate support, enabling students to excel in their studies. Wherever required, the student care team consults with outside therapists and educational psychologists in evaluating or addressing student needs. Students are supported so they are able to cope with academic demands and challenges, and manage them in constructive and creative ways.

At DAIS we place emphasis on helping students develop essential life skills so they are better prepared for the opportunities, responsibilities and experiences throughout their life. All students engage in an active, planned life skills programme, PSHE (Personal, Social, Health Education), which is delivered by Class Teachers (K-10) and IB Diploma Tutors in collaboration with school counsellors.

6 7 The higher education pursuits and career choices of our alumni in diverse domains and sectors, including venturing as social entrepreneurs, creative artists and sportspersons, reinforce the importance of holistic education.

Holistic Development

A holistic approach to teaching and learning is important for the physical, emotional, intellectual creative, spiritual and social well-being of children, and to develop them as well-rounded individuals. At DAIS, we lay emphasis on experiential and exploratory methods of learning, well beyond the classroom, as well as espouse the appreciation and practice of our school's values and attributes.

We constantly ensure that holistic approaches to teaching and learning are achieved in multiple ways - ongoing review of curricula, introduction of new subjects, the breadth of sports and co-curricular activities, and the regular upgrading of infrastructural facilities and resources.

In the classroom, students present their work by way of presentations, role plays, small skits and impromptu debates. The students have many out-of-classroom activities and experiences such as theatre, photography, film appreciation, music, robotics, football, cricket, tennis, basketball, taekwondo, and many more. Community service encourages children to understand the challenges faced by the less-privileged and sensitises them to the importance of being compassionate.

The School has recently introduced new subjects such as Global Perspectives and Theatre Arts, constructed a full-fledged Centre for Performing Arts, re-developed the playground into an all-weather AstroTurf football field, and completely renovated the auditorium.

8 9 The higher education pursuits and career choices of our alumni in diverse domains and sectors, including venturing as social entrepreneurs, creative artists and sportspersons, reinforce the importance of holistic education.

Holistic Development

A holistic approach to teaching and learning is important for the physical, emotional, intellectual creative, spiritual and social well-being of children, and to develop them as well-rounded individuals. At DAIS, we lay emphasis on experiential and exploratory methods of learning, well beyond the classroom, as well as espouse the appreciation and practice of our school's values and attributes.

We constantly ensure that holistic approaches to teaching and learning are achieved in multiple ways - ongoing review of curricula, introduction of new subjects, the breadth of sports and co-curricular activities, and the regular upgrading of infrastructural facilities and resources.

In the classroom, students present their work by way of presentations, role plays, small skits and impromptu debates. The students have many out-of-classroom activities and experiences such as theatre, photography, film appreciation, music, robotics, football, cricket, tennis, basketball, taekwondo, and many more. Community service encourages children to understand the challenges faced by the less-privileged and sensitises them to the importance of being compassionate.

The School has recently introduced new subjects such as Global Perspectives and Theatre Arts, constructed a full-fledged Centre for Performing Arts, re-developed the playground into an all-weather AstroTurf football field, and completely renovated the auditorium.

8 9 DAIS Academic Programme

IBDP Post-Secondary Programme International Curriculum Classes XI and XII

ICSE IGCSE Secondary Programme Secondary Programme National Curriculum International Curriculum Classes VIII to X Classes VIII to X

Middle School Programme Integrated Curriculum Classes V to VII

Primary School Programme Integrated Curriculum Classes I to IV Teaching and Learning Kindergarten The DAIS K-12 curriculum uses a variety of engaging teaching and learning methodologies that challenge Programme and motivate learners to excel. It focuses on nurturing in them knowledge and skills essential for success in Integrated Curriculum the 21st century. LKG & UKG

Inquiry-based and application-oriented approaches across all subjects and age groups enable students to learn about and respect a range of ideas, independently and collaboratively with others. It helps them develop new perspectives and take responsibility for their learning.

Our teachers make use of flipped classrooms, project-based learning, brainstorming, role play, interactive lab experiments and self and peer evaluation, to make learning more engaging and effective.

Our educational programmes help students:

• To develop confidence to work with information and ideas – their own and those of others

• To take responsibility for themselves and their actions and be respectful of others

• To become reflective learners and be able to identify their ongoing learning needs

• To be creative, innovative and fully equipped for future opportunities and challenges

• To be articulate, effective communicators, and to express themselves appropriately

• To empathise with others and understand and appreciate diversity

• To develop as responsible individuals who enjoy a healthy, active and balanced lifestyle

• To be engaged citizens, contribute to the community and address global challenges

10 DAIS Academic Programme

IBDP Post-Secondary Programme International Curriculum Classes XI and XII

ICSE IGCSE Secondary Programme Secondary Programme National Curriculum International Curriculum Classes VIII to X Classes VIII to X

Middle School Programme Integrated Curriculum Classes V to VII

Primary School Programme Integrated Curriculum Classes I to IV Teaching and Learning Kindergarten The DAIS K-12 curriculum uses a variety of engaging teaching and learning methodologies that challenge Programme and motivate learners to excel. It focuses on nurturing in them knowledge and skills essential for success in Integrated Curriculum the 21st century. LKG & UKG

Inquiry-based and application-oriented approaches across all subjects and age groups enable students to learn about and respect a range of ideas, independently and collaboratively with others. It helps them develop new perspectives and take responsibility for their learning.

Our teachers make use of flipped classrooms, project-based learning, brainstorming, role play, interactive lab experiments and self and peer evaluation, to make learning more engaging and effective.

