Curriculum For Upper Primary Classes (VI – VIII
Curriculum forUpper PrimaryClasses (VI – VIII)Research Development and Consultancy DivisionCouncil for the Indian School Certificate ExaminationsNew Delhi
First EditionNovember, 2016Note: The Council reserves the right to make modifications in the syllabi as andwhen it deems necessary.Published by:Research Development and Consultancy Division (RDCD)Council for the Indian School Certificate ExaminationsP 35-36, Sector VIPushp Vihar, SaketNew Delhi-110017Tel: (011) 29564831/33/37E-mail: council@cisce.org Copyright, Council for the Indian School Certificate Examinations
PhotographPrefaceThe introduction of a Curriculum for Preschool to Class VIII is a pioneering endeavourundertaken by the Council to usher an exciting and dynamic dimension in the field ofEducation. The new Curriculum incorporates all elements of academic interests that cater tothe challenging requirements of present day educational needs.In order to allow for holistic and coherent planning and to provide greater flexibility and choicefor schools and teachers, the Council has developed a Curriculum framework that aims atfacilitating the teaching-learning process. It also serves to make learning purposeful andprogressive while promoting the achievement of educational aims and objectives in a plannedand positive manner. All efforts have been made to incorporate the latest trends in the field ofEducation, while ensuring that flexibility is provided to teachers to adapt the curriculum as pertheir requirements and contexts.To prepare the future generation of learners to meet the challenges of an ever advancingknowledge-based society and a dynamically changing environment, it is imperative thatchildren are equipped with a repertoire of skills and a positive attitude with a sensitizedperspective to become successful citizens in a globally competitive society.The Curriculum caters to a varied and diverse range of individual differences, intelligences andabilities and provides a plethora of opportunities to enjoy the learning experience throughintegration of generic skills, values and attitude in key learning areas.Development of Curriculum is an ongoing process, subject to continuous change and revision,and it is hoped that this Curriculum will bring about a uniformity in the teaching learningprocess in Council affiliated Schools. To ensure the successful implementation of thisCurriculum, it is imperative that Schools maximize their participation in this endeavour toachieve academic excellence. In this context, we invite schools to send their comments,suggestions or contributions on the Curriculum.I take this opportunity to acknowledge the contribution of subject experts from leadingInternational and National educational institutions and subject teachers from schoolsaffiliated to the Council. The RDCD team of the Council deserves special mention for diligentlyand meticulously developing this Curriculum.November 2016Gerry ArathoonChief Executive & Secretary
Contents INTRODUCTIONiENGLISH1HINDI31MATHEMATICS65HISTORY, CIVICS & GEOGRAPHY104HISTORY & 200BIOLOGY232COMPUTER STUDIES258ARTS EDUCATION281
ACRONYMS2D/3D2 Dimensional/3 Dimensional4GPLFourth Generation Programming LanguageBPBlood PressureCANController Area NetworkCCDComputer Controlled DisplayCDCompact DiscCNSCentral Nervous SystemCUICharacter User InterfaceDBMSData Base Management SystemDNSDomain Name SystemDOSDisk Operating SystemECGElectro Cardio GramEVSEnvironmental StudiesFTPFile Transfer ProtocolGUIGraphical User InterfaceHCFHighest Common FactorHCGHistory, Civics & GeographyHIVHuman Immunodeficiency VirusHTMLHypertext Markup LanguageHTTPHypertext Transfer ProtocolICTInformation and Communication TechnologyILOInternational Labour OrganisationIMAPInternet Message Access ProtocolIMDIndia Meteorological DepartmentINAIndian National ArmyIPInternet ProtocolISPInternet Service ProviderIWBInteractive White Board
ACRONYMSLANLocal Area NetworkLCMLowest Common MultipleMANMetropolitan Area NetworkMODEMModulator-DemodulatorNGONon-Government OrganisationOSOperating SystemPANPersonal Area NetworkPNGPortable Network GraphicsPPTPower Point PresentationRBCRed Blood CorpusclesRAMRandom Access MemorySMPSSwitched Mode Power SupplySMTPSimple Mail Transfer ProtocolSSTSocial StudiesSUPWSocial Useful Productive Work and Community ServiceTCPTransmission Control ProtocolTSATotal Surface AreaTVTelevisionUNUnited NationsUNESCOUnited Nations Educational Scientific and Cultural OrganisationUNICEFUnited Nations Children’s FundURLUniform Resource LocaterWANWide Area NetworkWBCWhite Blood CorpusclesWHOWorld Health OrganisationXLSExcel Spreadsheet
