CURRICULUM DESIGN AND IMPLEMENTATION
Education is a fundamental element for the development of a nation and the best INVESTMENT in its youth
Middle School Curriculum
Secondary School Curriculum
Higher Secondary School Curriculum
For that reason, the UAE Vision 2021 National Agenda emphasizes the development of a first-rate education system, which will require a complete transformation of the current education system and teaching methods. The National Agenda aims for all schools, universities and students to be equipped with Smart systems and devices as a basis for all teaching methods, projects and research. There will also be significant investments to promote and reinforce enrollment in preschools as this plays an important role in shaping children’s personalities and their future. Furthermore, the National Agenda has set as a target that our students rank among the best in the world in reading, mathematics and science exams, and to have a strong knowledge of the Arabic language. Moreover, the Agenda will aim to elevate the rate of graduation from secondary schools to international standards and for all schools to have exceptional leadership and internationally accredited teaching staff. The School follows SCERT (State Council of Educational Research & Training) curriculum at KG, Primary, Middle school, Secondary and Higher Secondary level. SCERT curriculum is updated in 2005 as activity based, process oriented and learner- centred pedagogy and updated for the higher secondary level in 2013 with proper addition for the present generation to create the best generation.KG curriculum is designed as per the UAE vision to promote and reinforce enrollment in preschools as this plays an important role in shaping children’s personalities and their future.
Our curriculum (SCERT- State Council of Educational Research and Training)has been developed, imbibing new thoughts in educational psychology and philosophy. The idea of constructivism put forth by NCF 2005 is the basis for the Kerala School Curriculum 2013 too. In constructivism, learning is the process of the construction of knowledge. Every child is born with the natural ability to learn from the surroundings using his/her sense organs. The formal education in schools imparts to the learner the possibilities to view and understand the world the world from a fresh perspective and to understand, mingle with and assess it. So the striking features of the curriculum transaction approach are:
- Activity – based
- Process- related
- Ensure learning
- Focus to attain learning outcomes
- Environment- friendly
- Highlights development areas
- Suitable for the nature of the learner
- Integrates learning and assessment
Ideally, a child enters Pre-Primary classrooms and remains in that same environment for two consecutive years. By the time a child has completed a two-year Kindergarten Cycle. The child is comfortable working independently, to complete a complex series of tasks happily. Kindergarten classes are generally 4 year olds at the start of the School year. Each child progresses at a pace that is individually appropriate in each curriculum area, allowing each student to feel successful and challenged at all times.
The curriculum is based on facts about how children develop and learn emphasising upon:Acquisition of skills, Learning of Concepts, Language skills to express needs, Visual discrimination skills for reading – writing readiness, Sorting and classification skills, Concepts of shape, space, time, measurement and numbers, Gross and fine motor skills to learn to get along with others, Problem solving skills to foster Reasoning , Decision making and creativity to build a wholesome personality that is well rounded. Teachers, who undergo frequent training for sensitisation towards the psychological, social as well as academic aspects of students, continue to be the best teaching aid. However, the primary section is equipped with 50% smart classes, the activity-based teaching for each subject, experiential learning, lab activities, small group activities and a wide variety of co-curricular activities allowing each child the freedom to find his/her areas of strengths and interests. Multiple opportunities are offered to each child for public speaking from the time they enter Grade 1 through Grade 5, eking our students into confident, self-assured individuals who are not just prepared to get moulded in the ways of the world; they mould the world to their ways. Our education is thus modernistic in its outlook, traditional in its values and sensitive to social issues in its approach.
The curriculum is designed to support optimal learning for the young adolescent. Specifically, the Sixth Grade program provides its students the opportunity to transition smoothly to the middle school culture. Teachers of this grade focus on helping students in the areas of organisation, study skills, and basic strategies designed to help the students identify their learning style and how they learn best in order to prepare for the future middle school courses. Students are encouraged to become active participants in their learning journey. The Seventh Grade program continues with the development of the whole child as it builds on the foundation begun in sixth grade. Students in the seventh grade refine and develop skills and strategies learned in sixth grade as they are encouraged to think more critically and more deeply about the material being covered. Class participation and discussion become key skills as students further develop higher order and abstract thinking skills. The Eighth Grade program provides experiences and opportunities for students to develop skills and strategies both to culminate their development in the previous Middle School grades and to prepare for high school. Writing, discussion, project planning, organisation, critical thinking, and creative expression are all emphasised to ensure competency in preparation for their future academic endeavours.