Our educational programmes help students:

• To develop confidence to work with information and ideas – their own and those of others

• To take responsibility for themselves and their actions and be respectful of others

• To become reflective learners and be able to identify their ongoing learning needs

• To be creative, innovative and fully equipped for future opportunities and challenges

• To be articulate, effective communicators, and to express themselves appropriately

• To empathise with others and understand and appreciate diversity

• To develop as responsible individuals who enjoy a healthy, active and balanced lifestyle

• To be engaged citizens, contribute to the community and address global challenges

10 play, explore and discover through dance, music, art and craft. Singing, rhyming and reciting are employed in the Language Arts, and the Phonics Programme. The use of manipulatives, pictures and symbols helps them identify relationships between sets and groups of things to be sorted, counted, shared and represented. Sports and interactions with sports teachers help in strengthening coordination and motor skills, and instil enthusiasm for sports. Picnics and field trips enhance students' understanding of their surroundings. Celebration of festivals sensitises them to multiple traditions and cultures. Kindergarten Programme - Classes LKG and UKG

The Kindergarten Programme inculcates in children the qualities of curiosity, exploration and discovery in a fun-filled, safe and happy learning environment. An individualised approach helps nurture a love of learning; develop social skills, and instil moral values. The emphasis is on developing in students, self- confidence and the ability to effectively communicate in English as well as in their mother tongue; teachers ensure this through effective use of language and by encouraging children to express themselves freely.

A well-balanced curriculum and theme-based instruction help the young minds integrate their learning smoothly. The emphasis is on exploring, knowing, understanding and forming their own ideas. The principles of learning applied in Kindergarten include Holistic Development and Learning (Aesthetics and Creative Expression, Language and Literacy, Numeracy, Self and Social Awareness); Integrated Learning; Active Learning; Supportive Learning; Interactive Learning and Learning through Play. The curriculum prepares children for a smooth transition to a more formal Primary curriculum.

The Kindergarten Programme makes use of a range of individual and group activities which create a lively and positive learning environment. Games, songs, creative projects, story-telling, role-playing, drawing and painting help develop children's foundational skills in literacy and numeracy. They are encouraged to

12 play, explore and discover through dance, music, art and craft. Singing, rhyming and reciting are employed in the Language Arts, and the Phonics Programme. The use of manipulatives, pictures and symbols helps them identify relationships between sets and groups of things to be sorted, counted, shared and represented. Sports and interactions with sports teachers help in strengthening coordination and motor skills, and instil enthusiasm for sports. Picnics and field trips enhance students' understanding of their surroundings. Celebration of festivals sensitises them to multiple traditions and cultures. Kindergarten Programme - Classes LKG and UKG

The Kindergarten Programme inculcates in children the qualities of curiosity, exploration and discovery in a fun-filled, safe and happy learning environment. An individualised approach helps nurture a love of learning; develop social skills, and instil moral values. The emphasis is on developing in students, self- confidence and the ability to effectively communicate in English as well as in their mother tongue; teachers ensure this through effective use of language and by encouraging children to express themselves freely.

A well-balanced curriculum and theme-based instruction help the young minds integrate their learning smoothly. The emphasis is on exploring, knowing, understanding and forming their own ideas. The principles of learning applied in Kindergarten include Holistic Development and Learning (Aesthetics and Creative Expression, Language and Literacy, Numeracy, Self and Social Awareness); Integrated Learning; Active Learning; Supportive Learning; Interactive Learning and Learning through Play. The curriculum prepares children for a smooth transition to a more formal Primary curriculum.

The Kindergarten Programme makes use of a range of individual and group activities which create a lively and positive learning environment. Games, songs, creative projects, story-telling, role-playing, drawing and painting help develop children's foundational skills in literacy and numeracy. They are encouraged to

12 Field trips, excursions, activities, projects and presentations provide experiential learning opportunities. Dance, Fine Arts, Western and Indian Music, Yoga, Speech and Drama promote well-rounded development. Students are encouraged to participate in inter-house cultural and sports events. Active learning techniques like free play, dramatisation, puppetry, singing, dancing and cooking enhance their interest in learning. Book, newspaper and magazine reading activities increase children's awareness of the world. Assemblies, concerts and drama productions help shape their confidence.

Students' engagement in community service activities from Class III onwards sensitises them to the needs of their community and to the world around them; they visit old-age homes and orphanages to understand Primary School Programme - Classes I to IV their situations and also to support underprivileged children.

The Primary School Programme encourages inquiry and exploration, and develops children's competence in various skills - reading, writing, listening, speaking, problem-solving, observation, measurement and use of information and communications technology.

The Primary School curriculum is a blend of the Cambridge International Primary Programme (CIPP) and the Indian Council of Secondary Education (ICSE) Programme. It offers an exciting and creative learning environment, with an inter-disciplinary appreciation of Languages, Mathematics, Science and Social Studies, as individual and integrated subjects. Hindi is taught as a Second Language, while a choice between Marathi and Gujarati is offered as the Third Language, which helps build a strong foundation in Indian languages.

The ICT Starters Award by the University of Cambridge helps students understand Information and Communications Technology and its benefits. Equal emphasis is given to individual, small group and whole-group activities, to improve children's ability to work across all levels. Physical Education develops sports skills and creates health awareness. Exposure to team and individual sports encourage a sense of team spirit, and individual effort and accomplishment.

The wide range of curricular and co-curricular opportunities offered helps instil in children confidence and discipline. The focus on developing communication skills helps them appreciate the value of education, as it reflects in their ability to express themselves, in addition to developing pragmatic skills.

