CURRICULUM

The Council has been so constituted as to secure suitable representation of: Government of India, State Governments/Union Territories in which there are Schools affiliated to the Council, the Inter-State Board for Anglo-Indian Education, the Association of Indian Universities, the Association of Heads of Anglo-Indian Schools, the Indian Public Schools' Conference, the Association of Schools for the ISC Examination and members co-opted by the Executive Committee of the Council.

PRESCHOOL

The Preschool curriculum developed by CISCE, is meant for an early childhood setting where three to five-year-old children receive age and developmentally appropriate early education. The curriculum is divided into two sections, namely, Preschool-1 and Preschool-2. The curriculum follows a holistic approach where practitioners support and scaffold children's learning through enriched play experiences.
The pedagogical and transactional processes / strategies suggested in the curriculum include engaging and enjoyable play activities and learning experiences that awaken / ignite children's thinking processes and help build their confidence. The activities and play based experiences connect young children's fascination with learning in every domain so that they can enjoy, learn and make the most of their time in preschool.

PRIMARY LEVEL (CLASSES I-V)

PRIMARY LEVEL (CLASSES I-V) At the primary stage, subject areas dealt with are English, Hindi (Second Language), Mathematics, Environmental Studies (EVS), Science, Social Studies, Computer Studies and Arts Education.
English has been treated as the first language and presented in a manner which takes into account multilingualism as a learning resource. Hindi is one of the second languages upto the elementary stage (I - VIII). The teaching-learning of languages would provide language as a tool to structure thought processes and to explore different realms of knowledge and imagination.
Mathematics focusses on reasoning and conceptual at every stage. The approach of this subject would facilitate hands on experiences and enable children to link Mathematics with day to day life experiences.
The Environmental Studies (EVS) curriculum (Classes I-II) is presented as an integrated curricular area following the thematic approach. The focus is on learning about the environment, through the environment and for the environment. In Classes III-V, Science and Social Studies have been identified as core areas. At the primary level, a multi-disciplinary approach of Science and Social Studies learning has been followed and the concepts and concerns have been addressed through various themes, identified from different discipline in these areas.
Computer Studies, another core area of this stage has been developed with the focus on use of technology in Education. Last but not the least, the curriculum for Arts Education at the primary level has been developed as a core area and follows a theme-based approach. The learning of this subject would provide scope for creative expression, appreciation and working together.

UPPER PRIMARY LEVEL (CLASSES VI-VIII)

The curriculum for the Upper Primary Stage covers English, Hindi (Second Language), Mathematics, Physics, Chemistry, Biology (under Science), History & Civics, Geography (under the subject History, Civics & Geography), Computer Studies and Arts Education.
Being the medium of institution (first language) the focus of English language learning at this stage is on oral and written expression, in a creative manner. This would help develop a sense of appreciation and critical vision for different forms of literature among children. The emphasis of Second Language learning at this stage is to hone the skills and develop an interest in the language and literature.
The focus of Mathematics learning at this stage is to consolidate and expand the learning through problem solving techniques.
Science at this stage branches out into Physics, Chemistry and Biology, so as to help children understand the issues and concerns of these areas. In Social Studies, two core areas, History & Civics and Geography, have been identified. Computer Studies curriculum focuses on acquisition of knowledge and skills in ICT so as to enable students to use common software applications and technology to access and utilize information.
The emphasis of Arts Education at this stage is on development of creative expression and expression through visual art forms. Arts Education follows a theme based approach in this curriculum, wherein efforts have been made to provide suggestions for integration of Arts Education with other curriculum areas.