Cbse 2802445

CBSE Update Major Initiatives of CBSE in

Recent Years

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Overview Curriculum Design

Introduction of New Subjects Biotechnology, Fashion Studies and

Multimedia and Web Technology – XI & XII Disaster Management – VIII to X & XI Education in Life Skills – VI to VIII Environmental Education – I to IX

Curriculum Reforms Mathematics Laboratory Alternatives to Homework Science through Activities – Class VI


Overview (contd…)

Curriculum Evaluation. School-based Evaluation – IX & X Continuous and Comprehensive Evaluation – I to

VIII Internal Evaluation in Social Science – IX & X Internal Evaluation in Mathematics – IX & X Restructuring of Science Practical Work – IX & X

Empowerment of Principals and Orientation of Teachers

Enrichment Activities. Some Initiatives in other Aspects of School

Education. Destressing Education.


BEFORE WE TAKE UP THESE INITIATIVES LET US LOOK AT THE CURRICULAR CHANGES

MADE BY NCERT ON THE BASIS OF NCF - 2005


NCERT’s Revised Curriculum NCERT has revised the curriculum for various

classes based on NCF 2005. New syllabus and text books will be

implemented in a phased manner as given under: Phase I (2006-07)

Classes I, III, VI, IX and XI Phase II (2007-08)

Classes II, IV, VII, X and XII Phase III (2008-09)

Classes V and VIII NCERT has put up text books in their website.

Their Website number is www.ncert.nic.in Circular No. 01/2006, dated 16.02.2006 and 04/06, dated

29.03.2006www.schoolofeducators.com

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New Subjects

Biotechnology- Introduced as elective subject at Sr. School in

2002-2003- Textual Materials & Laboratory Manuals published

by the Board for both XI & XII- Interested schools should apply on plain paper to

EO (Sc.)- Space, funds for equipments and teacher –

conditions for getting permission.- Teacher: PG in Biotechnology/Bio-chemistry /

Genetic Engineering/Micro Biology/Life Sciences- Teacher training programmes being conducted at

different centres.

Circular No. 09/05.01.04


New Subjects (contd…) Fashion Studies- Introduced in class XI as elective subject in 2004-2005- 70% Theory & 30% Practicals.- Focus: Garment design, fabrics, elements of fashion and

basics of garment making. - Approximate estimate for Lab: Rs. 4-5 lakhs- Teacher : Graduation with three year diploma in Fashion

Design/Graduation with Diploma in Textile Design/M.Sc Home Science with clothing and Textiles with 3 years experience in apparel industry.

Interested schools should apply on plain paper giving details of space for lab and willingness to spend for equipments and appoint suitable teacher to the Director (Academic)



New Subjects (contd…) Web and Multimedia Technology

Introduced in class XI in 2003-04

Thus CBSE offers three Computer based subjects. All three courses on par with other elective

subjects. A candidate can opt for either Computer Science or

Informatics Practices. In addition a candidate can opt for Multimedia and

Web Technology. Thus a maximum of only two out of three IT based

course allowed.

Circular No. 10/16.04.03, 26/23.10.2003 and 13/11.03.2005


New Subjects (contd…)

Education in Disaster Management Disaster Management introduced as Frontline

Curriculum in class VIII in 2003-2004. Integrated with Social Science – 10% Course Materials for class IX prepared and introduced in

2004-2005. Class X material prepared and introduced in 2005-06 Extended to class XI as a component of Geography

from 2006-07. Hindi Version of Course Materials released. Nation-wide teacher training programmes conducted. Collaboration with UNDPA & NIDM and Ministry of Home

Affairs.

Circular No. 10/04 dated 26.02.2004, 03/05, dated 20.01.2005


New Subjects (contd…)

Life Skills Education- Introduced for class VI in 2003-2004.- Interdisciplinary in nature.- Evaluation through grades as Continuous and

Comprehensive Evaluation only positive attributes of learners to be reflected.

- Develops self awareness, social commitment, eco-sensitivity and positive adaptive behaviour in children.

- Implemented in class VII in 2004-2005 and in class VIII in 2005-06.

- Course materials have been published by CBSE.- Training Programmes are being conducted.Circulars Nos.21/05.09.03, 11/26.02.04; 04/25.01.05


New Subjects (contd…) Environment Education As a compulsory subject from Class I. Being implemented on the directive of the Hon’ble

Supreme Court of India. Syllabus for all classes developed by NCERT already

sent to all affiliated school. Atleast two periods per week for this subject. Assessment can be part of CCE to be reflected as

grades in a five point scale. A handbook for teachers upto class VIII has been

published. An activity based manual for class IX has been

published in 2006. Schools are advised to teach the subjects upto class IX

as per NCERT Syllabus. Details of Phased implementation and evaluation will

be intimated to all schools by CBSE in due course.Circular No. 8/01.02.05 and 08/06 dated 04.05.06.


