Secondary Curriculum

  • Connecting knowledge to life outside the school.
  • Ensuring that learning shifts away from rote methods.
  • Enriching the curriculum to provide for overall development of children rather than remain textbook centric.
  • Making examinations more flexible and integrated into classroom life.
  • Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country towards values which are based on reason and understanding.
  • A clear orientation
    Independence of thought and action points to a capacity of carefully considered, value-based personal & collective decision-making.
    Sensitivity to others' well-being and feelings,
    ensure integration of work with education.
    Work related experiences should be sufficient and broad based in terms of skills and attitudes.
    Creativity in arts literature and other domains of knowledge is closely linked.

  • "Nurturing Life-skills"
  • "Integration" connection between knowledge and application.
  • "Upholding Constitutional values"
  • "A global perspective" keeping pace with the 21st century skills and the global trends, enhance learner's ability to stay interconnected and transform yourself to take individual responsibility.
  • "Lifelong learning" to lead to active exploration, problem solving, and the use information and languages to lead to social transformation.

  • To enhance self-awareness and explore innate potential.
  • To promote capabilities related to goal setting, decision making and lifelong learning.
  • To promote capabilities related to goal setting, decision making and lifelong learning.
  • To nurture communication and interpersonal skills.
  • To learn to be empathetic towards others, display dignity and respect to all , to contribute for the community, and focus on preserving environment.
  • To foster cultural learning and international understanding in an interdependent society.
  • To strengthen knowledge and attitude related to livelihood skills.
  • To acquire the ability to utilize technology and information for the betterment of humankind.
  • To develop abilities related to thinking skills and problem solving.
  • To develop creativity and the ability to appreciate art and showcase one's own talents.
  • Collaboration between home and school.
  • Project based learning to build research capabilities.
  • Emphasis on inclusion strategies.
  • General and specific teaching and assessment objectives.
  • Emphasis on multiple modes of assessment through descriptors of good performance.
  • Integrated activity based program on Environmental Education from classes I-XII.

For the purpose of fostering core competence in learners, the curriculum encompasses six major learning areas, which are: Languages, Humanities, Mathematics, Science, Health and Physical Education, Performing and Visual arts. It refers to the content of learning, not the titles of subjects.
Major Contents of Each Curriculum Learning Area in Secondary Classes.

  • Languages include Hindi, English, and another 36 languages (detailed in Curriculum Volume II) and focus on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies.
  • Humanities (Geography, History, Economics and Political Science) 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 into one's life.
  • Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include, instruction in these arts, aiming 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, valuing arts, and the cultural heritage.
  • Science (Biology, Chemistry, Physics and Computer Sciences) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop a scientific attitude, use and application of such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover.
  • 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.
  • Health and Physical Education focuses on the learning for 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 curriculum is on helping learners develop a positive attitude and commitment to lifelong, healthy XIII active living and the capacity to live satisfying, productive lives with the help of proper health management, sports, yoga, fitness and lifestyle choices.

  • Pedagogical goals of the school.
  • Subject specific pedagogical objectives
  • Mapping of units with pedagogical objectives
  • Resources/activities to achieve the unit wise pedagogical objectives
  • Pedagogical outcomes
  • Assessment directives
  • Feedback rubrics

  • Specific learning outcomes.
  • Unit/topic learning contexts
  • Pedagogical strategies
  • Flow of lesson/unit (including activities/ experiments/hands-on-learning)
  • Formative assessment tasks
  • Remedial teaching plan
  • Interdisciplinary Linkages
  • Infusion of Core (Life-skills, Values, Gender sensitivity etc.)
  • Resources
    • All this is to facilitate spiritual, ethical, social, growth, and development.
    • To enhance learners innate potential for holistic development.