UTOPIAN SCHOOL

Final Project Report Team: VD 1029 Vidyaarth, Techfest IIT Bombay

Himanshu Rasam
Indian Institute of Technology - Bhubaneshwar, India

Abhishek Ukey
Indian Institute of Technology Bombay, India

Shilpa Mohite
Missouri State University, USA

Sushrut Thorat
Indian Institute of Technology Bombay, India

ABSTRACT
We are still miles away from an Utopian System of Education in India, despite efforts over years. Quality Education has become a necessity. So, we thought about helping the efforts by modeling an entire school because we believe that the factors that constitute are inter-related and distinct developments take a long time to come into practice. After conducting a survey and visiting schools, we re-designed the Curriculum for the 5th to 10th grade, to include concepts like Modern Sciences, World-View History and Mathematical Philosophy. We then went on to complete the school with a glimpse of Teaching and Evaluation methods, and additions like setting up committees for the Democratizing the Curriculum with students in the Administrative Framework. The Curriculum we designed is a stepping stone to the inclusion of once excluded, but now necessary subjects and topics. The Administrative Framework sets up an example of the inclusion of students into the regular administration of the school, thus developing them in the process. The project was reviewed by some students of the Indian Institute of Technology, Bombay who had discomforts with the current education system. We have their positive responses.

CONTENTS
Sr. No. 1 2 3 4 5 6 7 Topic Abstract Introduction Problem Statements Utopian School The Solutions Scope Authors Speak Pg. No. 2 4 6 8 99 100 101

INTRODUCTION
Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism.[1] In short, the most important thing in Human Life. An article posted by the GNU[2] sums up the Indian Education Scenario. We haven't achieved much success despite the persistent attempts to optimize the system. There were two things the system took into consideration while it was formed: The Industrial Age [3][4][5] Economic state of the nation. Atleast, the first factor is now pass. The system needs to change. It is, but very slowly. The second factor is actually the biggest challenge for the system. People know that the system is striving for betterment, and that should be enough motivation to move on and also help the system. But, there is a general discontent in the masses about the workings of the system. Some things just don't seem right. We know that any formal development can't be influenced by such 'intuitional' claims, but we should atleast gauge the claims to either prove/disprove them. But surveys show it is indeed the case - The improvement is just not enough![6] The authors of this project also are a part of the society with discomforts. So, they are analyzing the crux of the matter. Here comes in Vidyaarth. It was a good boost. We gained a platform wherein we had to present our views, which meant structuring our ideas in the first place- which was what we desired. We conducted a survey[7] to better understand the public opinion and found that students are not satisfied with the system. The data speaks that the curriculum is not satisfactory at all, nor is the teaching methodology or the teachers, nor is the student psychology. Also, the evaluation techniques aren't that effective. So, in time we came about with our view - Utopian School. 'Utopian' not as in 'perfect' but as in 'striving to be perfect'.[8] We attempted to get rid of the 'Industrial Revolution' related ideas and hit upon the economic factor. The economic situation of India is very disheartening. As a result, the schools in the rural areas are ill-equipped, both in terms of instrumentation and effective man-power. So, it was natural to target that aspect of the system. But in the process of visiting schools in different localities, we stumbled upon the fact that even the urban schools aren't based upon an utopian system (The problems are stated in the 'Problem Statements' section). We identified three areas of our education system: National Education Frameworks Urban Schools Rural Schools The National Curriculum Framework[9] is a near-perfect work. Actual contents of the curriculum varies from board-to-board. The most elite boards of India, the ICSE and CBSE based boards are the ones which are the most complete. All other state boards lack a lot in all terms. Actually, they are modifications to the elite boards to suit the particular level of education required i.e a lower difficulty level and variety for rural areas. So there are two issues involved now: Modification of the elite curricula

 Modification of the 'Adoption Method'[10] Adoption of the elite curricula by the rural areas in accordance with their needs. We decided to pursue the first issue. We voted out the Adoption Method, citing time constraints. So that meant studying curricula across the world and fusing our own ideas with them, to strive to design an optimum curriculum. But it was not only curriculum that needed, but also teaching methodologies and the administration framework under which the system works. To deliver knowledge efficiently to the students, we needed to hit upon all these fields. So we decided to design a school which can be considered as an ideal - The Utopian School. Note: This Model can be embraced by any society, but it has some inherent India-specific content in it. HSS = Humanities and Social Sciences. In Evaluation Methods, the unexpanded subject descriptions can be derived directly from the reference.

References
1. 2. 3. 4. 5. 6. 7.
^Dewey, John (1916/1944). Democracy and Education. The Free Press. pp. 14. ISBN 0-684-83631-9. ^http://www.gnu.org/education/edu-system-india.html. ^Change in Education, systems change and organizational learning: http://www.evta.net/website_docs/change_in_education_and_systems_change.doc ^TED TALK: Ken Robinson's Changing education paradigms: http://www.ted.com/talks/ken_robinson_changing_education_paradigms.html ^Education: Time to rethink the Industrial Model: http://www.jfs.tku.edu.tw/16-1/E01.pdf ^http://www.planetd.org/2009/02/19/educating-india-probe-survey/ ^The Live Form: https://docs.google.com/spreadsheet/viewform? formkey=dGRFbUtLcjVrWUllX3V0QU4xVk9DVGc6MQ#gid=0 The Report: https://docs.google.com/spreadsheet/ccc? key=0Agojs_0RbWrgdGRFbUtLcjVrWUllX3V0QU4xVk9DVGc#gid=0 ^http://en.wikipedia.org/wiki/Utopia

8. 9. ^http://www.ncert.nic.in/rightside/links/nc_framework.html 10. ^http://www.ncert.nic.in/new_ncert/ncert/rightside/links/pdf/focus_group/cst_final.pdf

PROBLEM STATEMENTS
Modifying the Curriculum to encompass: Inclusion of Philosophy, Psychology and Sociology Reason 1. Philosophy is meant to instil formal thinking into students. This subject focuses on getting rid of biases in thinking. 2. Psychology is the study of the 'psych', or what we called as mind. To function in the society, it's highly important to understand patterns in people's satisfactions. That's where fundamentals in Psychology come in handy. 3. Sociology is the study of society, its structure and culture. Studying sociology helps seeing the social context in personal decisions. Explicit inclusion of Logic and Puzzles in Math Reason 1. Puzzles dont involve the stigma involved with math word problems. They are generally fun to solve and involve a lot of thinking, thus sharpening the analytical skills required in math and in life. 2. Formal treatment of Logic is not dealt with until you are in an university. But it is the actual foundation of math. Placing Arts on an equal footing with other subjects Reason 1. Arts is a more natural way to live life than any other subject. By Arts, we learn to express our thoughts in more than just words. But in India, generally Arts are stigmatised to be trades of a chosen few, and something that's not worth pursuing generally. But in actuality, though the opportunities in other fields outweigh that of arts, they are coming up steadily and shouldn't be neglected. 2. An article by the UNESCO sums up the point1. http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA9 0ACCD29CC78A571ADFE5F670D20800/filename/contribution+A E.pdf Inclusion of Modern Science - Nuclear Science, Relativity, Quantum Mechanics, Neuroscience, in the science curriculum Reason 1. Watch the video and read the article: 1. Video: https://www.youtube.com/watch?v=BGL22PTIOAM 2. Article: http://isush4u.livejournal.com/1724.html Removal of too many mandatory languages Reason 1. Generally, students don't requires more than two languages to communicate effectively. We have kept the languages, but as options. Compulsion of more than two languages is an unnecessary constraints according to the students. A world-view of History Reason

to the state-of-affairs of the world, and therefore understand patterns of how societies work. A national view of History is somewhat like giving an example which need not be the best in that context. We aren't giving in to the extremities BIG HISTORY is based upon, but we are collecting issues and providing the best possible examples. That leads us to a world-context. Interlinking subjects Reason 1. Learning in an environment with too many explicit elements is boring and strenuous. Interlinked subjects provide impetus to study everything with equal enthusiasm as everything is inherently related and therefore seems like just one Modifying the Teaching Methodology to encompass: Removal of explicit date and/or name - remembering factor from History Reason W.r.t the last problem statement of the curriculum, dates and names aren't the most important factors (Their differences are.) so, explicit mentions w.r.t memory is ruled out. Modifying the Administrative Framework to encompass: Inculcation of Democulum (Democratising the Implementation of the Curriculum) Reason School is a place wherein the prime motive is development of children. So, the system must involve the student's say, as they too are a part of the system. They aren't slaves to the system, but rather the most essential factor of the system.

1. History is meant to be a subject which deals with the factors that led

UTOPIAN SCHOOL
Contents
Sr. No. 1 2 3 4 5 Topic Introduction Utopian Curriculum Utopian Teaching Methodology Utopian Evaluation Methodology Utopian Administration Framework Pg. No. 9 10 74 81 95

Introduction
Utopian School bases itself on critical thinking. There is one and only one basic principle which the school tries to imbibe in all of its students - To be able to think properly. It is modeled on the Authors experiences of his/her education, his/her interpretations of the worldwide discontent in education and the field visits and surveys conducted. Designing a school involves construction in 3 areas: Curriculum Teaching Methods and Evaluation Methods Administration We have constructed the entire Curriculum to justify a problem statement: Interlinking Subjects. Teaching Methods and Evaluation Methods dont include much additions and are taken from the existing systems. The Administration is more transparent, more student-friendly and strives to include excellent teachers.

Utopian Curriculum
Sr. No. 1 Topic Introduction Fifth Grade 1 2 3 4 5 6 7 Science Math Arts English HSS Physical Studies Hindi Sixth Grade 1 2 3 4 5 6 7 Science Math Arts English HSS Physical Studies Hindi Seventh Grade 1 2 3 4 5 6 7 Science Math Arts English HSS Physical Studies Hindi 10 34 26 Pg. No. 13 19

Computer Science Eighth Grade 43

1 2 3 4 5 6 7 8

Science Math Computer Science Arts English HSS Second Language Physical Studies Ninth Grade 52

1 2 3 4 5 6 7 8 9 10 11 12 13

Science I Science II Math I Math II Arts HSS A-I HSS A-II HSS B-I HSS B-II Physical Studies English Second Language Computer Science Tenth Grade 62

1 2 3 4

English Second Language Arts Math I 11

5 6 7 8 9 10 11 12 13

Math II Science I Science II Physical Studies HSS A-I HSS A-II Computer Science HSS B-I HSS B-II

12

Introduction
The first part we targeted was the curriculum, because you need to know the content before actually teaching it. The curriculum for the 1st to 4th Grades is mostly a psychological harness and is distinct from the curriculum thereafter. We chose to pursue the curriculum for the 5th to 10th Grades. In formal education, a curriculum is the set of courses, and their content, offered at a school or university. In 'The Curriculum', the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea, has its roots in the Latin word for race-course, explaining the curriculum as the course of deeds and experiences through which children become the adults they should be, for success in adult society. Furthermore, the curriculum encompasses the entire scope of formative deed and experience occurring in and out of school, and not only experiences occurring in school; experiences that are unplanned and undirected, and experiences intentionally directed for the purposeful formation of adult members of society[1]. An article by infed[2] sums up the schools of curricula. Curriculum Modification had begun since the framing of the first curriculum. Even today, we aren't close to an utopian curriculum. The Indian Curriculum in particular is lagging behind according to an UNESCO report[3]. Thus, in the process of reforming the elite curricula, we needed to change the curriculum too. Thus we propose changes as: Subject Structure-related changes. Subject Content-related changes. Subject Additions. Subject Structure-related changes: For the 5th and 6th Grade, we have included Geography in Science, in place of Social Studies alongside History. For the 5th and 6th grade, the concepts covered in geography are more related to science than social structures. We have included Philosophy, Psychology, and Sociology from the 5th grade. The article[4] sums up the reason. We have made Hindi-as the second language-compulsory for the 5th-7th grade, and thereafter have granted choice in the second language. The second language is compulsory from 5th-9th grade. It is optional in the 10th grade. Language is a means of communication for the general public. Interested students can opt in for more than two languages, but two languages are compulsory. Two because we believe that students should learn to appreciate the diversity in languages and the corresponding cultures. English is a global language, and Hindi is the official language of India. To have effected communication skills in India, you need at least Hindi. So, we have made Hindi compulsory till the 7th grade. 3 years of Hindi is enough of basic proficiency, Thereafter, students can choose any other language. In 10th, weve made the second language optional , as we believe that it is a flair for languages is subjective.

