CBSE International by dhiraj13061990

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 CBSE International
Powerful instrument of change
Meaningful for meeting the challenges of present
and future.
Key to preparing for the global world
Future workforce
     - willingness to learn
     - collaborative team work
     - positive attitude
           Why CBSE-i
• Already present in 21 foreign
  countries with 141 affiliated schools

           126 SCHOOLS IN 20 COUNTRIES
          Why CBSE-i
• Establish India as a global leader in
  providing education.

• Create International competition in
  quality education.

• To provide affordable curriculum to
  attract    many      developed    and
  developing countries worldwide to
  seek affiliation with Indian Education
             Why CBSE-i
• Recent tendency on the part of the Indian
  schools also to opt for International
  curricula so that their students can
  gainfully   compete     with     learners

    No. of schools with IB – approx. 65
    No. of schools with CIE–approx. 200
• IB–International Baccalaureate
• CIE–     Cambridge      International
Governing Body - CBSE-i
To introduce the International Curriculum in
three stages
 • Stage I – Classes I, VI and IX
 • Stage II – Classes II, VII and X
 • Stage III – Classes III to V, VIII, XI

To be done on a pilot basis in selected schools
outside India .
To attempt to start the first phase in the ensuing
academic year.
              CBSE -i
            The Proposal
• Propose to introduce the CBSE-i in 25
  selected schools abroad.
• In Classes I and IX in the year 2010-2011
• Follow it up with introduction in Classes
  II, VI, VII and X in the year 2011
• Introduction in remaining classes in the
  year 2012
   CBSE-i – Salient Features

• Curriculum Design
  Enquiry and skill based curriculum
  Catering to individual learning styles
  Learner and learning centric

• Curriculum Transaction
  Focus on experiential learning
  Focus on analysis and discovery

• Curriculum Assessment
  Continuous and Comprehensive Evaluation
           CBSE-i : Features
• The    CBSE    International  (CBSE-i)   provides
  opportunities for extended learning, development
  of perspectives, research orientation, social
  perspective through work and action and a more
  liberal approach towards arts education (both
  visual and performing art).

• It also provides an alternative approach          to
  Mathematics learning at higher levels.

• Social   Sciences     with   valuable     historical
  perspectives and components of the countries in
  which schools are situated will be added features.
                         CBSE and CBSE-i
                       CBSE                                                  CBSE-i
Based on National Curriculum Framework                       Will retain significant components of NCF
   2005 catering to the needs of the Indian                 and could build on the same to provide a
   populous.                                                learner friendly , stress free and skill
                                                            based approach
Curriculum and assessment was content driven                Curriculum – diverse, skills focused, flexible
                                                            Assessment – skills based

Textbook Centric                                            Teacher’s guidelines and student worksheets

Test Pattern of Examination                                 Continuous learning and assessment (CCE in

Transaction is bound by examination                         Transaction enquiry and skill based
Holistic domain of learners was partially addressed         Holistic and Comprehensive approach to learner

Students may or may not get an opportunity                  Every student from I-X experiences one form of
    depending on the vision of the school                   performing and one form of visual art

Classes I-VIII                                              Classes I-VIII
All subjects available at one level only for all learners   (English and Social Science Maths and Science)
                                                            have an enrichment component
                 CBSE and CBSE-i
               CBSE                                  CBSE-i
Maths Classes IX-X                          Maths at Class IX and X
available at one level only                Core and Elective (Basic and

As part of reform introduced Life Skills   Opportunities for Critical Thought,
                                           Research, Opinion building and
                                           Perspectives is built in to equip
                                           learners with global skills

Financially reasonable                     Financially reasonable

Continuous professional development        Continuous          professional
(CPD) of teachers needed                   development (CPD) mandatory
CBSE-i and other International Boards
                      CBSE-i                         Other International Boards (IB, CIE)
1.    Will retain significant components of NCF
     and could build on the same to provide
     the learner friendly, stress free and skill
     based curriculum
2. Curriculum – diverse, skills based, flexible                       √
   Assessment – skills based

3. Teacher’s guidelines and student worksheets                        √

4.    Continuous learning and assessment (CCE in                      √

5.   Transaction enquiry and skill based                              √

6. Holistic and Comprehensive approach to learner                     √

7. Every student from VI-X experiences one form of                    √
   performing and one form of visual art

8. All subjects have an enrichment component                          √
        CBSE-i and other International
                CBSE-i                      Other International Boards (IBE, CIE)

9. Maths at Class IX and X                                   √
10.Opportunities for Critical Thinking,
   Research Projects, Perspectives and
   Opinion building is built in to equip
   learners with global skills

11. Advised teacher-student ratio is 1:25             Small classes

12. Financially reasonable                              expensive
13.Continuous           professional        Teacher empowerment excellent
   development (CPD) mandatory
   Enquiry and Skills Based
• Enquiry and skill based curriculum
• Catering to individual learning styles
• Learner and learning centric
• Focus on experiential learning
• Focus on     analysis   and   discovery
• Continuous     and      Comprehensive
    Benefits of Enquiry and
     Skills Based Learning
Helps students to:
•   Ask questions
•   Learn through research
•   Reflect on their own thinking
•   Create and produce knowledge
•   Interpret the world around them
Five learning areas represented as the five
petals which intersect in a cross-curricular

SEWA – Social Empowerment through Work & Action
  (Classes 1-5)
Languages - 02 languages
                            Hindi / Mother Tongue /
                            Local Language

  (Classes 6 – 8)

Three Languages       Indian Language / Hindi /Mother
                      Tongue/local language

