17 NATIONAL

th

SAHODAYA CONFERENCE

19th - 21st DECEMBER, 2010

Vineet Joshi
Chairman, CBSE
Section I - OVERVIEW

Section II- MANAGING CHANGE

FOR BETTER LEARNING

Section III- INITIATIVES

Section IV- ROAD AHEAD

 SECTION I –

OVERVIEW
 CBSE : National Board

41 School Boards in India

3 National Boards
• 2 formal education sector
• 1 non formal education sector
CBSE – 11,040 school
24 countries
▪Private ▪Kendriya Vidyalayas ▪State
Government ▪Navodaya Vidyalayas
▪ CTSA ▪Others
a) Kendriya Vidalayas - 940
b) JNV - 543
c) Govt. School - 1857
d) Independent Schools - 7641
4
e) CTSA - 59
 98 CBSE SCHOOLS-11,040

140 173
330
665

242
853 182
1773
165 29
504 19
1299
330
49
24

198 07
615 288
168 Maharashtra 348
347 Andhra Pradesh 284 Manipur 50
03
Arunachal Pradesh 244 Meghalaya 19
181 Assam 169 Mizoram 8
Bihar 362 Nagaland 30
313 Chhattisgarh 362 Orissa 192
Goa 9 Punjab 682
09 Gujarat 209 Rajasthan 544
Haryana 912 Sikkim 183
280 Himachal Pradesh 177 Tamil Nadu 258
388
Jammu & Kashmir 100 Tripura 24
08 Jharkhand 294 Uttar Pradesh 1358
252
Karnataka 408 Uttarakhand 338
Kerala 845 West Bengal 169
842 Madhya Pradesh 646 A&N 100
Daman & Diu 5 Chandigarh 140
Delhi 1800 D&N Haveli 5 3
Lakshadweep 4 Puducherry 11
 SCHOOLS ABROAD
157 SCHOOLS IN 23 COUNTRIES

• Bangladesh
01
• Bahrain 06
• Burma 01
• Ethiopia 02
• Iran 01
• Saudi Arabia
25
• Kuwait 16
• Libya 02
• Oman 11
• Afghanistan 01
• Nepal 12
• West Africa 01
• Qatar 07 • U.S.S.R. 01
• Tanzania 01
• Yemen 01
• Nigeria 01 • Indonesia 01
• Uganda 01
• Malaysia
• Singapore 04 6
02
• United Arab Emirates 57
• Japan 02
CHANGING PARADIGMS
– SIR KEN ROBINSON
GLOBAL CHALLENGES
CONTEXT OF LEARNERS
AND TEACHERS
CHANGING LEARNER
PROFILE
21ST CENTURY
WORKFORCE
 CHANGING
EMPLOYABILITY SKILLS
 CHANGING
EMPLOYABILITY SKILLS

▪
 JOBS IN THIS NEW MILLENNIUM
REQUIRE A STUDENT TO BE AN
EFFECTIVE:

Adapted from Tom Friedman’s book: The World Is Flat

(2006)
 AND
WOMB TO TOMB
WHEN??? Life long
Learning
???WHERE
n s
u tio n ic Elders
stit
i n ec tro Ho
l
a ia El TV• s Nuclear
m
e
o r m d o vie t
-f M e • M terne
n
No Print • I
n
Parental time
• Newspaper SCHOOLS
• Journals
FORMAL Monitoring
• Magazine
DISSOLVING
An s D
Sp

BOUNDARIES ds
Co grou
Pla teen

n
nu ay
ort

ie s
Lab rs
rri nd

• F r me s
Ca
y

al/
do
n

s H o ing
Trave io r •
ib l ing
C
Virt lassroo l
n
• Se h o o
l • S ar n
s

Soci ual Inte ms • Sc ay r Le

e
al Ne r
twor action • pl Pe
k s it
es
Both formal and non-
formal institutions
 1. Personal awareness
How?? Self-concept, identity,
realistic self-esteem,
self-direction, autonomy
3. Task awareness Experience 2. Process
Understanding, awareness:
using, constructing, Apply
Experiential Reflect learning
communication learning Monitoring, reflection,
skills in context Conceptualize cooperation, critical
self-assessment