13

 We have created sub-divisions in Science, Math, and HSS as Level I and Level IIon basis of their difficulty and depth-for the 9th and 10th grades. Only the Level I sub-divisions are compulsory. (Only the Principal's approval, guided by the teacher's report, can allow a student to NOT pursue any Level II subdivision.) The basic courses are a bit easier than the ICSE level, and the advanced courses are well, much more advanced. The division is basically made to make students think what they like, and focus most on that aspect. We believe, in view of the content weve put up, that the students need to pursue the Level I sub-divisions for a complete basic exposure to the subjects. The Level II sub-divisions are to be pursued only by interested students. The Level II courses complete the scope of the subjects. Arts and Computer Science are made optional from the 9th grade. Arts and Computer Science become advanced from the 9th grade. So, they are for students who are explicitly interested in them. Arts is considered at par with other subjects, and not just an extracurricular activity. An article by the UNESCO sums up the point[5]. We have made Physical Studies a compulsory subject till the 10th grade. An article by the UNESCO sums up the importance of Physical Education[6]. Our body is also a part of our existence and we need to take care of it for our well-being, so Physical Education is compulsory. We have added Computer Science under Math for the 5th and 6th grade. For the 5th and 6th grade, Computer Science lingers upon fun games and logic, which is close to the math taught then. Theres no explicit need of Computer Science as such. The workload is also minimal. We have explicitly excluded Personality Development, Environmental Studies and the distinction between Economics and Civics. Personality Development and Environmental Studies are taken care of indirectly by a collection of included subjects. In case of Economics and Civics, we arent delving into the mathematical details, so there is no need of explicit differentiation as the workload is very minimal. Subject Content-related changes: We have majorly modified the content and are presenting the peculiarities below. Math
1. Puzzles are an integral part of the content. 1. Puzzles dont involve the stigma involved with math word problems.

They are generally fun to solve and involve a lot of thinking, thus sharpening the analytical skills required in math and in life. 2. We have introduced Mathematical Philosophy from the 6th Grade. 1. Formal treatment is not dealt with until you are in an university. But it is the actual foundation of math. And Math in itself is a discipline[7], not just a footnote to science. 3. The level of abstractness in the content has been increased. 1. The above point emphasises the importance of math as a discipline. So, we are just giving the discipline its due. English

14

1. Letter-Writing is dealt with in 5th, 6th and 7th only. 1. Everything in this world is moving towards digitisation[8]. So, emails

are the letter-writing mediums of this era. And emails are less formal than handwritten letters. But on the other hand handwritten letters have an importance of their own[9]. In view of the above statements, we believe that the basics of letter-writing, the structures and content can be dealt with quickly, so we remove explicit compulsory development of letter-writing from the 8th grade 2. Editorial Process is made an integral part of the content. 1. The editorial process is a real-world application of the subject and needs elaborate mention. 3. Calligraphy and Shorthand are compulsorily introduced in the 7th and 8th grade respectively. 1. They are the artistic aspects of the languages and need explicit short mention. 4. Origins of English, and comparison with other languages is undertaken in the 9th grade. 1. Comparison will increase the appreciation levels of the student. They can then understand the pros and cons of the language. Science 1. Earth and Space Sciences is an explicit integral part of the content. We have introduced Philosophy of Science - what science actually is, what is the Scientific Method, etc - in the 7th grade. 1. Students pursue science for a long time. A few figure out how to actually think in science and become scientists and researchers. For the rest of the crowd these scientists seem to be people out of the world. Introduction to the Philosophy of Science will make students realise the intricate framework of science and help them appreciate science more. 2. We have introduced a topic in the 8th grade which discusses the probable and the absolute in Physical Laws - A glimpse of Statistical and Quantum Physics. 1. Well, they are topics of science. And for the reason, watch the video[10], and the article[11]. 3. We discuss the nature of force in the 8th grade - what is a force, etc - An introduction to Fields. 1. Students read and write about forces, but go ask a tenth grader what a force actually is, and they get confused. So, we are introducing the students to fields- which will partially clear their confusion. 4. We have introduced Relativity in Science II in the 9th grade. 1. Watch the video[10], and the article[11]. Arts 1. The content includes all kinds of art. 1. Introducing a varied form of arts makes it possible for every student to know what skills he exceeds in or has interest in. The skills are developed right from the starting 2. Students are to pursue all the mentioned types of art till the 7th grade and will have to choose at least one type thereafter given they are pursuing arts.

15

(Exceptions can be made only by the principals, guided by the teachers report) 1. This will keep the students focused on their art of choice and will help them to develop it . 3. A varied range of arts along with cooking , dramatics and digital arts makes it a fun to learn the subject and the others too. Physical Studies 1. We have made Martial Arts and Yoga compulsory.(Exceptions can be made only by the principals, guided by the teachers report) 1. Self defense is an important skill and it should be taught at school level along with yoga which is another important form of exercise. 2. The exercises of students are designed based on their physical capacities. 1. Every student has different physical strength and he should be advised to exercise accordingly. Second Language 1. Communication skills, Public speaking skills are stressed upon. 1. Communication skills are the most important set of skills of ones persona. They should be properly groomed. History 1. Adaptations from The Big History Project[12]. 1. Big history is a field of historical study that examines history on large scales across long time frames through a multidisciplinary approach, focusing on both the history of the non-human world and on major adaptations and alterations in the human experience. It seeks to understand the integrated history of the cosmos, earth, life, and humanity, using the best available empirical evidence and scholarly methods. It arose as a distinct field in the late 1980s and is related to, but distinct from, world history, as the field examines history from the beginning of time to the present day. In some respects, the field is thus similar to the older universal history. This was done with a view to boost curiosity since everyone likes to know the answers of the most generic questions like where do we come from?. 2. Doesnt include early Kings and their Kingdoms, only the developments they made are included 1. There's no need of knowing their names, hierarchy and their ancestry 3. Students arent expected to remember dates of events. 1. There is no need of remembering dates of any event. 4. Made more Philosophical 1. Discussion of ideas like religion, nation, concept of god,.etc for supporting logical reasoning. Geography 1. Geography for 5th and 6th grades is merged with science. It has been made a different subject from 7th grade onwards. 1. Geography for 5th and 6th covers only scientific terms. 2. More scientific elaboration 1. For better understanding and encouraging imagination. 3. Some geographical mysteries added as an independent chapter. 1. To add fun to the subject.

16

 Economics/Civics No peculiar additions Philosophy 1. The entire content is an addition. 2. Description of the content can be found under Subject Additions. Psychology 1. The entire content is an addition. 2. Description of the content can be found under Subject Additions. Sociology 1. The entire content is an addition. 2. Description of the content can be found under Subject Additions. Computer Science 1. We have nipped MS-Office in the bud early and have made way for more core advanced topics like Web-Designing, Image Editing, Programming, etc. 1. MS-Office is easy to understand and explore, and throughout the stay at school, students will be working with it. Thus it can be dealt with lightly in one grade itself. Any more advancement will be achieved through practise. Whereas Web-Designing, Image Processing, Programming are advanced topics which take time to develop. 2. We have introduced compulsory projects since the 6th grade. 1. In Computer Science, there is no unique path to work on as such. People keep on discovering new algorithms, new techniques, new designs. Project is a part where students need to get creative and develop content and design. This pushes there CS skills to their extreme best. 5th grade CS is highly basic so we haven't included any project. Subject Additions: Philosophy Philosophy is meant to instil formal thinking into students. The content deals with Logic, Reality, God, Mind, and Morality - concepts which are normally dealt with illogically in the students home. As of now, these concepts form a social stigma which is attributed to Religious Institutions, Social Beliefs and the Family - Institutions which dont possess the overall skills of dealing with these matters[13][14][15]. This subject focuses on getting rid of biases in thinking. The content might seem advanced at the first glance, but it is in fact much easier to teach and grasp[16][17]. Psychology Psychology is the study of the 'psych', or what we called as mind. Finding out why we go behind a particular thing, why we think in a particular way, why are we constrained by our prejudiced thoughts, lies in the domain of Psychology. To function in the society, it's highly important to understand patterns in people's satisfactions. That's where fundamentals in Psychology come in handy. This is just an introductory-level subject which involves a lot of interaction and play-time, and setting up some concepts for questioning. Sociology

17

 Sociology is the study of society, its structure and culture. Studying sociology helps develop the perspective to see the general patterns and trends in the particular, seeing the strange in the familiar, seeing the social context in personal decisions. This is just an introductory-level subject which involves a lot of interaction and play-time, and setting up some concepts for questioning.

References
1. 2. 3. 4. 5. 6. 7. 8.
^http://en.wikipedia.org/wiki/Curriculum ^http://www.infed.org/biblio/b-curric.htm ^http://unesdoc.unesco.org/images/0014/001458/145839eb.pdf ^http://www.guardian.co.uk/education/2008/jul/02/schools.uk4 ^http://portal.unesco.org/pv_obj_cache/pv_obj_id_EFE82D1CA90ACCD29CC78A571ADFE5F670D20800/filename /contribution+AE.pdf ^http://www.unesco.org/education/information/nfsunesco/pdf/SPORT_E.PDF ^http://isush4u.livejournal.com/1313.html ^The Digitization of Everything:The Issue:pg2 http://www.ey.com/Publication/vwLUAssets/The_digitisation_of_everything__How_organisations_must_adapt_to_changing_consumer_behaviour/$FILE/EY_Digitisation_of_everything.pdf ^http://www.sfgate.com/opinion/diaz/article/Handwritten-letter-speaks-volumes-3656038.php

9. 10.^An open letter to the President: Physics Education: https://www.youtube.com/watch?v=BGL22PTIOAM 11.^http://isush4u.livejournal.com/1724.html 12.^http://www.bighistoryproject.com/Home 13.^http://atheistethicist.blogspot.in/2012/02/religious-bias-in-public-schools.html 14.^http://www.tolerance.org/publication/beyond-golden-rule/how-do-parents-own-biases-impact-their-children 15.^http://www.academon.com/essay/social-bias-in-public-education-47982/ 16.^http://www.guardian.co.uk/education/2011/sep/13/teach-philosophy-in-our-schools 17.^http://www.the-philosopher.co.uk/youngman.htm

18

5th Grade
Subjects: Science, Math, Arts, English, HSS, Physical Studies, Hindi. Science Expectation 5th Graders are the entrants to this system, so we go slow with them. The contents must be delivered in no more than 8 topics. Introducing Scientific Analysis through Astronomy. Introduction to Geography. Content UNDERSTANDING LIFE SYSTEMS Interactions in the Environment assess the impacts of human activities and technologies on the environment, and evaluate ways of controlling these impacts; investigate interactions within the environment, and identify factors that affect the balance between different components of an ecosystem; demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment. UNDERSTANDING STRUCTURES AND MECHANISMS Forces acting on Structures and Mechanisms analyse social and environmental impacts of forces acting on structures and mechanisms; investigate forces that act on structures and mechanisms; identify forces that act on and within structures and mechanisms, and describe the effects of these forces on structures and mechanisms. UNDERSTANDING MATTER AND ENERGY Properties of and Change in Matter evaluate the social and environmental impacts of processes used to make everyday products; conduct investigations that explore the properties of matter and changes in matter; demonstrate an understanding of the properties of matter, changes of state, and physical and chemical change. UNDERSTANDING EARTH AND SPACE SYSTEMS Conservation of Energy and Resources; Stars and Planets, Geography analyse the immediate and long-term effects of energy and resource use on society and the environment, and evaluate options for conserving energy and resources; investigate energy transformation and conservation; demonstrate an understanding of the various forms and sources of energy and the ways in which energy can be transformed and conserved; Introduction to Geography What is Geography? Why study? Earth-geologic periods and systems (Jurassic, Triassic......)

19

 Formation of Land and water,Continents, oceans,.. Laurasia, Gondwanaland Land, Pangaea, Continental Drift Introduction. what are the dots in the sky? Is earth the center-stage? References The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18curr b.pdf Math Expectation Introduce them to Mathematics initially from the basics- Revision. Make the actual line of action playful and burden less. Introduce them to Mathematical Thinking; Using a comparative approach i.e. involving them in day-to-day activities, showing how math makes things easy. Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for each half semester. Introduction to Computer Science. A 'looking forward' section after each chapter. A 1 section subject. Content Number Sense and Numeration Representing and ordering numbers to 100 000;representing money amounts to $1000, and conversions;developing the concept of place value to hundredths;comparing and ordering fractional amounts with like denominators;adding and subtracting decimal amounts to hundredths;multiplying two-digit whole numbers by two-digit whole numbers; dividing three-digit whole numbers by one-digit whole numbers;relating simple fractions to decimals Measurement Measuring time intervals to the nearest second;determining elapsed time; measuring temperature;converting from meters to centimeters and from kilometers to meters; relating the 12-hour clock to the 24-hour clock;developing and applying area and perimeter relationships for a rectangle;relating capacity and volume;developing and applying the volume relationship for a right rectangular prism Geometry and Spatial Sense Distinguishing among polygons and among prisms;identifying acute,right,obtuse,and straight angles;measuring angles to 90with a protractor;constructing triangles;constructing nets of prisms and pyramids;locating objects using the cardinal directions;performing and describing translations;symmetry Patterning and Algebra Representing a pattern using a table of values;predicting terms in a pattern;determining the missing numbers in equations involving addition,subtraction,multiplication,or division and one- or two-digit

20

numbers;investigating variables as unknown quantities;demonstrating equality using multiplication or division in equations with unknown quantities on both sides Data Management and Probability Collecting and organizing discrete and continuous data; displaying data using broken-line graphs;sampling data from a population;understanding mean;comparing two related sets of data;representing chance using fractions;estimation Logic Solving puzzles. Computer Science An informal introduction to computer programming with LOGO Flowcharts Introduction to computer graphics with MSPAINT. Utilizing online encyclopedias References The NCERT,India textbook of Mathematics: http://ncert.nic.in/NCERTS/textbook/textbook.htm?eemh1=0-14 The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html Connecticut Math Standards - The Math Mastery Tests: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Math Standards of the NCTM,USA: (Great tools of teaching math) http://www.nctm.org/resources/content.aspx?id=7478 Arts Expectation To generate the students interest in all kinds of arts. To introduce the student to various forms of art. To enhance their creativity. Content Fine Arts: To introduce the students to drawing, sketching and coloring/painting. Dance: To generate the interest and to introduce them to simple forms of dance. Can have a monthly dance competition or performances by the students. Music : Introduce the students to various music instruments as well as singing and allow them to choose the instrument of their choice or to sing. References None English Expectation Ability to recite poems, state their point clearly. Novels - The Hardy Boys series, etc; Prose.