14 Field trips, excursions, activities, projects and presentations provide experiential learning opportunities. Dance, Fine Arts, Western and Indian Music, Yoga, Speech and Drama promote well-rounded development. Students are encouraged to participate in inter-house cultural and sports events. Active learning techniques like free play, dramatisation, puppetry, singing, dancing and cooking enhance their interest in learning. Book, newspaper and magazine reading activities increase children's awareness of the world. Assemblies, concerts and drama productions help shape their confidence.

Students' engagement in community service activities from Class III onwards sensitises them to the needs of their community and to the world around them; they visit old-age homes and orphanages to understand Primary School Programme - Classes I to IV their situations and also to support underprivileged children.

The Primary School Programme encourages inquiry and exploration, and develops children's competence in various skills - reading, writing, listening, speaking, problem-solving, observation, measurement and use of information and communications technology.

The Primary School curriculum is a blend of the Cambridge International Primary Programme (CIPP) and the Indian Council of Secondary Education (ICSE) Programme. It offers an exciting and creative learning environment, with an inter-disciplinary appreciation of Languages, Mathematics, Science and Social Studies, as individual and integrated subjects. Hindi is taught as a Second Language, while a choice between Marathi and Gujarati is offered as the Third Language, which helps build a strong foundation in Indian languages.

The ICT Starters Award by the University of Cambridge helps students understand Information and Communications Technology and its benefits. Equal emphasis is given to individual, small group and whole-group activities, to improve children's ability to work across all levels. Physical Education develops sports skills and creates health awareness. Exposure to team and individual sports encourage a sense of team spirit, and individual effort and accomplishment.

The wide range of curricular and co-curricular opportunities offered helps instil in children confidence and discipline. The focus on developing communication skills helps them appreciate the value of education, as it reflects in their ability to express themselves, in addition to developing pragmatic skills.

14 The Integration Project showcases the knowledge and skills acquired by students in various subjects, and serves as a concrete step towards developing inter-disciplinary approaches in later years. Field trips and excursions aid in developing social skills and in raising awareness about the world. Projects, presentations and group activities are more formal and research-based. Inter-house cultural and sports competitions encourage healthy competition and team spirit. Students begin to contribute to class assemblies, concerts and drama productions, and take up roles of responsibility. Community service is offered through School- initiated programmes and partnerships with NGOs. Middle School Programme - Classes V to VII

The Middle School Programme is structured to meet children's varied intellectual and developmental needs. The curriculum is a blend of the Cambridge International Primary Programme (which continues up to Class V) and the Indian Council of Secondary Education (ICSE) Programme, and builds on concepts and skills learnt in the Primary School. It ensures progression and continuity across various stages of learning in the School, and incorporates continuous evaluation and review of children's performance.

The main aims of the Programme are developing skills related to writing, reading, reflecting, critical thinking, public speaking, fostering initiative among students and a desire to acquire knowledge. Academic subjects include English, Hindi/French, Marathi/Gujarati, Mathematics, Science, History, and Geography. The ICT Starters Award offered by the University of Cambridge continues up to Class VII. Art, Drama, Computer studies, Music, Yoga and Dance are integrated into the mainstream curriculum and are further strengthened as optional co-curricular activities.

PSHE (Personal, Social, Health Education) helps students address their age-specific interests and concerns, builds awareness, and promotes compassionate and ethical conduct. Physical Education is offered in a more formal manner and sports skills are fine-tuned. This prepares students to pursue sports in a more structured and purposeful manner, including studying sports in the Secondary School as a formal subject.

16 The Integration Project showcases the knowledge and skills acquired by students in various subjects, and serves as a concrete step towards developing inter-disciplinary approaches in later years. Field trips and excursions aid in developing social skills and in raising awareness about the world. Projects, presentations and group activities are more formal and research-based. Inter-house cultural and sports competitions encourage healthy competition and team spirit. Students begin to contribute to class assemblies, concerts and drama productions, and take up roles of responsibility. Community service is offered through School- initiated programmes and partnerships with NGOs. Middle School Programme - Classes V to VII

The Middle School Programme is structured to meet children's varied intellectual and developmental needs. The curriculum is a blend of the Cambridge International Primary Programme (which continues up to Class V) and the Indian Council of Secondary Education (ICSE) Programme, and builds on concepts and skills learnt in the Primary School. It ensures progression and continuity across various stages of learning in the School, and incorporates continuous evaluation and review of children's performance.

The main aims of the Programme are developing skills related to writing, reading, reflecting, critical thinking, public speaking, fostering initiative among students and a desire to acquire knowledge. Academic subjects include English, Hindi/French, Marathi/Gujarati, Mathematics, Science, History, and Geography. The ICT Starters Award offered by the University of Cambridge continues up to Class VII. Art, Drama, Computer studies, Music, Yoga and Dance are integrated into the mainstream curriculum and are further strengthened as optional co-curricular activities.

PSHE (Personal, Social, Health Education) helps students address their age-specific interests and concerns, builds awareness, and promotes compassionate and ethical conduct. Physical Education is offered in a more formal manner and sports skills are fine-tuned. This prepares students to pursue sports in a more structured and purposeful manner, including studying sports in the Secondary School as a formal subject.