                      Foreign language
• Aims of the language Curriculum
 To develop the skills of :
  –   listening
  –   speaking
  –   Reading
  –   Writing (in a variety of contexts)

  Adapt language to suit
  – different tasks
  – audiences
  – purposes
                     Social Studies
Classes 1 and 2
– Environmental Education (Science and Social Studies)
Classes 3 to 5
– History
– Social and Political Structures
– Geography
Classes 6 to 10
–   History
–   Social and Political Structures
–   Geography
–   Economics
to develop students who can:
– understand and evaluate the social, political, economic and
  environmental dimensions of the world
– formulate and justify arguments in response to a diverse
  range of issues
   Class 1- 8
   - Core Mathematics

   Classes 9 – 10
   - Core and a Higher Elective Mathematics in class 9 leading
      to class10

   –    to develop strategies that improve their reasoning ability.
   –    to use trial and improvement techniques
   –    to make hypotheses and resolve them
   –    to develop Computational Skills along with reasoning, analysis,
        synthesis and logic
   –    to develop skills of approximation, estimation, measurement
   –    to be able to identify patterns
   –    to promote logical and spatial intelligences
   –    Mathematics Lab activities - an integral, compulsory part of the
        Math curriculum - examinable from classes VI to X.
• Information     and    Communications

  – to help students assess the impact of new
    technologies on society
  – to train them to use these productively
  – to help students understand and use
    common software applications
  – to enhance their ability to access,
    evaluate and research information
  – Classes 1 and 2
       • Environmental Education (Science + Social Science)
  – Classes 3 to 5
       • General Science
  – Classes 6 to 10
       • Physics
       • Chemistry
       • Biology

• Aims:
 Encourages students to
  –   be curious
  –   question
  –   investigate
  –   formulate hypotheses
  –   design and carry out experiments
  –   make observations
  –   record results
 An extension programme –Breakthroughs- focus on current
 developments in Science and Technology.
      Physical Education, Performing
           Arts and Visual Arts
The P.E. curriculum
- Compulsory from Class I to X
- will not be formally examined
- graded across the year based on student participation
  and teacher observations
- Physical Education Cards (PEC)

Development of the
  –   imagination
  –   sensitivity
  –   team work
  –   to promote basic body management
  –   mastery of coordinated and skilful movement
                    The Performing Arts
     –   to provide a means for personal expression
     –   articulation of ideas
     –   concepts and themes
     –   multi-faceted development of the personality.
     –   to confident participation in practical work
     –   to develop social skills through creative teamwork
     –   to enhance communication skills

                 The Visual Arts program
          To promote:
 -        intellectual growth
 -        aesthetic sensitivity
 -        emotional growth
 -        realize the joy of expression through various mediums.
 -        appreciate art from different cultures as well as the rich art
          and craft of their own country.
  Assessment Guidelines
• Continuous and comprehensive evaluation
• Move from purely summative assessments
  to a variety of assessment tools catering to
  varying learner needs
• A combination of formative and summative
• Including research projects (students work
  at their own pace), non examinable
  elements in all curriculum areas
      CBSE-i Preparedness
• Curricula for classes I and IX
• Worksheets for classes I and IX
• Training material for trainers

• Schools request already received
• Material for launch (flyer, folder, etc.)

                        •   Perspectives
                        • Critical Thinking Module
                        • Life skills
                        • SEWA
                        • Research Project

SEWA – Social Empowerment through Work & Action
                Application MATHEMATICS

        Knowledge         •   Perspectives                     standing
                          • Critical Thinking
                          • Life skills                            Motor
                          • SEWA                                   skills
                          • Research Project

              Spatial                                     Computer
                        Mental                Logical      learning
                         Math                analytical

SEWA – Social Empowerment through Work & Action
           Concept                              Multiple

                     • Perspectives                       Trans –
                     • Critical Thinking                disciplinary
                     • Life skills

    Computer         • SEWA
       aided         • Research Project

                Observation           Application
CBSE –i is ………..
A response to the need to create
schools which are futuristic
CBSE –i is ………..
A way to move to an enquiry based skills
approach in which teachers and students
engage in collaborative learning
CBSE –i is ………..
Involved in creating students who raise
questions, think, reflect, analyse, interpret,
experiment, research and create knowledge
CBSE –i is ………..
A set of materials, print and electronic which
help teachers to innovate and create
Proudly announcing that IISR is the first school
in kingdom to be affiliated for CBSE - i
                  Smart Class in CBSE - i
Most learning in a student’s
life happens in a class room.
The Smart _ Class is an
innovative          technology
integration solution that aims
to revolutionize the way
teachers teach and students
learn inside the class room. In
the class, the students benefit
from      topics    in     their
curriculum converted into
animations that they can
relate to and visuals that help
them remember and retain.
 Computer Aided Learning
Students           understand
difficult   topics    in   an
interesting manner through
audio visual aids. These
audio visual aids / images
display the data and the
mathematical relation of the
topics for interpretation,
especially for multi –
dimensional       cases.    It
effectively bridges the gap
between active learning and
passive learning.
          CBSE – i in IIS, Riyadh
            FEE STRUCTURE
                    CBSE               CBSE – i
                    In SR              In SR
Entrance Fee        100                100
Admission Fee       500                1000
Development Fee     300                600
Caution Deposit     500                500
Tuition Fee         630 (Quarterly)    1260 (Quarterly)I - V
                                       1500 (Quarterly) VI - X
Lab Fee             200 (per year)     400 (per year)
Examination Fee     200 (Per year)     400 (per year)
Library Fee         60 (Per year)      200 (per year)

Interested Parents Register by mail
   is not
 for life,
    it is
life itself.

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