21

 Ability to pin down small ideas. Ability to recognise nouns, verbs, adjectives as classes. Get to know about media. Content ORAL COMMUNICATION listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING generate, gather, and organize ideas and information to write for an intended purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 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. GRAMMAR MEDIA LITERACY demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 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. References Ontario English Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/language18cur rb.pdf ICSE Curriculum.

22

Humanities and Social Sciences Expectation Demarcated into two streams. Will have double the normal subject hours, as both the sections will be dealt simultaneously. Content Social Structure Through the Ages: History Expectation our origin time scales Content What is history and why to study? The Origin Stories Complexity, Scales Goldilocks condition Prehistoric ages and classification Stone age Bronze age References Big history: http://www.bighistoryproject.com/Home Economics and Civics Expectation Children learn where they live in[society,country] and the value of money[brief]. Content Currency and calculations. What is a society? What is country? World Holidays and Celebrations References None Social Sense: Sociology Expectation Content Culture Family References None

23

 Psychology Expectation Content Nature Vs. Nurture Aging References None Philosophy Expectation Introduction to thinking. Personality Development. Content Logic Types of thought ( in terms of rationalism, empiricism, etc) References None Physical Studies Expectation To test the current physical status strengths and weaknesses of each student and train them accordingly. To expose the young students to various easy and interesting physical activities and games. To improve their stamina and endurance. Content Physical education- Explain the importance of being fit , keeping oneself healthy, games and physical activities. Introduce them to various indoor as well as outdoor games. Training Set up a schedule with a combination of easy physical activities like running, jumping , exercises , meditation and simple yoga exercises like Suryanamaskar. Sports Allow to know and learn as much sports as possible cricket , football, basketball , volleyball, badminton , swimming, tennis, hockey etc. Chillouts Once in a month a daytime one day trip tours to museums , science centres and treks to hillside . References None Hindi Expectation To test and improve the reading , writing and listening skills of the student Introduce them to various components of the language literature include the prose and poems . Contents

24

 Read and demonstrate an understanding of a variety of literary , graphic and informational texts , using a range of strategies to construct meaning . Recognize a variety of text forms , text features and stylistic elements and demonstrate understanding of how they help communicate meaning . Use knowledge of words and sentence construction to make the reading fluent. Establish the basic concepts of grammar , vocabulary and writing skills . References None

25

6th Grade
Subjects: Science, Math, Arts, English, HSS, Hindi. Science: Expectation The contents must be delivered in no more than 8 topics. An introduction to magnets, and an introduction to the world of light. Actual construction of Flight. Introduction to the topography of the Earth, and India. Content UNDERSTANDING LIFE SYSTEMS Human Organ Systems analyse the impact of human activities and technological innovations on human health; investigate the structure and function of the major organs of various human body systems; demonstrate an understanding of the structure and function of human body systems and interactions within and between systems. UNDERSTANDING STRUCTURES AND MECHANISMS Flight assess the societal and environmental impacts of flying devices that make use of properties of air; investigate ways in which flying devices make use of properties of air; explain ways in which properties of air can be applied to the principles of flight and flying devices. UNDERSTANDING MATTER AND ENERGY Electricity and Electrical Devices, Magnetism, Light evaluate the impact of the use of electricity on both the way we live and the environment; investigate the characteristics of static and current electricity, and construct simple circuits; demonstrate an understanding of the principles of electrical energy and its transformation into and from other forms of energy. introduction to magnets. properties of light. UNDERSTANDING EARTH AND SPACE SYSTEMS Space, Introduction to Geography assess the impact of space exploration on society and the environment; investigate characteristics of the systems of which the earth is a part and the relationship between the earth, the sun, and the moon; demonstrate an understanding of components of the systems of which the earth is a part- the Solar System- and explain the phenomena that result from the movement of different bodies in space. Geography

26

Latitudes, Longitudes, Equator, Heat zones of earth, Meridian, time zones Rotation, revolution, orbits, Seasons, climates, days, years, Equinox, solstice, Maps, types, directions, scales, symbols Lithosphere, atmosphere, biosphere, hydrosphere, Layers of atmosphere, mountains, plateaus and plains & their types different types of lands Countries and continents, seas, oceans, rivers, ponds, lakes, bays, islands Introduction to: India, our location, neighbours, physical divisions, its rivers, climate References The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18curr b.pdf Math Expectation Revision of concepts in 5th. Make the actual line of action playful and burdenless. Introduce them to Mathematical Thinking; Using a comparative approach i.e. involving them in day-to-day activities, showing how math makes things easy. Introduction to basic Programming. Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for each half semester. A 'looking forward' section after each chapter. A 1 section subject. Content Number Sense and Numeration Representing and ordering decimals (to hundredths),fractions,and integers;representing squares and square roots;dividing whole numbers by simple fractions and decimals;adding and subtracting simple fractions and integers;multiplying and dividing decimal numbers to thousandths by onedigit whole numbers;applying order of operations in expressions with brackets;relating fractions,decimals,and percents;solving problems involving whole-number percents and unit rates;scientific notation;significant digits. Measurement Converting between metric units,including converting between square centimetres and square metres;developing the area relationship for a trapezoid;developing and applying the formula for the volume of a prism;determining and applying surface-area relationships for prisms;relating millilitres and cubic centimetres.

27

 Geometry and Spatial Sense Constructing parallel,perpendicular,and intersecting lines; sorting and classifying triangles and quadrilaterals by geometric properties;constructing angle bisectors and perpendicular bisectors;investigating relationships among congruent shapes; relating enlarging and reducing to similar shapes;comparing similar and congruent shapes; performing and describing dilatations;tiling a plane;plotting points in all four quadrants. Patterning and Algebra Representing linear growing patterns;representing patterns algebraically;modelling real-life relationships involving constant rates graphically and algebraically; translating phrases,using algebraic expressions;finding the term in a pattern algebraically when given any term number;solving linear equations using concrete materials or inspection and guess and check;sequence of numbers Data Management and Probability Collecting and organizing categorical,discrete,and continuous data;displaying data in relative frequency tables and circle graphs;identifying bias in data;relating changes in data to changes in central tendency;making inferences based on data;investigating real-world applications of probability;determining the theoretical probability of two independent events;numerical estimation. Mathematical methods Axioms and Systems (Introduction) Logic Solving puzzles. Mathematical Software Computer Science Advanced QBASIC programming Graphics Loop and Control Statements Crude Animation Formal introduction to Internet Evolution and Terminologies Application Types of Networks Classification of websites. Computer Arithmetic Binary, Octal and Hexadecimal conversions Application in Computer Hardware Project Work To design a educational application in QBASIC. References The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html The NCTM,USA framework: (Great tools of teaching math) http://www.nctm.org/resources/content.aspx?id=7546 The NCERT,India Math Textbook:

28

 http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15 Connecticut Math Standards - The Math Mastery Tests: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Logical Analysis~ http://en.wikipedia.org/wiki/Logic
Arts Expectation To explore the students creativity and to expose him to all kinds of fine arts To train the students in Dance in a professional way. To train the music students and give them the beginner basics about the instruments. Content Fine Arts : To let the students experience all kinds of fine arts such as clay modelling, origami, paper cutting, glass painting , sketching , water painting , cloth painting etc. rather than just drawing and colouring. Dance : Conduct beginner level workshops of various types of dance styles like b-Boeing, salsa, hip-hop etc and conduct intra school competitions. Music and Singing:Make them comfortable with their music instruments by giving a beginner level training. References None English Expectation Ability to recite poems, state their point clearly. Novels - Harry Potter series, etc; Prose; Poetry. Ability to write letters and small essays/stories. Ability to recognise nouns, verbs, adjectives as classes. What is editing? Content ORAL COMMUNICATION listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

29

 recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING generate, gather, and organize ideas and information to write for an intended purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 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. GRAMMAR MEDIA LITERACY demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 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. References Ontario English Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/language18cur rb.pdf ICSE Curriculum. Humanities and Social Sciences Expectation Demarcated into two streams. Will have double the normal subject hours, as both the sections will be dealt simultaneously. Content Social Structure through the Ages: History Expectation Different views on solar system Early civilisation and trade

30

 Concept of religion Early arts Content How do we know history?(Brief Archaeology and Paleontology) The Big Bang. Ptolemy, Tycho Brahe, copernicus, Galileo, Newton, Henrietta Lewitt, Hubble - History of Astrophysics. Buddha - Buddhism and Ashoka. Thriving villages and towns(currency, trade, modes of exchange, production of goods like thread 2500 yrs back), Need of a ruler Coastal trade with rome, silk trade Spread of religion Migration and ancestry Structures, temples and monuments-I Writing and Painting Universities(in bihar) References None Economics/Civics Expectation To know about the classification of people on the basis of cultural background and religious rituals and prejudice against different diverse people that existed. About Democratic Government ,Local Government and their functions. And the livelihood of people. Content Diversity and Discrimination Government Panchayati Raj Rural and Urban Administration Rural and Urban Livelihoods References None Social Sense: Sociology Expectation Content Social Stratification(Basics) References http://www.asanet.org/introtosociology/home.html

31

 Psychology Expectation Content Human development throughout life span References http://www.psychology.org http://www.apa.org/index.aspx Philosophy Expectation The Concept of God. Theism-Atheism-Agnosticism. Personality Development. Content About God Plato- Euthyphro Descartes Argument from design- Paley, Ewing, Hume, Dawkins References None Physical studies Expectation To fit students to a specialised training schedule they are fit for based on their physical strengths. To enhance their strengths and trying to rule out their weaknesses Introduce martial arts to the students Content Physical Education : educate about self defence and the importance of martial arts. Teach the details of sports-rules of the games, equipments etc. Training : A more strict training schedule with harder exercises , long runs , marathons,meditation techniques and more detailed yoga would be taught. Martial Arts- Introduction to MMA- Mixed Martial Arts . Small exercises , practices to get the body adapted to all forms of martial arts. Sports - A students would have to choose 3-4 sports and practice them keeping a schedule. Chillouts- Overnight camps ,campfire ,bicycle rallies , mountain trekking. References None Hindi Expectation To improve the speaking , reading and writing skills by using the speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. Reflect and identify their strengths as listeners,readers , writers and speakers .

32

 Content Prose comprising of literature essential to generate interest in the language and elevating the knowledge of the topic. Simple poetry giving an insight into expressing emotions and feelings through words. Writing skills-Essays , letters , short stories etc. Reading and communication skills can be developed by conducting various activities in a lab. References None

33

7th Grade
Subjects: Science, Math, Arts, English, HSS, Physical Studies, Hindi, Computer Science. Science Expectation The contents must be delivered in no more than 8 topics. Introduction to Atoms. Introduction to the Big Bang. Introduction to Philosophy of Science. Content UNDERSTANDING LIFE SYSTEMS Biodiversity assess human impacts on biodiversity, and identify ways of preserving biodiversity; investigate the characteristics of living things, and classify diverse organisms according to specific characteristics; demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans. UNDERSTANDING STRUCTURES AND MECHANISMS Form and Function analyse personal, social, economic, and environmental factors that need to be considered in designing and building structures and devices; design and construct a variety of structures, and investigate the relationship between the design and function of these structures and the forces that act on them; demonstrate an understanding of the relationship between structural forms and the forces that act on and within them. UNDERSTANDING MATTER AND ENERGY Pure Substances and Mixtures; Atoms and Molecules evaluate the social and environmental impacts of the use and disposal of pure substances and mixtures; investigate the properties and applications of pure substances and mixtures; demonstrate an understanding of the properties of pure substances and mixtures, and describe these characteristics using the particle theory. introduction to atoms, and molecules - indivisibility of substances. UNDERSTANDING EARTH AND SPACE SYSTEMS Heat in the Environment; Structure and Origin of the Universe assess the costs and benefits of technologies that reduce heat loss or heat-related impacts on the environment; investigate ways in which heat changes substances, and describe how heat is transferred;

