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CBSE Update


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Title: CBSE Update

  • CBSE Update
  • Major Initiatives of CBSE in Recent Years

  • Curriculum Design
  • Introduction of New Subjects
  • Biotechnology, Fashion Studies and Multimedia and
    Web Technology XI XII
  • Disaster Management VIII to X XI
  • Education in Life Skills VI to VIII
  • Environmental Education I to IX
  • Curriculum Reforms
  • Mathematics Laboratory
  • Alternatives to Homework
  • Science through Activities Class VI

Overview (contd)
  • Curriculum Evaluation.
  • School-based Evaluation IX X
  • Continuous and Comprehensive Evaluation I to
  • Internal Evaluation in Social Science IX X
  • Internal Evaluation in Mathematics IX X
  • Restructuring of Science Practical Work IX X
  • Empowerment of Principals and Orientation of
  • Enrichment Activities.
  • Some Initiatives in other Aspects of School
  • Destressing Education.

    BASIS OF NCF - 2005

NCERTs Revised Curriculum
  • NCERT has revised the curriculum for various
    classes based on NCF 2005.
  • New syllabus and text books will be implemented
    in a phased manner as given under
  • Phase I (2006-07)
  • Classes I, III, VI, IX and XI
  • Phase II (2007-08)
  • Classes II, IV, VII, X and XII
  • Phase III (2008-09)
  • Classes V and VIII
  • NCERT has put up text books in their website.
    Their Website number is
  • Circular No. 01/2006, dated 16.02.2006 and 04/06,
    dated 29.03.2006

New Subjects
  • Biotechnology
  • Introduced as elective subject at Sr. School in
  • Textual Materials Laboratory Manuals published
    by the Board for both XI XII
  • Interested schools should apply on plain paper to
    EO (Sc.)
  • Space, funds for equipments and teacher
    conditions for getting permission.
  • Teacher PG in Biotechnology/Bio-chemistry /
    Genetic Engineering/Micro Biology/Life Sciences
  • Teacher training programmes being conducted at
    different centres.
  • Circular No. 09/05.01.04

New Subjects (contd)
  • Fashion Studies
  • Introduced in class XI as elective subject in
  • 70 Theory 30 Practicals.
  • Focus Garment design, fabrics, elements of
    fashion and basics of garment making.
  • Approximate estimate for Lab Rs. 4-5 lakhs
  • Teacher Graduation with three year diploma in
    Fashion Design/Graduation with Diploma in Textile
    Design/M.Sc Home Science with clothing and
    Textiles with 3 years experience in apparel
  • Interested schools should apply on plain paper
    giving details of space for lab and willingness
    to spend for equipments and appoint suitable
    teacher to the Director (Academic)
  • Circular No. 12/26.02.04

New Subjects (contd)
  • Web and Multimedia Technology
  • Introduced in class XI in 2003-04
  • Thus CBSE offers three Computer based subjects.
  • All three courses on par with other elective
  • A candidate can opt for either Computer Science
    or Informatics Practices.
  • In addition a candidate can opt for Multimedia
    and Web Technology.
  • Thus a maximum of only two out of three IT based
    course allowed.
  • Circular No. 10/16.04.03, 26/23.10.2003 and

New Subjects (contd)
  • Education in Disaster Management
  • Disaster Management introduced as Frontline
    Curriculum in class VIII in 2003-2004.
  • Integrated with Social Science 10
  • Course Materials for class IX prepared and
    introduced in 2004-2005.
  • Class X material prepared and introduced in
  • Extended to class XI as a component of Geography
    from 2006-07.
  • Hindi Version of Course Materials released.
  • Nation-wide teacher training programmes
  • Collaboration with UNDPA NIDM and Ministry of
    Home Affairs.
  • Circular No. 10/04 dated 26.02.2004, 03/05, dated

New Subjects (contd)
  • Life Skills Education
  • Introduced for class VI in 2003-2004.
  • Interdisciplinary in nature.
  • Evaluation through grades as Continuous and
    Comprehensive Evaluation only positive attributes
    of learners to be reflected.
  • Develops self awareness, social commitment,
    eco-sensitivity and positive adaptive behaviour
    in children.
  • Implemented in class VII in 2004-2005 and in
    class VIII in 2005-06.
  • Course materials have been published by CBSE.
  • Training Programmes are being conducted.
  • Circulars Nos.21/05.09.03, 11/26.02.04