Curriculum Reforms

Concept of Mathematics Laboratory introduced by the Board in 2002-2003.

Manual titled ‘Mathematics Laboratory in Schools’ published by the Board to give guidelines and specimen activities.

Aim: To remove the fear for Mathematics among children and to make the subject more interesting.

All affiliated schools were advised to start the Mathematics Laboratory for classes III onwards and integrate evaluation of practical competencies in Maths with the evaluation of the subject.


Mathematics Laboratory in Schools


Maths Laboratory (contd…) Maths Lab provides a conducive ambience for

students to learn the subject in a joyful manner through practical activities and interaction.

Teachers need to pay attention to both the transactional strategies and evaluation strategies.

Simple experiments and projects will lead to the development of different skills like numerical, observation, thinking, analytical and so on.

Establishing a Maths Lab does not involve high cost. Improvised aids using inexpensive material can be made.

Space required is also quite limited. Guidelines given in Mathematics Laboratories in

schools – class III to VIII, class IX and class X CBSE publications.



Reforms (contd…) Alternatives to Homework

The Board introduced the Concept of Alternatives to Homework for classes III to V in 2004-2005

A manual with guidelines and specimen exercises has been published.

Alternative activities are child-friendly, replacing the dull and mechanical homework usually given to children.

Activities involve children in meaningful interaction with other members and their environment.

Skills identified in the book are not to be evaluated formally but the behavioural changes brought about by the empowerment process may be reflected as positive inputs in School Achievement Record.

Circular No. 05/25.01.2005.


Science through Activities Schools should encourage children to learn

Science through simple activities and experiments.

To promote such an approach based on learning by doing the Board has brought out a book called Learning by Doing for class VI.

It gives a number of simple activities and experiments that can be done using very inexpensive materials and apparatus.

Such activities will help children understand Science concepts in each lesson.


Modifications in Social Science for classes VI to VIII

There will be three units in Social Science Unit I will be devoted to History as per

following syllabus: Class VI – Ancient India Class VII – Medieval India Class VIII – Modern India

Unit II and III include Geography and Civics and some components of Economics

Accordingly there will be two textbooks in Social Science for each class

Social Science Part-I – History Social Science Part-II – Geography, Civics and

Economics.Circular No. 16/2005 dated 15.03.2005


Evaluation

School based evaluation certificate – IX and X. Introduced in 1999-2000 Certificate Format developed by Board and sent to all

affiliated schools. Guidelines (circular 14/08.07.1999) have been issued. School-based Evaluation Certificate to be issued by

schools to all class X pass-out candidates This will be in addition to Board’s marks sheet and

passing certificate This certificate gives a holistic profile of every learner

in terms of attributes, attitudes, interests, values besides performance in scholastic and co-scholastic areas.

It is mandatory that every school issues School-based Evaluation Certificate to class X pass out candidates.


Continuous and Comprehensive Evaluation (Primary)

Continuous and Comprehensive Evaluation Desisting assessment of students on the basis of

one-shot examinations Achievement Records for classes I & II and for

classes III – V Holistic and continuous assessment on a 5 point

scale. Comprehensive: Covering scholastic and co-

scholastic areas. Only positive feedback on the achievement of

learners to encourage multiple talents. Rating scales for different subjects for classes I to

V have been circulated to all schools to help teachers carry out the assessment in a systematic and scientific manner.


Five Point Grading Scale (for Primary)

Five Points are as under: (100 Point Scale)

A* Outstanding 90-100A Excellent 75-89B Very Good 56-74C Good 35-55D Scope for improvement Below 35

Circular No. 05/04 dated 13.02.2004, 18/04 dated 29.03.2004, 31/2004 dated 15.09.2004, 25/04 dated 12.06.2004 and 21/05 dated 12.04.2005


Continuous and Comprehensive Evaluation (Upper Primary Level)

Emphasis on extension of Continuous and Comprehensive Evaluation up to class VIII

Seven Point grading scale has been notified Seven Points are as follows:

A* - 90 and above A - 80 to 89 B* - 70 to 79 B - 60 to 69 C - 45 to 59 D - 33 to 44 E - Below 33 percent

It will facilitate maintenance of meaningful continuity from primary level and smooth transition to grades in secondary level as and when introduced.