Teacher’s professional
awareness
Professional autonomy, communicative action,
commitment to learning

Culture of learning institution

and society
Quality of learning environment, culture of learning
community, collaboration between participants
 SECTION – II

MANAGING CHANGE
FOR BETTER LEARNING
 SCHOOL
SCHOOL
BASED
BASED
ASSESSMENT ADDRESSING
LIFE SKILLS ASSESSMENT ADDRESSING
LIFE SKILLS RESISTANCE
EDUCATION RESISTANCE
EDUCATION TO CHANGE
TO CHANGE

SUPPORTING
RESPONDING SUPPORTING
RESPONDING TEACHERS IN
TO DIVERSITY TEACHERS IN
MMAANNAAGGI N I NGG
TOTHROUGH
DIVERSITYCCE IMPLEMENTING
IMPLEMENTING
CCE
THROUGH CCE
C H
CHANGE A N G E CCE

F FOORR BBE ET TT TE ERR

APTITUDE
APTITUDE
AND

L LE EAARRNNI N
I NGG
AND
PROFICIENCY TEACHING
PROFICIENCY
– GOING TEACHING
EMPOWERMENT
– GOING
BEYOND EMPOWERMENT
BEYOND
ACHIEVEMENT
ACHIEVEMENT
DIMENSIONS EMBEDDING
DIMENSIONS
OF CO- EMBEDDING
TECHNOLOGY
OF CO-
SCHOLASTIC TECHNOLOGY
IN CCE
SCHOLASTIC STRENGTHENING IN CCE
SKILLS STRENGTHENING ENVIRONMENT
SKILLS FORMATIVE ENVIRONMENT
FORMATIVE
LEARNING
LEARNING
 Examination Reforms - CCE
A Historical Perspective

Hunter Commission 1882

Sadler Commission 1917

Hartog Commission 1929

Sargeant Plan 1944

Mudaliar Commission 1952,53

National Policy on
Education 1979
Review 1986

NCF 2000 NCF

2005

Position Paper NCERT 2006

Central Board Of Secondary Education

Introduces Continuous Comprehensive Evaluation
2009 Class X Board Exam Optional 2011
 Scheme - CCE-3 parts
Part - I
Part - I
Scholastic Assessment

1A 1B
Work Experience, Art
Education, Health Education
Formative Assessment (FA) Summative Assessment (SA)

Ist Term At the end of Ist Term At the end of IInd Term
(April-Sept) IInd Term
(Oct-March)
20% marks 40% marks
10% marks 10% marks
10% marks 10% marks

Part - 2 Part - 3

Co-scholastic Areas Co-scholastic Activities

2A 2B 3A 3B
Literary and Health and Physical Education
Life Skills Attitudes and Values
Creative Activities
 Classes I & II
Techniques Tools
Observation Observatio
Oral n schedule
Oral
Classes III,IV & V
questions
Classes XI & XII Diagnostic Techniques Tools
Tools test FEATURES Oral Oral questions
Question paper Covers all aspects Written Question paper
Assignment Continuous – Continual Assignment
Project Comprehensive Personal project
Practical (activity / Diagnostic test
Scholastic Curricular + Co-scholastic Social Classes I - V
experiment) LS 5-point grading
Oral questions CCE A* Outstanding 90-100
Portfolio A Excellent 75-89
Classes VI – XII NPE – 1986, POA – 1992
Techniques B Very Good 56-74

Written 5-point grading Violences

NCF - 2005
PURPOSE
C Good
D Scope for
35-55

Practical Improve teaching learning improvement Below 35

Viva voce Develop learning abilities through
activities rather then exams
Classes VI to VIII
Co-scholastic Areas Tools
Classes IX & X Life Skills •Questions
Work Education Tools •Observation
Techniques Tools Visual & Performing Arts
Written Oral questions Schedule
Question Attitudes & Values •Interview schedule
Practical paper Question paper •Checklist
Viva voce Assignment Techniques
Assignment •Rating scale
Project Oral •Anecdotal records
Practical Project
Written •Document analysis
(activity / Diagnostic test •Tests and
experiment) Practical
Oral questions
Activity/experiment Inventories
•Portfolio analysis
 GRADING SCALE
FOR SCHOOL ASSESSMENT
Assessment areas: GRADING SCALE
(Point)
Part 1 A : Scholastic 9
Part 1 B : Scholastic 5