16 School trips and excursions enable children to expand their understanding of the world from academic and cultural perspectives. They participate in Dance, Drama, Fine Arts, Western and Indian Music, Yoga, Model United Nations and other activities. They organise and participate in Inter-house cultural and sports events, thus developing leadership skills and team spirit. Community service is an integral part of the learning, with students actively involved in various service projects. For more details about the ICSE Programme, visit: www.cisce.org ICSE Programme - Classes VIII to X

The ICSE (Indian Council for Secondary Education) Programme is offered by the Council for the Indian School Certificate Examinations. At DAIS, the curriculum starts with an emphasis on learning basic facts and gradually moves to detailed understanding of concepts, through interpretation and evaluation as students progress to higher classes. It is built around the principles of knowledge, understanding, application and skill-sets. Projects and the application of knowledge form an integral part and aid the development of analytical skills. The Programme aims to empower children to contribute towards a humane, just and pluralistic society, and promote introspective living. Subjects offered for ICSE Classes IX and X

Class VIII serves as a preparatory year for the ICSE Programme in Classes IX and X. Students study English as Group I Group II Group III the First Language, French or Hindi as the Second Language, and Mathematics, History, Civics and (Compulsory) (Compulsory) (Any one) Geography, Science (Physics, Chemistry and Biology), Environmental Science and Computer Studies as core • English • Mathematics • Computer Applications subjects. • Second Language – Hindi / • Science (Physics, Chemistry • Art French and Biology) • Physical Education • History, Civics and • Environmental Science • Technical Drawing Geography Applications

18 19 School trips and excursions enable children to expand their understanding of the world from academic and cultural perspectives. They participate in Dance, Drama, Fine Arts, Western and Indian Music, Yoga, Model United Nations and other activities. They organise and participate in Inter-house cultural and sports events, thus developing leadership skills and team spirit. Community service is an integral part of the learning, with students actively involved in various service projects. For more details about the ICSE Programme, visit: www.cisce.org ICSE Programme - Classes VIII to X

The ICSE (Indian Council for Secondary Education) Programme is offered by the Council for the Indian School Certificate Examinations. At DAIS, the curriculum starts with an emphasis on learning basic facts and gradually moves to detailed understanding of concepts, through interpretation and evaluation as students progress to higher classes. It is built around the principles of knowledge, understanding, application and skill-sets. Projects and the application of knowledge form an integral part and aid the development of analytical skills. The Programme aims to empower children to contribute towards a humane, just and pluralistic society, and promote introspective living. Subjects offered for ICSE Classes IX and X

Class VIII serves as a preparatory year for the ICSE Programme in Classes IX and X. Students study English as Group I Group II Group III the First Language, French or Hindi as the Second Language, and Mathematics, History, Civics and (Compulsory) (Compulsory) (Any one) Geography, Science (Physics, Chemistry and Biology), Environmental Science and Computer Studies as core • English • Mathematics • Computer Applications subjects. • Second Language – Hindi / • Science (Physics, Chemistry • Art French and Biology) • Physical Education • History, Civics and • Environmental Science • Technical Drawing Geography Applications

18 19 The co-curricular activities and service initiatives are integral to student life, nurturing self-aware individuals who are responsible towards themselves and the community.

Students have opportunities to pursue their varied interests and engage in overseas exchange programmes, the International Award for Young People (IAYP) trips, Model United Nations (MUN), Round Square (RS) and educational trips.

IGCSE Programme - Classes VIII to X For more details about the IGCSE programme, visit: http://www.cie.org.uk

The IGCSE (International General Certificate of Secondary Education) Programme is administered by CIE (Cambridge International Examinations). In the two-year IGCSE programme at DAIS, Classes IX and X students study a range of subjects that are exciting and challenging.

While the Programme is international in outlook, it very much retains local relevance. The holistic and experiential nature of learning balances knowledge, understanding and skills, and ensures that students are well-prepared for the IB Diploma and other pre-university programmes. It is complemented by the Macquarie University-designed, inter-disciplinary 'Big History' project offered in Class VIII, to develop Subjects offered for IGCSE Classes IX and X critical thinking and research skills. Group I Group II Group III Group IV Group V Through a stimulating classroom environment and high levels of student engagement, the programme (Compulsory) (Compulsory) (Any one) (Mathematics) (Creative, Technical & empowers students to build on their own learning styles. In doing so, the curriculum actively supports Vocational) discussion-based learning and hands-on activities, and embeds innovative approaches to learning across all First Language English World Literature Physics, Chemistry International Art & Design subjects. and Biology (all 3) Mathematics Business Studies A Foreign Language Global Perspectives Computer Science (French or Spanish) or or Additional Geography and/or In Class VIII, which is a preparatory year, students study First Language English, and Literature; Hindi, French a Second Language Mathematics (optional) Drama History Co-ordinated Sciences or Spanish as a Second Language; History; Geography; Physics; Chemistry; Biology; Mathematics; and (Hindi) Physical Education Computer Studies. In addition, they learn Indian and Western Music, Dance, Yoga, Art and Drama. (optional)

20 21 The co-curricular activities and service initiatives are integral to student life, nurturing self-aware individuals who are responsible towards themselves and the community.

Students have opportunities to pursue their varied interests and engage in overseas exchange programmes, the International Award for Young People (IAYP) trips, Model United Nations (MUN), Round Square (RS) and educational trips.

IGCSE Programme - Classes VIII to X For more details about the IGCSE programme, visit: http://www.cie.org.uk

The IGCSE (International General Certificate of Secondary Education) Programme is administered by CIE (Cambridge International Examinations). In the two-year IGCSE programme at DAIS, Classes IX and X students study a range of subjects that are exciting and challenging.