New Subjects (contd)
  • Environment Education
  • As a compulsory subject from Class I.
  • Being implemented on the directive of the Honble
    Supreme Court of India.
  • Syllabus for all classes developed by NCERT
    already sent to all affiliated school.
  • Atleast two periods per week for this subject.
  • Assessment can be part of CCE to be reflected as
    grades in a five point scale.
  • A handbook for teachers upto class VIII has been
  • An activity based manual for class IX has been
    published in 2006.
  • Schools are advised to teach the subjects upto
    class IX as per NCERT Syllabus.
  • Details of Phased implementation and evaluation
    will be intimated to all schools by CBSE in due
  • Circular No. 8/01.02.05 and 08/06 dated 04.05.06.

Curriculum Reforms
  • Mathematics Laboratory in Schools
  • Concept of Mathematics Laboratory introduced by
    the Board in 2002-2003.
  • Manual titled Mathematics Laboratory in Schools
    published by the Board to give guidelines and
    specimen activities.
  • Aim To remove the fear for Mathematics among
    children and to make the subject more
  • All affiliated schools were advised to start the
    Mathematics Laboratory for classes III onwards
    and integrate evaluation of practical
    competencies in Maths with the evaluation of the
  • Circular No. 03/28.01.04

Maths Laboratory (contd)
  • Maths Lab provides a conducive ambience for
    students to learn the subject in a joyful manner
    through practical activities and interaction.
  • Teachers need to pay attention to both the
    transactional strategies and evaluation
  • Simple experiments and projects will lead to the
    development of different skills like numerical,
    observation, thinking, analytical and so on.
  • Establishing a Maths Lab does not involve high
    cost. Improvised aids using inexpensive material
    can be made.
  • Space required is also quite limited.
  • Guidelines given in Mathematics Laboratories in
    schools class III to VIII, class IX and class
    X CBSE publications.
  • Circular No. 10/02.03.05

Reforms (contd)
  • Alternatives to Homework
  • The Board introduced the Concept of
    Alternatives to Homework for classes III to V in
  • A manual with guidelines and specimen exercises
    has been published.
  • Alternative activities are child-friendly,
    replacing the dull and mechanical homework
    usually given to children.
  • Activities involve children in meaningful
    interaction with other members and their
  • Skills identified in the book are not to be
    evaluated formally but the behavioural changes
    brought about by the empowerment process may be
    reflected as positive inputs in School
    Achievement Record.
  • Circular No. 05/25.01.2005.

Science through Activities
  • Schools should encourage children to learn
    Science through simple activities and
  • To promote such an approach based on learning by
    doing the Board has brought out a book called
    Learning by Doing for class VI.
  • It gives a number of simple activities and
    experiments that can be done using very
    inexpensive materials and apparatus.
  • Such activities will help children understand
    Science concepts in each lesson.

Modifications in Social Science for classes VI to
  • There will be three units in Social Science
  • Unit I will be devoted to History as per
    following syllabus
  • Class VI Ancient India
  • Class VII Medieval India
  • Class VIII Modern India
  • Unit II and III include Geography and Civics and
    some components of Economics
  • Accordingly there will be two textbooks in
    Social Science for each class
  • Social Science Part-I History
  • Social Science Part-II Geography, Civics and
  • Circular No. 16/2005 dated 15.03.2005

  • School based evaluation certificate IX and
  • Introduced in 1999-2000
  • Certificate Format developed by Board and sent to
    all affiliated schools.
  • Guidelines (circular 14/08.07.1999) have been
  • School-based Evaluation Certificate to be issued
    by schools to all class X pass-out candidates
  • This will be in addition to Boards marks sheet
    and passing certificate
  • This certificate gives a holistic profile of
    every learner in terms of attributes, attitudes,
    interests, values besides performance in
    scholastic and co-scholastic areas.
  • It is mandatory that every school issues
    School-based Evaluation Certificate to class X
    pass out candidates.