Part 2 : Co-Scholastic
Part 2 A : Life Skills 5
Part 2 B : Attitudes & Values 3

Part 3 : Co-Scholastic
Part 3 A: Co-curricular Activities 3
Part 3 B :Health & Physical Education 3
ADDRESSING
RESISTANCE
TO CHANGE
RESISTANCE TO CHANGE
 TYPES OF RESISTANCE

• Emotional
• Cognitive
• Intentional
• Imagined
• Healthy resistance
• Insidious resistance – placid and acceptable
on the surface but instigate others behind
the back
 CAUSES OF RESISTANCE

• Habit
• Inertia
• Fear of the unknown
• Absence of the skills required to tackle the
change, diligence and hard work
 ADDRESSING RESISTANCE

• Addressing the concerns- firmly and quickly

• Open communication channels
• Active listening
• Evidences, facts and research support
• Using media-both print and electronic
• Positive and reinforcing messages
 TEACHER
EMPOWERMENT
 Let’s talk about
Empowerment
The definition of Empower Empowerment has to start with someone
is: and that is usually a Leader. But TOP
DOWN management is not what we’re
To Enable or Permit looking for. A Leader must have a Vision
To Authorize or Allow but must be able to Give that Vision to
To Sanction those who can make it happen – the staff!

Disseminate
Vision Articulate

Goal
 Training And Empowerment

• In-service Teacher Training programme

through Sahodayas.
• Empowerment of Heads of Institutions in
collaboration with top business schools and
also with NUEPA.

• Theme based regional and national level

Sahodaya conferences.
 INDUCTION PROGRAMMES FOR THE
PRINCIPALS OF NEWLY AFFILIATED
SCHOOLS -2010
S. No. Dates Venue No. of Participants

1. 14.9.10 Delhi Public School, Ghaziabad, Vasundhara 27

2. 22.9.10 Kothari International School, Noida 37
3. 28.9.10 Centre Point School, Nagpur 60
4. 12.10.10 Delhi Public School, Bhilai, Chhatisgarh 31
Scholars Home Senior Secondary School,
5. 21.10.10 30
Dehradun
6. 25.10.10 B. B. U. L. Jain Vidyalaya, Bangalore 67
7. 08.11.10 Cambridge International School, Jalandhar 42
8. 15.11.10 Delhi Public School, Guwahati 17
9. 22.11.10 Indore Public School, Indore 29
10. 29.11.10 Delhi Public School, Patna 18
TOTAL 358
 CAPACITY BUILDING PROGRAMMES
FOR THE PRINCIPALS
• Indian Institute of Management, Ahmedabad – 10 years
• National University of Educational Planning and Administration, New Delhi
– 10 years
• Indian Institute of Management, Bangalore – 9 years
• Indian Institute of Management, Lucknow – 5 years
• Indian Institute of Management, Kolkata – 3 years

First time this year

• Indian Institute of Management, Kozhikode
• Indian Institute of Foreign Trade
• Educational Technology and Management Academy, Gurgaon
• Management Development Institute, Gurgaon
• International Confederation of Principals, Victoria, Australia
 BENEFITS OF TEACHER
EMPOWERMENT

Enhanced participation in school decision making

Enhance teachers' commitment
Enhanced expertise
Enhanced student achievement
Enhanced student performance
Improvement in instruction and pedagogical quality
Road map of Teacher competences for a
Knowledge Based Secondary School