Circular no. 02/06 dated 31.01.2006


Strengthening Internal Evaluation at Secondary Level

Already internal evaluation existed at secondary level in Science

Now the Board has introduced internal evaluation In Social Science for 20 marks In Mathematics for 20 marks

Internal Evaluation in Social Science from March, 2006 Board Exam for class-X and Mathematics from March, 2007 Board Exam for class-X.


Internal Evaluation in Social Science - Details

80 marks for External Board Examination 20 marks for school-based internal evaluation 20 marks will be allotted to the following

aspects: Formative and Summative Tests : 10

marks Assignments : 05 marks Project Work : 05 marks

How to award marks – (detailed guidelines have been already circulated)

contd…


Contd…

Formative and Summative Testing In class IX on the basis of announced unit tests Marks out of 10 to be awarded and than

average can be calculated for arriving at 10 marks

In class X average of class IX and class X unit tests (2-3 tests) will be calculated for marks to be given out of 10.


Assignments Weightage : 05 marks Assignments: Written Questions, Tasks or

Activities that are based on the lesson or unit of teaching.

Mode of Assessment: for recording purpose in every month well-planned assignments may be given

They may be graded using five point rating scale: A-5, B-4, C-3, D-2, E-1.

Record of 5 announced assignments, one in each month may be kept and average may be calculated to arrive at the final award – out of 5 marks for both classes IX-X


Projects Weightage : 5 marks In class IX a student will do two projects of which one

should be related to Disaster Management from the list specified.

In class X a student will do any one project out of the list specified

Some important points : 9-15 pages; only handwritten in neatly bound simple folder; teacher’s report should be included. Keep the reports for inspection

Scheme of evaluation – split up of 5 marks Initiative, cooperation - 1 mark Content and research - 1 mark Creativity and originality - 1 mark Analysis of situation - 1 mark Viva or written test - 1 markCircular No.02/04 dated 28.01.04, 06/04 dated 11.02.04,

07/05 dated 04.02.05, 13/06 dated 23.06.06


Some important points regarding Internal Assessment in Social Science Internal Assessment in Social Science for 20 marks

already implemented in March, 2006 examination for class X.

Feedback suggests that some schools are not following the laid down guidelines seriously.

Boosting of Internal Assessment marks will result in down scaling of the awarded marks.

It may also lead to cancellation of internal marks and the result will be declared on the basis of external marks alone.

Schools are advised to send five best projects to the Board.

The topics for the project for classes IX and X 2006-07 will be shortly sent to all schools.

Circular No. 13/06 dated 23.06.06www.schoolofeducators.com

Internal assessment in Maths began in class IX from 2005-06

First class X Exam in this scheme will be in March, 2007.

80 marks for Board Exam for class X and 20 marks for internal assessment.

Distribution of 20 marks Evaluation of skills - 10 marks Assessment of Record work - 05 marks Assessment through

Summative and Formative tests - 05 marks

Internal Evaluation in Mathematics


How to Award Marks Step 1: Assessment of any two skills in Maths will

be done at the end of class IX & X independently by the school through a test in 1½ hours. Should be conducted for groups of students, each group not exceeding 20 students. Marks out of 10 should be awarded following guidelines provided.

Step 2: a record of at least 10 activities will be maintained by each student. This record will be assessed at the end of class IX and X for 5 marks.

Step 3: Class IX: Work out weightage out of 5 of the marks in Unit Test and cumulative test of first and second terms.

Class X: Work out average of final assessment of class IX and first term exam of class X for a weightage of 5 marks.

contd…

Internal Evaluation in Mathematics (contd...)


Contd...

Step 4 : Add marks of skills (10 marks), Record work (05 marks) and summative and formative testing (05 marks) to arrive at marks for 20

Board will send award list to be filled and returned by the last week of January, 2007 for class X restricting split up as up as shown above

Detailed instruction in Circular No. 10/02.03.045

Also Circular No. 14/06 dated 29.06.06


Restructuring Science Practical Work

To strengthen practical work in Science and to produce positive correlation between theory and practical scores

Salient Features: First class X exam in this scheme – March, 2007 Theory 60 marks; practical skills-40 marks Theory: 2 hours and 30 minutes written Board

Examination Separate written paper on Practical skills for 20

marks – duration: one hour and 30 minutes


Restructuring Science Practical Work (contd…)

Paper will have multiple choice questions: 20 of ½ mark each and 10 of 01 mark each.

Exam on Practical Skills will be conducted soon after the theory exam on a separate date

Internal Assessment in Science for 20 marks ( 15 for skills 3 for record work and 2 for viva). Prescribed experiments for classes IX and X indicated in Secondary Curriculum Document of the Board.