INTRODUCTIONThe Council for the Indian School Certificate Examinations (CISCE) is committed to serving thenation’s children, through high quality educational endeavours, empowering them to contributetowards a humane, just and pluralistic society, promoting introspective living, by creating excitinglearning opportunities, with a commitment to excellence.As a premier National Examination Board of the country, the Council conducts theIndian Certificate of Secondary Education Examination (ICSE – Class X), the Indian SchoolCertificate Examination (ISC – Class XII) and the Certificate of Vocational EducationExamination (CVE- Class XII). The Council has always strived to incorporate the very best in itsprescribed syllabi at the secondaryand senior secondary levels, withEthos of the CouncilCouncil affiliated schools being thecornerstone in the achievement of Trust and Fair Playmany an educational milestone. Minimum monitoring Allowing schools to evolve their own niche′ Catering to the needs of the children Giving freedom to experiment with new ideas andIt is a well-known fact that a strongfoundation in the lower classes playsa vital role in forging life-longlearningcompetencies.TheCurriculum developed by the Councilfor Preschool – Class VIII, has beendesigned so as to enable children topractices – the school must continuously evolve evolution of ideas. Values - Spiritual and Cultural, to be the bedrock ofand to lead them in a progressive andmannertoderivefulladvantage of the ICSE and theISC syllabi. The curriculum has beenplannedandorganizedinaSchools to motivate pupils towards the cultivation of:Excellence - the Indian and Global experience;be well-prepared and future readyphasedDiversity and Plurality – the basic strength forthe educational experience. Schools to have an ‘Indian Ethos’ with strong roots inthe national psyche and be sensitive to emergingnational aspirations.systematic and scientific manner,i
keeping in view the prevalent trends andrequirements in the field of education. Thecurriculum aims to provide a holistic and broadbased education, taking into ambit all aspects ofchild behaviour, so as to equip them to meet thechallenges in life and to develop their potential forlifelong learning. All efforts have been made toincorporate components that are vitally and organically related to the child’s life and his/ herimmediate environment, interpreting for the child, its salient and significant features andpermitting him/her to come in contact with some of its important activities.The curriculum aims to enable children to:become successful learners who enjoy learning;successfully apply core concepts learnt from various subjects;understand texts of different subjects so as to communicate knowledge and ideas inways specific to the subject;articulate thoughts and ideas effectively using oral, written and nonverbalcommunication skills in a variety of forms and contexts;use technology to access and provide information and to communicate with others;understand cross-curricular linkages- connect learning across subject areas;become confident individuals who are able to live safe, healthy and fulfilling lives;become responsible citizens who make a positive contribution to society;understand and apply knowledge to real life experiences;develop a sense of responsibility towards others;function successfully in the local and world community;respect diversity (in terms of religion, gender, regions, etc. and differences of opinionsand beliefs);exhibit sensitivity towards environmental issues;learn to manage and utilise resources judiciously.ii
The process of curriculum development was initiated in the year 2016, wherein the Council feltthat there was a need to develop a comprehensive curriculum which had the potential to becontextualized by teachers as per their requirements. The development of the curriculum was agradual process.In order to gain a better understanding of the existing syllabi (Preschool – Class VIII) beingfollowed in Council affiliated schools, a questionnaire was designed to elicitinformation from schools. The questionnaire sought information on thesubjects being taught, the syllabus content for various subjects, innovativepractices adopted, etc. The syllabi/ information received from schools wasstudied to understand the level at which various subjects are being transactedin different schools. This was a criterion that was constantly kept in mind whiledeveloping the syllabi for various subjects. A review was also done of thevarious National and International curricula, so as to understand the existingtrends in school education.Another key aspect kept in mind while developing the content was the knowledge and the level ofcompetency that would be required by children at the completion of Class VIII so as to preparethem to take up studies at the ICSE level. Accordingly, ‘backward designing’ was done for allsubjects, with the ICSE syllabus being the reference point.In order to ensure that the curriculum is relevant and in alignment with what is being transacted inthe schools, all efforts were made to ensure that subject teachers, teaching at the levels ofPreschool - Class VIII are involved in the process of development of the curriculum. In-depthdiscussions were held with subject teachers to identify the requirements so that a need based andprocess oriented curriculum could be developed.The curriculum was developed through collaborative efforts of subject teachers from schoolsaffiliated to the Council, as well as educationists and experts from leading national andinternational educational institutions.iii