While the Programme is international in outlook, it very much retains local relevance. The holistic and experiential nature of learning balances knowledge, understanding and skills, and ensures that students are well-prepared for the IB Diploma and other pre-university programmes. It is complemented by the Macquarie University-designed, inter-disciplinary 'Big History' project offered in Class VIII, to develop Subjects offered for IGCSE Classes IX and X critical thinking and research skills. Group I Group II Group III Group IV Group V Through a stimulating classroom environment and high levels of student engagement, the programme (Compulsory) (Compulsory) (Any one) (Mathematics) (Creative, Technical & empowers students to build on their own learning styles. In doing so, the curriculum actively supports Vocational) discussion-based learning and hands-on activities, and embeds innovative approaches to learning across all First Language English World Literature Physics, Chemistry International Art & Design subjects. and Biology (all 3) Mathematics Business Studies A Foreign Language Global Perspectives Computer Science (French or Spanish) or or Additional Geography and/or In Class VIII, which is a preparatory year, students study First Language English, and Literature; Hindi, French a Second Language Mathematics (optional) Drama History Co-ordinated Sciences or Spanish as a Second Language; History; Geography; Physics; Chemistry; Biology; Mathematics; and (Hindi) Physical Education Computer Studies. In addition, they learn Indian and Western Music, Dance, Yoga, Art and Drama. (optional)

20 21 IBDP students participate in Model United Nations conferences such as THIMUN at The Hague; they organise DAIMUN, TEDxYouth@DAIS and the School Fete. They also benefit from international student exchange programmes with schools, through language and cultural immersion and community service engagements. Subject-related educational trips and the IAYP (International Award for Young People) camp equip them with real-world experiences and survival skills. Being internationally minded, globally mobile, multilingual and interculturally aware, are key traits that benefit IB graduates in their university studies and career aspirations. The College Counselling Team guides and supports students in their university choices, based on their aptitude and aspirations.

Individual and shared responsibility Create Healthy Effective teamwork and collaboration work equations Creation of rich personal and cultural identities

Make reasoned and ethical judgments IB Diploma Programme - Classes XI and XII Take considered Your child decisions Develop flexibility, perseverance and will be confidence able to…. The International Baccalaureate Diploma Programme (IBDP) is a Inquiry Ask relevant and searching questions rigorous academic course within a broad and balanced curriculum (Asking) in the local and global contexts. DAIS integrates the IB mission Make meaning Pursue personal aspirations statement and the learner profile attributes into its day-to-day of life Set challenging goals practices, thereby developing inquiring, knowledgeable and Develop persistence caring young people, who help create a better and more peaceful world, through intercultural understanding and respect. Widely regarded as one of the best pre-university courses in the Reflection Action world, the IBDP aims to develop students who have excellent (Thinking) (Doing) breadth and depth of knowledge – students who flourish Subjects offered for IBDP Classes XI and XII physically, intellectually, emotionally and ethically. Unique to the IB Programme are its Inquiry Cycle and a core comprising three components: Studies in Language and Literature Group 1 • Theory of Knowledge, which explores the nature of knowledge Language and Literature HL/SL; Literature HL/SL; Literature and Performance SL • CAS – Creativity, Activity and Service Language Acquisition • Extended Essay, which requires an Independent research work Group 2 French ab initio; French B SL/HL; Hindi B SL/HL; Spanish ab initio; Spanish B SL IBDP students study three subjects at 'Higher Level' (HL) and three subjects at 'Standard Level' (SL), Individuals and Societies HL/SL Group 3 spanning a broad range of Groups, which promotes inter-disciplinary learning. This approach to learning Business Management; Economics; Geography; Global Politics; History and Psychology builds the capacity to engage with complex ideas, think critically and creatively, analyse situations, re-visit Sciences HL/SL challenges and be innovative. Group 4 Biology; Chemistry; Computer Science; Physics; Sports, Exercise and Health Science (SL only) Students receive guidance on research methodology, understanding of academic honesty, web literacy, Mathematics time management, diet and nutrition, as well as benefitting from inspirational talks by iconic leaders and Group 5 accomplished professionals from various walks of life. Mathematics HL, Mathematics SL, Mathematical Studies SL The Arts Group 6 Visual Arts HL/SL, Theatre Arts HL/SL 182022 23 IBDP students participate in Model United Nations conferences such as THIMUN at The Hague; they organise DAIMUN, TEDxYouth@DAIS and the School Fete. They also benefit from international student exchange programmes with schools, through language and cultural immersion and community service engagements. Subject-related educational trips and the IAYP (International Award for Young People) camp equip them with real-world experiences and survival skills. Being internationally minded, globally mobile, multilingual and interculturally aware, are key traits that benefit IB graduates in their university studies and career aspirations. The College Counselling Team guides and supports students in their university choices, based on their aptitude and aspirations.

Individual and shared responsibility Create Healthy Effective teamwork and collaboration work equations Creation of rich personal and cultural identities

