The innovative curriculum for the primary and secondary students of Royal International Public School is to bring about the objective by reinforcing concepts, ideas, skills and activities at this stage not only from the teacher’s point of view but also for the parents to comprehend what is being done in the classroom.

The main thrust of our curriculum is based on innovative and creative activities in and outside the classroom. Children love the curriculum which is different and packed with exciting things to do, experience and learn. We have a well-planned academic program which consists of many integrated project based activities.

TEACHING METHODOLOGY/ EFFECTIVE INNOVATIVE TEACHING
The biggest challenge any teacher faces is capturing the students’ attention and putting across ideas in such a way that it stays with them long after they have left the classroom. For this to happen effective innovative ideas are implemented for better classroom experiences. Teachers reinvent their teaching methods and make their classes interesting. We take 5 projects per year that is the base of our curriculum. We keep on introducing new projects taking along the previous ones. Listed below are some of the strategies we follow.
• CREATIVE TEACHING-Taking the help of creative tools to stimulate creativity, we include playful games or visual exercises that excite the young minds and capture their interest. Also, this encourages them to come up with their ideas and gives them the freedom to explore.
• E-LEARNING- We in-cooperate e-learning in our sessions with power point presentations, movies, pictorial materials and audio-visual tools that help their imagination thrive and grow and understand the concepts better.
• BRAINSTORMING- These sessions are a great way to get the creative juices flowing with multiple brains focusing on one single idea to get numerous ideas involving everyone into discussions.
• REAL WORLD LEARNING– We link our lessons to real world learning infusing real world experiences. Relating and demonstrating to real life situations makes material easy to understand and learn. It sparks their interests and makes the sessions all the more interesting.
• CLASSES OUTSIDE THE CLASSROOM- Some lessons are best learnt, when they are taught outside the classroom in the lap of nature. Children find it fresh and exciting and the learning remains forever with them.
• ROLE PLAY- Teaching through role play, story dramatisation, dance, music, rhymes are a great way to make children step out of their comfort zone and develop their inter personal skills.
• SUBJECT INTEGRATION- Our curriculum is structured to nourish the whole being-the mind, heart and body. So all the activities are creatively balanced with the subjects to bring about the best learning.
• ASSESSMENT OF LEARNING- It involves working with range of available evidences throughout the process of activities that enables the teacher to check the child’s performance and keep the track of one’s progress, identify the learning gaps, their strengths and weaknesses, anecdotes and help them overcome using various remedial strategies.
English, Hindi, Mathematics, Science, Social Science, Computer Education, an optional language (Sanskrit) and General Knowledge.
Assessment-Evaluations are conducted according to uniform system of assessment guidelines by CBSE. Assessment will be indicated in grades according to an eight point grading scale for scholastic area and a three point grading scale for co-scholastic areas.
Scholastic Assessment (Subjective)-The assessment structure and examination for classes I to VIII comprises of two terms Term-1 and Term-2
July: First Periodic Assessment
September: Half Yearly (Term-1)
November: Second Periodic Assessment
March: Annual Exam (Term-2)
Half Yearly and Annual Exam will be of 2:30 hr duration. Re-test will only be on grounds of medical leave, death of an immediate family member or representing the school in competition.
Co-Scholastic Assessment-Students will be assessed term-wise on a 3-point grading scale (A=Outstanding, B=Very Good and C=Fair).The aspect of regularity, sincere participation, output and teamwork is the generic criteria for grading in the following co-scholastic activities:
(a) Work Education – Work Education refers to skill-based activities resulting in goods or services useful to the community
(b) Art Education (Visual & Performing Art)
(c) Health and Physical Education (Sports/Martial Arts/Yoga etc.)
Secondary Curriculum
Guiding principles as proposed by NCF-2005 are :
• Connecting knowledge to life outside the school.
• Ensuring that learning shifts away from rote methods.
• Enriching the curriculum to provide for overall development of children rather than being textbook centric.
• Making examinations more flexible and integrated into classroom life.
• Nurturing an over-riding identity informed by caring concerns within the democratic polity of the country towards values which are based on reason and understanding.
• A clear orientation
Independence of thought and action points to a capacity of carefully considered, value-based personal & collective decision-making.
Sensitivity to others’ well-being and feelings, ensure integration of work with education.
Work related experiences should be sufficient and broad based in terms of skills and attitudes.
Creativity in arts literature and other domains of knowledge is closely linked.
Aims and objectives:
• “Nurturing Life-skills”
• “Integration” connection between knowledge and application.
• “Upholding Constitutional values”
• “A global perspective” keeping pace with the 21st century skills and the global trends, enhance learner’s ability to stay interconnected and transform yourself to take individual responsibility.
• “Lifelong learning” to lead to active exploration, problem solving, and the use information and languages to lead to social transformation.
CBSE School Curriculum Mission and Goals:
• To enhance self-awareness and explore innate potential.
• To promote capabilities related to goal setting, decision making and lifelong learning.
• To nurture communication and interpersonal skills.
• To learn to be empathetic towards others, display dignity and respect to all , to contribute for the community, and focus on preserving environment.
• To foster cultural learning and international understanding in an interdependent society.
• To strengthen knowledge and attitude related to livelihood skills.
• To acquire the ability to utilize technology and information for the betterment of humankind.
• To develop abilities related to thinking skills and problem solving.
• To develop creativity and the ability to appreciate art and showcase one’s own talents.
• Collaboration between home and school.
• Project based learning to build research capabilities.
• Emphasis on inclusion strategies.
• General and specific teaching and assessment objectives.
