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DELHI CAMBRIDGE SCHOOL, Pojewal Campus is located on the GTB State Highway on a quiet picturesque hill area in the Shivalik sub mountains region of Nawanshahr Punjab. A hill destination at 998 meters, away from the pollution DCS has the ambience of a mild hill station. The campus has been designed to complement our international curriculum and as the optimum environment for 21st Century education, where every aspect of teaching and learning is supported by modern and relevant technology. There are gardens & shaded areas for conversation & tranquil reflection. This place offers a panoramic view of the majestic mountains & valley. Blessed by its proximity to nature and beauty, this school is away from the dust, noise and pollution of city life. The native flora and fauna make its atmosphere more pleasant and quite where learning comes naturally. The Campus is an abundance of natural beauty & natural health. Amidst the serene surroundings of the Shivalik hills over the valley is a heaven to blossom the children in ambience of nature which manifest this hillock from where you get raving views. The Silence and peace , tranquility and a reason to excel is what the environ gifts each & every soul at the IITT Valley. The IITT valley amidst its tranquil offers nature at its best, where one can hear birds chirping and gentle breeze blowing. IITT valley nourishes the creative spirit in each child by providing such healthy environment where there is enough oxygen to let the grey cells grow to levels and create charged and spirited humans. Every human in the campus has fallen in love with mother nature which provides the much needed effort to excel… Be it in education or in life.

DCS provides an education that enables our students to fulfill their potential – be it social, hollistic intellectual, academic, sporting or cultural. We do so not because these potentials, fully developed, are useful, economically marketable or aesthetically rewarding but because we want every single one of our students to find something that they are good at.
The extensive range of activities on offer in the school enables all our students to find something that they can excel at. In this way they come to an appreciation of their worth as individuals and gain the self-esteem and self-confidence to which we aspire as the hallmark of our passouts.
We recognise that, in a rapidly changing world, few of our students will follow a single career for the whole of their adult lives. To cope with these career changes they will need flexibility of mind and the intellectual curiosity to continue learning well into adulthood.
We espouse a variety of teaching models in order to produce students who can think critically, synthesise and transform, experiment and create. In short, we aim to equip our students for the Digital Centuries ahead. Our teaching methods are thus far removed from the didactic approaches traditional in many countries.
DCS is much more than an orderly environment. Our disciplinary systems, from the day that students enter the school, aim to make them realise that we must all take responsibility for our own actions. This realisation is fundamental to bringing our students to a preference for self-discipline over imposed discipline.
In an increasingly dysfunctional world, we regard values such as responsibility, honesty, courage, loyalty, tolerance and respect for others as the building blocks of a stable society. We do not seek to teach these values, but to organise the school and so conduct ourselves that our children will see the example we are giving and come, bit by bit, to prize and apply these values themselves.
While DCS draws much of its inspiration from international models, it also embraces the Indian perspective. We try to give our students not only an understanding of their own, or host country, but also a valuing of its peoples and its cultural diversity and a willingness to do something for it. We also seek to encourage amongst our students an appreciation of India’s immense richness and variety of natural resources, as well as a commitment to their protection and preservation for future generations. Expeditions to more remote areas and our community service programmes are intended to break down the isolation created by privilege, exposing our students to a reality outside their own experience so that they may learn to cope with unexpected difficulties and mature in the process