Make reasoned and ethical judgments IB Diploma Programme - Classes XI and XII Take considered Your child decisions Develop flexibility, perseverance and will be confidence able to…. The International Baccalaureate Diploma Programme (IBDP) is a Inquiry Ask relevant and searching questions rigorous academic course within a broad and balanced curriculum (Asking) in the local and global contexts. DAIS integrates the IB mission Make meaning Pursue personal aspirations statement and the learner profile attributes into its day-to-day of life Set challenging goals practices, thereby developing inquiring, knowledgeable and Develop persistence caring young people, who help create a better and more peaceful world, through intercultural understanding and respect. Widely regarded as one of the best pre-university courses in the Reflection Action world, the IBDP aims to develop students who have excellent (Thinking) (Doing) breadth and depth of knowledge – students who flourish Subjects offered for IBDP Classes XI and XII physically, intellectually, emotionally and ethically. Unique to the IB Programme are its Inquiry Cycle and a core comprising three components: Studies in Language and Literature Group 1 • Theory of Knowledge, which explores the nature of knowledge Language and Literature HL/SL; Literature HL/SL; Literature and Performance SL • CAS – Creativity, Activity and Service Language Acquisition • Extended Essay, which requires an Independent research work Group 2 French ab initio; French B SL/HL; Hindi B SL/HL; Spanish ab initio; Spanish B SL IBDP students study three subjects at 'Higher Level' (HL) and three subjects at 'Standard Level' (SL), Individuals and Societies HL/SL Group 3 spanning a broad range of Groups, which promotes inter-disciplinary learning. This approach to learning Business Management; Economics; Geography; Global Politics; History and Psychology builds the capacity to engage with complex ideas, think critically and creatively, analyse situations, re-visit Sciences HL/SL challenges and be innovative. Group 4 Biology; Chemistry; Computer Science; Physics; Sports, Exercise and Health Science (SL only) Students receive guidance on research methodology, understanding of academic honesty, web literacy, Mathematics time management, diet and nutrition, as well as benefitting from inspirational talks by iconic leaders and Group 5 accomplished professionals from various walks of life. Mathematics HL, Mathematics SL, Mathematical Studies SL The Arts Group 6 Visual Arts HL/SL, Theatre Arts HL/SL 182022 23 School Rankings

Ranked the No. 1 ICSE School in India Ranked the No. 1 International School in India by Education World (2016) for 4 consecutive years by Education World (2013, 2014, 2015, 2016) Ranked the No. 1 'National + International Curriculum' School in Mumbai by Times of India (2015) Ranked the No. 1 School in Mumbai for the 4th time in five years by Hindustan Times (2012, 2013, 2014, 2016) IGCSE Class X Results 2016 Ranked the No. 1 Preschool in Mumbai 89% by Education World (2015) 61% of DAIS students of DAIS students earned A* & A grades IBDP Class XII Results 2016 earned A* grades 46% 32.9% 60.8% 39 3 UK Independent School UK Independent School points Students obtained of DAIS students Average DAIS the perfect score of earned 40 points 17.76% 28.48% Diploma score 45 points or above (46 students) Worldwide (2015) Worldwide (2015)

ICSE Class X Results 2016 30.07 146 5.1% 27 students scored Our topper scored Worldwide Worldwide Worldwide 95% above Average DAIS Score 98.40% 90%

University Placements Co-curricular Awards 2015-162014-15 SportsSports Awar Awardsds

52% 91 33% International 15 21 International of the of the Class of 2016 is admissions Class of 2016 offered by received full or National 32 31 National placed at their partial scholarship first choice of 16 of the top 30 universities from universities university they applied to State 23 383 State

24 25 School Rankings

Ranked the No. 1 ICSE School in India Ranked the No. 1 International School in India by Education World (2016) for 4 consecutive years by Education World (2013, 2014, 2015, 2016) Ranked the No. 1 'National + International Curriculum' School in Mumbai by Times of India (2015) Ranked the No. 1 School in Mumbai for the 4th time in five years by Hindustan Times (2012, 2013, 2014, 2016) IGCSE Class X Results 2016 Ranked the No. 1 Preschool in Mumbai 89% by Education World (2015) 61% of DAIS students of DAIS students earned A* & A grades IBDP Class XII Results 2016 earned A* grades 46% 32.9% 60.8% 39 3 UK Independent School UK Independent School points Students obtained of DAIS students Average DAIS the perfect score of earned 40 points 17.76% 28.48% Diploma score 45 points or above (46 students) Worldwide (2015) Worldwide (2015)

ICSE Class X Results 2016 30.07 146 5.1% 27 students scored Our topper scored Worldwide Worldwide Worldwide 95% above Average DAIS Score 98.40% 90%

University Placements Co-curricular Awards 2015-162014-15 SportsSports Awar Awardsds

52% 91 33% International 15 21 International of the of the Class of 2016 is admissions Class of 2016 offered by received full or National 32 31 National placed at their partial scholarship first choice of 16 of the top 30 universities from universities university they applied to State 23 383 State

24 25 College Placements Some of the colleges/universities in India that have accepted our students include: The first twelve batches of IBDP students of DAIS have gained admissions to universities in the USA, UK, Canada, • H.R. College Mumbai • Ramnarain Ruia College, Mumbai Germany, Australia, Hong Kong, Ireland, Italy, France, Singapore, Switzerland, Netherlands, Spain, UAE and India. • Government Law College, Mumbai • D. Y. Patil Dental College and Hospital, Navi Mumbai • St. Joseph's College, Bangalore • National University of Juridical Sciences, Kolkata • St. Xavier's College, Mumbai Some of the colleges/universities in the UK that have accepted our students include: • Symbiosis College of Arts and Commerce, Pune • NMIMS Mukesh Patel School of Technology, Management and Engineering, Mumbai • Narsee Monjee College of Commerce and Economics, • University of Cambridge • University of Bristol Mumbai • Sophia College, Mumbai • University of Oxford • University of Manchester • Jai Hind College, Mumbai • University College London • University of Warwick • Jindal Global Law School, Sonepat • Welingkar Institute of Management, Mumbai • Imperial College • London School of Economics • Ashoka University, Sonepat • King's College • University of St. Andrews • K. J. Somaiya College of Science and Commerce, Mumbai • Lady Shri Ram College for Women, New Delhi • University of Edinburgh • University of Bath • K.C. College of Arts, Science and Commerce, Mumbai • University of Birmingham • Durham University • R. A. Podar College of Commerce and Economics, • Foundation for Liberal And Management Education • University of Nottingham • Exeter University Mumbai • University of Southampton • SOAS, University of London Many colleges/universities have offered scholarships to our students including: • Queen Mary University of London

