School Curriculum

School curriculum

The innovative curriculum for the primary and secondary students of Royal International Public School is designed to meet our objectives by reinforcing concepts, ideas, skills, and activities — not only from the teacher’s point of view but also so parents can understand what is happening in the classroom.

The main thrust of our curriculum is innovative and creative activities inside and outside the classroom. Children respond to a curriculum that feels different and is full of exciting things to do, experience, and learn. We follow a well-planned academic programme with many integrated, project-based activities.

Teaching methodology / effective innovative teaching

A key challenge for every teacher is capturing students’ attention and presenting ideas so they stay meaningful long after class. We implement effective, innovative approaches for richer classroom experiences. Teachers refresh their methods to keep classes engaging. We take five projects per year as a foundation for our curriculum, introducing new projects while building on previous ones. Below are some of the strategies we use.

Subjects

Our programme includes English, Hindi, Mathematics, Science, Social Science, Computer Education, an optional language (Sanskrit), and General Knowledge.

Assessment and evaluation

Evaluations follow the uniform system of assessment guidelines issued by CBSE. Assessment is indicated in grades: an eight-point scale for scholastic areas and a three-point scale for co-scholastic areas.

Scholastic assessment (written)

For classes I to VIII, assessment is organised in two terms — Term 1 and Term 2.

1. July First Periodic Assessment
2. September Half Yearly (Term 1)
3. November Second Periodic Assessment
4. March Annual Examination (Term 2)

Half-yearly and annual examinations are of 2 hours 30 minutes duration. Re-tests are considered only for medical leave, bereavement of an immediate family member, or representing the school in a competition.

Co-scholastic assessment

Students are assessed term-wise on a three-point scale (A = Outstanding, B = Very Good, C = Fair). Regularity, sincere participation, output, and teamwork are the general criteria for grading in the following areas:

Secondary curriculum

Guiding principles as proposed by NCF-2005 include:

• Connecting knowledge to life outside the school.
• Ensuring that learning moves away from rote methods.
• Enriching the curriculum for the overall development of children rather than remaining textbook-centric.
• Making examinations more flexible and integrated into classroom life.
• Nurturing an identity informed by caring concerns within the democratic polity — values based on reason and understanding.
• A clear orientation toward independence of thought and action — carefully considered, value-based personal and collective decision-making.
• Sensitivity to others’ well-being and feelings, integrating work with education.
• Work-related experiences that are sufficient and broad-based in skills and attitudes.
• Creativity in arts, literature, and other domains of knowledge, closely linked to learning.

Aims and objectives

• “Nurturing life skills.”
• “Integration” — the connection between knowledge and application.
• “Upholding constitutional values.”
• “A global perspective” — keeping pace with twenty-first century skills and global trends; helping learners stay interconnected and take individual responsibility.
• “Lifelong learning” — active exploration, problem-solving, and use of information and languages for social transformation.

CBSE school curriculum — mission and goals

• Nurturing life skills.
• Enhancing self-awareness and exploring innate potential.
• Promoting capabilities related to goal setting, decision making, and lifelong learning.
• Nurturing communication and interpersonal skills.
• Learning empathy, dignity, and respect for all; contributing to the community and caring for the environment.
• Fostering cultural learning and international understanding in an interdependent society.
• Strengthening knowledge and attitudes related to livelihood skills.
• Using technology and information for the betterment of humankind.
• Developing thinking skills and problem-solving abilities.
• Developing creativity and the ability to appreciate art and express talents.
• Collaboration between home and school.
• Project-based learning to build research capabilities.
• Emphasis on inclusion strategies.
• General and specific teaching and assessment objectives.
• Multiple modes of assessment through descriptors of good performance.
• Integrated, activity-based Environmental Education from classes I to XII.

Curriculum areas at secondary level

To foster core competence, the curriculum encompasses six major learning areas: Languages, Humanities, Mathematics, Science, Health and Physical Education, and Performing and Visual Arts. These refer to the content of learning, not only subject titles.

Major contents of each learning area

Syllabus includes

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

Lesson and unit plans

• Specific learning outcomes.
• Unit and topic learning contexts.
• Pedagogical strategies.
• Flow of lesson or unit — including activities, experiments, and hands-on learning.
• Formative assessment tasks.
• Remedial teaching plan.
• Interdisciplinary linkages.
• Infusion of core themes (life skills, values, gender sensitivity, etc.).
• Resources.

Together, these support spiritual, ethical, social growth and development, and enhance learners’ innate potential for holistic development.

Main learning outcomes for curriculum learning areas

• Learners use language to understand, acquire, and communicate ideas and information, and to interact with others.
• Learners identify, integrate, and apply numerical and spatial concepts and techniques, with clear ideas connected to the real world.
• Learners understand and appreciate the physical, biological, and technological world and develop the knowledge, attitudes, skills, and values needed for rational decisions.
• Learners understand their cultural, geographical, and historical context and gain depth to help transform society for a better India.
• Learners reason about arrangements, norms, and relationships to comprehend, decode, validate, and develop relevant patterns.
• Learners think laterally and critically, identify opportunities, challenge their potential, and take ownership of their actions.
• Learners interact harmoniously across cultures and are tolerant and empathetic.
• Learners take part in cultural pursuits and respect others’ artistic and intellectual work.
• Learners value practices that support physical, mental, and cognitive well-being.
• Learners respect everyone’s right to feel safe and respected, understand constitutional rights and duties, and behave responsibly.

School curriculum plan (syllabus)

The school curriculum plan includes:

• Pedagogical goals of the school for the session.
• Subject-focused pedagogical objectives.
• Mapping of units with pedagogical objectives.
• Resources and activities for unit-wise objectives.
• Pedagogical outcomes.
• Assessment directives.
• Feedback rubrics.

The plan also describes how to infuse seven core areas — Life Skills Education, Values Education, Gender Sensitivity, Environmental Education, Information Technology Education, Human Rights Education, and Health and Wellness Education — into each subject. Parents may be involved in shaping this plan; it helps families connect with and support the school’s pedagogy.

Teachers prepare lesson and unit plans within their faculties, guided by the school curriculum plan. Remedial teaching should reflect differentiated needs; as difficulties appear, remedial support is planned with parents informed of how it is provided.