Detailed Guidelines in circular 19/25.3.2005 and 15/06 dated 06.07.06

Books published : Assessment of Practical Skills in Science – class IX and class X (two books)


Empowerment of Teachers New syllabus, new courses, new approach in

pedagogy Extensive and continued training of teachers is

required CBSE extends help for such teachers training

courses Besides this step, the Board provides training

to teachers in Disaster Management, Education in Life Skills and Mathematics Laboratory.

It is necessary for the schools also to provide the teachers a thorough understanding of NCF 2005 and the new NCERT syllabus


Empowerment of Heads of Institutions

Heads of Institutions need both training and retraining

Strategic leadership courses in collaboration with leading business schools in India

Specific contextualized training courses are also so being arranged with help from NIEPA.

Two such 5 day courses in October, 2006 and January, 2007 have been announced. Fee Rs. 8000/-

Induction courses for first generation principals.


Students Enrichment Activities Some of the activities are:

Olympiad: - Group Mathematics Olympiad- National Informatics

Olympiad- Also National Olympiads in

Physics, Chemistry and Biology

National Science Exhibition Quiz : CBSE Heritage India Quiz Essay contests on road safety and pollution

control International Choir music contest Most of these activities are institutionalise and

hence circulars are sent to schools as per the annual schedule.


CBSE National Sports Program One of the best organized sports programs of

the country. Held in 14 disciplines every year. From this

year the 15th discipline in Taekwondoo is being included.

Nearly 4000 independent schools participate in this programme.

Held at Regional and National Levels. Some of the records established by CBSE

students equal and surpass the SGFI standards.

The annual calendar for 2006-07 has already been sent to schools.


Incentives to High Achievers

CBSE believes that it has a great social and national commitment to encourage talented and motivated students to pursue higher studies overcoming constraints like finance, social background etc. It has launched a series of Scholarships:

Merit scholarship for pursuing professional and non-medical/non-engineering undergraduate courses.

Merit scholarships to single girl children from class XI onwards.

Chacha Nehru Sports Scholarships for sports Talent.


Competition to Promote Innovation and Creativity

National Competition for Technological Innovation and Traditional knowledge exclusively for school students.

CBSE and National Innovation Foundation, Ahmedabad collaborate in this venture.

In the 2005-06 competition more than 400 entries were received from school students.

NIF is processing the best for patenting them. A CD containing these projects will be shortly

available. The 2006-07 campaign for Young Inventors and

Innovators is about to be launched. Schools will get a poster and details. Encourage

students to participate.Circular No. 11/06 dated 07.07.06


Adolescence Education Programme

National Adolescence Education Programme, a project of MHRD, supported by UNFPA has been launched in CBSE schools.

Aim is to facilitate adolescents to understand their physical, biological and emotional changes and to equip them with life skills for responsible behaviour.

A number of advocacy programmes and Master Trainer programmes are being conducted in different nodal centres.


The Sahodaya Movement

CBSE’s Sahodaya Movement involves nearly 130 Sahodaya School Complexes across the country and abroad networking nearly 2500 schools.

A philosophy of sharing and caring. Excellent platform for collaborative work and

collective growth. Every year a national Sahodaya Conference is

held on a specific theme. It is attended by nearly 300 principals.

The annual conference for 2006 is to be held at Hyderabad on 13th and 14th October.


Comprehensive School Health Programme

The January-March Issue of CENBOSEC featured the theme of ‘Comprehensive Health Policy for Schools;

Circular No. 09, dated 31.05.06 was also issued with detailed guidelines to schools.

The circular suggests that schools can evolve a school Health Programme which can be initiated through Health Club.

This club would focus on the overall well being comprising emotional, social, mental and physical health of a child.

It would also act as an organizational forum for conducting a number of activities related to health and wellness.

The circular gives a plethora of activities for students of different age groups.


Strengthening the educational system -Board’s views reiterated

Students of primary classes need our best attention. We should make learning a joyous experience for the

children. We can do it by following some simple procedures already

suggested by the Board.1. No school bag for atleast classes I & II. Bags can be left in the

school itself.2. No homework for children of classes I & II and Alternatives to

Homework for classes III to V.3. Continuous and Comprehensive Evaluation upto class V and

extending it upto class VIII in a phased manner.4. Gradual withdrawal of pass-fail system.5. Classroom library to help children who come to school without

books6. Greater importance and encouragement to learning of music,

dance, art etc.7. Reducing the bag load by not prescribing excessive number of

booksCircular No. 06/08.02.03 and 07.06 dated 04.05.06


GeneralRole of Principals in destressing students It is seen that students develop a high level of

anxiety and stress during examinations. Reasons are many: competition, parental & peer

pressure, improper and inadequate learning strategies etc.

So students and parents need to be counselled. Role of principal in this task is crucial. It is suggested that principals should take a few

classes for class X and class XII every week. To stay in touch, to give guidelines, to counsel

and to boost students’ confidence.



GeneralConducive School Environment

Schools should provide the right ambience for learners to achieve their potential.

It will not be possible in an environment of fear and distrust.

So it is imperative that schools do not use corporal punishment.

Teachers should understand the needs of children and create confidence through caring ways.

Circular dated 20.07.2002


GeneralCirculars through e-mail

Board sends circulars to schools in different ways to ensure that they reach schools.

- by post- By putting them on website: www.cbse.nic.in- By printing them in CENBOSEC (which is now being mailed

individually to all schools) To strengthen communication CBSE has started mass e-mail

service by which schools will automatically get circulars from CBSE website.

Schools are requested to send their current e-mail address to the Board in the following formatSchool’s full address-Tel No.-Pin Code-Affiliation No.-E-mail ID-Circular No. 04/05.02.04


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GeneralCurriculum Organization in Schools

Board publishes secondary and sr. school curriculum every year

Curriculum indicates syllabi, weightage given to different units, allocation of periods per unit etc.

These guidelines are given to help schools plan their academic schedule for the whole year so that there is smooth and effective curriculum transaction leading to stress-free learning for students.

Some unhealthy practices adopted by some schools have come to the notice of the Board.

- manipulation of class schedules & timing especially for senior classes to facilitate coaching & tuition for competitive exams.

- Rushing of teaching at the end of the academic year to finish the syllabus for revision.

Such practices are not helpful for the holistic growth of learners.

Heads of institutions are advised to follow the guidelines of the Board.



General

Safety in Schools Safety is vital in schools Board has stipulated certain conditions in Affiliation

Byelaws for school safety. Schools should develop a proper safety plan taking

the following into account: 1. Fire Safety 2. Structural Safety 3. Earthquake Management 4.

Stampede Prevention 5. Landslide Management 6. Safety from industrial pollution 6. Electrical Safety 7. Flood/ Cyclone Management 8. Electrical Safety 9. Safety from construction hazards 10. Safety in Playground 11. Water Safety 12. Laboratory Safety 13. Transport Management 14. Trauma Management 15. Safety of the Challenged

Schools are advised to follow the guidelines of the Board vide Circular No. 28/26.07.04.


General

Physical Facilities in Schools Attention of heads of institutions is invited to Rule

No. 8 under Chapter II of Affiliation Byelaws pertaining to physical facilities:

1. Classroom should be of adequate size and minimum floor space should be 1 s.q.m. per student

2. Certificates regarding safe drinking water, fire safety, sanitary conditions, water/fire safety should be obtained from concerned Municipal Authority and submitted to the Board every five years.

3. Adequate facilities should be provided for recreation, physical education and other activities for social, cultural and physical development of students.

Circular dated 06.09.04


False Claims of Private Publishers

CBSE recommends only NCERT books in various subjects except in courses developed by the Board. But some private publishers are selling books, particularly Hindi edition of books saying that they are recommended by CBSE. Schools should not be swayed by such misleading claims.

Circular No. 12/06 dated 22.06.06


Physical Education

It has been brought to the notice of the Board that some schools do not adequately attend to effective transaction of the curriculum in Physical Education as an elective subject at senior secondary level. Schools should- employ a fully qualified PGT in the subject.- have atleast a 200 metres track with spaces for different games.

Non compliance would attract the provisions of affiliation bye-laws.

Circular No. 03/06 dated 01.02.06www.schoolofeducators.com

The Future Paradigms Make the curriculum transaction experiential so

that children can connect their learning with life outside.

Provide a truly inclusive environment in schools to facilitate ‘Learning to Learn with Different Abilities’.

Develop adequate support strategies to address the issue of Learning Disorders.

In our preoccupation with the average and the disadvantaged, we should not neglect the gifted. Special enrichment packages under ‘Curriculum Plus’, model have to be developed and implemented.


The Future Paradigms (contd…)

We need a new mindset, a new thought process, a new paradigm of instructional leadership that can boldly raise questions such as

1) Do we need homework for primary children?2) Why do we need Life Skills for students at upper

primary level onwards?3) How do we strengthen our internal assessment

system?4) What are the ways in which we can strengthen

practical laboratory work?


THANK YOU.


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