For the Nursery Schools: The Montessori Method of teaching and curriculum should be followed.
- Personal Social and Emotional development
- To develop gross and fine motor skills
- To enhance manipulative skills.
- To develop phonic sounds
- To recognize letters and related words
- To develop reading readiness
- To develop listening skills
- To enhance mathematical development
- To create knowledge and understanding of the world
- To enhance Physical development
- To enhance creative development
From Class 1 to 8: The NCERT syllabus has to be followed. However, the textbooks used can be at the discretion of the school.
Classes 9 to 12: The CBSE curriculum is to be used. It is advisable to use CBSE books with private publications to be used as additional recourse material
The National Curriculum Framework – 2005 reiterates the values enshrined in our Constitution, reduction of curricular burden on children, ensuring quality education for all and systemic changes as markers of curricula reform. It recognizes the primacy of children‘s experiences, their voices and their active involvement in the process of learning. Learning experiences at school should pave the way for construction of knowledge and fostering creativity and become a source of joy, not stress.
As recommended by the NCF, in the area of language teaching, the thrust of the new syllabi is on creating meaningful contexts for language acquisition. The approach to be followed for sound language teaching would treat languages as a tool to structure thought processes and to explore different realms of knowledge and imagination. The NCF recommends that the multilingual character of our society should be treated as a resource and school teaching should focus on what the child understands. The Syllabus aims at arousing curiosities and interests in children to share their ideas and experiences, to listen patiently others ideas and relate their own experiences with listened stories and poetry, and able to express themselves orally and through paintings. At primary stage, it aims at creating interest in reading books and developing gradually the required language skills. The focus shifts to preparing children to express their views clearly and confidently about any language, person, object, place, and structure by analyzing and explaining them at upper primary stage. At secondary stage the emphasis is placed on oral and written expressions. The syllabus at senior secondary stage is designed to nurture a sense of appreciation, enjoyment and critical vision towards creative literature and use of language for peace in adverse situations. The proposed syllabus tends to integrate the concerns related to environment, gender, peace, health, work and arts.
In the mathematics, the new syllabi emphasize reasoning and conceptual grasp at every stage. In the primary mathematics, weightage has been provided to areas like shapes, spatial understanding, patterns, measurement and data handling. The new approach uses hands-on experiences and utilization of resources available in the child‘s environment. At the upper primary stage the focus is placed on number system, algebra, geometry, menstruation and data handling. They are meaningfully woven around situations which permit learning to proceed from concrete to abstract, consolidating and expanding the experiences of child and engaging the learner through problems. Mathematical modelling, data analysis and interpretation provided at secondary stage set the frame to perceive mathematics as a discipline. At higher secondary stage, constructivism and problem solving form the twin objectives of syllabus formulation. Interactive approaches, visualization concepts and their linkages, and interactive approaches have been given adequate coverage. Emphasis on activity rather than rote memorization of facts and formulae continues through all stages.
The syllabus for Environmental Studies (EVS) upto Class V has been perceived as an integrated curricular area for the entire primary stage. The syllabus is woven around six common themes close to the child‘s life such as family and friends, food, shelter, water, travel, and things we make and do. The matrix of each theme contains leading concepts and also suggested resources and activities. However, in Classes I and II, EVS components are integrated with language and Mathematics.
Sciences for upper primary stage have been built around seven core themes – food, material, the world of the living, moving things people and ideas, how things work, natural phenomena, and natural resources. While integrating assessment into learning process, it emphasizes on a learner friendly approach in the development of instructional materials. The same themes are dealt at deeper levels at secondary stage. The shift from knowledge transmission to active participation of learner in the construction of knowledge is strikingly visible. In fact, the syllabi progress in a linear fashion. At senior secondary stage, the syllabus takes a disciplinary route. Built on the ideas introduced at lower levels, the syllabus introduces the contemporary areas of Biology stressing on connections of study of Biology to real life problems covering use of discoveries/ innovations in everyday life – in environment, industry, medicine, health and agriculture. It unfolds the underlying principles that are common to animals and plants, as well as the inter-relationships of Biology with other areas of knowledge. Both Physics and Chemistry syllabi aim at building a foundation for disciplinary rigour.
The new syllabi permit clear and sequential flow of concepts without jarring jumps.
In the social sciences, the syllabi centre on activities and projects, which would help learners to understand society and its institutions, change and development. The social sciences components are reflected in the environmental studies at primary stage. At the upper primary level subjects like History and Geography provide inputs to the child‘s growing grasp of socio-economic and political institutions and impart to children the ability to probe and explore. At the secondary level, greater emphasis has been given to thematic study with an eye to the disciplines of History, Geography, Political Science and Economics through which social science perspectives have evolved. Themes and details are structured in a form that seeks learners active engagement in classroom processes and clarify the issues that take shape in contemporary society. At higher secondary stage, the syllabus provides for deeper engagement with disciplines covering specific skills. The new textbooks based on these syllabi will equip children with the cognitive means to study evidence and data so that they can make sense of issues and debates facing society.