The Curriculum is Theme basedThe present curriculum follows a ‘theme based’ approach in all the curricular areas ratherthan a ‘topical approach’. Thus, it does not proceed with a list of topics while transacting thecurriculum from different subjects. The theme facilitates in addressing the issues related tothe area under study in a holistic manner. The Curriculum is Child CentredThe approach of the curriculum is ‘child centred’. Theidentified concepts, skills, issues and concerns areage-appropriate so that the understanding of the childdevelops gradually from self to the immediate surroundingand further to the wider environment. For example,information related to the child and his/her familymembers may be given before introducing him/her to theneighborhood. Thus, the child moves from simple tocomplex, concrete to abstract, informal to formal conceptsin a logical and phased manner. Focus on using a wide range of learning experiencesRecognising the fact that there are different learning styles and individual children learn indifferent ways, the curriculum suggests a range of transactional processes varying urveys,hands-onexperiences,experimentation, model making, poster making, slogan writing, etc. The curriculum aims toensure that learning is a joyful experience for all children and that children are able tounderstand not only what they learn, but also how this learning is relevant in their lives, bothpresent and future. Sequential arrangement of learning experiences (Spiralling)An attempt has been made in this curriculum to design a sequential arrangement of learningexperiences, that will provide a spiral of cumulative learning. As they progress throughclasses, children will revisit certain topics or themes several times, but the depth andcomplexity of the theme or topic/concept will increase with each revisit. The new knowledgegained will be put in the context of the pre-existing knowledge which will serve as a base orthe foundation.iv
The Curriculum encourages an Integrated approachThe curriculum encourages an integrated approach to teaching-learning, so as to enablechildren to comprehend learning experiences as a unified whole, to help them seemeaningful linkages within and across various subject areas. Instead of moving from onetopic/subject area to another, learning information in a disconnected, compartmentalisedmanner, the curriculum aims to help children make sense of life’s experiences by helpingthem connect and correlate knowledge and experiences across various topics within as wellas across subject areas.Including ALL ChildrenThe suggested activities/ experiments/ project work and experiences need to be adaptedkeeping in view the individual differences among children and their innate potentials,as well as the children with special needs. The teaching-learning material, equipment,games, puzzles need to be adapted so that ‘ALL’ children can be equally involved in thetransactional process. Teachers must do away with the approach of labelling childrenwhich can cause them to be singled out and ridiculed - rather, they should be taken intothe ambit of the teaching and learning process with other children by devising anddesigning appropriate learning strategies. In this process, ALL children will learn fromeach other. In order to create inclusive classrooms, teachers must develop theirknowledge and skills and an understanding of key strategies to achieving success.However, work done in this area needs to be referred to by teachers who also need to beoriented. Value ALL Children Respect individual differences Provide equal opportunities Meet learning needs of ALL Childrenv
The Curriculum provides scope for ContextualizationWithin the framework of the curriculum, flexibility has been provided to schools to adaptand contextualize as per their own unique requirements and the needs of the children.Hence, while the key concepts/ areas have been spelt out for each subject theme in thecurriculum, it is expected that the teachers will adapt and use appropriate transactionalprocesses, based on the resources available, the interests and aptitude levels of the children,as well as their geographical locations and the socio-economic and cultural contexts. The Curriculum follows a Social Constructivist approachThis approach lays emphasis on learning by doing (I do, I understand much better). Also,children learn better while interacting/discussing with elders/others. Thus this approachprovides opportunities for children to construct their knowledge rather than placing them asrecipients of information in the transactional process. The knowledge gained by them is thusan outcome of the children’s own activity. Engaging/involving children in exploring,observing, inventing the world around them helps in the process of construction ofknowledge. In this curriculum, ample scope has been created for children to construct theirknowledge through the social interaction (social constructivism). The Curriculum encourages development of Life SkillsThe curricular approach encourages development of skills aswell as life skills by using age appropriate identified themes.These skills and life skills are not to be developed in isolationand are not ‘add on’ activities, rather, these are to be developedin an integrated and infused manner. The age appropriate skillsand life skills have been mentioned in the curriculum as areference point for teachers.vi