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LEVEL II: TEACHER INDUCTION

LEVEL III: PROFESSIONAL DEVELOPMENT
 THE MASTER
 

It is related by a sufi master that, when he was a youth, he wanted to attach himself to a teaching master. He
sought the sage, and asked to become his disciple.
The teacher said: “You are not yet ready.” Since the young man was insistent, the sage said:” Very well, I will
teach you something. I am going on a pilgrimage to Mecca. Come with me.” The disciple was overjoyed.
“Since we are traveling companions,” said the teacher,” one must lead, and the other obey. Choose your
role.”
“I will follow, you lead,” said the disciple. “If you know how to follow,” said the master.
The journey started and it started to rain. The master got up and held a covering over the disciple, protecting
him. “But this is what I should be doing for you,” said the disciple.
“I command you to allow me to protect you thus.” Said the sage.
When it was day the young man said:” Now it is a new day. Let me be the leader, and you follow me.” The
master agreed. “I Shall now collect brushwood, to make a fire,” said the youth.
“You may do no such thing; I shall collect it,” said the sage.
“I command you to sit there while I collect the brushwood!” said the young man.
“You may do no such thing, “said the teacher,” for it is not in accordance with the requirements of
discipleship for the follower to allow himself to be served by the leader.”
And so, on every occasion, the Master Showed the Student what discipleship really meant, by
demonstration.
SUPPORTING TEACHERS IN
IMPLEMENTING CCE
 CCE : System of school-based evaluation
of students that covers all aspects of

Students’ Development

Continuous Comprehensive

Learning Assessment Scholastic aspects Co-scholastic

periodic Scholastic aspects aspects
include curricular areas Co-scholastic
or subject specific areas aspects include life
as skills,
Co-curricular,
attitudes and
values
Website for disseminating
Information
CCE- SUPPORT MATERIAL
SUPPORT MATERIAL
ONLINE
 DISASTER MANAGEMENT

Class - VIII Class - X

Class - IX
CBSE – Support – CENBOSEC -
Quarterly Journals

51
Report Book for Class IX
CCE - CERTIFICATE OF SCHOOL-
BASED ASSESSMENT
EMBEDDING TECHNOLOGY
IN CCE ENVIRONMENT
 ICT IN SCHOOLS
Introduction
• ICT - crucial resource in education.

• Children use computers from an early age and

continue to university level.

• Children taught practical ICT skills that are

transferable into the work place.
 Objectives of the ICT in schools

• Establish an enabling environment to promote the usage of

ICT in schools.
• Enhance the learning levels of students in Mathematics,
Pure Sciences, Social Sciences, Language and numerous
Extra- Curricular activities
• Promote critical thinking and analytical skills by developing
self –learning
• Enable students to acquire skills needed for the digital
world for higher studies and gainful employment.
• Build capacity in teachers to upgrade their learning and
teaching skills by using ICT tools.
EMERGING TECHNOLOGIES
& CHALLENGES
rewriting the rules of engagement
 MEDIA – PRINT – ELECTRONIC
CHALLENGES
Values and Violence

 PhoneChannel
http://www.digitalopportunity.org/article/archive/1072/

 Interactive textbooks
http://www.phschool.com/social_studies/

 Tablet PCs

http://www.communities.hp.com/online/blogs/highered/archive/2007/09/28/HPPost45
61.aspx

 Computerised tutor
 http://in.youtube.com/watch?v=lxUzKoIt5aM
 http://www.boloji.com/mahabharata/index.htm
 www.culturalindia.net/indian-folktales/panchatantra-tales/index.html
 http://www.harappa.com/gandhi.html
 EVOLUTION OF ICT IN
EDUCATION
Master MP 1 : ICT literacy MP 2: Promotion and PM 3: Advances ICT use MP 4: Utilization based
stabilization of ICT use in in Education ICT
Plans Education

Goal Establish ICT Promotion of use of ICT in Advances in Education Creative ICT based
infrastructure Education and research Education/Learning

ICT •Infrastructure building •Development and distribution
•ICT literacy education of content
Develop- •Internet portal service •National system for sharing
ment through CBSE website educational contents
•Digital Library System
•Improving teaching methods
•Teaching / Learning center
•Cyber Home Learning
System
•Customized learning •Create digital ecosystem
•Develop digital textbooks for learning and research
•U-Learning pilot projects •Intensify ICT use
•National Teacher Training •Focused on side effects
Information Service of ICT
•Data and evidence based
on policy making
•Encourage state holder’s
participation and
communication
•Promote internal ICT use
in education

