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CURRICULUM

The curriculum refers to the lessons and academic content to be taught to a learner in the school. In empirical terms, it may be regarded as the sum total of a planned setof educational experiences provided to a learner by a school. It encompasses general objectives of learning, courses of study, subject-wise instructional objectives and content, pedagogical practices and assessment guidelines. The curriculum provided by CBSE is based on National Curriculum Framework-2005 and seeks to provide opportunities for students to achieve excellence in learning.

Salient Features of the CBSE Secondary School CurriculumThe Curriculum prescribed by CBSE strives to:1.provide ample scope for physical, intellectual and social development of students;2.enlist general and specific teaching and assessment objectives; 3.uphold Constitutional values such as socialism, secularism, democracy, republican character, justice, liberty, equality, fraternity, human dignity and the unity and integrity of the Nation by encouraging values-based learning activities;4.nurture Life-Skills by prescribing curricular and co-curricular activities to help improve self-esteem, empathy towards others and differentcultures etc.;5.integrate innovations in pedagogy, knowledge and application, such as human sciences with technological innovations to keep pace with the global trends in various disciplines;6.promote inclusive education by providing equal opportunities to all students;7.integrate environmental education in various disciplines from classes I-XII;8.equally emphasize Co-scholastic areas of Art Education and Health and Physical Education.

Objectives of the CurriculumThe Curriculum aims to:1.achieve cognitive, affective and psychomotor excellence;2.enhance self-awareness and explore innate potential;3.promote Life Skills goal setting, decision making and lifelong learning;4.inculcate values and foster cultural learning and international understanding in an interdependent society;5.acquire the ability to utilize technology and information for the betterment of humankind;6.strengthen knowledge and attitude related to livelihood skills;7.develop the ability to appreciate art and showcase talents;8.promote physical fitness, health and well-being.

Curriculum Areas at Senior Secondary LevelFor the purpose of fostering competences in learners, the curriculum encompasses nine major learning areas, which are: Languages, Humanities, Mathematics, Science and Technology, General Studies, and Health and Physical Education. These areas are broadly divided into Scholastic and Co-scholastic areas as detailed below: LanguagesScholastic AreasHumanitiesMathematics Science and TechnologyCommerceVisual, Performing and Fine ArtsGeneral Studies Co-scholastic AreasHealth & Physical EducationScholastic Areas:-The curriculum envisages individualized personal learning acumen and seeks to explore the potential of students in acquiring substantial acknowledge and skills through academic rigors. With greater academic orientation and research skills in core academic areas, students would evolve as discerning young adults with a sense of real self-estimate having true values and principles. The scholastic areas are as follows:(i)Languagesinclude Hindi, English and other 31 languages

(detailed in Curriculum Volume II).