Continuous and Comprehensive Evaluation (Primary)
  • Continuous and Comprehensive Evaluation
  • Desisting assessment of students on the basis of
    one-shot examinations
  • Achievement Records for classes I II and for
    classes III V
  • Holistic and continuous assessment on a 5 point
  • Comprehensive Covering scholastic and
    co-scholastic areas.
  • Only positive feedback on the achievement of
    learners to encourage multiple talents.
  • Rating scales for different subjects for classes
    I to V have been circulated to all schools to
    help teachers carry out the assessment in a
    systematic and scientific manner.

Five Point Grading Scale (for Primary)
  • Five Points are as under
  • (100 Point Scale)
  • A Outstanding 90-100
  • A Excellent 75-89
  • B Very Good 56-74
  • C Good 35-55
  • D Scope for improvement Below 35
  • Circular No. 05/04 dated 13.02.2004, 18/04 dated
    29.03.2004, 31/2004 dated 15.09.2004, 25/04
    dated 12.06.2004 and 21/05 dated 12.04.2005

Continuous and Comprehensive Evaluation (Upper
Primary Level)
  • Emphasis on extension of Continuous and
    Comprehensive Evaluation up to class VIII
  • Seven Point grading scale has been notified
  • Seven Points are as follows
  • A - 90 and above
  • A - 80 to 89
  • B - 70 to 79
  • B - 60 to 69
  • C - 45 to 59
  • D - 33 to 44
  • E - Below 33 percent
  • It will facilitate maintenance of meaningful
    continuity from primary level and smooth
    transition to grades in secondary level as and
    when introduced.
  • Circular no. 02/06 dated 31.01.2006

Strengthening Internal Evaluation at Secondary
  • Already internal evaluation existed at secondary
    level in Science
  • Now the Board has introduced internal
  • In Social Science for 20 marks
  • In Mathematics for 20 marks
  • Internal Evaluation in Social Science from March,
    2006 Board Exam for class-X and Mathematics from
    March, 2007 Board Exam for class-X.

Internal Evaluation in Social Science - Details
  • 80 marks for External Board Examination
  • 20 marks for school-based internal evaluation
  • 20 marks will be allotted to the following
  • Formative and Summative Tests 10 marks
  • Assignments 05 marks
  • Project Work 05 marks
  • How to award marks (detailed guidelines have
    been already circulated)

  • contd

  • Formative and Summative Testing
  • In class IX on the basis of announced unit tests
  • Marks out of 10 to be awarded and than average
    can be calculated for arriving at 10 marks
  • In class X average of class IX and class X unit
    tests (2-3 tests) will be calculated for marks
    to be given out of 10.

  • Assignments
  • Weightage 05 marks
  • Assignments Written Questions, Tasks or
    Activities that are based on the lesson or unit
    of teaching.
  • Mode of Assessment for recording purpose in
    every month well-planned assignments may be given
  • They may be graded using five point rating
    scale A-5, B-4, C-3, D-2, E-1.
  • Record of 5 announced assignments, one in each
    month may be kept and average may be calculated
    to arrive at the final award out of 5 marks
    for both classes IX-X

  • Projects
  • Weightage 5 marks
  • In class IX a student will do two projects of
    which one should be related to Disaster
    Management from the list specified.
  • In class X a student will do any one project out
    of the list specified
  • Some important points 9-15 pages only
    handwritten in neatly bound simple folder
    teachers report should be included. Keep the
    reports for inspection
  • Scheme of evaluation split up of 5 marks
  • Initiative, cooperation - 1 mark
  • Content and research - 1 mark
  • Creativity and originality - 1 mark
  • Analysis of situation - 1 mark
  • Viva or written test - 1 mark
  • Circular No.02/04 dated 28.01.04, 06/04 dated
    11.02.04, 07/05 dated 04.02.05, 13/06 dated

Some important points regarding Internal
Assessment in Social Science
  • Internal Assessment in Social Science for 20
    marks already implemented in March, 2006
    examination for class X.
  • Feedback suggests that some schools are not
    following the laid down guidelines seriously.
  • Boosting of Internal Assessment marks will result
    in down scaling of the awarded marks.
  • It may also lead to cancellation of internal
    marks and the result will be declared on the
    basis of external marks alone.
  • Schools are advised to send five best projects to
    the Board.
  • The topics for the project for classes IX and X
    2006-07 will be shortly sent to all schools.
  • Circular No. 13/06 dated 23.06.06