Training Focus on ICT literacy ICT use ICT Leadership Creative HRD using ICT
Direction
 DIGITAL CONTENT

Interaction
Learning
Modules/ activities
Connection Connection of
to national/ Lesson
contents owned
Plans
International Textbook by social/cultural
knowledge Institutions
Multi-
Data media
Searching
Hyperlink
you tube
Teacher TV

Learning Assessment
Management tools
System
 ICT: OPEN SOURCES

Encourage students and teachers to improve their ability to develop and apply
new teaching/learning models and methods that are appropriate for the changing
educational environment
Social
Networking Software
Digital Twitter
Textbook,
e-Book Facebook

Cloud
Service
Leveraging WIKI
Resources to make
Cloud
App.
Education/Learning
Open Education Resource
Creative
OCW
Cloud
computing

Simulation Technologies
Semantic
Web
3D : Second Life, AR, VR
STRENGTHENING FORMATIVE
LEARNING
• Formative assessment is thus carried out during a course
of instruction for providing continuous feedback to both the
teachers and the learners for taking decisions regarding
appropriate modifications in the transactional procedures and
learning activities.
• Summative assessment is carried out at the end of a
course of learning. It measures or 'sums-up' how
much a student has learned from the course. It is
usually a graded test, i.e., it is marked according to a
scale or set of grades
 FORMATIVE ASSESSMENT
Diagnostic
For the Teacher For the Student
• Informs teacher where the  Helps student identify the
need/problem lies. problem areas
• Focus on problem area.  Provides feedback and
support.

Remedial
• Helps teacher give specific  Helps to improve
feedback performance
• Provide relevant support  Provides opportunity to
• Plan the next step improve performance
 METHODS OF ASSESSMENT

1. Observation
2. Assignment
3. Projects
4. Portfolio
5. Checklist
6. Rating scale
7. Anecdotal records
 TECHNIQUES FOR EFFECTIVE
ASSESSMENT

• Conversational skills
• Assignments
• Verbal skills
• Subject wise academic quiz
• Project/ research
• Intellectual activity (on the spot activities)
• Presentations.
• Group discussions
• Computer skills.
• Activities for better understanding of the concept.
• Observation and evaluation through practice .
RESPONDING TO DIVERSITY
THROUGH
THE MASTER CCE
Inclusive education is an evolving
practice. It is a means, not an end; a
journey, not a destination; a process, not
a product. It may start without waiting
for discourses to close and policy to
change, for children of today cannot
wait, and their education cannot stop.
Madan Mohan Jha
(School Without Walls)
 Inclusive, Learning-Friendly
Environment in Schools
Includes ALL Safe; protects ALL Culturally sensitive,
children: girls and children from harm, celebrates differences and
boys: those from violence and abuse attempts
different cultural or learning opportunities
linguistic backgrounds; to create for
those with ALL children
special abilities or
learning needs Promotes participation,
Inclusive,
cooperation, and
Learning-Friendly
collaboration
Environment
based on shared
Families, teachers vision and values
and communities are Promotes healthy lifestyles
involved in and Life Skills
children’s learning

Learning is relevant to
Gender fair Promotes
children’s daily lives;
and opportunities for
children take responsibility
Non-discriminatory teachers to learn and
for their learning
benefit from that learning
 Inclusive, Learning-Friendly
Classroom
Traditional classroom Inclusive,
learning-friendly classroom
Relationships Distant (the teacher addresses students with her Friendly and warm. The teacher sits next to and
back towards them) smiles at the child with a hearing impairment.
The parent-helper praises this child and assists
other children.
Who is in the The teacher as well as students with quite similar The teacher, students with a wide range of
classroom? abilities backgrounds and abilities, and others such the
parent-helper
Seating Identical seating arrangements in every Different seating arrangements, such as girls
arrangement classroom (all children seated at desks in rows; and boys sitting together on the floor in two
girls on one side of the room, boys on the other) circles or sitting together at tables