The Curriculum document comprises of three parts, Part 1, Preschool Curriculum (coveringPreschool 1 and Preschool 2), Part 2, Curriculum for Primary Classes (I-V) and Part 3, Curriculumfor Upper Primary Classes (VI-VIII).Part - 1Part - 2Part - 3PreschoolPrimaryUpper Primary PS -I PS -II EnglishHindiMathematicsEnvironmentalStudies (I & II)Science(III - V)Social Studies(III-V)ComputerStudiesArts Educationvii EnglishHindiMathematicsHistory & ies Arts Education
Research and educational experiences underline the crucialimportance of early years in the child’s developmental experience.The rate of maturation and development and the pace of learning,is greater during these years than at any subsequent period in thechild’s life. The child’s experience of learning in the early years,has a profound influence on later learning.Young children enter preschool with a lot of curiosity, a sense ofwonder and an eagerness to learn. They are attracted towards learning experiences that areengaging and pleasurable. Positive, concrete and hands-on experiences encourage young childrento make choices, decisions, and explore their immediate environment. This helps them feelcompetent and confident.The Preschool curriculum developed by CISCE, is meant for an early childhood setting where threeto five-year-old children receive age and developmentally appropriate early education. Thecurriculum is divided into two sections, namely, Preschool-I and Preschool-II. The curriculumfollows a holistic approach where practitioners support and scaffold children’s learning throughenriched play experiences. The pedagogical and transactional processes / strategies suggested inthe curriculum include engaging and enjoyable play activities and learning experiences thatawaken / ignite children’s thinking processes and help build their confidence. The activities andplay based experiences connect young children’s fascination with learning in every domain so thatthey can enjoy, learn and make the most of their time in preschool.At the primary stage, subject areas dealt with are English, Hindi (Second Language), Mathematics,Environmental Studies (EVS), Science, Social Studies, Computer Studies and Arts Education.English has been treated as the first language and presented in a manner which takes into accountmultilingualism as a learning resource. Hindi is one of the Second Languages up to the elementarystage (I - VIII). The teaching-learning of languages would provide language as a tool to structurethought processes and to explore different realms of knowledge and imagination.Mathematics focusses on reasoning and conceptual at every stage. The approach of this subjectwould facilitate hands on experiences and enable children to link Mathematics with day to day lifeexperiences.The Environmental Studies (EVS) curriculum (Classes I-II) is presented as an integrated curriculararea following the thematic approach. The focus is on learning about the environment, through theviii
environment and for the environment. In Classes III-V, Science and Social Studies have beenidentified as core areas. At the primary level, a multi-disciplinary approach of Science and SocialStudies learning has been followed and the concepts and concerns have been addressed throughvarious themes, identified from different discipline in these areas.Computer Studies, another core area of this stage has been developed with the focus on use oftechnology in Education.Last but not the least, the curriculum for Arts Education at the primary level has been developed asa core area and follows a theme-based approach. The learning of this subject would provide scopefor creative expression, appreciation and working together.The curriculum for the Upper Primary Stage covers English, Hindi (Second Language),Mathematics, Physics, Chemistry, Biology (under Science), History & Civics, Geography (under thesubject History, Civics & Geography), Computer Studies and Arts Education.Being the medium of instruction (first language) the focus of English language learning at thisstage is on oral and written expression, in a creative manner. Thi
HINDI ENGLISH 1 MATHEMATICS 65 HISTORY & CIVICS GEOGRAPHY 142 HISTORY, CIVICS & GEOGRAPHY 104 169 . ACRONYMS . 2D/3D 2 Dimensional/3 Dimensional 4GPL Fourth Generation Programming Language BP Blood Pressure CAN C
Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original
10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan
service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största
Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid
LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .
Part II: Chemistry at the Upper Primary Level . Part I . Science at the Upper Primary Level . An Introduction. Unfolding the Curriculum: SCIENCE Curriculum in Practice . 3 . 1.0 Overview: Why, what and how of this module? Why this module? This module aims at providing an understanding on various aspects of the SCIENCE curriculum in Classes VI-VIII, along with the salient features of the .
och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att
Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI
