CBSE-i

INTERNATIONAL

Health and Physical Education Clubs

l Sports / Indigenous sports l Eco
l Scouting and Guiding l Health & Wellness
l Swimming l Others

CBSE-i
l Gymnastics i
l Yoga
l First Aid
l Gardening

Life Skills and other Co-Scholastic skills will be assessed on a five point scale.
INTERNATIONAL

CBSE-i is …….
A response to the need to create schools which are futuristic.

CBSE-i is …………
A way to move to an enquiry based skills approach in which teachers and
students engage in collaborative learning

CBSE-i is ….
Involved in creating students who raise questions, think, reflect, analyse,
interpret, experiment, research and create knowledge.

CBSE-i is ….
A set of materials, print and electronic which help teachers to innovate
and create

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi - 110092, India

Tel.: 91-11-22509252-59 Fax : 91-11-22515826
E-mail : cbsedli@nda.vsnl.net.in website : www.cbse.nic.in
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CBSE i - Leading for Change 3. In case of Social Science, Hindi and Additional Language they will follow the guidelines
provided in the subject separately.
4. CBSE-i Class IX will also follow the CCE pattern assessment. There will be 60%
weightage to Formative Assessment and 40% weightage to Summative Assessment.
Education
• Powerful instrument of change 5. The Formative Assessment will be focused on assessment for learning and Summative
• Meaningful for meeting the challenges of present and future Assessment will be focused on assessment of learning.
• Key to preparing for a global world 6. It is compulsory for all students under CBSE-i Class IX to follow the framework of
• Future Workforce co-scholastic assessment as provided below :
2 willingness to learn
2 collaborative team work Life Skills
2 positive attitude
l Creative – Critical Thinking
Need of the hour l Problem Solving – Decision Making
• skill based curriculum - CBSE International - CBSE-i l Communication – Interpersonal Skills
Key features of the CBSE-i l Empathy – Self Awareness
• Enquiry and skill based curriculum l Dealing with Stress – Managing Emotions
• Catering to individual learning styles
• Learner and learning centric Attitudes
• Focus on experiential learning Value Systems
• Focus on analysis and discovery approach Literary Skills Scientific Skills
• Focus on real world experiences
l Debate Science Club
Five learning areas represented as the five petals which intersect in a cross-curricular
l

approach. l Declamation l Projects

l Creative Writing Maths Club
Areas of learning l

Languages l Recitation l Science Quiz

Foundation - examinable English, Mother ? l Drawing l Science Exhibition
tongue/Hindi/
Extension - non-examinable any other ? l Poster – Making Olympiads
Performing Arts l
foreign language
Music, Drama, Dance l Slogan Writing
Visual Arts - Fine Social Studies
Unique features Arts, Pottery, EE, History, Political ? l On-the-Spot Painting
l Perspectives and Social life,
The Core : The Heart (Commented upon Sculpture Physical lCritical Thinking Module ? Theatre
Education Geography l
but not examined) l Life Skills
l SEWA Performing Art Visual Art
Life Skills
2 l Research Project
l Music (Vocal, Instrumental) l Craft
Research
2
Sciences l Dance l Sculpture
SEWA (Social Empowerment
2 Mathematics EE, General Science
through Work and Action) Core and Elective Physics, Chemistry,
l Drama l Puppetry
ICT Biology, l Folk Art forms etc.
Break throughs
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Aims of the language Curriculum Aims:

To develop the skills of: lto develop strategies that improve their reasoning ability.
l listening lto use trial and improvement techniques
lto make hypotheses and resolve them
l speaking
lto develop Computational Skills along with reasoning, analysis, synthesis and logic
l reading lto develop skills of approximation, estimation, measurement
l writing in a variety of contexts lto be able to identify patterns
l Adapting language to suit different tasks, audiences, purposes lto promote logical and spatial intelligences
Develop confidence in the students lMathematics Lab activities - an integral, compulsory part of the Math curriculum -
lso that they can use their skills and abilities effectively and develop students' critical examinable from classes VI to X.
abilities Information and Communications Technology
lanalyse and critically evaluate diverse texts lto help students assess the impact of new technologies on society
lequip learners with the language to question ideas lto train them to use these productively.
larticulate point of view lto help students understand and use common software applications
lto enhance their ability to access, evaluate and research information
Social Studies
lClasses I and II Science
Environmental Education ( Science and Social Studies) lClasses I and II
Environmental Education (Science + Social Science)
lClasses III to V
lClasses III to V
History, Social and Political Structures and Geography
General Science
lClasses VI to X lClasses VI to X
l History, vPhysics v Chemistry vBiology.
l Social and Political Structures, Aims:
l Geography Encourages students to
l Economics l be curious
Aims l question
l investigate
to develop students who can :
l formulate hypotheses
l understand and evaluate the social, political, economic and environmental dimensions l design and carry out experiments
of the world l make observations
l formulate and justify arguments in response to a diverse range of issues l record results
Mathematics An extension programme –Breakthroughs- focus on current developments in Science and
lClasses I – VIII Technology.
Core Mathematics
Physical Education Curriculum –
Classes IX - X
Compulsory from Classes I to X
l

Core and a Higher Elective Mathematics in class IX leading to classX

l will not be formally examined
l graded across the year based on student participation and teacher observations
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Aims:
Development of the
imagination Debate
l
Global Informed positions
l sensitivity Perspectives
2 Research about contemporary
l team work Local issues
l to promote basic body management Discussion
l mastery of coordinated and skilful movement
The Performing Arts
Aims: Critical Thinking Module
2
l to provide a means for personal expression Research Project
2
l articulation of ideas
l concepts and themes lCritical Thinking Module – a series of exercises :
l multi-faceted development of the personality. Critical thinking
2
l confident participation in practical work
l to develop social skills through creative teamwork Logic
2
l to enhance communication skills. Higher Order Thinking Skills
2
The Visual Arts program
Aims:
To promote lSocial Empowerment through Work and Action (SEWA) – Class I to Class X
l intellectual growth All students to be a part of community service every year
2
l aesthetic sensitivity
l realize the joy of expression through various mediums. Keep a journal of their service and a log of their hours
2
l appreciate art from different cultures as well as the rich art and craft of their own country.
Assessment Guidelines: lResearch Project - Class VI onwards
Research or extended writing on any topic :
l Continuous and comprehensive evaluation
Cross curricular in nature
2
l Move from purely summative assessments to a variety of assessment tools catering to
varying learner needs Use experiences from the Perspectives and the Critical Thinking module
2
l A combination of formative and summative assessments
l Including research projects (students work at their own pace), non examinable elements Areas of Learning : Languages
in all curriculum areas English
Classes I - V Languages - 02 languages
Guidelines (Academic) Hindi/Mother Tongue/Local Language
1. The students opting for CBSE-i in Class I will follow the syllabus document worksheets Languages - 02 languages
provided and teachers guidelines in complete conformity with those provided.
2. In case of Class IX the students opting for CBSE-i will follow the syllabus document Classes VI – VIII Three Languages - 03 languages English
curriculum guidelines and teachers detailed plan as given by the CBSE. Indian/Local Language (Hindi/Mother Tongue)

Foreign Language