34

 demonstrate an understanding of heat as a form of energy that is associated with the movement of particles and is essential to many processes within the earths systems; glimpse of Thermodynamics- Enthalpy and Entropy. the origin of the universe theories. about star clusters, galaxies, local clusters, etc. SCIENTIFIC METHODOLOGY What is Science? What all lies in the Regime of Science? References The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18curr b.pdf Math Expectation Revision of concepts in 6th. Make the environment playful and burden less, but invoke a little formality(subject to individuals) Introduce them to Mathematical Thinking; Using a comparative approach i.e. involving them in day-to-day activities, showing how math makes things easy. And also teach them a bit about the abstractness involved. Make the pursual of abstract math possible - Axioms and Systems. A great emphasis on estimation methods. Introduction to a Computational software in collaboration with Information Technology. Divide the 'concepts to be dealt with' into no more than 8 chapters.. 2 for each half semester. A 'looking forward' section after each chapter. A 1 section subject. Content Number Sense and Numeration Representing and ordering decimals (to hundredths),fractions,and integers;representing squares and square roots;dividing whole numbers by simple fractions and decimals;adding and subtracting simple fractions and integers;multiplying and dividing decimal numbers to thousandths by onedigit whole numbers;applying order of operations in expressions with brackets;relating fractions,decimals,and percents;solving problems involving whole-number percents and unit rates;scientific notation;significant digits. Measurement Converting between metric units,including converting between square centimetres and square metres;developing the area relationship for a trapezoid;developing and applying the formula for the volume of a prism;determining and applying surface-area relationships for prisms;relating millilitres and cubic centimetres. Geometry and Spatial Sense

35

Constructing parallel,perpendicular,and intersecting lines; sorting and classifying triangles and quadrilaterals by geometric properties;constructing angle bisectors and perpendicular bisectors;investigating relationships among congruent shapes; relating enlarging and reducing to similar shapes;comparing similar and congruent shapes; performing and describing dilatations;tiling a plane;plotting points in all four quadrants. Patterning and Algebra Representing linear growing patterns;representing patterns algebraically;modelling real-life relationships involving constant rates graphically and algebraically; translating phrases,using algebraic expressions;finding the term in a pattern algebraically when given any term number;solving linear equations using concrete materials or inspection and guess and check;sequence of numbers Data Management and Probability Collecting and organizing categorical,discrete,and continuous data;displaying data in relative frequency tables and circle graphs;identifying bias in data;relating changes in data to changes in central tendency;making inferences based on data;investigating real-world applications of probability;determining the theoretical probability of two independent events;numerical estimation. Mathematical methods Axioms and Systems (Introduction) Logic Solving puzzles. Mathematical Software References The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html The NCTM,USA framework: (Great tools of teaching math) http://www.nctm.org/resources/content.aspx?id=7546 The NCERT,India Math Textbook: http://ncert.nic.in/NCERTS/textbook/textbook.htm?gemh1=0-15 Arts Expectation To let the students explore higher forms of art and teach them the art with some professional guidance. Introduce them to cooking To allow them to explore their stand-up abilities . Content Fine Arts - The students would be exposed to slightly complex form of art . Each field in arts would be taught at a beginner level. Dance - Give a intermediate level dance training and participation in inter school competitions. Cooking - Introduce and generate interest in cooking and how to make easiest most basic items . Can have a once in 3 month cooking fest.

36

 Stand-ups - The basic aim is to expose the student to stage fear and to generate a confidence while speaking in public in the student . Stand-ups can be comic , serious talks or poetry recitation . Music and Singing - Participate in group singing competitions as well as teach the intermediate music instruments course. References None English Expectation Speech, Debate. Novels - Harry Potter series, etc; Prose; Poetry. Ability to expand ideas, write speeches, short stories, poems; Introduction to Calligraphy. Understanding classes nouns, verbs, adjectives, adverbs; Voice. Introduction to School Magazine Creation. Content ORAL COMMUNICATION listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning; recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; use knowledge of words and cueing systems to read fluently; reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING generate, gather, and organize ideas and information to write for an intended purpose and audience; draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience; use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

37

 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. GRAMMAR MEDIA LITERACY demonstrate an understanding of a variety of media texts; identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; 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. References Ontario English Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb .pdf ICSE Curriculum. HSS Expectation Demarcated into two streams. Will have double the normal subject hours, as both the sections will be dealt simultaneously. Content Social and Gaia Structure through the Ages: History Expectation Explorers of the globe Theory of Evolution and its impacts on society Agriculture Rulers and their administration Religion and pilgrimage Content Maps and Archives Agriculture and civilizations, Agrarian Society Theory on Evolution,Its social and cultural impact, Nagabhata, Aryabhata, Brahmins, Cholas and some rulers and their administration and how they improved agricultural techniques Delhi sultans Mughal Empire Engineering skills of rulers in their constructions(examples) Temple towns, Pilgrimage centres, Crafts in towns and the trade developed in cities like Surat{Urbanisation}

38

 Vasco da Gama, Christopher columbus, Marco Polo, Ibn Batuta, Zheng He. Mongols, Genghis Khan Idea of supreme god, Philosophy and bhakti, Nayanars and Alvars, Nathpanthis, Siddhas and Yogis, Islam, Sufism, Kabir, Guru nanak, Martin luther King Regional cultures, pirs, rajputs, Classical dances and paintings, bengal, Later mughals(18th century), nizam, avadh, sikhs, marathas, jats References None Geography Expectation environment Interior of the earth evolution of landforms air, water, forests humans affecting the environment Content Environment- types, significance. Ecosystems, food chains interior of the earth, magma, igneous rock, sediments, sedimentary rock, metamorphic rock, rock cycle, minerals Evolution of Landforms, endogenic & exogenic forces, earthquake, volcano, landslides, diastrophic forces, building of mountains, erosion and deposition, river , glaciers, sea waves, wind... and functions air- composition, structure of atmosphere, weather and climate, pressure, moisture, cyclones, Water cycle, distribution of water bodies, oceans- waves, tides and current, tsunami Forest types, grassland types and their vegetation and wildlife. human environment- settlements & types, different modes of transport and communication, desert- vegetation, wildlife and climate, people References NCERT Curriculum Economics/Civics Expectation To know about the Right to equality as mentioned in our Constitution. About the State Government and its working.

39

 To understand the inequalities and power relations between men and women in society. How is information communicated to us and how a commodity reaches us via the Market. Content Equality in Indian Democracy Struggles for Equality How the State Government Works. Role of the State Government in Health Gender and how women change the World Understanding Advertising Market around us References NCERT Curriculum Social Sense Psychology Expectation Content Prejudice Stereotypes Conformity Obedience References None Sociology Expectation Content Social institutions Religion Law and order Education References None Philosophy Expectation Personality Development. Concepts Mind, Aesthetics Descartes Nagel Smart References References

40

None Physical studies Expectation To concentrate on physique development. To develop self defence Make select sports teams for each sport . Content Education - Detailed information about sports and yoga ,the ways of meditation . Training- Physique building training with proper diet. Daily training of yoga of beginner level. Martial Arts - Begin inner level MMA training. Sports - Get the students to Intra school sports and to specialise in one sport. Chillouts- Longer treks , Rock Climbing and a 5 day camping trip to a suitable location every once in 3 months. References None Hindi Expectation To expand the vocabulary and help in making better use of proverbs and idioms in the sentences. Improve the reading skills by exposure to high level literature. Content Grammar : All the essential grammar should be completed along with a touch of higher level grammar. The ability to write letters , short essays should be improved Give up a project such as writing essay or poems for the school magazine. Inspire to read novels and literature pieces . Conduct poem reciting and elocution competitions. References None Computer Science Expectation Introduction to the fields. Content Introduction to C programming Graphics and Strings Loop and Control Statements Advanced Flowchart Designing Graphics Designing Introduction to ADOBE PHOTOSHOP Basic Photoshop Tools

41

 Rendering Images Introduction to HTML Font Formatting Tables Frameset Hyperlinks Introduction to ADOBE FLASH Learning Graphic Basic Tools Basic Motion and Shape Tweening References None

42

8th Grade
Subjects: Science, Math, Computer Science, Arts, English, HSS, Second Language, Physical Studies. Science Expectation The contents must be delivered in no more than 8 topics. An introduction to Cellular Biology. An introduction to Evolution. Probability and Absoluteness in Physical Laws. Nature of Forces. Content UNDERSTANDING LIFE SYSTEMS Cells; Evolution assess the impact of cell biology on individuals, society, and the environment; investigate functions and processes of plant and animal cells; demonstrate an understanding of the basic structure and function of plant and animal cells and cell processes. evolving creatures. UNDERSTANDING STRUCTURES AND MECHANISMS Systems in Action; F=dP/dt, Statistical Physics, Glimpse of Quantum Mechanics assess the personal, social, and/or environmental impacts of a system, and evaluate improvements to a system and/or alternative ways of meeting the same needs; investigate a working system and the ways in which components of the system contribute to its desired function; demonstrate an understanding of different types of systems and the factors that contribute to their safe and efficient operation. UNDERSTANDING MATTER AND ENERGY Fluids; Elements. analyse how the properties of fluids are used in various technologies, and assess the impact of these technologies on society and the environment; investigate the properties of fluids; demonstrate an understanding of the properties and uses of fluids; the periodic table - the way of classification. UNDERSTANDING EARTH AND SPACE SYSTEMS Water Systems; Different Large Matter Compositions assess the impact of human activities and technologies on the sustainability of water resources; investigate factors that affect local water quality; demonstrate an understanding of the characteristics of the earths water systems and the influence of water systems on a specific region.

43

 about star clusters, galaxies, local clusters, etc. References The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18curr b.pdf Math Expectation Revision of concepts in 7th. A 2 section subject: Regular Math Mathematical Philosophy Make the environment playfully challenging but burdenless, and invoke a little formality(subject to individuals) Introduce Advanced Classes -Wherein interested individuals can learn more about the topics they like. Emphasis on Introduction to Mathematical Philosophy: Logic Mathematical Systems Emphasis on introducing sets and relations. Divide the concepts (except logic and systems) in no more than 8 chapters. Mathematical Philosophy should be done parallel to 'regular' math. A 'looking forward' section after each topic. Content Number Sense and Numeration Representing and ordering rational numbers;representing numbers using exponential notation(scientific notation);solving multi-step problems involving whole numbers and decimals;multiplying and dividing fractions and integers;multiplying and dividing decimals by powers of ten;applying order of operations in expressions with brackets and exponents;solving problems involving percents to one decimal place and percents greater than 100;solving problems involving rates and proportions;significant digits. Measurement Converting between cubic centimetres and cubic metres and between millilitres and cubic centimetres;developing circumference and area relationships for a circle;developing and applying the formula for the volume of a cylinder;determining and applying surface-area relationships for cylinders. Geometry and Spatial Sense Sorting quadrilaterals by geometric properties involving diagonals;constructing circles;investigating relationships among similar shapes;determining and applying angle relationships for parallel and intersecting lines;relating the numbers of faces,edges,and vertices of a polyhedron;determining and applying the Pythagorean relationship geometrically; plotting the image of a point on the coordinate plane after applying a transformation. Patterning and Algebra

44

Representing the general term in a linear sequence,using one or more algebraic expressions;translating statements,using algebraic equations;finding the term number in a pattern algebraically when given any term;solving linear equations involving one variable terms with integer solutions using a balancemodel;sets;matrices(introduction);solving multistep word problems;progressions Data Management and Probability Collecting categorical,discrete,and continuous data; organizing data into intervals;displaying data using histograms and scatter plots;using measures of central tendency to compare sets of data;comparing two attributes using data management tools;comparing experimental and theoretical probabilities;calculating the probability of complementary events. Mathematical Methods Axioms and Systems. Logic History of Logic, Axioms of Logic (Introduction). Mathematical Software References The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/math.html The NCTM,USA framework: (Great tools of teaching math) http://www.nctm.org/resources/content.aspx?id=7552 The NCERT,India Math Textbook: http://ncert.nic.in/NCERTS/textbook/textbook.htm?hemh1=0-16 Logical Analysis~ http://en.wikipedia.org/wiki/Logic Bertrand Russell's 'Introduction to Mathematical Philosophy' (Advanced Math Philosophy): http://people.umass.edu/klement/russell-imp.html Connecticut Math Standards - The Math Mastery Tests: http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=320872 Computer Science Expectation After been introduced in the last grade, select atleast one of the below topics to work on. Content Advanced C programming Crude Graphics Animation Functions Image And Mouse Programming File processing Project e.g Create a Game/ Create an interactive Quiz Advanced Photoshop Mixing Gradient Colors Advanced photoshop Rendering effects

45

 Combining two or more images Using 3D fonts Project e.g Create a HD Image of Combination of all the wonders of world in one image Advanced HTML programming Cascading Stylesheets Creating forms Inserting embedded elements Introduction to Scripting Languages - JavaScript Project e.g Create your school website describing it number of webpages ANIMATION Advanced Flash Using Library Objects Motion Path and Masking Script Programming Publishing Multimedia Introduction to 3D Animation Basics of 3D Animation 3D MAX Project e.g Create an animated version of a poem References Let Us C by Yashwant Kanetkar Google Reference Material Arts Expectation To introduce the students to Dramatics To concentrate on some fine arts and master them. To teach some beginner level cooking . To generate confidence while doing stand-ups. To host a music production where the students get to show their talent Content Fine Arts: To select 3 fine arts of choice and to master them. Dance : To continue with the intermediate dance workshops. Cooking: To give demo cooking classes and show videos related to cooking. Dramatics: A basic introduction to dramatics . Check the student's expressions , voice modulations and dialogue delivery. Music: Continue with the singing workshops and intermediate level music instruments course.