The knowledge and skills gained during the Middle School years equip the students with a firm academic foundation to pursue a variety of educational options in the future. Throughout the curriculum, students are presented with the opportunities to research, solve problems and come to their own conclusions and make decisions. The afternoon activity programme provides each child an opportunity to build a spare time interest or hobby and engage in creative and constructive pursuits. Sports and hobbies play a role in drawing out talent and building character and team spirit. Responsible and upright behaviour are an expression of the school culture. At this stage, students have the choice of a curriculum leading to the Secondary School Examination conducted by the SCERT, Kerala, India. The school also intends to offer students the option for the Higher Secondary Course.
Though activity-based pedagogy has already been introduced at the higher secondary level, a comprehensive revision of curriculum has not been implemented yet. The ongoing syllabus revision interacts with contemporary events and takes into consideration the nature of the learner. As a stepping stone to the higher education sector, the higher secondary curriculum should be raised to international standards. International standards do not refer to the standard of education set by any particular country. On the other hand, it must inculcate in the learner the ability to take his life forward wherever he is, after the completion of his higher secondary education. It is the sum-total of all the experiences and knowledge to be picked up by the learner for meeting the needs. This emphasizes the need to provide internationally accepted teaching-learning models to our students. The curriculum revision has been envisaged as an attempt in that direction. The Expert Committee constituted by the Government for curriculum revision stressed the necessity for timely, appropriate revisions. Besides, curriculum revision must also incorporate the postulates related to Curriculum and Assessment in the Right to Education Act.
DETAILS OF HIGHER SECONDARY COURSE
- Our Higher Secondary Course includes both Science & Commerce Streams
- The subject combination for the above mentioned stream are given below
- Our School Follows SCERT (State Council of Education Research Training) Curriculum
- As per the SCERT curriculum there is Higher Secondary Board Examination in both plus I and plus II (HSE I & HSE II)
- HSE certificate at the end of the Higher Secondary Course includes both HSE I & HSE II marks separately and together
- The mark distribution is as follows
- TE - TERMINAL EVALUATION
- CE - CONTINUOUS EVALUATION
- PE - PRACTICAL EVALUATION
THE GRADE DISTRIBUTION AS PER SCERT IS GIVEN BELOW
- MARKS - GRADE
- 90-100% - A+
- 80-89% - A
- 70-79% - B+
- 60-69% - B
- 50-59% - C+
- 40-49% - C
- 30-39% - D+
- 20-29% - D
- Below 20% - E
Grades D & E are not eligible for higher studies
- There is a separate minimum for TE as 30%, 24 marks for the subjects without practical & 18 marks for the subjects with practical in both HSE I and HSE II separately.
- CE (Continuous Evaluation ) includes Projects, Assignment, Debate, Seminar, Practical work etc. and the score will be given based on submission on time and the overall performance of the student throughout the year
- At the end of the Higher Secondary Examination it is necessary to score 48 marks in all subjects without practical and 36 marks for all the subjects with practical. Otherwise the students should repeat HSE I & HSE II Examination once more in the coming years
- The Practical Examination is conducting at the end of HSE I but the final Practical Examination (with a score 40) is at the end of Higher Secondary Course before the Board Practical Theory Examination
- There should be minimum 90% of attendance for the Higher Secondary student as per the Kerala Govt. Order of Public Examination.
BENEFITS OF CO-CURRICULAR ACTIVITIES
- Increase physical stamina
- Students can learn new things
- Betterment of communication skills
- Helps to develop the spirit of healthy competition
- Games and sports help to be fit and energetic to the child
- It enables the students to express themselves freely through debates