CBSE Update
Major Initiatives of CBSE in
Recent Years
www.schoolofeducators.com
Overview

Curriculum Design

Introduction of New Subjects

Biotechnology, Fashion Studies and
Multimedia and Web Technology – XI & XII
Disaster Management – VIII to X & XI
Education in Life Skills – VI to VIII

Environmental Education – I to IX



Curriculum Reforms



Mathematics Laboratory
Alternatives to Homework
Science through Activities – Class VI
www.schoolofeducators.com
Overview (contd…)

Curriculum Evaluation.









School-based Evaluation – IX & X
Continuous and Comprehensive Evaluation – I to
VIII
Internal Evaluation in Social Science – IX & X
Internal Evaluation in Mathematics – IX & X
Restructuring of Science Practical Work – IX & X
Empowerment
of
Principals
and
Orientation of Teachers
Enrichment Activities.
Some Initiatives in other Aspects of School
Education.
Destressing Education.
www.schoolofeducators.com
BEFORE WE TAKE UP THESE
INITIATIVES LET US LOOK AT
THE CURRICULAR CHANGES
MADE BY NCERT ON THE
BASIS OF NCF - 2005
www.schoolofeducators.com
NCERT’s Revised Curriculum


NCERT has revised the curriculum for various
classes based on NCF 2005.
New syllabus and text books will be
implemented in a phased manner as given
under:

Phase I (2006-07)


Phase II (2007-08)


Classes II, IV, VII, X and XII
Phase III (2008-09)


Classes I, III, VI, IX and XI
Classes V and VIII
NCERT has put up text books in their website.
Their Website number is www.ncert.nic.in
Circular No. 01/2006, dated 16.02.2006 and 04/06, dated
29.03.2006
www.schoolofeducators.com
New Subjects

-
Biotechnology
Introduced as elective subject at Sr. School in
2002-2003
Textual Materials & Laboratory Manuals published
by the Board for both XI & XII
Interested schools should apply on plain paper to
EO (Sc.)
Space, funds for equipments and teacher –
conditions for getting permission.
Teacher: PG in Biotechnology/Bio-chemistry /
Genetic Engineering/Micro Biology/Life Sciences
Teacher training programmes being conducted at
different centres.
Circular No. 09/05.01.04
www.schoolofeducators.com
New Subjects (contd…)

-
-
-

Fashion Studies
Introduced in class XI as elective subject in 2004-2005
70% Theory & 30% Practicals.
Focus: Garment design, fabrics, elements of fashion
and basics of garment making.
Approximate estimate for Lab: Rs. 4-5 lakhs
Teacher : Graduation with three year diploma in
Fashion Design/Graduation with Diploma in Textile
Design/M.Sc Home Science with clothing and Textiles
with 3 years experience in apparel industry.
Interested schools should apply on plain paper giving
details of space for lab and willingness to spend for
equipments and appoint suitable teacher to the Director
(Academic)
Circular No. 12/26.02.04
www.schoolofeducators.com
New Subjects (contd…)

Web and Multimedia Technology






Introduced in class XI in 2003-04
Thus CBSE offers three Computer based subjects.
All three courses on par with other elective
subjects.
A candidate can opt for either Computer Science or
Informatics Practices.
In addition a candidate can opt for Multimedia and
Web Technology.
Thus a maximum of only two out of three IT based
course allowed.
Circular No. 10/16.04.03, 26/23.10.2003 and 13/11.03.2005
www.schoolofeducators.com
New Subjects (contd…)
Education in Disaster Management








Disaster
Management
introduced
as
Frontline
Curriculum in class VIII in 2003-2004.
Integrated with Social Science – 10%
Course Materials for class IX prepared and introduced
in 2004-2005.
Class X material prepared and introduced in 2005-06
Extended to class XI as a component of Geography
from 2006-07.
Hindi Version of Course Materials released.
Nation-wide teacher training programmes conducted.
Collaboration with UNDPA & NIDM and Ministry of
Home Affairs.
Circular No. 10/04 dated 26.02.2004, 03/05, dated 20.01.2005
www.schoolofeducators.com
New Subjects (contd…)