Internal Evaluation in Mathematics
  • Internal assessment in Maths began in class IX
    from 2005-06
  • First class X Exam in this scheme will be in
    March, 2007.
  • 80 marks for Board Exam for class X and 20 marks
    for internal assessment.
  • Distribution of 20 marks
  • Evaluation of skills - 10 marks
  • Assessment of Record work - 05 marks
  • Assessment through
  • Summative and Formative tests - 05 marks

Internal Evaluation in Mathematics (contd...)
  • How to Award Marks
  • Step 1 Assessment of any two skills in Maths
    will be done at the end of class IX X
    independently by the school through a test in 1½
    hours. Should be conducted for groups of
    students, each group not exceeding 20 students.
    Marks out of 10 should be awarded following
    guidelines provided.
  • Step 2 a record of at least 10 activities will
    be maintained by each student. This record
    will be assessed at the end of class IX and X for
    5 marks.
  • Step 3 Class IX Work out weightage out of 5
    of the marks in Unit Test and cumulative test of
    first and second terms.
  • Class X Work out average of final assessment
    of class IX and first term exam of class X for a
    weightage of 5 marks.

  • contd


  • Step 4 Add marks of skills (10 marks), Record
    work (05 marks) and summative and formative
    testing (05 marks) to arrive at marks for 20
  • Board will send award list to be filled and
    returned by the last week of January, 2007 for
    class X restricting split up as up as shown
  • Detailed instruction in Circular No. 10/02.03.045
  • Also Circular No. 14/06 dated 29.06.06

Restructuring Science Practical Work
  • To strengthen practical work in Science and to
    produce positive correlation between theory and
    practical scores
  • Salient Features
  • First class X exam in this scheme March, 2007
  • Theory 60 marks practical skills-40 marks
  • Theory 2 hours and 30 minutes written Board
  • Separate written paper on Practical skills for 20
    marks duration one hour and 30 minutes

Restructuring Science Practical Work (contd)
  • Paper will have multiple choice questions 20 of
    ½ mark each and 10 of 01 mark each.
  • Exam on Practical Skills will be conducted soon
    after the theory exam on a separate date
  • Internal Assessment in Science for 20 marks ( 15
    for skills 3 for record work and 2 for viva).
    Prescribed experiments for classes IX and X
    indicated in Secondary Curriculum Document of the
  • Detailed Guidelines in circular 19/25.3.2005
    and 15/06 dated 06.07.06
  • Books published Assessment of Practical
    Skills in Science class IX and class X (two

Empowerment of Teachers
  • New syllabus, new courses, new approach in
  • Extensive and continued training of teachers is
  • CBSE extends help for such teachers training
  • Besides this step, the Board provides training
    to teachers in Disaster Management, Education in
    Life Skills and Mathematics Laboratory.
  • It is necessary for the schools also to provide
    the teachers a thorough understanding of NCF 2005
    and the new NCERT syllabus

Empowerment of Heads of Institutions
  • Heads of Institutions need both training and
  • Strategic leadership courses in collaboration
    with leading business schools in India
  • Specific contextualized training courses are
    also so being arranged with help from NIEPA.
  • Two such 5 day courses in October, 2006 and
    January, 2007 have been announced. Fee Rs. 8000/-
  • Induction courses for first generation principals.

Students Enrichment Activities
  • Some of the activities are
  • Olympiad - Group Mathematics Olympiad
  • - National Informatics Olympiad
  • - Also National Olympiads in
    Physics, Chemistry and Biology
  • National Science Exhibition
  • Quiz CBSE Heritage India Quiz
  • Essay contests on road safety and pollution
  • International Choir music contest
  • Most of these activities are institutionalise
    and hence circulars are sent to schools as per
    the annual schedule.

CBSE National Sports Program
  • One of the best organized sports programs of the
  • Held in 14 disciplines every year. From this year
    the 15th discipline in Taekwondoo is being
  • Nearly 4000 independent schools participate in
    this programme.
  • Held at Regional and National Levels.
  • Some of the records established by CBSE students
    equal and surpass the SGFI standards.
  • The annual calendar for 2006-07 has already been
    sent to schools.

