cbseipp

INTERNATIONAL INDIAN SCHOOL, RIYADH

CBSE InternationalCBSE-i

PRESENTED BYM J SIDDIQUI

PRINCIPAL & HOI

EDUCATION

Powerful instrument of changeMeaningful for meeting the challenges of present and future.

Key to preparing for the global worldFuture workforce

- willingness to learn- collaborative team work- positive attitude

Why CBSE-i • Already present in 21 foreign

countries with 141 affiliated schools

SCHOOLS ABROAD126 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 System.

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 worldwide.

No. of schools with IB – approx. 65 No. of schools with CIE–approx. 200

• IB–International Baccalaureate• CIE– Cambridge International

Education

Governing Body - CBSE-iTo 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 -iThe 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 DesignEnquiry and skill based curriculumCatering to individual learning stylesLearner and learning centric

• Curriculum TransactionFocus on experiential learningFocus on analysis and discovery

• Curriculum AssessmentContinuous 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-iCBSE CBSE-i

Based on National Curriculum Framework 2005 catering to the needs of the Indian populous.

Will retain significant components of NCF and could build on the same to provide a 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 spirit)

Transaction is bound by examination Transaction enquiry and skill based

Holistic domain of learners was partially addressed Holistic and Comprehensive approach to learner development

Students may or may not get an opportunity depending on the vision of the school

Every student from I-X experiences one form of performing and one form of visual art

Classes I-VIIIAll subjects available at one level only for all learners

Classes I-VIII (English and Social Science Maths and Science)

have an enrichment component

CBSE and CBSE-i

•

CBSE CBSE-iMaths Classes IX-X available at one level only

Maths at Class IX and X Core and Elective (Basic and

Advanced)

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 (CPD) of teachers needed

Continuous professional 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 spirit)

√

5. Transaction enquiry and skill based √

6. Holistic and Comprehensive approach to learner development

√

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 Boards

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 development (CPD) mandatory

Teacher empowerment excellent

Enquiry and Skills Based Approach

• Enquiry and skill based curriculum

• Catering to individual learning styles

• Learner and learning centric• Focus on experiential learning • Focus on analysis and discovery

approach• Continuous and Comprehensive

Evalaution

Benefits of Enquiry and Skills Based

LearningHelps 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-curricularapproach

SEWA – Social Empowerment through Work & Action

Languages(Classes 1-5)

EnglishLanguages - 02 languages

Hindi / Mother Tongue / Local Language

(Classes 6 – 8) English

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

Foreign language

• Aims of the language CurriculumTo 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

Aims: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

Mathematics Class 1- 8

- Core Mathematics

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

Aims: – 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 Technology – 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

Science – 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)Aims: Development of the

– imagination– sensitivity – team work– to promote basic body management– mastery of coordinated and skilful movement

The Performing ArtsAims:

– 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 Aims:

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 assessments

• 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.)

ENGLISH

• Perspectives• Critical Thinking

Module• Life skills• SEWA• Research Project


Application

Knowledge

Multiple Intelligence

Spatial

Mental Math

Logical analytical

Computer Aided

learning

Motor skills

Under-standing

SkillsMATHEMATICS

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


Concept

Scientific Temperament

Computer aided

learning

Observation Application

Activity

Trans –disciplinary

Multiple Intelligence

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

Environmental Education

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

CBSE – i in IIS, RiyadhProudly announcing that IISR is the first school in kingdom to be affiliated for CBSE - i

CBSE – i in IIS, RiyadhSmart Class in CBSE - iMost 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.

CBSE – i in IIS, RiyadhComputer Aided Learning

(CAL)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.

CBSEIn SR

CBSE – iIn SR

Entrance Fee 100 100Admission Fee 500 1000Development Fee 300 600Caution Deposit 500 500Tuition Fee 630 (Quarterly) 1260 (Quarterly)I - V

1500 (Quarterly) VI - XLab Fee 200 (per year) 400 (per year)Examination Fee 200 (Per year) 400 (per year)Library Fee 60 (Per year) 200 (per year)

CBSE – i in IIS, Riyadh

FEE STRUCTURE

Interested Parents Register by mail [email protected]

Education is not

preparing for life,

it islife itself.

THANK YOU