• Massachusetts Institute of Technology (MIT) • London School of Economics Some of the colleges/universities in the USA that have accepted our students include: • Boston University • Sciences Po • Stanford University • Bocconi University • Massachusetts Institute of Technology (MIT) • New York University • Princeton University • New York University, UAE • Harvard University • Johns Hopkins University • Brown University • University of Toronto • Yale University • Boston University • University of Pennsylvania • University of British Columbia • University of Chicago • Georgia Institute of Technology • Yale University • McGill University • Princeton University • Tufts University • University of Connecticut • University of Hong Kong • Columbia University • Swarthmore College • New York University • University of Cambridge • University of Pennsylvania • Vassar College • Cornell University • Stanford University • Wellesley College • University of Michigan • Parsons College For DAIS Student placements 2005-16, visit http://www.da-is.org/ • Cornell University • Duke University • Northwestern University • Rhode Island School of Design UK - 84 Canada - 48 Ireland - 1 • University of California, all campuses • Babson College Netherlands - 4 France - 1 Switzerland - 1 • Emory University • Purdue University Spain - 1 • Carnegie Mellon University • University of Texas, Austin USA - 312 Hong Kong - 2 • Brown University • University of Connecticut India - 4

Some of the colleges/universities in other parts of the world that have accepted our students include: Singapore - 3

• McGill University, Canada • Hong Kong University of Science & Technology, Hong Kong

• University of Toronto, Canada • Royal College of Surgeons, Ireland Australia - 4 • University of British Columbia, Canada • Trinity College, Ireland • Carleton University, Canada • Sciences Po, France • Simon Fraser University, Canada • New York University, UAE • Jacobs University, Germany • National University of Singapore, Singapore • University of Melbourne, Australia • Erasmus University, Netherlands • Monash University, Australia • Savannah College of Art and Design, Hong Kong Number of admission offers received by the IBDP Class of 2016 from universities worldwide • Yale-NUS College, Singapore • Suffolk University, Spain • University of Hong Kong, Hong Kong • Franklin University, Switzerland

26 27 College Placements Some of the colleges/universities in India that have accepted our students include: The first twelve batches of IBDP students of DAIS have gained admissions to universities in the USA, UK, Canada, • H.R. College Mumbai • Ramnarain Ruia College, Mumbai Germany, Australia, Hong Kong, Ireland, Italy, France, Singapore, Switzerland, Netherlands, Spain, UAE and India. • Government Law College, Mumbai • D. Y. Patil Dental College and Hospital, Navi Mumbai • St. Joseph's College, Bangalore • National University of Juridical Sciences, Kolkata • St. Xavier's College, Mumbai Some of the colleges/universities in the UK that have accepted our students include: • Symbiosis College of Arts and Commerce, Pune • NMIMS Mukesh Patel School of Technology, Management and Engineering, Mumbai • Narsee Monjee College of Commerce and Economics, • University of Cambridge • University of Bristol Mumbai • Sophia College, Mumbai • University of Oxford • University of Manchester • Jai Hind College, Mumbai • University College London • University of Warwick • Jindal Global Law School, Sonepat • Welingkar Institute of Management, Mumbai • Imperial College • London School of Economics • Ashoka University, Sonepat • King's College • University of St. Andrews • K. J. Somaiya College of Science and Commerce, Mumbai • Lady Shri Ram College for Women, New Delhi • University of Edinburgh • University of Bath • K.C. College of Arts, Science and Commerce, Mumbai • University of Birmingham • Durham University • R. A. Podar College of Commerce and Economics, • Foundation for Liberal And Management Education • University of Nottingham • Exeter University Mumbai • University of Southampton • SOAS, University of London Many colleges/universities have offered scholarships to our students including: • Queen Mary University of London

• Massachusetts Institute of Technology (MIT) • London School of Economics Some of the colleges/universities in the USA that have accepted our students include: • Boston University • Sciences Po • Stanford University • Bocconi University • Massachusetts Institute of Technology (MIT) • New York University • Princeton University • New York University, UAE • Harvard University • Johns Hopkins University • Brown University • University of Toronto • Yale University • Boston University • University of Pennsylvania • University of British Columbia • University of Chicago • Georgia Institute of Technology • Yale University • McGill University • Princeton University • Tufts University • University of Connecticut • University of Hong Kong • Columbia University • Swarthmore College • New York University • University of Cambridge • University of Pennsylvania • Vassar College • Cornell University • Stanford University • Wellesley College • University of Michigan • Parsons College For DAIS Student placements 2005-16, visit http://www.da-is.org/ • Cornell University • Duke University • Northwestern University • Rhode Island School of Design UK - 84 Canada - 48 Ireland - 1 • University of California, all campuses • Babson College Netherlands - 4 France - 1 Switzerland - 1 • Emory University • Purdue University Spain - 1 • Carnegie Mellon University • University of Texas, Austin USA - 312 Hong Kong - 2 • Brown University • University of Connecticut India - 4

Some of the colleges/universities in other parts of the world that have accepted our students include: Singapore - 3

• McGill University, Canada • Hong Kong University of Science & Technology, Hong Kong

• University of Toronto, Canada • Royal College of Surgeons, Ireland Australia - 4 • University of British Columbia, Canada • Trinity College, Ireland • Carleton University, Canada • Sciences Po, France • Simon Fraser University, Canada • New York University, UAE • Jacobs University, Germany • National University of Singapore, Singapore • University of Melbourne, Australia • Erasmus University, Netherlands • Monash University, Australia • Savannah College of Art and Design, Hong Kong Number of admission offers received by the IBDP Class of 2016 from universities worldwide • Yale-NUS College, Singapore • Suffolk University, Spain • University of Hong Kong, Hong Kong • Franklin University, Switzerland