Incentives to High Achievers
  • CBSE believes that it has a great social and
    national commitment to encourage talented and
    motivated students to pursue higher studies
    overcoming constraints like finance, social
    background etc. It has launched a series of
  • Merit scholarship for pursuing professional and
    non-medical/non-engineering undergraduate
  • Merit scholarships to single girl children from
    class XI onwards.
  • Chacha Nehru Sports Scholarships for sports

Competition to Promote Innovation and Creativity
  • National Competition for Technological Innovation
    and Traditional knowledge exclusively for school
  • CBSE and National Innovation Foundation,
    Ahmedabad collaborate in this venture.
  • In the 2005-06 competition more than 400 entries
    were received from school students.
  • NIF is processing the best for patenting them.
  • A CD containing these projects will be shortly
  • The 2006-07 campaign for Young Inventors and
    Innovators is about to be launched.
  • Schools will get a poster and details. Encourage
    students to participate.
  • Circular No. 11/06 dated 07.07.06

Adolescence Education Programme
  • National Adolescence Education Programme, a
    project of MHRD, supported by UNFPA has been
    launched in CBSE schools.
  • Aim is to facilitate adolescents to understand
    their physical, biological and emotional changes
    and to equip them with life skills for
    responsible behaviour.
  • A number of advocacy programmes and Master
    Trainer programmes are being conducted in
    different nodal centres.

The Sahodaya Movement
  • CBSEs Sahodaya Movement involves nearly 130
    Sahodaya School Complexes across the country and
    abroad networking nearly 2500 schools.
  • A philosophy of sharing and caring.
  • Excellent platform for collaborative work and
    collective growth.
  • Every year a national Sahodaya Conference is held
    on a specific theme. It is attended by nearly 300
  • The annual conference for 2006 is to be held at
    Hyderabad on 13th and 14th October.

Comprehensive School Health Programme
  • The January-March Issue of CENBOSEC featured the
    theme of Comprehensive Health Policy for
  • Circular No. 09, dated 31.05.06 was also issued
    with detailed guidelines to schools.
  • The circular suggests that schools can evolve a
    school Health Programme which can be initiated
    through Health Club.
  • This club would focus on the overall well being
    comprising emotional, social, mental and physical
    health of a child.
  • It would also act as an organizational forum for
    conducting a number of activities related to
    health and wellness.
  • The circular gives a plethora of activities for
    students of different age groups.

Strengthening the educational system -Boards
views reiterated
  • Students of primary classes need our best
  • We should make learning a joyous experience for
    the children.
  • We can do it by following some simple procedures
    already suggested by the Board.
  • No school bag for atleast classes I II. Bags
    can be left in the school itself.
  • No homework for children of classes I II and
    Alternatives to Homework for classes III to V.
  • Continuous and Comprehensive Evaluation upto
    class V and extending it upto class VIII in a
    phased manner.
  • Gradual withdrawal of pass-fail system.
  • Classroom library to help children who come to
    school without books
  • Greater importance and encouragement to learning
    of music, dance, art etc.
  • Reducing the bag load by not prescribing
    excessive number of books
  • Circular No. 06/08.02.03 and 07.06 dated 04.05.06

  • Role of Principals in destressing students
  • It is seen that students develop a high level of
    anxiety and stress during examinations.
  • Reasons are many competition, parental peer
    pressure, improper and inadequate learning
    strategies etc.
  • So students and parents need to be counselled.
  • Role of principal in this task is crucial.
  • It is suggested that principals should take a few
    classes for class X and class XII every week.
  • To stay in touch, to give guidelines, to counsel
    and to boost students confidence.
  • Circular No. 8/10.07.02

  • Conducive School Environment
  • Schools should provide the right ambience for
    learners to achieve their potential.
  • It will not be possible in an environment of fear
    and distrust.
  • So it is imperative that schools do not use
    corporal punishment.
  • Teachers should understand the needs of children
    and create confidence through caring ways.
  • Circular dated 20.07.2002