Learning Textbook, exercise book, chalkboard for teacher Variety of materials for all subjects such as
materials math materials made from newspapers, or
posters and puppets for language class

Resources The teacher is interacting with children without
using any additional teaching materials.
Evaluation Standard written examinations
The teacher plans a day in advance for the class.
She involves the children in bringing learning
aids to the class, and these aids do not cost
anything.
Authentic assessment; Observations; Samples of
children’s work over time such as portfolios (see
Booklet 5)
CBSE Manuals - PSP

Poor School Performance

PSP – Extracts

Poor School Performance

PSP – Extracts

CBSE Manual on Inclusion

Under Revision Poor School Performance
 CBSE –
Quarterly
CENBOSEC

Inclusive
Practices
 Inclusive Education Schools have:
ACCESSIBLE RAMPS ACCESSIBLE FURNITURE

ACCESSIBLE PLAYGROUNDS ACCESSIBLE RESOURCES

Gender Sensitivity
 Future Plan of Action
Road Ahead

• Revise PSP as ‘Inclusion”

• Teacher Empowerment
• Introduction of Human Rights as an
Elective
• Further Reforms for Differently Abled
• In Examinations
• Credit for Schools Mainstreaming
APTITUDE AND PROFICIENCY
- GOING BEYOND ACHIEVEMENT
 Aptitude Test:
Student Global Aptitude Index (SGAI)
• Online Aptitude test
• Optional
• May also be used as a tool along with the grades
obtained in the CCE to help students decide the
choice of subjects in Std XI.
• Proposed to be available twice
-end of std IX. Humanities

-end of std X .
Science Commerce
 Aptitude Test:
Student Global Aptitude Index (SGAI)
• battery of Aptitude Tests which also combines
Interest profile of a student.

• customized to suit the Indian context and variety of

student population in Private, Government and
Aided Schools affiliated to CBSE.

• should be taken only as an indicator or a facilitator

 SGAI DESCRIPTION

• simple paper and pencil test

• 2 – 2½ hours duration
• MCQ, Negative marking
• Broadly indicates:
– Scientific Aptitude
– Numerical Aptitude
– Social Aptitude
– Behavioral Science Aptitude
– Art Aptitude, and
– Interest areas
 Proficiency Test -
Objectives
• act as a benchmark in testing of skills and higher mental
abilities of students
• provide motivation to students for academic excellence in the
respective subject
• provide feedback to students and parents
• Assess students on
– abilities and skills to apply concepts and principles of the subject to everyday
life situations.
– skills to create and devise methods for solving subject related problems.
– abilities to analyse, synthesise and evaluate a given situation on the basis of
learning in the subject.
(Circular No.56/ 01.09.2010)
 Proficiency Test
• Optional
• Student may appear in one or all - English, Hindi,
Social Science, Mathematics and Science
• One test will be held on a single day.
• Paper-pen test
• May/June next year (2011) - the exact schedule will be
notified later.
• Pay separate examination fee(500/- to Rs.1000/-)
• Joint certificate by CBSE and the collaborating agency
indicating percentile rank.
(Circular No.56/ 01.09.2010)
 Design of the Question Paper

• 2½ hours, 100 marks

• No. of questions may vary one subject to another.
• All MCQ’s with only single correct answer.
• Negative marks will be awarded for wrong answers
• The test will be based on classes IX-X syllabus in the
subject prescribed by CBSE
• typology of questions - different from the type of
questions asked in conventional final examination
conducted by the Board at the end of Class-X
 DIMENSIONS OF CO-
SCHOLASTIC LEARNING
 Attitudes and Values Life Skills
(5 POINT SCALE) (5 POINT SCALE)