-
-
-
-
Life Skills Education
Introduced for class VI in 2003-2004.
Interdisciplinary in nature.
Evaluation through grades as Continuous and
Comprehensive Evaluation only positive attributes of
learners to be reflected.
Develops self awareness, social commitment, ecosensitivity and positive adaptive behaviour in children.
Implemented in class VII in 2004-2005 and in class VIII in
2005-06.
Course materials have been published by CBSE.
Training Programmes are being conducted.
Circulars Nos.21/05.09.03, 11/26.02.04; 04/25.01.05
www.schoolofeducators.com
New Subjects (contd…)










Environment Education
As a compulsory subject from Class I.
Being implemented on the directive of the Hon’ble
Supreme Court of India.
Syllabus for all classes developed by NCERT already
sent to all affiliated school.
Atleast two periods per week for this subject.
Assessment can be part of CCE to be reflected as
grades in a five point scale.
A handbook for teachers upto class VIII has been
published.
An activity based manual for class IX has been
published in 2006.
Schools are advised to teach the subjects upto class
IX as per NCERT Syllabus.
Details of Phased implementation and evaluation will
be intimated to all schools by CBSE in due course.
Circular No. 8/01.02.05 and 08/06 dated 04.05.06.
www.schoolofeducators.com
Curriculum Reforms
Mathematics Laboratory in Schools




Concept of Mathematics Laboratory introduced
by the Board in 2002-2003.
Manual titled ‘Mathematics Laboratory in
Schools’ published by the Board to give
guidelines and specimen activities.
Aim: To remove the fear for Mathematics among
children and to make the subject more
interesting.
All affiliated schools were advised to start the
Mathematics Laboratory for classes III onwards
and
integrate
evaluation
of
practical
competencies in Maths with the evaluation of
the subject.
Circular No. 03/28.01.04
www.schoolofeducators.com
Maths Laboratory (contd…)






Maths Lab provides a conducive ambience for
students to learn the subject in a joyful manner
through practical activities and interaction.
Teachers need to pay attention to both the
transactional strategies and evaluation strategies.
Simple experiments and projects will lead to the
development of different skills like numerical,
observation, thinking, analytical and so on.
Establishing a Maths Lab does not involve high cost.
Improvised aids using inexpensive material can be
made.
Space required is also quite limited.
Guidelines given in Mathematics Laboratories in
schools – class III to VIII, class IX and class X CBSE
publications.
Circular No. 10/02.03.05
www.schoolofeducators.com
Reforms (contd…)

Alternatives to Homework
The Board introduced the Concept of Alternatives to
Homework for classes III to V in 2004-2005




A manual with guidelines and specimen exercises
has been published.
Alternative activities are child-friendly, replacing
the dull and mechanical homework usually given to
children.
Activities involve children in meaningful interaction
with other members and their environment.
Skills identified in the book are not to be evaluated
formally but the behavioural changes brought
about by the empowerment process may be
reflected as positive inputs in School Achievement
Record.
Circular No. 05/25.01.2005.
www.schoolofeducators.com
Science through Activities




Schools should encourage children to learn
Science through simple activities and
experiments.
To promote such an approach based on
learning by doing the Board has brought out
a book called Learning by Doing for class VI.
It gives a number of simple activities and
experiments that can be done using very
inexpensive materials and apparatus.
Such activities will help children understand
Science concepts in each lesson.
www.schoolofeducators.com
Modifications in Social Science for
classes VI to VIII


There will be three units in Social Science
Unit I will be devoted to History as per
following syllabus:





Class VI – Ancient India
Class VII – Medieval India
Class VIII – Modern India
Unit II and III include Geography and Civics
and some components of Economics
Accordingly there will be two textbooks in
Social Science for each class
Social Science Part-I – History
 Social
Science Part-II – Geography,
Economics.
Circular No. 16/2005 dated 15.03.2005

www.schoolofeducators.com
Civics
and
Evaluation

School based evaluation certificate –
IX and X.