  • Circulars through e-mail
  • Board sends circulars to schools in different
    ways to ensure that they reach schools.
  • by post
  • By putting them on website
  • By printing them in CENBOSEC (which is now being
    mailed individually to all schools)
  • To strengthen communication CBSE has started mass
    e-mail service by which schools will
    automatically get circulars from CBSE website.
  • Schools are requested to send their current
    e-mail address to the Board in the following
  • Schools full address-
  • Tel No.-
  • Pin Code-
  • Affiliation No.-
  • E-mail ID-
  • Circular No. 04/05.02.04

  • Curriculum Organization in Schools
  • Board publishes secondary and sr. school
    curriculum every year
  • Curriculum indicates syllabi, weightage given to
    different units, allocation of periods per unit
  • These guidelines are given to help schools plan
    their academic schedule for the whole year so
    that there is smooth and effective curriculum
    transaction leading to stress-free learning for
  • Some unhealthy practices adopted by some schools
    have come to the notice of the Board.
  • manipulation of class schedules timing
    especially for senior classes to facilitate
    coaching tuition for competitive exams.
  • Rushing of teaching at the end of the academic
    year to finish the syllabus for revision.
  • Such practices are not helpful for the holistic
    growth of learners.
  • Heads of institutions are advised to follow the
    guidelines of the Board.
  • Circular No. 14/10.03.04

  • Safety in Schools
  • Safety is vital in schools
  • Board has stipulated certain conditions in
    Affiliation Byelaws for school safety.
  • Schools should develop a proper safety plan
    taking the following into account
  • 1. Fire Safety 2. Structural Safety 3.
    Earthquake Management 4. Stampede Prevention 5.
    Landslide Management 6. Safety from industrial
    pollution 6. Electrical Safety 7. Flood/ Cyclone
    Management 8. Electrical Safety 9. Safety from
    construction hazards 10. Safety in Playground 11.
    Water Safety 12. Laboratory Safety 13.
    Transport Management 14. Trauma Management 15.
    Safety of the Challenged
  • Schools are advised to follow the guidelines of
    the Board vide Circular No. 28/26.07.04.

  • Physical Facilities in Schools
  • Attention of heads of institutions is invited to
    Rule No. 8 under Chapter II of Affiliation
    Byelaws pertaining to physical facilities
  • Classroom should be of adequate size and minimum
    floor space should be 1 s.q.m. per student
  • Certificates regarding safe drinking water, fire
    safety, sanitary conditions, water/fire safety
    should be obtained from concerned Municipal
    Authority and submitted to the Board every five
  • Adequate facilities should be provided for
    recreation, physical education and other
    activities for social, cultural and physical
    development of students.
  • Circular dated 06.09.04

False Claims of Private Publishers
  • CBSE recommends only NCERT books in various
    subjects except in courses developed by the
    Board. But some private publishers are selling
    books, particularly Hindi edition of books saying
    that they are recommended by CBSE. Schools
    should not be swayed by such misleading claims.
  • Circular No. 12/06 dated 22.06.06

Physical Education
  • It has been brought to the notice of the Board
    that some schools do not adequately attend to
    effective transaction of the curriculum in
    Physical Education as an elective subject at
    senior secondary level. Schools should
  • - employ a fully qualified PGT in the subject.
  • - have atleast a 200 metres track with spaces
    for different games.
  • Non compliance would attract the provisions of
    affiliation bye-laws.
  • Circular No. 03/06 dated 01.02.06

The Future Paradigms
  • Make the curriculum transaction experiential so
    that children can connect their learning with
    life outside.
  • Provide a truly inclusive environment in schools
    to facilitate Learning to Learn with Different
  • Develop adequate support strategies to address
    the issue of Learning Disorders.
  • In our preoccupation with the average and the
    disadvantaged, we should not neglect the gifted.
    Special enrichment packages under Curriculum
    Plus, model have to be developed and

The Future Paradigms (contd)
  • We need a new mindset, a new thought process, a
    new paradigm of instructional leadership that can
    boldly raise questions such as
  • Do we need homework for primary children?
  • Why do we need Life Skills for students at upper
    primary level onwards?
  • How do we strengthen our internal assessment
  • What are the ways in which we can strengthen
    practical laboratory work?

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