Affiliation No: 1930598
School No: 46288

Curriculum

The School follows the curriculum as laid down by Central Board of Secondary Education, New Delhi. The School offers a number of extra and co-curricular exposures towards a holistic education. Experiential learning forms the anchor sheet of curricular transactions in the School. Project based learning forms an integral element into the framework of GDPS curriculum.

The Academic session is divided into two terms. Continuous and Comprehensive Evaluations (CCE) as laid down by the CBSE guidelines are being followed to enable a holistic development of children. It gives equal importance to scholastic and co-scholastic areas.

Continuous and Comprehensive Evaluation refers to a system of school based evaluation of a student that covers all aspects of a student’s development. The term “Continuous” is meant to emphasize that evaluation of identified aspects of students ‘ growth and development ‘ is a continuous process rather than an event, built into the total teaching-learning process and spread over the entire academic session. It means regularity of assessment, frequency of testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation. The second term “Comprehensive” means that the scheme attempts to cover both the scholastic and the co-scholastic aspects of the student’s growth and development.

Features of CCE

  • The ‘comprehensive’ component of CCE takes care of assessment of all round development of the child’s personality. It includes assessment in Scholastic, as well as Co-Scholastic, aspects of the pupil’s growth.
  • Scholastic aspects include curricular areas or subject specific areas, whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes and Values.
  • Assessment in Scholastic areas is done informally and formally, using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of unit/term test. The causes of poor performance in some units are assessed through diagnostic tests. These are followed with appropriate interventions, which are then followed by retesting.
  • Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria; while assessment in Life Skills is done on the basis of Indicators of Assessment and Checklists.
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