Introduced in 1999-2000
Certificate Format developed by Board and sent to all
affiliated schools.
Guidelines (circular 14/08.07.1999) have been
issued.
School-based Evaluation Certificate to be issued by
schools to all class X pass-out candidates
This will be in addition to Board’s marks sheet and
passing certificate
This certificate gives a holistic profile of every learner
in terms of attributes, attitudes, interests, values
besides performance in scholastic and co-scholastic
areas.
It is mandatory that every school issues School-based
Evaluation Certificate to class X pass out candidates.
www.schoolofeducators.com
Continuous and Comprehensive
Evaluation (Primary)







Continuous and Comprehensive Evaluation
Desisting assessment of students on the basis of
one-shot examinations
Achievement Records for classes I & II and for
classes III – V
Holistic and continuous assessment on a 5 point
scale.
Comprehensive: Covering scholastic and coscholastic areas.
Only positive feedback on the achievement of
learners to encourage multiple talents.
Rating scales for different subjects for classes I to
V have been circulated to all schools to help
teachers carry out the assessment in a
systematic and scientific manner.
www.schoolofeducators.com
Five Point Grading Scale
(for Primary)

Five Points are as under:
A*
A
B
C
D
(100 Point Scale)
Outstanding
90-100
Excellent
75-89
Very Good
56-74
Good
35-55
Scope for improvement Below 35
Circular No. 05/04 dated 13.02.2004, 18/04 dated
29.03.2004, 31/2004 dated 15.09.2004, 25/04 dated
12.06.2004 and 21/05 dated 12.04.2005
www.schoolofeducators.com
Continuous and Comprehensive
Evaluation (Upper Primary Level)



Emphasis on extension
of Continuous and Comprehensive
Evaluation up to class VIII
Seven Point grading scale has been notified
Seven Points are as follows:
A*
90 and above

A
80 to 89

B*
70 to 79

B
60 to 69

C
45 to 59

D
33 to 44

E
Below 33 percent
It will facilitate
maintenance of meaningful continuity from
primary level and smooth transition to grades in secondary level
as and when introduced.


Circular no. 02/06 dated 31.01.2006
www.schoolofeducators.com
Strengthening Internal Evaluation
at Secondary Level


Already internal
evaluation existed at
secondary level in Science
Now the Board has introduced internal
evaluation



In Social Science for 20 marks
In Mathematics for 20 marks
Internal Evaluation in Social Science from
March, 2006 Board Exam for class-X and
Mathematics from March, 2007 Board
Exam for class-X.
www.schoolofeducators.com
Internal Evaluation in Social
Science - Details




80 marks for External Board Examination
20 marks for school-based internal evaluation
20 marks will be allotted to the following
aspects:
 Formative and Summative Tests :
10
marks
 Assignments
:
05
marks
 Project Work
:
05
marks
How to award marks – (detailed guidelines have
been already circulated)
www.schoolofeducators.com
contd…
Contd…

Formative and Summative Testing



In class IX on the basis of announced unit
tests
Marks out of 10 to be awarded and than
average can be calculated for arriving at 10
marks
In class X average of class IX and class X unit
tests (2-3 tests) will be calculated for marks
to be given out of 10.
www.schoolofeducators.com

Assignments





Weightage : 05 marks
Assignments: Written Questions, Tasks or
Activities that are based on the lesson or unit
of teaching.
Mode of Assessment: for recording purpose in
every month well-planned assignments may
be given
They may be graded using five point rating
scale: A-5, B-4, C-3, D-2, E-1.
Record of 5 announced assignments, one in
each month may be kept and average may be
calculated to arrive at the final award – out of
5 marks for both classes IX-X
www.schoolofeducators.com

Projects





Weightage : 5 marks
In class IX a student will do two projects of which one
should be related to Disaster Management from the list
specified.
In class X a student will do any one project out of the list
specified
Some important points : 9-15 pages; only handwritten in
neatly bound simple folder; teacher’s report should be
included. Keep the reports for inspection
Scheme of evaluation – split up of 5 marks
 Initiative, cooperation
- 1 mark
 Content and research
- 1 mark
 Creativity and originality
- 1 mark
 Analysis of situation
- 1 mark
 Viva or written test
- 1 mark
Circular No.02/04 dated 28.01.04, 06/04 dated
11.02.04, 07/05 dated 04.02.05, 13/06 dated
23.06.06
www.schoolofeducators.com
Some important points regarding
Internal Assessment in Social Science