Towards Teachers Emotional Skills

Students/Peers Thinking Skills

School Property Social Skills

Co-Scholastic
School Programmes
Areas
Environment Health &
Physical Education
Co-Scholastic Areas (5 POINT SCALE)
(5 POINT SCALE)
1. Sports/Indigenous Sports
1. Literary & Creative Skills 2. NCC/NSS
2. Scientific & ICT Skills 3. Scouting & Guiding
3. Visual & Performing Arts 4. Swimming 5. Gymnastics 6. Yoga 7.
4. Organisational & Leadership Skills First Aid 8. Gardening/Shramdaan
9.Work Experience
 How to calculate Grades in
Co-Scholastic Areas
1. Each student will be graded on each of the 03 Life Skills, Work
Education, Visual and Performaing Arts, 03 Attitudes, Values, 02 Co-
curricular Activities and 02 Health and Physical Education (HPE)
activities.
2. Maximum score for each Life Skill, Work Education and Visual and
Performing Arts and Attitudes is 50, for Values is 200 and for Co-
curricular Activities and HPE is 50.
3. Before assigning the Grades on each component using the conversion
table, please calculate the average or grade points by dividing the total
score obtained by a student by number of items in that component. For
example, for a student who has a score of 35 in Thinking Skills; you
need to divide it by the number of descriptors, i.e. 10; the average or
grade point is 3.5; hence grade is B.
4. A Sample Sheet to calculate grades in Co-Scholastic Areas is given after
the indicators.
4B. Value Systems
LIFE SKILLS EDUCATION
 School Health & Wellness Programme

Policy
Policy –– (School
(School Management)
Management)

Health & Wellness Clubs

Health Education Life Skills AEP

Class 1 – 12 Class IX & XI
Curriculum Plus
Vol I Revised Manuals
Classes VI – VIII
Vol II (in process)
Revised Teachers’
Vol IIII
Manual for Class VI
Vol IV
(2008-09)

Integrated Components
(Eco – Clubs – Peace & Value Education)

Teachers’ Manual - I – VIII
Teachers’ Manual - IX
 Health Manuals
Comprehensive School Health
Manuals (C.S.H.M) (under
revision):
 Holistic health ( physical,
mental, emotional and
psychological health).

 Formal and informal

approaches in curriculum
pedagogy for health promotion.

 Emphasis on providing a safe

school environment.
 CSHP: COMPREHENSIVE SCHOOL
HEALTH PROGRAMME
Knowing
your body

Behaviour
And Life Skills Food and
Nutrition

Personal And
Being Safe And Environmental
Responsible Hygiene

Physical
Fitness
 Graded Activities / Teachers
Manuals

Teachers Manual
on
Life Skills
Class – IX - X
Under Revision
Adolescence Education
Programme

→Addresses Inclusion

→Through Activities
AEP

Panchkula -120 schools,

378 Participants

Allahabad-133 Schools,
448 participants

Guwahati-30 schools,
85 participants

Patna-96 schools,
282 participants

Ajmer-167 schools,
296 participants

Bhubaneshwar-52 schools
182 participants

Chennai-141 schools
360 participants
 AEP-2010

• Master Trainers’ Workshops-5, one in each

State
• Nodal Teachers’ Training Workshops-32
• Principal’s Advocacy Workshops-32
• Peer Educators’ Workshops-5, one in each
State
• Monitoring and Mentoring of AEP through
AEP Sahodaya system
 AEP
States -2010
Ajmer-14
Rajasthan-7
Madhya Pradesh-7

Chennai
Maharashtra-7

Patna
Bihar-5

Bhubaneswar
Orissa-6
SECTION – III
INITIATIVES
 Languages – Communicative Language Teaching
○ English ○ Japanese – VIII – 2008-09
○ Sanskrit ○ German – VI – 2008-09
○ French ○ Bahasa Maleyu – X – 2008-09
 Mathematics
 Science
 Social Science
 I.T.
 Enrichment activities
 Examination Reforms
 FOREIGN LANGUAGES

• Arabic • Portugese
• Bhasha • Persian
Maleyu • Russian
• English • Spanish
• French • Tibetan
• German • Chinese
• Japanese
• Nepali
 INFORMATION TECHNOLOGY
BASED SUBJECTS
• Upper Primary Level (VI-VIII) - Computer basics
as part of work
experience.

