An International Curriculum & Syllabus
We have an intensive curriculum supported by a syllabus & book list which runs into hundreds of pages, and cannot be displayed on a website realistically, as no one can spend days & months reading such material. So, we have displayed samples of each category subject, to give you a flavour of our school educational standards. Many of the top schools in India, Like Riverside Ahmdabad, Mercedes Benz Pune, Patways Gurugram and others, use the International Baccalaureate educational system, which the education of a child is 'programmed' through primary or early years, middle and upper or diploma. These courses are extensive and expensive, but we at Kirat Niwas School have made a system that in-coperates these programs into our curriculum, at a neglible cost to the parent. The IGCSE Cambridge system is also very extensively used in India and we have also taken other elements in our curriculum, even the PSEB is included.
Our main curriculum is the English Medium CBSE-i and this is spiced with other educational systems to give the students a varied diet. We wish to expand our educational base through recruitment, and urge parents from nearby towns & cities to give their wards a chance in life to become competent, capable and skilled at our school. We are slowly making strides towards our goal of creating a school study enviornment that will not match the IB or IGCSE systems, but I aim to give the students educated here....food for thought!
Food For Thought
Not anyone in the country I now live in can eat 'daal & roti" every single day, x3 per day, for the next 365 days, then for the next 100years. It's impossible to eat one dish every single day for one's lifetime. Variety is the 'spice of life' and in all things has been created in 'variety'. No two leaves are the same or two people absolutely identical. Diversity is the 'true essence' of life itself. I have therefore taken heed and in-coperated elements from other educational systems into our school's curriculum & syllabus. I have purposefully made this decision, based on this simple saying' that variety is truly the spice of life' to benefit the minds of the students in my school. India gave spices to the World and the best 'food consumed' today in many countries, is always rich in spices from our country. Who says then I am wrong? To teach students a single theory based education sytem will never produce the desired fruit, unless the diet is varied and balanced. Our home page shows one student who has made such strides, and we hope to continue walking this road, give the children of our country...an opportunity to survive and establish themselves in our world.
Here are some CBSE-i international curriculum samples for you to ingest:
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;
3. use knowledge of words and cueing systems to read fluently;
4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading.
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
4. reflect on and identify their strengths as media interpreters and creators, areas for improvement, and the strategies they found most helpful in understanding and creating media texts.
1. The motion of objects can be observed and measured. As a basis for understanding this concept:
a. Students know the position of an object can be described by locating it in relation to another object or to the background.
b. Students know an object’s motion can be described by recording the change in position of the object over time.
c. Students know the way to change how something is moving is by giving it a push or a pull. The size of the change is related to the strength, or the amount of force, of the push or pull.
d. Students know tools and machines are used to apply pushes and pulls (forces) to make things move.
e. Students know objects fall to the ground unless something holds them up.
f. Students know magnets can be used to make some objects move without being touched.
g. Students know sound is made by vibrating objects and can be described by its pitch and volume.
2. Plants and animals have predictable life cycles. As a basis for understanding this concept:
a. Students know that organisms reproduce offspring of their own kind and that the offspring resemble their parents and one another.
b. Students know the sequential stages of life cycles are different for different animals, such as butterflies, frogs, and mice.
c. Students know many characteristics of an organism are inherited from the parents. Some characteristics are caused or influenced by the environment.
d. Students know there is variation among individuals of one kind within a population.
e. Students know light, gravity, touch, or environmental stress can affect the germination, growth, and development of plants.
f. Students know flowers and fruits are associated with reproduction in plants.
3. Earth is made of materials that have distinct properties and provide resources for human activities. As a basis for understanding this concept:
a. Students know how to compare the physical properties of different kinds of rocks and know that rock is composed of different combinations of minerals.
b. Students know smaller rocks come from the breakage and weathering of larger rocks.
c. Students know that soil is made partly from weathered rock and partly from organic materials and that soils differ in their color, texture, capacity to retain water, and ability to support the growth of many kinds of plants.
d. Students know that fossils provide evidence about the plants and animals that lived long ago and that scientists learn about the past history of Earth by studying fossils.
e. Students know rock, water, plants, and soil provide many resources, including food, fuel, and building materials, that humans use.
Investigation and Experimentation
4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform
investigations. Students will:
a. Make predictions based on observed patterns and not random guessing.
b. Measure length, weight, temperature, and liquid volume with appropriate tools and express those measurements in standard metric system units.
c. Compare and sort common objects according to two or more physical attributes (e.g., color, shape, texture, size, weight).
d. Write or draw descriptions of a sequence of steps, events, and observations.
e. Construct bar graphs to record data, using appropriately labeled axes.
f. Use magnifiers or microscopes to observe and draw descriptions of small objects or small features of objects.
g. Follow oral instructions for a scientific investigation.
Sample Grade 1 - Mathematics
They are provided to give teachers and parents a quick overview of the mathematical knowledge and skills that students are expected to acquire in each strand in this grade. The expectations on the pages that follow outline the required knowledge and skills in detail and provide information about the ways in which students are expected to demonstrate their learning, how deeply they will explore concepts and at what level of complexity they will perform procedures, and the mathematical processes they will learn and apply throughout the grade.
Number Sense and Numeration: representing and ordering whole numbers to 50; establishing the conservation of number; representing money amounts to 20; decomposing and composing numbers to 20; establishing a one-to-one correspondence when counting the elements in a set; counting by 1’s, 2’s, 5’s, and 10’s; adding and subtracting numbers to 20
Measurement: measuring using non-standard units; telling time to the nearest half-hour; developing a sense of area; comparing objects using measurable attributes; comparing objects using non-standard units; investigating the relationship between the size of a unit and the number of units needed to measure the length of an object
Geometry and Spatial Sense: sorting and classifying two-dimensional shapes and threedimensional figures by attributes; recognizing symmetry; relating shapes to other shapes, to designs, and to figures; describing location using positional language
Patterning and Algebra: creating and extending repeating patterns involving one attribute; introducing the concept of equality using only concrete materials
Data Management and Probability: organizing objects into categories using one attribute; collecting and organizing categorical data; reading and displaying data using concrete graphs and pictographs; describing the likelihood that an event will occur.
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