Internal Assessment in Social Science for 20 marks
already implemented in March, 2006 examination for
class X.
Feedback suggests that some schools are not following
the laid down guidelines seriously.
Boosting of Internal Assessment marks will result in
down scaling of the awarded marks.
It may also lead to cancellation of internal marks and
the result will be declared on the basis of external
marks alone.
Schools are advised to send five best projects to the
Board.
The topics for the project for classes IX and X 2006-07
will be shortly sent to all schools.
Circular No. 13/06 dated 23.06.06
www.schoolofeducators.com
Internal Evaluation in Mathematics




Internal assessment in Maths began in class IX
from 2005-06
First class X Exam in this scheme will be in
March, 2007.
80 marks for Board Exam for class X and 20
marks for internal assessment.
Distribution of 20 marks



Evaluation of skills - 10 marks
Assessment of Record work - 05 marks
Assessment through
Summative and Formative tests - 05 marks
www.schoolofeducators.com
Internal Evaluation in Mathematics
(contd...)

How to Award Marks
 Step 1: Assessment of any two skills in Maths will
be done at the end of class IX & X independently
by the school through a test in 1½ hours. Should
be conducted for groups of students, each group
not exceeding 20 students. Marks out of 10
should be awarded following guidelines provided.
 Step 2: a record
of at least 10 activities will be
maintained by each student. This record will be
assessed at the end of class IX and X for 5 marks.
 Step 3:
Class IX: Work out weightage out of 5
of the marks in Unit Test and cumulative test of
first and second terms.
Class X: Work out average of final assessment of
class IX and first term exam of class X for a
weightage of 5 marks.
www.schoolofeducators.com
contd…
Contd...



Step 4 : Add marks of skills (10 marks),
Record work (05 marks) and summative
and formative testing (05 marks) to
arrive at marks for 20
Board will send award list to be filled and
returned by the last week of January,
2007 for class X restricting split up as
up as shown above
Detailed instruction in Circular No.
10/02.03.045
Also Circular No. 14/06 dated 29.06.06
www.schoolofeducators.com
Restructuring Science Practical
Work


To strengthen practical work in Science and
to produce positive correlation between
theory and practical scores
Salient Features:




First class X exam in this scheme – March, 2007
Theory 60 marks; practical skills-40 marks
Theory: 2 hours and 30 minutes written Board
Examination
Separate written paper on Practical skills for 20
marks – duration: one hour and 30 minutes
www.schoolofeducators.com
Restructuring Science Practical
Work (contd…)



Paper will have multiple choice questions: 20 of
½ mark each and 10 of 01 mark each.
Exam on Practical Skills will be conducted soon
after the theory exam on a separate date
Internal Assessment in Science for 20 marks (
15 for skills 3 for record work and 2 for viva).
Prescribed experiments for classes IX and X
indicated in Secondary Curriculum Document of
the Board.
Detailed Guidelines in circular 19/25.3.2005 and
15/06 dated 06.07.06
Books published : Assessment of Practical Skills
in Science – class IX and class X (two books)
www.schoolofeducators.com
Empowerment of Teachers





New syllabus, new courses, new approach in
pedagogy
Extensive and continued training of teachers is
required
CBSE extends
help
for such teachers
training courses
Besides this step, the Board provides training
to teachers in Disaster Management, Education
in Life Skills and Mathematics Laboratory.
It is necessary for the schools also to provide
the teachers a thorough understanding of NCF
2005 and the new NCERT syllabus
www.schoolofeducators.com
Empowerment of Heads of
Institutions





Heads of Institutions need both training and
retraining
Strategic leadership courses in collaboration
with leading business schools in India
Specific contextualized training courses are
also so being arranged with help from NIEPA.
Two such 5 day courses in October, 2006 and
January, 2007 have been announced. Fee Rs.
8000/Induction courses for first generation principals.
www.schoolofeducators.com
Students Enrichment Activities

Some of the activities are:
- Group Mathematics Olympiad
- National Informatics Olympiad
- Also National
Olympiads in
Physics, Chemistry and Biology
 National Science Exhibition
 Quiz : CBSE Heritage India Quiz
 Essay contests on road safety and pollution
control
 International Choir music contest
Most of these activities are institutionalise and
hence circulars are sent to schools as per the
annual schedule.

