Academics - Framework of Learning

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CBSE International Assessment Plan Grade 1 to 5

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CBSE International Assessment Plan Grade 6 to 10

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The curriculum framework symbolized by the five components and a Core, is essential learning for every student from classes I to X. They need to know, understand and develop the ability to experiment, explore and discover as part of their schooling across all the areas of learning.

 

Every learner can learn is the underlying principle

 

CBSE-i believes in the potential possibilities of every learner to learn and engage in activities in their chosen field. It would help them to benchmark themselves in their own context.

 

 

Curriculum is focused on maximizing opportunities to learn

 

Curriculum in various disciplines as well as the Core builds on the learners' previous knowledge, attitudes, values and beliefs. This helps to create an environment for them wherein they can maximize their learning outcomes.

 

 

Curriculum is learner and learning centric

 

The curriculum has been designed in such a way that effective learning happens in an interactive classroom. This would really mean that the learning inputs as well as the pedagogy should yield themselves with opportunities for effective learning, as every learner is unique and the process of learning is individual specific. The curriculum is intended to meet this objective and enable the spectrum of learners - visual, auditory and kinesthetic - with specific inputs that would trigger their attention and fire their curiosity. The curriculum also provides opportunities for learning through experiences - both hands-on and otherwise.

 

 

Curriculum supports experiential learning

 

The focus of the curriculum is to offer localized experiences and enable a thought process on matters and materials embedded in the learning content. The learning inputs at the primary level are general in nature and are based on the sound concept of "from near to far". The various disciplines offer unlimited opportunities for relating the concepts with real life experiences and for scaffolding the learning constructs through extended activities such as project work, development of Perspectives and Research.

 

 

CBSE-i curriculum provides every learner with sustained opportunities to learn

 

At every stage the curriculum design and pedagogy make provisions for opportunities and experiences within and beyond the classroom to ensure that learning occurs.   Curriculum decisions need to be made about the best ways to organize sustained learning opportunities for all learners. CBSE-i helps learners develop the fundamental concepts and ideas that underline topics, subjects or disciplines and the relationships among them.  The knowledge that focuses on key concepts and the learning outcomes related to them would need to be built by integrating it through themes.

 

Curriculum is coherent and organized

 

The CBSE-i is represented by the five petals of the flower with a core at the centre.  This is a visual representation of the co-curricular strengths to reinforce that they mutually empower each other through trans-disciplinary learning. The connections between essential learning in the scholastic domain and the core which includes Perspectives, Life Skills and Research and SEWA (Social Empowerment through Work and Action) would help in coherent organization of knowledge.  Content selection across all areas of pedagogy and assessment practices would be interconnected and aligned.  Learning in this way will add value and meaning to students much beyond the classroom and the boundaries of the school.

 

 

Dynamic and Flexible Approach

 

The CBSE-i curriculum offers flexibility in learning at the secondary stage in the subject of Mathematics so that the learners can exercise their options for pursuing mathematics either at the core level or at an elective level. Further, the learners would have the option of studying Social Science with about seventy per cent of the learning content focused on world history and the rest with provision to learn about  the local history so that there is an optimal balance in the knowledge about local and the global events. The subjects of Visual Arts and Performing Arts also provide opportunity for learners to take up an area where they may exhibit a greater aptitude.

 

 

Focus on developing thinking skills

 

The content development and pedagogical inputs provide for triggering and empowering the thinking skills of the learners. The content is designed to provide teachers with adequate situations wherein problems can be placed in the learning situations and the students may be asked to reflect on them and arrive at possible solutions through objective assessments. The subject of Perspectives would help schools to enable learners to constructively and critically evaluate events, materials, situations, ideas and other real life experiences and take their own positions.

 

Holistic Curriculum

 

The curriculum advocates paradigm shift from certain selected disciplines of learning to a wide variety of subjects with a greater focus on Arts and Humanities at the primary and middle level. The subjects of Visual Arts and Performing Arts get a significant place in the curricular design. The learners have the option of pursuing their own choice of discipline under the arts subjects. The curriculum has components which will help in incorporating basic

life skills to the learners - self-awareness, self esteem, inter-personal relationships, communication skills and emotional intelligence. This brings into focus the effort of nurturing the affective domain of learners.

 

Synergy of formal with informal learning

 

In the emerging knowledge society, the impact of the informal learning tools and processes on the formal learning curve is quite significant. These impacts vary from place to place, school to school and community to community. Further the emergence of e-tools as information carriers has facilitated the diffusion of information to a wider audience. There is evidence of decreasing information gap between the rural and the urban, semi-urban and the metros. The scope and availability of informal knowledge has made the learners ask more pertinent questions and to see, relate and reflect on the parameters of knowledge obtained both through the formal and informal modes. The CBSE -International (CBSE-i) curriculum provides ample opportunities for synergizing the knowledge inputs from both the sources to help the learner construct his/her own learning experience.

 

Curriculum is Skill Centric

 

All disciplines of learning under the international curriculum are designed to impart the relevant skills related to the subjects and topics; further it would help in building those skills through personal experiences, teamwork and other interventions. The range of skills would include - Thinking Skills, Communication Skills, Sense of Enterprise, Inter-personal skills, IT- Skills, Leadership and Managerial Skills. The curriculum would also focus on developing basic Vocational skills related to the disciplines of learning so that the learners are able to apply these skills in their own context.