Testimonials

Aparna Singh - IBDP Physics Facilatator


The best part of the IBDP curriculum is that it challenges the teachers as well and I thoroughly enjoy engaging myself with the innovations demanded of me. The small size of the class allows for one to one interaction with the students ensuring that every idea is heard and given a platform. The working environment at DYPIC is excellent and the beautiful and spacious campus serves as a great place to live with your family. The swimming pool is my favourite spot; it truly refreshes me after a long and tiring day.

 
 
 
 
 
 

 

 
 
 
 

Mentorship Programme

At DYPIC, moulding good human beings has been of paramount importance. The recently initiated Mentorship Programme carved and adopted for both the boarders as well as the day scholars is a concrete and pragmatic step in that direction. Teachers and students are matched and an exclusive mentor-mentee group is formed. Set outside the formal classroom set up, the mentee is provided with a new space and a new zone to establish interaction with a mentor figure that will be a guide, a friend. As Sean Paul said, “I think kids should have a mentor and a role model, but that they shouldn't take one person's opinion to be what we call final assessment or judgment about how life is supposed to be.” Under this mentorship programme, we aim and intend to lend that broadperspective to the mentees, which is devoid of judgment, prejudice and bias. Academic graphs may not suffice when it comes to constructing a future. And we, at DYPIC, understand that. From out-of-class academic assistance, university applications to watching movies and healthy discussions; the mentorship programme promises to be a vibrant and effective tool for chiseling our students further. To aid the teachers and boarding parents better in that endeavor, we had organized an interactive session with Dr. John Barclay, an advisory on the Hebron School Board and a consultant with Destiny Education. In addition to having had many years of administrative experience in boarding schools, he has visited many boarding schools and has conducted workshops for residential staff in boarding schools in India, Thailand, Korea, Australia, Nepal and Pakistan. He has visited schools and families living cross-culturally and conducted workshops on the Third Culture Kid (TCK) experience and related issues, to teachers, parents and TCKs in a dozen countries. When his wealth of knowledge and experience met with our host of teachers, there was a purposeful exchange of ideas and practices that are both contemporary and relevant for the young children we are in the process of grooming and mentoring. Here’s wishing that we make, mould and mentor the
finest gems of IB educated youth.