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Home | CBSE Reports | School Curriculum
The curriculum refers to the lessons and educational content to be taught to a learner in a school. In empirical terms, it may be regarded as the sum total of a planned set of educational experiences provided to a learner by a school. It encompasses general objectives of learning, competencies to be attained, courses of study, subject-wise learning outcomes and content, pedagogical practices and assessment guidelines. The curriculum provided by CBSE is based on National Curriculum Framework-2005 and seeks to provide opportunities for students to achieve excellence in learning.
provide ample scope for holistic i.e. physical, intellectual and social development of students;
emphasize constructivist rather than rote learning by highlighting the importance of hands-on experience;
enlist general and specific teaching and assessment objectives to make learning competency-based;
encourage the application of knowledge and skills in real-life problem solving scenarios;
uphold the ‘Constitutional Values’ by encouraging values-based learning activities;
promote Critical and Creative Thinking aligned to the 21st Century Skills in classrooms;
integrate innovations in pedagogy such as experiential learning, Sport & Art-Integrated Learning, toy-based pedagogy, storytelling, gamification etc. with technological innovations (ICT integration) to keep pace with the global trends in various disciplines;
promote inclusive practices as an overriding consideration in all educational activities;
enhance and support learning by different types of assessments; and
integrate environmental education in various disciplines from classes I- XII.
achieve cognitive, affective and psychomotor excellence;
enhance self-awareness and explore innate potential;
attain mastery over laid down competencies;
imbibe 21st century learning, literacy and life skills;
promote goal setting, and lifelong learning;
inculcate values and foster cultural learning and international understanding in an interdependent society;
acquire the ability to utilize technology and information for the betterment of humankind;
strengthen knowledge and attitude related to livelihood skills;
develop the ability to appreciate art and show case talents;
Promote physical fitness, health and well-being.
Promote arts integrated learning.
The curriculum envisages individual learning propensity and seeks to explore the potential of students in acquiring knowledge and skills. With greater orientation and research skills in core areas, students would evolve as judicious young adults with a sense of real self-estimate having true values and principles. The curricular areas are as follows:
(i) Languages include Hindi, English and 37 other languages. We, at NVN, have taken up English, Hindi and Sanskrit languages. The curriculum in languages focuses on listening, speaking, reading and writing skills and, hence, develops effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas in an effective manner.
(ii) Social Science (Geography, History, Economics and Political Science) intends to make learners understand their cultural, geographical and historical milieus and gain in-depth knowledge, attitude, skills and values necessary to bring about transformation for a better world. Social Science includes the learning of history and culture, geographical environment. Learners appreciate and value everyone’s right to feel respected and safe, and, also understand their Fundamental Rights and Duties and behave responsibly in the society.
(iii) Science: (Biology, Chemistry and Physics) includes gaining knowledge about Food, Materials, The World of the Living, How things work, Moving things, People and Ideas, Natural Phenomenon and Natural Resources. The Focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life. The Curriculum promotes the ability to engage with science related issues, and with the ideas of science, as a reflective citizen by being able to explain phenomena scientifically, evaluate and design scientific enquiry, and interpret data and evidence scientifically.
(iv) Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, the ability to apply this Knowledge and acquired skills in their daily life and the skills to think mathematically. It also includes understanding of the principles of reasoning and problem solving.
(v) Art Education entails instruction in various art forms (visual as well as performing) with an aim to help children develop an interest for arts and encourage them to enthusiastically participate in related activities, thus, promoting abilities such as imagination, creativity, valuing arts and cultural heritage. In addition, Arts should be integrated with other subjects to promote creative thinking and expression
(vi) Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, wellbeing and the factors that contribute to them. Focus of this area is on helping children develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, Yoga, NCC, self-defense, fitness and life style choices.
All these areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Children should get opportunities to think laterally, critically, identify opportunities, challenge their potential and be open to new ideas. Children should be engaged in practices that promote physical, cognitive, emotional and social development and wellbeing, connect different areas of knowledge, application and values with their own lives and the world around them.
The pedagogical practices should be learner centric. Teachers are expected to ensure such an atmosphere for students where they feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.
Teachers should follow inclusive principles and not label children as ‘slow learners’or ‘bright students’ or ‘problem children’ They should instead attend to the individual difference of students by diagnosing and modifying their pedagogic planning. As far as possible, Arts should be integrated in teaching, especially while teaching the concept which students find difficult to understand.
To face the challenges of 21st Century, education should be competency based and Principals as Pedagogical Leaders must create conducive environment for the development of competencies among the students. Competency based Learning focuses on the student’s demonstration of desired learning outcomes as central to the learning process.
Specific Lesson Plans for the topics are to be prepared by the teachers. These plan may have the following parts:
Specific Learning Outcomes;
Pedagogical Strategies;
Group activities/experiments/hands-on-learning;
Interdisciplinary Linkages and infusion of Life-skills, Values,
Gender sensitivity etc.;
Resources (including ICT);
Assessment items for measuring the attainment of the Learning
Outcome
Feedback and Remedial Teaching Plan.
Inclusive Practices
All disciplines being pursued by students at all stages require creative thinking and problem-solving abilities. Therefore, when Art is integrated with education, it helps the child apply art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper understanding of the concepts/topics. Secondly, Art Integrated learning is a strong contender for experiential learning, as it enables the student to derive meaning and understanding, directly from the learning experience. Thirdly, this kind of integration not only makes the teaching and learning process joyful, it also has a positive impact on the development of certain life skills, such as, communication skills, reflection and enquiry skills, un-conditioning of the mind leading to higher confidence levels and self-esteem, appreciation for aesthetics and creativity, etc.
There is an increased awareness among the educators of the need to integrate what are called as 21st Century skills in educational systems. There are three key 21stcentury skills; There are three key 21st century skills i.e. Learning Skills, Literacy Skills and Life Skills.
Learning skills include:
Critical Thinking
Creativity
Communication
Collaboration
Literacy skills include:
Information literacy
Media literacy
Technology literacy
Life skills include:
Flexibility
Leadership
Initiative
Productivity
Self-awareness
The need of the hour is that schools must focus on enhancing the skills required for a successful adult life in 21st Century. It is important that the students are able to think scientifically, mathematically or artistically to face the real-life challenges in an information and technology driven world and enhance their inherent potential.
Inclusive approach in education is a prerequisite for ensuring full participation of all students with equal opportunity in all areas without any discrimination. Inclusive attitude in all staff and faculty members is crucial for successful inclusive education. Therefore, all the members of teaching and non-teaching staff should be sensitized on the issues of inclusive education. Students without disabilities should also be sensitized. Schools must organize these sensitization programmes with the support of experts from respective field of disabilities. Capacity Building Programmes on Inclusive Education may be organized in collaboration with the CBSE- Centres of Excellence. Board has made the appointment of special educator mandatory to all the schools affiliated to the CBSE