Olympiad:
www.schoolofeducators.com
CBSE National Sports Program






One of the best organized sports programs of
the country.
Held in 14 disciplines every year. From this
year the 15th discipline in Taekwondoo is
being included.
Nearly 4000 independent schools participate
in this programme.
Held at Regional and National Levels.
Some of the records established by CBSE
students equal and surpass the SGFI
standards.
The annual calendar for 2006-07 has already
been sent to schools.
www.schoolofeducators.com
Incentives to High Achievers
CBSE believes that it has a great social and
national commitment to encourage talented
and motivated students to pursue higher
studies overcoming constraints like finance,
social background etc. It has launched a series
of Scholarships:



Merit scholarship for pursuing professional and nonmedical/non-engineering undergraduate courses.
Merit scholarships to single girl children from class XI
onwards.
Chacha Nehru Sports Scholarships for sports Talent.
www.schoolofeducators.com
Competition to Promote Innovation
and Creativity
National Competition for Technological Innovation and
Traditional knowledge exclusively for school students.
 CBSE
and
National
Innovation
Foundation,
Ahmedabad collaborate in this venture.
 In the 2005-06 competition more than 400 entries
were received from school students.
 NIF is processing the best for patenting them.
 A
CD containing these projects will be shortly
available.
 The 2006-07
campaign for Young Inventors and
Innovators is about to be launched.
 Schools will get a poster and details. Encourage
students to participate.
Circular No. 11/06 dated 07.07.06

www.schoolofeducators.com
Adolescence Education Programme



National
Adolescence
Education
Programme, a project of MHRD, supported
by UNFPA has been launched in CBSE
schools.
Aim is to facilitate adolescents to
understand their physical, biological and
emotional changes and to equip them with
life skills for responsible behaviour.
A number of advocacy programmes and
Master Trainer programmes are being
conducted in different nodal centres.
www.schoolofeducators.com
The Sahodaya Movement





CBSE’s Sahodaya Movement involves nearly
130 Sahodaya School Complexes across the
country and abroad networking nearly 2500
schools.
A philosophy of sharing and caring.
Excellent platform for collaborative work and
collective growth.
Every year a national Sahodaya Conference is
held on a specific theme. It is attended by
nearly 300 principals.
The annual conference for 2006 is to be held
at Hyderabad on 13th and 14th October.
www.schoolofeducators.com
Comprehensive School Health
Programme






The January-March Issue of CENBOSEC featured the
theme of ‘Comprehensive Health Policy for Schools;
Circular No. 09, dated 31.05.06 was also issued with
detailed guidelines to schools.
The circular suggests that schools can evolve a school
Health Programme which can be initiated through Health
Club.
This club would focus on the overall well being
comprising emotional, social, mental and physical health
of a child.
It would also act as an organizational forum for
conducting a number of activities related to health and
wellness.
The circular gives a plethora of activities for students of
different age groups.
www.schoolofeducators.com
Strengthening the educational system Board’s views reiterated



1.
2.
3.
4.
5.
6.
7.
Students of primary classes need our best attention.
We should make learning a joyous experience for the
children.
We can do it by following some simple procedures already
suggested by the Board.
No school bag for atleast classes I & II. Bags can be left in the
school itself.
No homework for children of classes I & II and Alternatives to
Homework for classes III to V.
Continuous and Comprehensive Evaluation upto class V and
extending it upto class VIII in a phased manner.
Gradual withdrawal of pass-fail system.
Classroom library to help children who come to school without
books
Greater importance and encouragement to learning of music,
dance, art etc.
Reducing the bag load by not prescribing excessive number of
books
Circular No. 06/08.02.03 and 07.06 dated 04.05.06
www.schoolofeducators.com
General
Role of Principals in destressing students
 It is seen that students develop a high level of
anxiety and stress during examinations.
 Reasons are many: competition, parental & peer
pressure, improper and inadequate learning
strategies etc.
 So students and parents need to be counselled.
 Role of principal in this task is crucial.
 It is suggested that principals should take a few
classes for class X and class XII every week.
 To stay in touch, to give guidelines, to counsel
and to boost students’ confidence.
Circular No. 8/10.07.02
www.schoolofeducators.com
General




Conducive School Environment
Schools should provide the right ambience
for learners to achieve their potential.
It will not be possible in an environment of
fear and distrust.
So it is imperative that schools do not use
corporal punishment.
Teachers should understand the needs of
children and create confidence through
caring ways.
Circular dated 20.07.2002
www.schoolofeducators.com
General
Circulars through e-mail