46

 Stand-ups : Conduct a competition where students have to give stand-up performances so that everyone would get trained in public speaking. References None English Expectation Debates, Dialogues, Speech; Listening Skills. Novels - Dan Brown series, etc; Prose; Poetry; Introduction to Shakespearen Literature. Ability to write short stories, essays, note-making, poems; Introduction to Shorthand. Voice; Switching between classes; Sentence Structure. Visiting Media Houses. Understanding the Process. Content ORAL COMMUNICATION Listening to Understand:listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; Speaking to Communicate:use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; Reflecting on Skills and Strategies:reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING AND LITERATURE STUDIES Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; Reading With Fluency: use knowledge of words and cueing systems to read fluently; Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING Developing and Organizing Content:generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language

47

conventions, to correct errors, refine expression, and present their work effectively; Reflecting on Skills and Strategies: 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. GRAMMAR MEDIA LITERACY Understanding Media Texts:demonstrate an understanding of a variety of media texts; Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; Creating Media Texts:create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; Reflecting on Skills and Strategies: 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. References Ontario English Curriculum: http://www.edu.gov.on.ca/eng/curriculum/elementary/language18cur rb.pdf ICSE Curriculum HSS Expectation Content Social and Gaia Structure through the Ages: History Expectation Colonisers, their colonies and their administration East India Company and their reforms Content Importance of dates, classification of reigns, eras, centuries East india company, mercantile,bengal, robert clive, battle of plassey, nawab of bengal, tipu sultan, marathas Expansion of british territorial power, Imperialism Slave trade in south africa Revenue of E.I.C, improvements in agriculture, cotton production, demand of indian indigo, Indian Textiles and the World Market, Harnessing Energy Munro system(ryotwari/Lagaan) Colonial rule affecting tribal lives, forest laws, their trade,

48

 Education in India brought by the British, Rabindranath Tagore, Mahatma gandhi, Response to reforms of the company by the people, rise of rebellion against company, company fights back Cities under colonial rule, presidency, birth of new delhi, partition References None Geography Expectation Resources- types and their conservation Farming and techniques, crops Industries, supply and distribution Population and various related parameters for a country Disaster Management Content resources- types, conservation, Land- use and conservation, Soil-formation, degradation, conservation measures, Water- natural distribution, conservation measures, Natural Vegetation and Wildlife Resources, conservation minerals- types, distribution, extraction, uses, conservation, Power resources- conventional sources, unconventional sources and their supply & conservation Farm system, types, major crops, agricultural development, farms of different areas Industries, raw materials, types based on raw materials, power, land, transport, capital, labour, market, major industries, information technology, Human resource, population and distribution, density, factors affecting distribution, composition, population change & affecting factors, growth, depreciation, pattern, Disasters- types & management, measures to avoid, awareness References None Economics/Civics Expectation To get familiar with the Constitution; To introduce secularism; To inculcate in them the sense of justice and its need; How law works and the duty of the government to maintain preservation of law and observation of justice.

49

 Content The Indian Constitution and Secularism Parliament and The Making of Laws The Judiciary and our Criminal Justice System Social Justice and The Marginalised Public Facilities Law and Social Justice References None Social Sense: Philosophy Expectation Content Reality Plato- Divided Line Augustine- Time Aristotle References None Psychology Expectation Content Personality Language Intelligence Memory Learning References None Sociology Expectation Content Social Interaction Groups Organizations References None Second Language Expectation Choose from Hindi, Sanskrit, Regional/Foreign languages

50

 To expand the vocabulary and help in making better use of proverbs and idioms in the sentences. Improve the reading skills by exposure to high level literature. Content Grammar : All the essential grammar should be completed along with a touch of higher level grammar. The ability to write letters , short essays should be improved Give up a project such as writing essay or poems for the school magazine. Inspire to read novels and literature pieces . Conduct poem reciting and elocution competitions. References None Physical Studies Expectation To master in self-defense . To do better in the specialised sport and to make teams participate in district level competitions and inter school matches. To participate in martial arts championships. Content 1. Education- Tactics in sports and lectures from sports and yoga experts. 2. Training - Strict Physical schedule with concentration on sports exercises . 3.Yoga - intermediate level training . 4. Martial arts - intermediate level training. Continue the sports and chill outs as appropriate. References None

51

9th Grade
Subjects: Science I and II, Maths I and II, Arts, Social n Gaia Struct I and II, Social Sense I and II, Physical Education, English, Second Language, CS. Science I Expectation The contents must be delivered in no more than 8 topics. Scientific Investigation Skills. Content Scientific investigation Skills and career exploration identify and describe a variety of careers related to the fields of science under study, and identify scientists who have made contributions to those fields. Biology Sustainable Ecosystem and Human Activity assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the effectiveness of courses of action intended to remedy or mitigate negative impacts; demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems. Chemistry Atoms,Elements and Compounds investigate, through inquiry, the physical and chemical properties of common elements and compounds; demonstrate an understanding of the properties of common elements and compounds, and of the organization of elements in the periodic table; reactions involved. structure of things. Earth and Space Sciences The Study of the Universe assess some of the costs, hazards, and benefits of space exploration and the contribution to space research and technology; Physics The characteristics of Electricity and Magnetism; assess some of the costs and benefits associated with the production of electrical energy from renewable and nonrenewable sources, and analyse how electrical efficiencies and savings can be achieved, through both the design of technological devices and practices in the home; investigate, through inquiry, various aspects of electricity, including the properties of static and current electricity, and the quantitative relationships between potential difference, current, and resistance in electrical circuits;

52

 demonstrate an understanding of the principles of static and current electricity; magnetic compass References None Science II Expectation Content Scientific investigation Skills and career exploration demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); Biology Sustainable Ecosystem and Human Activity demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems. agriculture. solutions to Global Warming, etc. Chemistry Atoms,Elements and Compounds investigate, through inquiry, the physical and chemical properties of common elements and compounds; demonstrate an understanding of the properties of common elements and compounds, and of the organization and formation of elements in the periodic table; reactions involved and their mechanisms; structure of things - inherent quantum fuzziness. Earth and Space Sciences The Study of the Universe investigate the characteristics and properties of a variety of celestial objects visible from Earth in the night sky; demonstrate an understanding of the major scientific theories about the structure, formation, and evolution of the universe and its components and of the evidence that supports these theories. Physics The characteristics of Electricity and Magnetism; Glimpse of Relativity. advanced understanding of the principles of static and current electricity; origin of Magnetism; earth's magnetic field. References None Math I

53

 Expectation Content Number Sense and Algebra Operating with Exponents;Manipulating Expressions and Solving Equations;Solving Problems Involving Proportional Reasoning;Simplifying Expressions and Solving Equations; Linear Relations Using Data Management to Investigate Relationships;Understanding Characteristics of Linear Relations;Connecting Various Representations of Linear Relations;Using Data Management to Investigate Relationships;Determining Characteristics of Linear Relations;Investigating Constant Rate of Change;Connecting Various Representations of Linear Relations and Solving Problems Using the Representations Analytic Geometry Investigating the Relationship Between the Equation of a Relation and the Shape of Its Graph;Investigating the Properties of Slope;Using the Properties of Linear Relations to Solve Problems; Measurement and Geometry Investigating the Optimal Values of Measurements;Solving Problems Involving Perimeter, Area, Surface Area, and Volume;Investigating and Applying Geometric Relationships;Investigating the Optimal Values of Measurements of Rectangles;Solving Problems Involving Perimeter, Area, and Volume;Investigating and Applying Geometric Relationships; Mathematical Software References None Math II Expectation Content Number Sense and Algebra Exponent Relations;Sets and Relations;Matrix Notation Linear Relations Statistical Variables Analytic Geometry Introduction to non-linear phenomena. Measurement and Geometry Coordinate Geometry Mathematical Philosophy Logic;Axioms of Logic;Number System creation;Systems defined by Axioms; Principle of Induction. References None

54

Arts Expectation To perform stage plays and street plays . To use the fine arts as a medium of relaxation during the study schedule. To introduce them to the digital multimedia related arts such as photography, cinematics. Content Fine Arts(Option 1) - To specialise in one of the three selected fine arts and to put up exhibitions of student's works. Dramatics(Option 2) - Train the students for plays and participate in intra school and inter school play competitions . To organise street plays to promote social awareness. Music (Option 3)-Can specialise in singing or in one musical instrument . Dance(Option 4)-Can specialise in any dance style of choice. Digital arts (Compulsary)- Conduct introductory workshops on photography and cinematics . Give an introduction about simple photo editing software such as Picasa . References None HSS-A I Expectation Content History Expectation Different types of Governments of different Nations and the revolutions of the liberals Content Capitalists, Socialists, Dictatorship, Democracy, Communists Effects of Colonialism on people, environment, War and Deforestation, New Trades, New Employments and New Services Aristocracy and the New Middle Class, revolutionaries Industrial revolution Age of Revolutions: 1830-1848. Revolution of the Liberals, Making of Germany , Visualising the Nation Religious Debates and the Fear of Print References None Geography Expectation Geographical features of India Content India- size, location, Himalayan Mountains, Islands

55

 Indian - river system, river pollution, India - climate, India- monsoon -onset and withdrawal, distribution and so formed seasons, improper onset/withdrawal consequences india- population - growth, density, sex ratio, literacy, national population policy, health, References None Economics/Civics Expectation Democracy and People Concept What is Democracy? Why Democracy exists? Democratic Rights People as Resource The Story of Village Palampur - Ideal Village Poverty References None HSS-A II Expectation Content History Expectation Different types/forms of governments of Different nations Content Communism - Marxist Communism Democracy - Formation in USA due to American War of Independence Dictatorship - Nazi Germany Capitalism - Industrial Revolution Colonialism in India Societal Classes based on Money - Pre-French Revolution Occupational - Indian Caste System World Games - Olympics References None Geography Expectation Detail on Physical features of India Content

56

 India- size, location, physical features, Himalayan Mountains, Northern Plains, Peninsular Plateau, Indian Desert, Coastal Plains, Islands Indian - river system, lakes, role of rivers in economy, river pollution, India - climate, factors affecting climate- latitude, altitude,pressure and wind system,distance from the sea (continentality), ocean currents and relief features. India- monsoon -onset and withdrawal, distribution and so formed seasons, improper onset/withdrawal consequences India- natural vegetation and wildlife, india- population - size & distribution, growth, density, process of population change, birth/ death rate, age composition, sex ratio, literacy, occupational structure, national population policy, health, Meteorology References None Economics/Civics Expectation More on Democracy and concept of ideal village Content Democratic Politics Democracy in the contemporary world What is Democracy? Why Democracy exists? Constitutional design Electoral Politics Working of Institutions Democratic Rights Economics The Story of Village Palampur Poverty as a Challenge Food Security in India References None HSS-B I Expectation Content Philosophy Morals - Why they are necessary? Psychology Positivity, Stress Management Sociology

57

 Societal Norms - Obedience, Festivals, How to be with the society. References None HSS-B II Expectation Content Philosophy Morality Utilitarianism Kant- Categorical Imperative Psychology Disorders, therapy Positive Psychology Sleep Stress Sociology How society shapes our identity, decisions Isolation Developmental theories Obedience, conformity References None Physical Studies Expectation To be involved in sports along with the academic burden and to stay fit even during the heavy study schedule. To participate in bigger sports tournaments and martial arts championships. (Optional) Content Training - Doing a set of suitable exercises for a short period of time . Not so hard and strict fitness training schedule but compulsory yoga and meditation. Martial Arts- To know other self defence techniques other than MMA . References None English Expectation Perception only through sound; Debates styles; Interviews. Shakespeare, Robert Frost; Rabindranath Tagore - Understanding Literature, Appreciating Poetry.