• Emphasis on multiple modes of assessment through descriptors of good performance.
• Integrated activity based program on Environmental Education from classes I-XII.
Curriculum Areas at Secondary Level:
For the purpose of fostering core competence in learners, the curriculum encompasses six major learning areas, which are: Languages, Humanities, Mathematics, Science, Health and Physical Education, Performing and Visual arts. It refers to the content of learning, not the titles of subjects. Major Contents of Each Curriculum Learning Area in Secondary Classes.
• Languages include Hindi, English, (detailed in Curriculum Volume II) and focus on listening, speaking, reading and writing skills, along with developing effective communicating proficiencies.
• Humanities (Geography, History, Economics and Political Science) include the learning of history and culture, geographical environment, global institutions, constitutional values and norms, politics, economy, interpersonal and societal interactions, civic responsibilities, and the incorporation of the above-mentioned learning into one’s life.
• Performing and Visual Arts (Dance, Drama, Music, Drawing, Painting, Crafts and Sculpture) include, instruction in these arts, aiming to help learners cultivate an interest and appreciation for arts and encourage them to enthusiastically participate in related activities, thus promoting abilities such as imagination, creativity, valuing arts, and the cultural heritage.
• Science (Biology, Chemistry, Physics ) include gaining knowledge about matter and energy, nature, the environment, technology, breakthroughs in science. It will focus on knowledge and skills to develop a scientific attitude, use and application of such knowledge and skills to improve the quality of life and further use this learning to analyse, evaluate, synthesise, create, invent and discover.
• Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organise, and the ability to apply this knowledge and acquired skills in their daily life. It also includes understanding of the principles of reasoning and problem solving.
• Health and Physical Education focuses on the learning for holistic development, both mental and physical. Understanding the importance of physical fitness, health, well-being and the factors that contribute to them. Focus of this curriculum is on helping learners develop a positive attitude and commitment to lifelong, healthy XIII active living and the capacity to live satisfying, productive lives with the help of proper health management, sports, yoga, fitness and lifestyle choices.
Syllabus Includes:
• Pedagogical goals of the school.
• Subject specific pedagogical objectives
• Mapping of units with pedagogical objectives
• Resources/activities to achieve the unit wise pedagogical objectives
• Pedagogical outcomes
• Assessment directives
• Feedback rubrics
Lesson/ Unit Plans:
• Specific learning outcomes.
• Unit/topic learning contexts
• Pedagogical strategies
• Flow of lesson/unit (including activities/ experiments/hands-on-learning)
• Formative assessment tasks
• Remedial teaching plan
• Interdisciplinary Linkages
• Infusion of Core (Life-skills, Values, Gender sensitivity etc.)
• Resources
• All this is to facilitate spiritual, ethical, social, growth, and development.
• To enhance learners innate potential for holistic development.
Main Learning Outcomes for Curriculum Learning Areas:
• 1. Learners use language to comprehend, acquire and communicate ideas and information and to interact with others.
• 2. Learners identify, integrate and apply numerical and spatial concepts and techniques. They have clarity of concepts and are able to connect them to the real world.
• 3. Learners understand and appreciate the physical, biological and technological world and acquire the knowledge, and develop attitude, skills and values to make rational decisions in relation to it.
• 4. Learners understand their cultural, geographical and historical milieus and gain in depth knowledge, attitude, skills and values necessary to bring about transformation for a better India.
• 5. Learners rationalize and reason about pre-defined arrangements, norms and relationships in order to comprehend, decode, validate and develop relevant patterns.
• 6. Learners think laterally, critically, identify opportunity, challenge their potential and are open to challenges. They are aware of consequences and take ownership of their deeds.
• 7. Learners interact harmoniously with people and cultures from across the globe and are tolerant and empathetic towards others.
• 8. Learners involve themselves in cultural pursuits as well as appreciate, respect and acknowledge the artistic, cultural and intellectual work of others.
• 9. Learners value and engage in practices that promote personal, physical as well as mental and cognitive development, and wellbeing.
• 10. Learners appreciate and value everyone’s right to feel respected and safe, and, in this regard, also understand their constitutional rights as well as duties, and behave responsibly.
The School Curriculum Plan (Syllabus) will include:
o Pedagogical goals of the school for the session
● Subject focused pedagogical objectives
● Mapping of units with pedagogical objectives
● Resources/activities to achieve the unit wise pedagogical objectives
● Pedagogical outcomes
● Assessment directives
● Feedback rubrics This plan will also contain specified descriptions on how to infuse the seven core areas (including Life Skills Education, Values Education, Gender Sensitivity, Environmental Education, Information Technology Education, Human Rights Education, Health and Wellness Education) into the teaching of each subject. It is a good idea to involve parents in formulating this plan. The plan is an effective tool to let parents connect and support the pedagogical practices of the school. Lesson/ Unit Plans/ Lesson plans for the topics will be prepared by the teachers within their faculty. This will be supported by School Curriculum Plan (Syllabus). Some important components of this plan can be:
● Specific learning outcomes
● Unit/topic learning contexts
● Pedagogical strategies
● Flow of lesson/unit (including activities/ experiments/hands-on-learning) XV
● Formative assessment tasks
● Remedial teaching plan
● Interdisciplinary Linkages
● Infusion of Core (Life-skills, Values, etc.)
● Resources (including ICT) the component of remedial teaching is to be drafted keeping in view differentiated instructional requirements of the individual learners. As the learning difficulties are observed the remedial teaching must be taken up. This should be planned with a mutual understanding with the parents and they should be informed about how the remedial instruction is being provided.