26 27 Alumni Speak Om Dhumatkar – The Class of 2005 First Head Boy Vice President at Deutsche Bank, London

“Joining DAIS in its very first year afforded many unique opportunities. Organising the student body, editing its first annual magazine, hosting of events (from inter-house swim meets to international MUN conferences) are all treasured memories. But beyond these, DAIS instilled three core beliefs which I carry to this day. First, you are only limited by your imagination. Our initiatives were supported and encouraged by the School. Second, the path to excellence is marked by the quality of your peers. I was fortunate to attend the school with some of the cleverest, most articulate, and driven peers I've ever met – many of whom remain friends to this day. And third, there is no substitute for independent thought. To draw clarity from information overload, avoid ingesting others' biases, and be free to articulate one's independent view, is an invaluable education which I carry to this day.”

Janavi M. Folmsbee – The Class of 2005 A Professional Artist

“Dhirubhai Ambani International School is where I learned that dreams are achievable. The programmes, teachers and peers at DAIS helped build who I am today and what I do. The faculty and the training I received helped me become and excel as an individual and an international artist in ways I couldn't even imagine. DAIS instils in each student the ability and drive to keep learning and growing with every opportunity. 'Knowledge is power.' This is something I learned in our TOK classes and carry with me every day. At DAIS, I was taught to be ambitious, which led to my early graduation from the School of the Art Institute of Chicago. I am grateful for my experience and education at DAIS. It truly has shaped who I am and will continue to shape who I will become.”

Camille Framroze – The Class of 2008 Head Girl Pursuing LL.M. at Harvard Law School

“My five years at DAIS made me a more intellectually curious, ambitious, confident and passionate human being. It introduced me to two fundamental ideas. First, that schooling - the actual act of learning and receiving an education - could be fun, exciting and fulfilling. Second, that my own opinions mattered. I was required to consider the ideas and thoughts of others, and instead of memorising them, to figure out where I fit within them, and to become capable of defending that position. Both served me well in college and continue to shape my experiences. I graduated with great friends, who are still a huge presence in my life, and precious memories.”

Sanchit Jain – The Class of 2014 Head Boy Pursuing undergraduate studies at Columbia University

“More than anything else, DAIS gave me opportunities to become and develop as a leader - in formal and informal settings. An institution is only as strong as the people in it, and DAIS has some of the very best - students, teachers and administrators. They showed me what it meant to have a strong work ethic and an unwavering dedication to excellence in whatever I chose to do. I don't think I could have had a better preparation for college life than the ICSE and IB programmes at DAIS.”

28 Alumni Speak Om Dhumatkar – The Class of 2005 First Head Boy Vice President at Deutsche Bank, London

“Joining DAIS in its very first year afforded many unique opportunities. Organising the student body, editing its first annual magazine, hosting of events (from inter-house swim meets to international MUN conferences) are all treasured memories. But beyond these, DAIS instilled three core beliefs which I carry to this day. First, you are only limited by your imagination. Our initiatives were supported and encouraged by the School. Second, the path to excellence is marked by the quality of your peers. I was fortunate to attend the school with some of the cleverest, most articulate, and driven peers I've ever met – many of whom remain friends to this day. And third, there is no substitute for independent thought. To draw clarity from information overload, avoid ingesting others' biases, and be free to articulate one's independent view, is an invaluable education which I carry to this day.”

Janavi M. Folmsbee – The Class of 2005 A Professional Artist

“Dhirubhai Ambani International School is where I learned that dreams are achievable. The programmes, teachers and peers at DAIS helped build who I am today and what I do. The faculty and the training I received helped me become and excel as an individual and an international artist in ways I couldn't even imagine. DAIS instils in each student the ability and drive to keep learning and growing with every opportunity. 'Knowledge is power.' This is something I learned in our TOK classes and carry with me every day. At DAIS, I was taught to be ambitious, which led to my early graduation from the School of the Art Institute of Chicago. I am grateful for my experience and education at DAIS. It truly has shaped who I am and will continue to shape who I will become.”

Camille Framroze – The Class of 2008 Head Girl Pursuing LL.M. at Harvard Law School

“My five years at DAIS made me a more intellectually curious, ambitious, confident and passionate human being. It introduced me to two fundamental ideas. First, that schooling - the actual act of learning and receiving an education - could be fun, exciting and fulfilling. Second, that my own opinions mattered. I was required to consider the ideas and thoughts of others, and instead of memorising them, to figure out where I fit within them, and to become capable of defending that position. Both served me well in college and continue to shape my experiences. I graduated with great friends, who are still a huge presence in my life, and precious memories.”

Sanchit Jain – The Class of 2014 Head Boy Pursuing undergraduate studies at Columbia University

“More than anything else, DAIS gave me opportunities to become and develop as a leader - in formal and informal settings. An institution is only as strong as the people in it, and DAIS has some of the very best - students, teachers and administrators. They showed me what it meant to have a strong work ethic and an unwavering dedication to excellence in whatever I chose to do. I don't think I could have had a better preparation for college life than the ICSE and IB programmes at DAIS.”

28 2017 - 2018

Bandra-Kurla Complex, Bandra (East). Mumbai - 400098 Tel: + 91 22 40617000 / 7001 | Fax: + 91 22 40617099 | Email: [email protected] | Website: www. da-is.org