58

 Editing Skills; Structuring Arguments. Difference between speech and writing. Syntax of the language. Comparison with other syntaxes. Origin of the language. Newspaper Article Writing; Simulating the Editorial Process. Content ORAL COMMUNICATION Listening to Understand:listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; Speaking to Communicate:use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; Reflecting on Skills and Strategies:reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING AND LITERATURE STUDIES Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; Reading With Fluency: use knowledge of words and cueing systems to read fluently; Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING Developing and Organizing Content:generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; Reflecting on Skills and Strategies: 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. GRAMMAR MEDIA LITERACY Understanding Media Texts:demonstrate an understanding of a variety of media texts; Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;

59

 Creating Media Texts:create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; Reflecting on Skills and Strategies: 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. References Ontario English Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb .pdf ICSE Curriculum. Second Language Expectation To give a professional touch to the knowledge of the language Content Conduct seminars and deliver an expert level guidance on the Grammar , vocabulary , writing skills and communication techniques to the students . Debates ,interviews, group discussions . Editing skills More idea on origin of the language . Improve the public speaking skills . Summing up of the reading, listening ,oratory and writing skills . Article,poem,story writing for the school magazine. References None Computer Science Expectation Content PROGRAMMING Introduction to JAVA programming Object Oriented Programming Handling classes Loop and Control statements Applets Understanding Inheritance & Metaboxing GRAPHICS DESIGNING Introduction to Adobe Aftereffects and Ilustrator Learning Basic Tools Editing Videos Advanced photoshop WEB DESIGNING Javascript Programming Arithmetic Operations Using User-Defined Pop-up boxes

60

 Form Programming Theoretical introduction to Domain and Website Publishing ANIMATION Learning 3D MAX Drawing basic shapes Texturing and Colour Effects Morphing Introducing Virtual DJ and Sound Forge References Complete Reference To JAVA by Herbert Scildt Udacity OpenCourseware www.homeandlearn.co.uk Online 3D Max tutorials on Youtube Official Channel Google

61

10th Grade
Subjects: English, Second Language, Arts, Math I, Math II, Science I, Science II, PE, HSSa1, HSSa2, CS, HSSb1, HSSb2. English Expectation Summing up Oratory Skills. Novels - P.G.Wodehouse; Shakespeare, Frost; Appreciating Poetry. Writing a manuscript and summing up all other writing skills. Summing up the Grammar. Attempt to write for the school magazine or school newspaper. Content ORAL COMMUNICATION Listening to Understand:listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; Speaking to Communicate:use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes; Reflecting on Skills and Strategies:reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations. READING AND LITERATURE STUDIES Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; Reading With Fluency: use knowledge of words and cueing systems to read fluently; Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. WRITING Developing and Organizing Content:generate, gather, and organize ideas and information to write for an intended purpose and audience; Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

62

 Reflecting on Skills and Strategies: 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. GRAMMAR MEDIA LITERACY Understanding Media Texts:demonstrate an understanding of a variety of media texts; Understanding Media Forms, Conventions, and Techniques: identify some media forms and explain how the conventions and techniques associated with them are used to create meaning; Creating Media Texts:create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques; Reflecting on Skills and Strategies: 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. References Ontario English Curriculum http://www.edu.gov.on.ca/eng/curriculum/secondary/english910currb .pdf ICSE Curriculum. Second Language Expectation To give a professional touch to the knowledge of the language Content Conduct seminars and deliver an expert level guidance on the Grammar , vocabulary , writing skills and communication techniques to the students . Debates ,interviews, group discussions . Editing skills More idea on origin of the language . Improve the public speaking skills . Summing up of the reading, listening ,oratory and writing skills . Article,poem,story writing for the school magazine. References None Arts Expectation To perform stage plays and street plays . To use the fine arts as a medium of relaxation during the study schedule. To introduce them to the digital multimedia related arts such as photography, cinematics. Content Fine Arts(Option 1) -A final expert touch to the specialised art.

63

 Dramatics(Option 2) - Train the students for plays and participate in intra school and inter school play competitions . To organise street plays to promote social awareness. Music (Option 3) and Dance(Option 4)- A final expert touch and summing up Digital arts (compulsary)- Conduct introductory workshops on photography and cinematics . Give an introduction about simple photo editing software such as Picasa . References None Math I Expectation Content Number System Real numbers; Quadratic Relations of the Form y= ax2+ bx+ c Investigating the Basic Properties of Quadratic Relations;Relating the Graph of y= x2 and Its Transformations;Solving Quadratic Equations;Solving Problems Involving Quadratic Relations;Manipulating Quadratic Expressions;Identifying Characteristics of Quadratic Relations;Solving Problems by Interpreting Graphs of Quadratic Relations Sequences and Series Introduction to Progressions Trigonometry Investigating Similarity and Solving Problems Involving Similar Triangles;Solving Problems Involving the Trigonometry of Right Triangles;Solving Problems Involving the Trigonometry of Acute Triangles Measurement and Trigonometry Solving Problems Involving Similar Triangles;Solving Problems Involving the Trigonometry of Right Triangles;Solving Problems Involving Surface Area and Volume, Using Imperial and Metric Systems of Measurement; Analytic Geometry Using Linear Systems to Solve Problems;Solving Problems Involving Properties of Line Segments;Using Analytic Geometry to Verify Geometric Properties Modelling Linear Relations Manipulating and Solving Algebraic Equations;Graphing and Writing Equations of Lines;Solving and Interpreting Systems of Linear Equations Statistics Properties of Data sets - Mean,Median,Mode,Variance. References The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html The NCERT,India Math Textbook: http://ncert.nic.in/NCERTS/textbook/textbook.htm?jemh1=0-14 The NCTM,USA Math Framework:

64

 http://www.nctm.org/resources/content.aspx?id=12630 Bertrand Russell's 'Introduction to Mathematical Philosophy' (Advanced Math Philosophy): http://people.umass.edu/klement/russell-imp.html Logical Analysis~ http://en.wikipedia.org/wiki/Logic Comprehensive Statistics~ http://www.youtube.com/course?list=EC1328115D3D8A2566
Math II Expectation Content Number System Construction of the number line;Possibility of Complex numbers(Introduction) Polynomials Properties of Polynomials; Polynomials Sequences and Series Progressions in detail Trigonometry Emergence of the Trigonometric Quantities; Triangle Inequalities. Measurement and Trigonometry Properties of Surface Area, Volume; Dimensions; Possibility of Hypervolume; Complex Word Problems Analytic Geometry Using Linear Systems to Solve Problems;Solving Problems Involving Properties of Line Segments;Using Analytic Geometry to Verify Geometric Properties Modeling Linear Relations Solving and Interpreting Systems of Linear Equations; Matrix Formulation Statistics Properties of Data sets - Mean,Median,Mode,Variance;Ways of distinguishing data. Mathematical Philosophy Bertrand Russell to Kurt Godel References The Ontario Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/math.html The NCERT,India Math Textbook: http://ncert.nic.in/NCERTS/textbook/textbook.htm?jemh1=0-14 The NCTM,USA Math Framework: http://www.nctm.org/resources/content.aspx?id=12630 Bertrand Russell's 'Introduction to Mathematical Philosophy' (Advanced Math Philosophy): http://people.umass.edu/klement/russell-imp.html Logical Analysis~

65

 http://en.wikipedia.org/wiki/Logic Comprehensive Statistics~ http://www.youtube.com/course?list=EC1328115D3D8A2566

Science I Expectation Content Scientific investigation Skills and career exploration identify and describe a variety of careers related to the fields of science under study, and identify scientists, who have made contributions to those fields Biology Tissues, Organs, and Systems of living things. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications; investigate cell division, cell specialization, organs, using inquiry skills. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants. Chemistry Chemical Reactions; analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges; investigate, through inquiry, the characteristics of chemical reactions; demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them. Earth and Space Sciences Climate Change; demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earths climate and contribute to climate change. Physics Light and Geometric Optics evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits; investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses; demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses. Summing it up Glimpse of the entire science done so far. References

66

 The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_200 8.pdf Science II Expectation Content Scientific investigation Skills and career exploration demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); Biology Tissues, Organs, and Systems of living things, Neuroscience. investigate systems in animals and plants, using research and inquiry skills, including various laboratory techniques; demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants in detail. Introduction to the basic principles of Neuroscience : Synapses, Nerve Networks, Thoughts as Electrical Impulses. Chemistry Chemical Reactions; Glimpse of the Molecular Orbital Theory. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges; investigate, through inquiry, the characteristics of chemical reactions; demonstrate an understanding of the general principles of chemical reactions, and various ways to represent them. quantum fuzziness at work. Earth and Space Sciences Peculiar objects in Space. red giant stars, life-cycle of stars, black holes, dark matter, Quasars. Physics Light Wave nature of light Intereference, Diffraction Particle nature of light Recollection Overview of everything done so far in Science. References The Ontario Science Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/science910_200 8.pdf Physical Studies Expectation

67

 To be involved in sports along with the academic burden and to stay fit even during the heavy study schedule. To participate in bigger sports tournaments and martial arts championships. (Optional) Content Training - Doing a set of suitable exercises for a short period of time . Not so hard and strict fitness training schedule but compulsory yoga and meditation. Martial Arts- To know other self defence techniques other than MMA . References None HSS-A I Expectation Content History Expectation Content Religion and Anti-colonialism, Vision of Modernisation, Communist Movement and Vietnamese Nationalism, Entry of the US into the War and its end, Ho Chi Minh Trail, women as soldiers First World War Second World War Cold War Satyagraha, Gandhi, Non-Cooperation-Khilafat Movement, Swaraj, Salt March and the Civil Disobedience Movement, Bal Gangadhar Tilak, Jawaharlal Nehru and revolutionaries of India Role of technology, Atomic Age, Rise of Mass Production and Consumption, The Great Depression Rebuilding a World Economy: The Post-war Era, Decolonisation and Independence. Bombay as the City of Dreams. References None Geography Expectation Resources Resources of India Important manufacturing companies of India and Content Resources- types based on - origin, exhaustibility, ownership, status of development,

68

 india- minerals and energy resources, mode of occurrence of minerals, types, distribution of different types, mining & hazards, Energy resources types, harnessing, distribution of various power plants, conservation India - manufacturing industries- importance, classification, contribution to economy, distribution/#location, industrial pollution and environmental degradation; air, water, thermal, noise pollution, control over environmental degradation Global Warming Wonders of the World References None Economics/Civics Expectation Power and Rights Money Content Power sharing Gender, Religion and Caste Political Parties Challenges to Democracy Money And Credit Consumer Rights References None HSS-A II Expectation Content History Expectation About different civilisations Content History of Human Civilisation From Ancient Civilisations to the present time References None Geography Expectation Formation of earth Content Geography through the ages

69

 From the Formation of the Earth to the Continents and landforms we see as of now Details of how different landforms(Mountains, Deserts,etc..) actually form. Mysteries - Saharan Underground Water Reserves, Saraswati River System. References None Economics/civics Content Administrative boundaries The World- U.N Nation Unions - European Union States Districts Structure of Money-Flow From the Federal Reserve to the Common Man References None Computer Science Expectation Content PROGRAMMING Advanced Java Programming Applets Creating GUI components using Java Beans Introduction to Frames and Servlets Introduction to SQL 3D Graphics Development of Android Applications using NetBeans Project e.g Develop a small offline encyclopedia or dictionary using SQL GRAPHICS DESIGNING Adobe Photoshop Adobe Aftereffects Adobe illustrator Introduction to AutoCAD Project e.g Design a dummy trailer for action movie by clipping catchy scenes WEB DESIGNING JavaScript Graphics

70

 Animation Using Embedded Elements in HTML Introduction to server side scripting using PHP Project e.g Create a dummy search engine ANIMATION Advanced 3D MAX Creating framewise animation Creating Human Structures Applying gestures Camera Angles and Light Effects Adding Multimedia Introduction to Autodesk Maya Introduction to Sound Forge Project e.g Create an animated film to impress your friends !!! References www.homeandlearn.co.uk Complete Reference To JAVA by Herbert Schlitz Online Tutorials for 3D Max on You tube's official channel HSS-B I Expectation Content Philosophy Expectation Content Political and Social Philosophy Plato- Apology, Allegory of the Cave Plato- Democracy References http://plato.stanford.edu/ Psychology Expectation Content Consciousness Sensation, perception Emotions Motivation - Sex Education References http://www.psychology.org http://www.apa.org/index.aspx Sociology Expectation Content Deviance Social change

71

 References http://www.asanet.org/introtosociology/home.html HSS-B II Expectation Content Philosophy Expectation Content Development of Philosophy From Plato to modern times A flowchart of branching in Philosophy References http://plato.stanford.edu/ Psychology Expectation Content Mysteries Lie Detection Narcotics Artificial Intelligence References http://www.psychology.org http://www.apa.org/index.aspx Sociology Expectation Content The Society What holds them together? Is it really necessary? What happens in a society during a revolution? References http://www.asanet.org/introtosociology/home.html

72

cont...

73

Utopian Teaching Methodology

Introduction
Teaching Methodology needs to change big time.[1] Curricula that are good exist around the world, but many a times, the teacher can't deliver it. The Teacher-Creation process needs to be modified. But that's another issue to deal with. We present here the Teacher Psychology and Methods necessary for delivering the Curriculum that we designed.