• Secondary Level ( IX & X) - I I T - Additional

Subject
• Senior Secondary Level (XI & XII) - 3 Electives
1. Computer Science
2. Informatics Practices
3. Multimedia & Web Technology
 NEW ELECTIVES AT SENIOR
SECONDARY LEVEL

Academics
• Creative Writing and
Translation Studies:
2007– 08.
Reader – Class XI

Reader – Class XII

FIRST BOARD EXAM
- 2009

Contd…
 NEW ELECTIVES AT SENIOR
SECONDARY LEVEL

• Heritage Crafts
– XI - 2008-09
Readers NCERT
– XII - 2009-10

• Graphic Design
– XI - 2008-09
Readers NCERT
– XII - 2009-10
 NEW ELECTIVES AT SENIOR
SECONDARY LEVEL
(Contd…)

VOCATIONAL
• FINANCIAL
MARKET
MANAGEMENT
(FMM) – 2007-08

Contd…
 Health Care Sciences
• Class XI 2009 – 2010

• First Board
Examination 2011

Joint certification with FICCI

126
127
128
129
 M & M : - CBSE Initiative
• Empowering Training and Goal Setting
• Project Approach to Problem Solving
• Institute leadership
• Collaborate quality teams.
• DO IT ALL OVER AGAIN
 SCOPE OF WORK
Evaluate
Identification of /
Imple Learn/
Mentoring Schools ment Decide
according to criteria’s
Plan
laid down.
Reflect/
Learn/
Decide/
Capacity Building- Adjust
setting expectations,
implementation. Imple
ment

Monito
Evaluation. r

Monito
r
Imple
Timelines for ment Reflect/
Learn/
Implementation. Decide/
Adjust
 MAJOR OBJECTIVES of
M&M
• Implementation of CCE has to be in
letter and spirit, not just a
procedure fulfilled on paper.
• It involves working very closely with
the actual resource base that can
make CCE a worthwhile initiative –
i.e., the teachers and school leaders,
and that involves understanding
them, their views and their
constraints (and find ways to
overcome them)
STATUS OF M & M

●
STATES
COVERED

●
STATES YET TO
BE COVERED

●
STATES
PARTIALLY
133
COVERED
 CCE AWARDS- 2010-11

One award for every 100 schools and

each award shall consist of Rs. 25,000/-
and a certificate
 MENTOR AWARDS
2010-11

One award on every 100 schools i.e. one

award on every 10 to 15 mentors and
each award shall consist of Rs. 10,000/-
and a certificate
VISION FOR THE FUTURE

THE ROAD AHEAD

Plan schools as life-long, year-round
community resource centers
Use the world’s
best teaching,
study and
learning methods

Cater to all Invest in your

intelligence traits key resource:
and all learning teachers as
styles. facilitators.

Guarantee Change the

success and assessment system /
satisfaction for pattern – follow
parents formative assessment

Ask your Use

students and tomorrow’s
parents. technology.
Give everyone Use your entire
the right to community as a
choose. resource.
 VISION FOR THE FUTURE

• Lifelong continual learning will be a fact of life for

everyone.

• Inside the context, everyone should be encouraged to plan

his or her own curriculum for life.

• While there is no one right way to teach or learn, there

are many techniques to enable anyone to learn faster,
better, smarter. And an open-minded search for nee ideas
is central to tomorrow’s world and central to tomorrow’s
schools.
 History’s newest revolution : the
power to change your life -
Beliefs
• World – hurtling – fundamental turning point in history.
• We are living through a revolution – that is changing the way we
live, communicate, think and prosper.
• Probably not more than one person in five knows how to benefit
fully from the hurricane of change – even in developed countries.
• Unless we find answers, an elite 20 percent could end up with 60
percent of each nation’s income, the poorest fifth with only 2
percent. That is a formula for guaranteed poverty, school failure,
crime, drugs, despair, violence and social eruption.
• Need for a parallel revolution in lifelong learning to match the
information revolution and for all to share the fruits of an age of
potential plenty.