From Class VI to class VIII the curriculum of all the academic subjects as well as a variety of co-curricular activities encourages creativity, aesthetics and adventure. All students study English, Hindi, Mathematics, Science (Physics, Chemistry and Biology), Social Studies (History, Civics and Geography) and an optional language (French, German or Sanskrit). Co-curricular activities include Socially Useful & Productive Work (Art, Music, Dance, Electronics, Science Club, Geography Club, Literary Club), Physical and Health Education and Computer Education.
The school has implemented the scheme of Continuous and Comprehensive Evaluation (C.C.E.) in Class IX since October 2009, The school has introduced this scheme in Classes III to VIII as well from the academic year 2010-2011 The C.C.E. scheme envisages that every learner is to be evaluated over the entire period of learning schedule rather than a one-slot three hour examination at the end of a course of learning.
There are going to be two types of Assessments :- Formative & Summative. The formative assessments in each semester will comprise of Monday tests, activities, oral assessments, quizzes, debates, projects, etc These assessments are to be carried out to provide continuous feedback to both the teachers and the learners to take decisions regarding appropriate modifications in the transactional procedures and learning activities.
The summative assessment which is a pen and paper examination carried out at the end of each Semester, measures or 'sums up' how much a student has learnt from the prescribed course. Evaluation of the Scholastic Aspect will be conducted according to the C.B.S.E. guidelines which are tabulated below
|Type of Assessment||Percentage of weightage in academic session||Month||Term wise weightage|
|Summative Assessment-1||30%||Sept.||SA-1 =30%|
Total Formative Assessments = FA-1 + FA-2 + FA-3 + FA-4 = 40%
The C.B.S.E., through the C.C.E. is aiming at a system of evaluation which does not just mean measurement of the level of learning outcomes but more so an approach for further improving the system. It needs to be diagnostic and formative in nature to provide remedial help to the students. We hope that with the cooperation and support of the parents, we shall be able to make a success of this system which is a path-breaking initiative taken by the C.B.S.E. to aspire for holistic development of the students in a conducive environment.