Contents Sr. No. 1 2 3 4 5 6 7 8 9 10 11 Topic Science History Geography English Second Language Economics/Civics HSS B Arts Physical Studies Computer Science Mathematics

References
1. ^http://unesdoc.unesco.org/images/0013/001365/136583e.pdf

74

Science Teacher Psychology A science teacher must be able to appreciate everything in existence. (And Abstract too- Math) He/She should be in awe over the way things are. He/She should be able to explain complex ideas simply. Methods Class demonstrations, field visits are important aspects f science-learning. Students should be taught how to apply the scientific method of analysis. Students should be encouraged in thinking differently. Students should be allowed to make mistakes, as mistakes sometimes lead to places where normal roads don't. Students should be taught about how famous scientists lived their lives and how did they reach at their theories. References None History Teacher Psychology Should have thorough knowledge of History as well as the science behind many facts and happening Should be energetic and enthusiastic Should have incredible convincing power Should have ability to create interest of the student in the subject Methods Animated examples and documentary videos of the respective topic should be shown to the students to derive their interest and information assimilation is the best when shown in the form of a video Instead of making it just a subject, it should me made well understood to the students that the subject is nothing but ourselves in the past and we need to progress over past mishappenings. The teacher might use techniques like taking them to a journey to the past,....etc Debates and discussions should be conducted in class over covered topics Consequences of the history to be related with everyday life examples Teacher should share the conclusion derived from the chapter studied Strategy discussion should be conducted. References None Geography Teacher Psychology Should have complete knowledge of the science behind every phenomena

75

 Should be energetic and enthusiastic Should have incredible convincing power Should have some travel experience(not a prerequisite) so as to share some with the students. Students are interested in listening to stories. Methods Video documentaries from BBC, National Geographic, Discovery,..etc related to the topic should be shown to the students. Animations/ videos of Earthly phenomena should also be shown to the students. A student grasps better via graphic animations. There should be twice a month(might vary) field trip for exposure. There should be more stress on putting up examples for better understanding. The teacher should be able to establish our(as human beings) connection to the world outside ,which the subject teaches, and the direct or indirect consequences we experience when something changes(e.g. weather or climate) . This thought should be the focus point of teaching Geography, otherwise students judge the subject as boring and useless. Maps, globes, outing tools, etc. should be made handy and their utility well explained. References None English Teacher Psychology An English teacher should be a proficient English speaker. He/She should be proficient in and enjoy Literature and Grammar. He/She should be able to relate different writing, reading, oratory and listening skills. He/She should be an extremely creative person. Methods Screen classic movies, make students read novels in the class once a month and hold discussions over the meaning of the movie, and then go in to make them write a review. Then compare it with IMDB or any other famous movie rating site and make them find out differences and consider improvements. Present a variety of poems and sonnets, and make them appreciate the artistic inclinations. Encourage free thought during the Editorial Process. Discuss the pros and cons. Make students practice writing. References None Second Language Teacher Psychology

76

 An Hindi teacher should be a proficient Hindi speaker. He/She should be proficient in and enjoy Literature and Grammar. He/She should be able to relate different writing, reading, oratory and listening skills. He/She should be an extremely creative person. Methods Screen classic movies, make students read novels in the class once a month and hold discussions over the meaning of the novels and short stories, and then go in to make them write a review. Present a variety of poems and make them appreciate the artistic inclinations. Encourage free thought during the Editorial Process. Discuss the pros and cons. Make students practise writing. References None Economics/Civics Teacher Psychology The teacher should have a very strong sense of Justice, Morality and Logic. The teacher should be able to establish the same principles to their students via convincing language. The teacher should make students question their own prejudice about society. The teacher should have a background of Philosophy. The teacher should be incredibly fluent in language. Methods Everyday examples should be compared with the relevant topic for better assimilation. Important world/local news should be entertained everyday to the students. Interesting assignments like collecting information on various issues/events/people,.etc should be assigned to the students. This should be like an end semester/term project. The documentary series called Zeitgeist should be shown to the students as appropriate topic is exposed. Debate sessions should be conducted in between the lecture hours. No written homework to be assigned, rather mild class tests should be conducted. Should be taught in a logical way. As a result, students will start improvising. That required logic is what obtained when the teacher establishes the above given three principles to their students. Strategy games should be introduced to the students. Speech giving should be promoted. References

77

None HSS B Teacher Methodology The teacher should be familiar with all basic concepts of philosophy, psychology, and sociology. He/She should be extremely creative in thought. He/She should be able to come up with examples which can be related to general life directly. He/She should be an avid reader and thinker. Methods Take up issues in the society and discuss them formally. Explain how thinker's think by teaching from a historical perspective. Ask the students to think in all the extreme ways they can come up with, and then reflect. References None Arts Teacher Psychology Arts teachers need to be creative and very active. They need to be master in their works and should know all the tricks of the trade. Arts teachers should be able to think out of the box and should inspire students to do something creative. Methods Arts should be taught in an open environment rather than in a classroom. Mostly the arts are passed on by demonstrations and hence ; be it music, be it dance , be it drawing, the teachers should prepare activities including simple demonstrations of their art forms so that the students start picking up the art. In the later phases the demonstrations can be tricky and complicated to give a higher touch Proper instruments requires for drawing, music ,dance should be provided as required . The daily assignments should comprise creating a small form of artwork they study in the class. Make it a point that arts can be used to relieve the stress they face in normal life , to express their thoughts and feelings in a form of music or dance or a painting . Resources Best Practises to teach arts http://www.incredibleart.org/links/toolbox/practice.html Teaching strategies http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/art/primaryelementar y/part_p20-31.pdf

78

Physical Studies Teacher Psychology: During lessons and training sessions, the teacher or coach must provide guidance to the athletes to ensure they learn effectively. To do this the demonstration and practice of the new skill will be manipulated by the coach to best suit the individual, skill and situation. Methods Instructing - instructions must be given for them to complete the task or skill. These may be written or verbal. The teacher must ensure the student knows what is required of them Demonstrating - The teacher may provide a demonstration of the skill or may get a peer to perform it. It is key that this is a good demonstration to allow the student to form a model in their memory and mentally rehearse the skill to be performed Applying - The student then practises the skill in a planned situation to help them transfer the learning from practise to a competitive situation Confirming - This is all about feedback and providing information for the student about how successful they have been. Testing or assessing the skill allows the teacher and the student to evaluate performance Resources http://www.teachpe.com/sports_psychology/teaching.php http://www.curriculumonline.ie/en/primary_school_curriculum/physical_ed ucation/physical_education_teacher_guidelines/approaches_and_methodol ogies/ Computer Science Teacher Psychology Computer Science teachers need to be familiar with all the recent developments in the field. They must be able to come up with methods to effectively communicate the syntax to the students. Methods Implement the general principle of working on Computer Science - DO. Implement a mini-project based approach. Make students think over improving performance by giving them enough time to think and experiment and get familiar with the system. References None Mathematics Teacher Psychology Math teachers need to be active, crazy thinkers. They need to be familiar with all the basic aspects of math. They need to keep on improving methods of stating their point.

79

 They need to think of math as a discipline in its own right, but also keep in mind that not all students they'll teach would like math to that extent. Methods Mathematical thinking till the Process level is intuitional. By the Account phase, it needs to be made formal. (After Graduation, it again rests upon intuition) During intuitional learning, students learn math best through games and puzzles i.e playful challenges. During formal learning, puzzles remain, games go down, but applications go up - Simulate 'real-time' models; break down physical systems to mathematics. Focus on Application needs to persist as not all students adhere to concrete math. Advanced concepts can be taught in an extra class, or even at the teacher's hose, but that should not disturb the class environment in general. Working out problems 'completely' needs to be emphasised. Teach math from a historical standpoint - how mathematicians thought and improved upon concepts to make them complete: It's more fun, and much more informative. Make students comfortable with the syntax of math. Resources Math Games and Puzzles (Grade-Wise): http://www.nctm.org/ Terence Tao's Article on Mathematical Thinking: http://terrytao.wordpress.com/career-advice/theres-more-tomathematicsthan-rigour-and-proofs/ A Mathematician's Lament: http://www.maa.org/devlin/lockhartslament.pdf

80

Utopian Evaluation Methodology

INTRODUCTION
A few years back, in India, evaluation was based upon two major exams and two minor exams. Then came about the CCE framework which meant that the students were continuously evaluated through some prescribed testing methods. The CCE pattern was followed till the 8th grade. We believe that the CCE pattern if implemented correctly is the best framework for evaluation. We have stated below the evaluation and workload patterns in view of our curriculum.

Contents Sr. No. 1 2 3 4 5 6 7 8 9 10 11 12 Math History Geography Economics/Civics Second Language Arts Physical Education Science HSS B English Computer Science Topic

81

Math
5th Grade Work Workload: Minimal Math in 5th grade is mostly about Game Play. No written home assignments Recommended games to be played at home All other paper-work in school Evaluation CCE (Continuous Cross Evaluation) is implemented which renders evaluation as a continuous process wherein, the regular work done in class is taken note of by the teacher and students are graded accordingly. Two Big Exams: Comprising of Completing Games. Evaluation not just on the basis of completion, but also related to the observed attempt. 6th Grade Work Workload: Minimal Math in 6th grade comprises of Game Play and Some Abstract Inquiry No written Home Assignments; But some thought-assignments Recommended games to be played at home All other paper-work in school Evaluation CCE implementation Two Big Exams: Comprising of Solving Puzzles and Real-life Problems Evaluation not just on the basis of completion, but also related to the observed attempt. 7th Grade Work Workload: Minimal Math in 7th grade comprises of introduction to mathematical abstractions. Short Written Home Assignments: 1/week : Comprising of Logic Puzzles and short word problems. All other paper-work in school Evaluation CCE implementation Two Big Exams: Comprising of Word Problems and Logic Puzzles Evaluation not just on the basis of completion, but also related to the observed attempt. 8th Grade Work Workload: Minimal

82

 Math in 8th grade comprises of introduction to some key areas of math, and an introduction to critical math thinking Short Written Home Assignments: 1/week : Comprising of Logic Puzzles and short word problems. All other paper-work in school Evaluation CCE implementation Two Big Exams: Comprising of Word Problems and Logic Puzzles Evaluation not just on the basis of completion, but also related to the observed attempt. 9th Grade Work Workload: Moderate Math in 9th grade is application based. Logic persists. Short Written Home Assignments: 1-2/week : Comprising of Logic Puzzles and short word problems. All other paper-work in school Evaluation CCE implementation Two Big Exams: Comprising of Word Problems and Logic Puzzles Evaluation mainly based upon completion. 10th Grade Work Workload: Moderate Math in 10th is a wrapping-up process. Short Written Home Assignments: 1-2/week : Comprising of Logic Puzzles and short word problems. All other-paper work in school Evaluation No CCE evaluation as 10th is focussed upon getting into +1. First Big Exam: Comprising of Word Problems Second Big Exam: On the lines of the Common Test (Conducted by the state) 2-3 Short Quizzes.

83

History
5th Grade Work Workload: Minimal Introduction to the subject Comprises of Introduction to time scales , brief on the origin of life No written home assignments No recommendations for reading at home Evaluation CCE implementation Two big exams- Theoretical. 6th Grade Work Workload: Minimal No written home assignments No recommendations for reading at home Evaluation CCE implementation Two big exams- Theoretical Class tests/short quizzes as per convenience. 7th Grade Work Workload: Moderate Comprises mainly of rulers, religion and explorers Short written home assignments-1/week - finding other examples on concepts taught in class Recommended reading(at home) on the topics discussed using internet or other sources like Encyclopedias Evaluation CCE implementation Two big exams- theoretical- no emphasis laid on remembering dates Class tests/short quizzes as per convenience 8th Grade Work Workload- Moderate Comprises mainly of territorial expansion Short written home assignments- 1/week - finding other examples on territorial expansion and other concepts taught in class Recommended reading(at home) on the topics discussed using internet or other sources like Encyclopedias Evaluation CCE implementation

84

 Class tests/short quizzes as per convenience Two big exams- theoretical-no emphasis laid on remembering dates 9th Grade Work Workload-Moderate Comprises of different types of government in different countries and revolutions Long written home assignments- 1/week Recommended reading(at home) on the topics discussed using internet or other sources like Encyclopedias Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- theoretical. 10th Grade Work Workload-Moderate Comprises of World wars, its reasons and consequences Long written home assignments- 1/week Recommended reading(at home) on the topics discussed using internet or other sources like Encyclopedias Evaluation No CCE implementation Class tests/short quizzes as per convenience One Big Exam-Theoretical Second Big Exam: On the lines of the Common Test (Conducted by the state)

85

Geography
5th and 6th grade Geography included under science 7th,8th & 9th Grades Work Workload: Minimal Short written home assignments-1/week - finding other examples/applications on concepts taught in class Reading assignments Evaluation CCE implementation Two big exams- theoretical Class tests/short quizzes as per convenience Evaluation not just on the basis of completion, but also related to the observed attempt. 10th Grade Work Workload-Moderate Comprises of Resources, harnessing energy & degradation of the Environment because of various factors and types Long written home assignments- 1/week Recommended reading(at home) on the topics discussed using internet or other sources like Encyclopedias Evaluation No CCE implementation Class tests/short quizzes as per convenience One Big Exam-Theoretical Second Big Exam: On the lines of the Common Test (Conducted by the state)

86

Economics/Civics
5th Grade Work Workload: Minimal Introduction to the subject Introduction to society , country No written/reading home assignments Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- Theoretical 6th Grade Work Workload-minimal Comprises mainly of introductory Government & Rural and Urban administrations No written/reading home assignments Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- Theoretical 7th Grade Work Workload-minimal Comprises mainly of some functions of the Government and introduction to media No written/reading home assignments Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- Theoretical 8th Grade Work Workload-Minimal Comprises mainly of Constitution, Law and Justice and their Institutions Written as well as Reading assignment Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- Theoretical 9th Grade

87

 Work Workload-Minimal Comprises mainly of Democracy, Rights of the people and Poverty Written as well as Reading assignment Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- Theoretical 10th Grade Work Workload-Minimal Written as well as Reading assignment Evaluation No CCE implementation Class tests/short quizzes as per convenience One Big Exam-Theoretical Second Big Exam: On the lines of the Common Test (Conducted by the state)

88

Second Language 5th Grade Work Workload: Minimal Introduction to the subject- Grammar and Prose/Poetry. Comprises of Introduction to forms of writing, types of literatures Short written home assignments Recommend reading short stories/novels at home Evaluation CCE implementation Two big exams- Theoretical testing the curriculum taught and also speaking skills. 6th Grade Work Workload: Minimal A bit high level written home assignments -essays , letters and summaries. recommendations for reading at home - novels , literature pieces , comedy . Evaluation CCE implementation Two big exams- Theoretical Class tests/short quizzes. 7th Grade Work Workload: Moderate Comprises mainly of expanding the vocabulary and improving the reading skills by exposure to high level literature. Short written home assignments-1/week .. Evaluation CCE implementation Two big exams- theoretical Class tests/short quizzes as per convenience 8th Grade Work Workload- Moderate Comprises mainly choosing Hindi, Sanskrit, Regional/Foreign languages to continue as second language. Long written home assignments- 1/week . Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- theoretical to cover the newly taught new languages.