The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective communicative proficiencies. Learners use language to comprehend, acquire and communicate ideas.(ii)Humanities(Geography, History, Economics, Home Science, Sociology, Fine Arts, Political Science, Fashion Studies, and related subjects). Humanities include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities and the incorporation of the above-mentioned learning. Learners appreciate and value everyone's right to feel respected and safe, and, in this regard, also understandtheir Fundamental Rights and Duties and behave responsibly. Learners learn to be tolerant and empathetic towards others through the study of this subject.(iii)Science and Technology(Subjects related to Biology, Chemistry, Physics, Computer Science Information Practices) include gaining knowledge about matter and energy, nature, the environment, technology,
breakthroughs in science. The focus is onknowledge and skills to develop a scientific attitude and to use and apply such knowledge for improvingthe quality of life. This learning can be used to analyze, evaluate, synthesize and create. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge and develop attitude, skills and values to make rational decisions in relation to it.(iv)Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.(v)Commerce(Business Studies, Accountancy, Entrepreneurship,Economics and related subjects) includes gaining understanding about core business disciplines like the exchange of items of value or products between persons or companies and any such exchange of money for a product, service, or information is considereda deal of commerce.(vi)Visual, Performing and Fine Arts(Dance, Drama, Music, Heritage Crafts, Graphic Design, Fine Arts, Sculpture and related subjects) aims to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus, promoting abilities such as imagination, creativity, value arts, and the cultural heritage.Co-Scholastic Areas:-It is a well-known fact that only a healthy child can learn effectively and good health status leads to better learning. Many other activities are necessary for development of the affective and psychomotor domain. Those activities like games and sport, art and music, craft work etc. are termed as co-scholastic activities. Instead of co-curricularactivities, the term co-scholastic activities are used as both cognitive and non-cognitive development can take place by exposing the child to the lesson on scholastic subjects and non-scholastic subjects.General Studies, Health and Physical education, yoga, traditional games, indigenous sports, NCC, Scouts and Guides, Martial Arts etc. will be integral part of the curriculum and would be in the routine of the schools for the holistic development of children as per the specific details given below:
(vii)General StudiesKindly see the following URL for detailed Curriculum and Guidelines http://cbseacademic.nic.in/web_material/publication/curriculum/Final%20General%20Studies%20XI-XII%20(%2006-07-2016).pdf
(vii)Health and Physical Educationfocuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this area is on helping learners develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, yoga, NCC, self-defense, fitness and lifestyle choices. For activities kindly refer to Revised Health Manual Voume-4 available at http://cbseacademic.nic.in/supportmaterial.htmlThese eightlearning areas are to be integrated with each other in terms of knowledge, skills (life and livelihood), comprehension, values and attitudes. Learners should get opportunities to think laterally, critically, identify opportunity, challenge their potential and be open to challenges. Learners value and engage in practices that promote physical, cognitive, emotional and social development and wellbeing. This enables learners to connect different areas of knowledge, application and values with their own lives and the world around them. The holistic nature of human learning and knowledge should be brought forth throughout.1.4Implementation of the CurriculumSchools have to setup a School Curriculum Committee with teachers representing each seven areas. The School Curriculum Committee would define activities for pedagogical practices, evolve a plan of assessment and mechanism of feedback and reflection and ensure its implementation. The committee would also ensure that the textbooks/ reference materials are age appropriate, incorporate inclusive principles, are gender sensitive, have valid content and do not contain any material which may hurt the sentiments ofany community. It would also ensure that the reference materials reflect conformity with the underlying principles of the Constitution of India and are compliant with NCF 2005. Issues of gender, social, cultural and regional disparities must be taken careof in the curriculum transaction. 1.5 Pedagogical Practices by TeachersThe pedagogical practices should be learner centric. It is expected of a teacher to ensure an atmosphere for students to feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum.Teachers should follow inclusive principles and not label children as ‘slow
learners’ or ‘bright students’, or ‘problem children’ rather attend to the individual difference of students by diagnosing and modifying their pedagogic planning. Reflection:•Teaching should be in the conversational modes rather than in the modes of authoritarian monologue•The teacher needs to draw the children andgain their confidence,•Teachers should make deliberate attempts to explain the learning from utility of the textual material taught in school to real life.1.6 Lesson/ Unit PlanSpecific Lesson Plans for the topics are to beprepared by the teachers. These plan may have the following parts:·Specific Learning Outcomes;·Pedagogical Strategies;·activities/experiments/hands-on-learning;·Interdisciplinary Linkages and infusion ofCoreSkills(Life-skills,Values, Gender sensitivityetc.);·Resources (including ICT);·Feedback and Remedial Teaching Plan.1.7 Creating Cross-Curricular LinkagesCreating cross-curricular linkages are vital to learning as they help to connect prior knowledge with new information. For example, Mathematical data handling and interpretation can be effectively applied in geography and science; children can write better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in a language; Life Skillslike empathy, problem solving and interpersonal communications can be easily integrated with the study of literature and other areas. Universal Values, Life Skills, Constitutional Values with emphasis on realization of Fundamental Duties may be incorporated depending upon context in almost all the subjects. 1.8 Rules regarding Admission and ExaminationFor Eligibility for Admission and Examination and Scheme of Examination and related information, kindly see the Examination Bye-Laws of CBSE available atthe following URLhttp://www.cbse.nic.in/newsite/examinationbyelaws.html

2.Scheme of Studies2.1Academic StreamThe learning areas will include:I and II. Two Languages(Core/Elective) out ofHindi, English, Assamese, Bengali, Gujarati, Kashmiri, Kannada, Marathi, Malyalam, Manipuri, Oriya, Punjabi, Sindhi, Tamil, ,Telugu,Urdu, Sanskrit, Arabic, Persian, Limboo, Lepcha, Bhutia, Mizo, Tangkhul, Bodo, Nepali, Tibetan, French, German, Russian andSpanish.Notes:1.Out of the languages, one shall be English or Hindi, both English and Hindi can also be offered simultaneously.2.The languages may be offered either at Core/Elective level. The same language, however cannot be offered both at the Core level and Elective level.3.A candidate has the freedom to offer, in lieu of one of the two languages above, any other elective subject provided under III below.III to V. Three Electives out of the following:Mathematics, Physics, Chemistry, Biology, Biotechnology, Engineering Graphics, Home Science, Economics, Political Science, History, Geography, Business Studies, Accountancy, Fine Arts, Agriculture, Computer Science/Informatics Practices, Sociology, Psychology,Physical Education, Music and Dance, Entrepreneurship,Knowledge Traditions and Practices of India, Legal Studies, National Cadet Crops.(In this regard please also refer to notes givenbelow).Note: 1. Candidate shall opt either for Computer Scienceor Informatics Practices.VI.General StudiesVII.Health and PhysicalEducationAdditional Subject:A candidate can also offer an additional elective which may either be a language at elective level (out of those mentioned above) or, any other elective subject. While transacting the Curriculum due emphasis should be laid on National Identity and ValuesEducation. Schools are expected to draw their own programmes in this area in accordance with the guidelines contained in the relevant journals and manual published by the Board. Likewise,programmes in General Studies and Health and Physical Education be planned in accordance with the guidelines brought out by the Board.In Regional Languages, the Board prescribes the textbooks being followed in classes XI and XII in the respective State Boards where the language