-


Board sends circulars to schools in different ways to ensure
that they reach schools.
by post
By putting them on website: www.cbse.nic.in
By printing them in CENBOSEC (which is now being mailed
individually to all schools)
To strengthen communication CBSE has started mass e-mail
service by which schools will automatically get circulars from
CBSE website.
Schools are requested to send their current e-mail address to
the Board in the following format
School’s full addressTel No.Pin CodeAffiliation No.E-mail ID-
Circular No. 04/05.02.04
www.schoolofeducators.com
General
Curriculum Organization in Schools
 Board publishes secondary and sr. school curriculum every year
 Curriculum indicates syllabi, weightage given to different units,
allocation of periods per unit etc.
 These guidelines are given to help schools plan their academic
schedule for the whole year so that there is smooth and effective
curriculum transaction leading to stress-free learning for
students.
 Some unhealthy practices adopted by some schools have come to
the notice of the Board.
manipulation of class schedules & timing especially for senior classes
to facilitate coaching & tuition for competitive exams.
Rushing of teaching at the end of the academic year to finish the
syllabus for revision.
 Such practices are not helpful for the holistic growth of learners.
 Heads of institutions are advised to follow the guidelines of the
Board.
Circular No. 14/10.03.04 www.schoolofeducators.com
General
Safety in Schools



Safety is vital in schools
Board has stipulated certain conditions in Affiliation
Byelaws for school safety.
Schools should develop a proper safety plan taking
the following into account:
1. Fire Safety 2. Structural Safety 3. Earthquake Management
4. Stampede Prevention 5. Landslide Management 6. Safety
from industrial pollution 6. Electrical Safety 7. Flood/ Cyclone
Management 8. Electrical Safety 9. Safety from construction
hazards 10. Safety in Playground 11.
Water Safety 12.
Laboratory Safety 13. Transport Management 14. Trauma
Management 15. Safety of the Challenged

Schools are advised to follow the guidelines of the
Board vide Circular No. 28/26.07.04.
www.schoolofeducators.com
General
Physical Facilities in Schools

1.
2.
3.
Attention of heads of institutions is invited to Rule No.
8 under Chapter II of Affiliation Byelaws pertaining to
physical facilities:
Classroom should be of adequate size and minimum
floor space should be 1 s.q.m. per student
Certificates regarding safe drinking water, fire safety,
sanitary conditions, water/fire safety should be
obtained from concerned Municipal Authority and
submitted to the Board every five years.
Adequate facilities should be provided for recreation,
physical education and other activities for social,
cultural and physical development of students.
Circular dated 06.09.04
www.schoolofeducators.com
False Claims of Private Publishers
CBSE recommends only NCERT books in
various subjects except in courses
developed by the Board. But some private
publishers are selling books, particularly
Hindi edition of books saying that they are
recommended by CBSE. Schools should
not be swayed by such misleading claims.
Circular No. 12/06 dated 22.06.06
www.schoolofeducators.com
Physical Education
It has been brought to the notice of the
Board that some schools do not
adequately attend to effective transaction
of the curriculum in Physical Education as
an elective subject at senior secondary
level. Schools should
- employ a fully qualified PGT in the subject.
-
have atleast a 200 metres
spaces for different games.
track
Non
compliance
would
attract
provisions of affiliation bye-laws.
Circular No. 03/06 dated 01.02.06
www.schoolofeducators.com
with
the
The Future Paradigms




Make the curriculum transaction experiential so
that children can connect their learning with life
outside.
Provide a truly inclusive environment in schools
to facilitate ‘Learning to Learn with Different
Abilities’.
Develop adequate support strategies to address
the issue of Learning Disorders.
In our preoccupation with the average and the
disadvantaged, we should not neglect the gifted.
Special enrichment packages under ‘Curriculum
Plus’, model have to be developed and
implemented.
www.schoolofeducators.com
The Future Paradigms (contd…)

1)
2)
3)
4)
We need a new mindset, a new thought
process, a new paradigm of instructional
leadership that can boldly raise questions
such as
Do we need homework for primary children?
Why do we need Life Skills for students at
upper primary level onwards?
How do we strengthen our internal assessment
system?
What are the ways in which we can strengthen
practical laboratory work?
www.schoolofeducators.com
THANK YOU.
www.schoolofeducators.com