Key Features of the CBSE-i
- Enquiry and skill based curriculum
- Catering to individual learning styles
- Learner and learning centric
- Focus on experiential learning
- Focus on analysis and discovery approach
- Focus on real world experiences
Five learning areas are
diagrammatically as the 5
petals which intersect in a
cross curricular approach.
There are five learning areas or Units of Enquiry
with a Core Area that
incorporates Perspectives (informed positions), Critical Thinking, Research
Project, Life Skills and Social Empowerment through Work and Action (SEWA).
All areas of learning will have a foundation and an extension. The extensions
will not be examinable and will be present as optional areas.
The first learning area is languages
. The students will study two languages
upto Class V ; English and one other which could be Hindi, the student's
mother tongue, a local language or any other international language. At
Classes VI - X they will study three languages.
The language curriculum aims to develop the skills of listening, speaking,
reading and writing in a variety of contexts and train students to be able to
adapt language to suit different tasks, audiences and purposes. It aims to
develop confidence in the students so that they can use their skills and abilities
effectively. It helps to develop students' critical abilities - to analyze and
critically evaluate diverse texts; and to equip learners with the language to
question ideas and articulate their point of view.
The second area of learning
is Social Studies. This is called Environmental
Education for classes I and II where it is a combination of Science and Social
Studies. In classes III to V students study a combination of History, Geography,
Social and Political Structures and in classes VI to X it crystallizes into the study
of History, Social and Political Structures, Geography and Economics.
The Social Studies curriculum aims to develop in students an understanding
and evaluation of the social, political, economic and environmental dimensions
of the world, and helps them formulate and justify arguments in response to a
diverse range of issues.
The third area of learning is Mathematics and Technology
. All students study
Mathematics till class X. For classes I to class VIII the focus is on developing core
mathematical skills in all learners. There will be a choice between Core and a
Higher Elective Mathematics in class IX leading to class X. The Mathematics
Curriculum helps students develop strategies that improve their logical
thinking and analytical ability. These include the ability to approximate and
estimate, to use trial and improvement techniques, look for patterns and make
hypotheses. They will acquire Computational Skills of approximation,
estimation and measurement and ability to identify patterns which
facilitate logical and spatial intelligences. The Mathematics Lab
activities will be an integral and a compulsory part of the
Mathematics curriculum and will be examinable from classes
VI to X.
Information and Communications Technology
compulsory component of the curriculum which will help
students assess the impact of new technologies on society and train them to use these productively. The focus of the program is to help
students understand and use common software applications and use
technology to enhance their ability to access, evaluate and research
The fourth area of learning is Science
which in classes I and II is covered as
Environmental Education and from classes III to V is treated as General Science.
In classes VI to X Science is studied as individual disciplines of Physics,
Chemistry and Biology.
The Science curriculum offers students the opportunity to be curious, to
question, to investigate, to formulate hypotheses, design and carry out
experiments, make critical observations and record results.
An addition to each of the Sciences is an extension programme called
Breakthroughs which will familiarise students with current trends of scientific
thinking and developmental processes. This will cover current developments
such as Telecommunications, the Genome project, and new age materials like
recyclable plastics etc.
The fifth area of learning combines the areas of Physical Education
Performing Arts and Visual Arts. These offer opportunities for the
development of imagination, sense of aesthetics, sensitivity and inventiveness
all of which are requirements of a balanced curriculum.
The Physical Education (PE) curriculum contributes to the physical fitness
aspect and all round development of students. The subject is unique in that it
seeks to promote basic body management, developing into a mastery of
coordinated and skilful movement. Physical education will be a compulsory
element of the curriculum for every class, from I to X. This element of the
curriculum will not be formally examined at the end of the year but will be
graded across the year based on student participation and teacher
observations.The Physical Education Cards (PEC) will be a unique feature for
The Performing Arts Curriculum
provides a means for personal expression,
and the articulation of ideas. This will lead to inspiring and confident
participation thus developing social skills through creative teamwork as well
as enhancing communication skills.
The Visual Arts program
is aimed at promoting intellectual,
aesthetic and emotional growth. Students realize the joy of
expression through various media. They learn to appreciate
art from different cultures as well as the native arts of the
country against the backdrop of the cultural context in which
they exist. From classes I to V, all students experience the arts
of music, dance and theatre. From classes VI to X each student
opts for one learning area from the Performing Arts and one from the Visual Arts
. This element of the curriculum will not be formally
examined at the end of the year but will be graded across the year based on
student participation and teacher observations.
The heart of the Curriculum or the core is an innovative programme called
Perspectives, Life Skills, SEWA (Social Empowerment through Work and
Action), Critical Thinking Module and a Research project.
introduces students to both global and local issues and through
research, discussion and debate and encourages students to arrive at informed
positions about contemporary issues that affect us all.
The Life skills Programme
will be able to help students, lead balanced, happy
and successful lives. The program covers Creative and Critical Thinking Skills,
Interpersonal Skills, Effective Communication Skills, Problem-Solving and
Decision Making Skills, Conflict Resolution skills, Cooperation, Leadership
Skills and Adolescent Education.
Critical Thinking Module
contains a series of exercises in critical thinking,
logic and reasoning which will build their higher order thinking skills.
From class I to class X all students will be a part of a program of community
service every year. Students will keep a journal of their association and a log of
their hours spent meaningfully in a Social Empowerment through Work and
Research Project Module
will include research or extended writing on a
programme topic chosen by the student. This will be cross curricular in nature
and will provide the opportunity to use experiences from the Perspectives and
the Critical Thinking Module. This will be initiated from class VI onwards.
All the elements of the Core will be commented upon and are not examinable.
The exhaustive syllabus document is accompanied by teacher support
materials and extensive teacher training particularly in the areas of pedagogy