89

9th/10th Grade Work Workload-Moderate Comprises of mastering the second language - be it Hindi /Sanskrit or regional/foreign language. Long written home assignments- 1/week Evaluation CCE implementation Class tests/short quizzes as per convenience Two big exams- theoretical.

90

Arts
5th Grade: Work Introductory Artwork with minimal workload Fun activities related to subject No home assignments but regular class assignments All the artwork at school under teachers guidance. Evaluation : No continuous evaluation as arts is a field to me mastered slowly . Evaluation based on some assignments given after a basic training has been delivered. Two field tests/practicals comprising on artwork done. 6th Grade Work Workload: Minimal Art in 6th grade comprises of generating creativity . Creative Home Assignments; and some classic art-assignments Recommended craftwork to be done at home Evaluation CCE implementation Two Big Exams: Comprising of presenting a piece of music/dance/artwork . Evaluation not just on the basis of completion, but also related to the observed attempt. Grade 7 Work Workload: Minimal Arts in 7th grade comprises of improving the skills and polishing the arts learned earlier. It also introduces cooking . Short Home Assignments: 1/week : Touching every aspect : fine arts, cooking,music, dance etc. Long activities can be taken up as a project at home. Evaluation CCE implementation Two Big Exams: Comprising of presenting a piece of cooking/music/artwork/craft/dance etc. Evaluation not just on the basis of completion, but also related to the observed attempt. 8th Grade Work Workload: Minimal Arts in 8th grade comprises of introduction to some more forms of arts such as dramatics..

91

 Short Home Assignments: 1/week and long assignments as Projects. Evaluation CCE implementation Two Big Exams: Evaluated on the basis of participation , creativity in a presented piece of drama/music/dance/cooking etc. Evaluation not just on the basis of completion, but also related to the observed attempt. 9th Grade/10th Grade Work Workload: Moderate Arts in 9th grade includes introduction to digital arts(photography ,cinematics etc). Short Home Assignments: 1-2/week and long activities such as _ a skit/street play/ composing songs/ potrait sketching/painting etc. Here the students have to choose a form of art to specialise in. Evaluation CCE implementation but grades not counted in the final scores Exams would encompass all the art forms learned also considering participation in events to exhibit the skills aquired. Appropriate Evaluation according to the art ; eg- separate grading for fine arts, separate for music . Arts would be taught distributively after grade 8 so as to facilitate specialisation .Divided into 6 major sections : fine arts, music, dance, dramatics, cooking, digital arts . Each with a different grading system.

92

Physical Education
5th Grade: Work Introductory Physical education with minimal workload Fun activities and exercises to test the physical status of each student Daily simple exercise schedule at home and weekly exercises at school All the training and sports at school under teachers guidance. Evaluation : Evaluation based on physical fitness, effort put into exercises and involvement and performance in sports . A written test and practical for deciding grades. 6th Grade Work Workload: Minimal. P.E in 6th grade comprises of enhancing the strengths and trying to rule out the weaknesses of the student and introduction of martial arts. Practising a more harder exercise schedule Evaluation CCE implementation Two tests on importance of physical education and on information about sports.: Evaluation of practical based on performance in training, martial arts and sports. 7th /8th Grade Work Workload: Moderate. P.E in 7th and 8th grade comprises of specialising in one sport. Practising exercise schedule along with yoga. Evaluation CCE implementation Two tests on importance of physical education + sports.+yoga: Evaluation of practical based on performance in training, martial arts,sports and yoga. 9th /10th Grade Work Workload: Moderate. P.E in 9th and 10th grade comprises of mastering the skills in yoga and martial arts. Practising exercise+sports schedule along with yoga. Evaluation CCE implementation Two tests on importance of physical education + sports.+yoga:

93

 Evaluation of practical based on performance in training, martial arts,sports and yoga.

Science HSS B English Computer Science

Reference

Modify the following methods for the Curriculum: http://teaching.uncc.edu/articles-books/best-practice-articles/instructionalmethods/150-teaching-methods

94

Utopian Administrative Framework

The Administrative Framework consists of the following divisions:
1. 2. 3. 4. 5.

Administrative structure and its functions Basic Hierarchy Finance of the School Implementation of the Curriculum Rules and regulations of the school

Need of an Administrative Structure Academic administration is a branch of university or college or school employees responsible for the maintenance and supervision of the institution and separate from the faculty or academics, although some personnel may have joint responsibilities. Some type of separate administrative structure exists at almost all academic institutions, as fewer and fewer schools are governed by employees who are also involved in academic or scholarly work. Functions Key administrative responsibilities (and thus administrative units) in academic institutions include: Admissions Supervision of academic affairs such as hiring, promotion, tenure, and evaluation (with faculty input where appropriate); Maintenance of official records Maintenance and audit of financial flows and records; Oversight of student life and activities, such as religious or cultural groups, career centers and public service centers. Maintenance and construction of campus buildings ; Maintenance of the campus grounds; Safety and security of people and property on the campus Supervision and support of campus computers and networks(information technology). Fund-raising from private individuals and foundations ("development" or "advancement") Research administration (including grants and contract administration, and institutional compliance with federal and state regulations) Public affairs (including relations with the media, the community, and local, state, and federal governments) Transparency Several current trends in the education sector are contributing to the intensification or revival of certain corrupt practices. These developments include decentralization, of nances in particular, the autonomy of schools, the emphasis placed on teachers in efforts to improve quality. These methods would be implemented to make the functioning more transparent .A proper monitoring of flow of funds would be ensured . The

95

complete information about the funds used , tenders issued would be uploaded with required documentation on the school website on a regular basis . Not only the in school administration ,but transparency would be also encouraged in gradation system and teachers evaluations. Basic Hierarchy in School Principal A head of all the activities in the school. He would be a guiding force for the functioning of the entire school. Supervisors A supervising authority is needed to check all the implementations and to report back the happenings to the principal. They would be empowered to take decisions on behalf of the principal. Teachers Highly qualified and interactive teachers would be the pillars of the entire functioning of school . They would be having administrative responsibilities along with the academic ones . Lecture /Lab Assistants They would act as the assistant teachers and would help students to get acquainted with subject by clearing doubts and giving more interesting activities . Doubt clearing sessions/hours would be practised. Finance The finance of the school would be managed by a special section . There are mainly three-inflow channels of funding School fees paid by the students. Government funding. Private funding. A hub would be created for the the investors to make an financial investment in the school . The out flow of the money would be for three major sections: Teachers and staff salaries. Infrastructure developments. Activities fund. Democulum ( Democratizing the Implementation of the Curriculum ) Introduction Students benefit cognitively and managerially when they are permitted to take some control of their learning. This control is achieved through the use of collaborative groups and peer decision making during which students choose the path of going through the curriculum, based on their interests. As a result of this student-directed curriculum implementation, theres increased educational productivity, sharpened literacy skills , enhanced individual cognition, a more collaborative sense of learning and a better understanding of conflict resolution. By participating in curriculum implementation design, students are expected to participate as democratic citizens in curriculum deliberations; to engage in meaningful dialogue

96

relevant to their lives and their learning and to make informed decisions on their own behalf. A truly democratic curriculum implementation would release students from the oppressive relationship they currently endure as a result of the top-down management that is reflected in today's public school curricula. This would give them a platform in which to voice their interests, exercise their freedom, take pride in their accomplishments and be responsible for themselves. We hope to become a part of the IDEN. The International Democratic Education Network (IDEN)[1], is open to any school that upholds such ideals as these: respect and trust for children equality of status of children and adults shared responsibility freedom of choice of activity democratic governance by children and staff together, without reference to any supposedly superior guide or system Task force The Task Force is a team of teachers and the principal that has the authority to change the school curriculum and assessment. The School Curriculum will remain explicitly distinct from the National Curriculum (It may have a coincidental match). They particularly deal with the questions: What should be learned? How should it be assessed? Changes are proposed by individuals and then are reviewed ethically under the Force, leading to conclusions which if accepted by the proposer are implemented. Rules and Regulations All the students will have to abide strictly by the rules and regulation of the the school during their studies. Appropriate disciplinary action will be taken for failure to adhere to the rules below: Regularity of attendance and punctuality are important in the academic progress of the child and in his or her character training. Students are expected to attend school regularly, be punctual and present notes to explain absences. Students will have to follow the schools Behavior Code, Class and Playground rules in all school related environments. Students should respect teachers and others in authority and follow their instructions. Students shall attempt all tasks that are expected to the best of their ability, including home study tasks. Students should behave in a responsible, polite and courteous manner without harassing, bullying, intimidating, discriminating or threatening anyone in any way.

97

 Students should behave in a way that shows respect for themselves and the feelings of others and resolve conflict in a peaceful manner. Students should behave in a manner which keeps everyone safe. Students will respect and care for school buildings, school property and the property of others. Students will observe the general standards of dress and uniform requirements of the school. The primary right and duty to educate rests with the parents. In the home, more than any other place, parents teach by their example and respect for the dignity of others. They are also tremendously influential in cultivating among their children the virtues of love of justice, generosity, loyalty and honesty which are essential for living their life.

98

THE SOLUTIONS
Modifying the Curriculum to encompass: The Utopian Curriculum as a solution to: Inclusion of Philosophy, Psychology and Sociology Explicit inclusion of Logic and Puzzles in Math Placing Arts on an equal footing with other subjects Inclusion of Modern Science - Nuclear Science, Relativity, Quantum Mechanics, Neuroscience, in the science curriculum Removal of too many mandatory languages A world-view of History Interlinking subjects Modifying the Teaching Methodology to encompass: The Utopian Teaching Methodology as a solution to: Removal of explicit date and/or name - remembering factor from History Modifying the Administrative Framework to encompass: The Utopian Administrative Framework as a solution to: Inculcation of Democulum (Democratising the Implementation of the Curriculum)

99

SCOPE
We have some general concepts to think about under this project: Re-Thinking evaluation methods Finding an evaluation method which will evaluate students unconsciously. Suggestions to the Adoption Method - Reducing the Urban-Rural divide Pin-Pointing Subject Additions or Modifications The specific concepts over which the authors are going to ponder over: The issue of explicit removal of dates/names from the History Curriculum in detail The issue of the inclusion of Agriculture based concepts in the curriculum as the author claims that no one nowadays wants to be a farmer! A sub-part of the issue of improvement of teachers in terms of psychology and methodology.

100

AUTHORS SPEAK
Sushrut Thorat Working over a project that led me into the depths of the much despised
education system was a very good learning experience. Running a survey, visiting a rural school were very enriching. The discussions we Engineering Physics (Class of 2015) students of Hostel 4, IIT Bombay had were highly useful towards the project development. I'd like to particularly mention my friends: Abhinav Kulkarni, NIT Nagpur - who helped us in developing the Computer Science Curriculum; Anshul Avasthi, IIT Bombay who helped us develop the English Curriculum; and Akash Khaire, IIT Bombay who helped us by reading the entire document and commenting specifically. And what can I say about my team members? - They are all so cool and helpful! I could never find any other bunch of such UTOPIAN fellas! Working over this project was fun which I'd like to pursue even further.

Shilpa Mohite
Was a good experience structuring my thoughts to create something formally with cool dudes around!..:D

Abhishek Ukey
I have had the privilege of participating in the remarkable project of designing the curriculum of school going students. It was very fun working with my teammates, especially the morning 7am meetings. One hardly wakes up at 9am at IITs I guess!! Ive learnt a lot from this project, went to the depths of how a 5th grader thinks. The thing called teamwork was the best part of this project. I thank each member of the team for making this so exciting and most importantly for choosing me as a part of this project. We have worked hard for this project with a hope that someday our ideas will be implemented. I hope this effort might start a freedom movement for the education of our young generations.

Himanshu Rasam
One of my first attempts at doing something to change the system I studied in. I experienced teamwork in its true form and I would sincerely like to thank all the members of the project - Sushrut Thorat, Abhishek Ukey and Shilpa Mohite - who put a lot of effort to develop this project. I used to enjoy those early morning group conferences , those deadline submissions and late night calls- planning the course of action. Seriously , I learned a lot and enjoyed the complete experience. I hope this idea, this project reaches a higher level, takes shape of something bigger.

101

THANK YOU!
The team workspace: http://j.mp/Tlpypk

102