Curriculum Details for B and A Forms

SUBJECTS

  • Accounts, Commerce and Economics
    i. Commercial Applications
    ii. Economic Applications
  • Art
  • Computer Applications
  • Careers Information, Education and Guidance
  • Counselling – Life Skills
  • English
  • Modern Foreign Languages
    i. German
    ii. French
  • Hindi
  • Humanities
    i. Geography
    ii. History and Civics
  • Mathematics
  • Music
    i. Hindustani Music – Vocal/Instrumental
    ii. Tabla
    iii. Western Music
  • Physical Education
    i. Physical Education – Compulsory
    ii. Physical Education – 6th Subject
  • Sciences
    i. Biology
    ii. Chemistry
    iii. Environmental Applications (EVA)
    iv. Physics

 

Accounts, Commerce and Economics – Commercial Applications

Academic Department Details

Department:Department of Accounts, Commerce and Economics (ACE)

Subject:Commercial Applications

Curriculum:ICSE

Course Content

B Form

  • Introduction to commercial organizations
  • An understanding of the actual functioning of a commercial organization
  • Business communications
  • Mechanics and terminology of accounting system

A Form

  • Understanding the basics of markets and marketing
  • Understanding finance
  • Understanding human resources
  • Development of public relations

Learning Objectives

  • To develop in students a perceptive, sensitive and critical response to the role of business in a simple manner
  • To develop in students an analytical ability so as to balance the demands of social and business parameters with individual aspirations
  • To create an appreciation for the diverse roles of both the entrepreneur and the professional manager
  • To develop an ability to work in and through teams

Skills Acquired By Students

  • Team work
  • Decision-making skills
  • Development of perspectives
  • Critical thinking

General Comments

The syllabus is very comprehensive and provides the students with a very good idea about the working of various types of businesses and commercial organizations

Accounts, Commerce and Economics – Economic Applications

Academic Department Details

Department:Department of Accounts, Commerce and Economics (ACE)

Subject:Economic Applications

Curriculum::ICSE

Course Content

B Form

  • Basic concepts of economics
  • An overview of the Indian economy
  • Infrastructure of the Indian economy
  • Consumer awareness
  • Globalization

A Form

  • Demand and supply
  • Factors of production
  • Various market structures
  • The role of the state in economic development
  • Money and banking

Learning Objectives

  • To familiarize students with the basic concepts of economics and economic phenomenon
  • To develop their analytical skills
  • To provide students with hands-on-experience in analyzing economic problems that they normally come across
  • To understand economic events and various economic systems

Skills Acquired by Students

  • Team work
  • Decision-making skills
  • Development of perspectives
  • Critical thinking

General Comments

The syllabus is very well balanced and prepares the students for further studies in the subject.

Art

Academic Department Details

Department:Department of Art

Subject:Art

Curriculum::ICSE

Course Content

B Form

  • Paper 1. (2 ½ hrs) Drawing and/or Painting from Still Life – 100 Marks
  • Paper 2. (2 ½ hrs) Drawing and/or Painting from Nature – 100 Marks
  • Project Works: 100 marks
    • Painting
    • Textile
    • Ceramic
    • Sculpture
    • Digital Art

A Form

  • Paper 1. (2 ½ hrs) Drawing and/or Painting from Still Life – 100 Marks
  • Paper 2. (2 ½ hrs) Drawing and/or Painting from Nature – 100 Marks
  • Project Works: 100 marks
    • Painting
    • Textile
    • Ceramic
    • Sculpture
    • Digital Art

Learning Objectives

  • Developing observation and drawing skill
  • Developing observational skill of natural objects
  • Familiarity of ceramic material and the basic process of glazing
  • Understanding mould and conversion in plaster of Paris

Skills Required to Learn

  • Observational Skill
  • Colour application and manipulation of surface
  • Manipulation of space and form

General Comments

Candidates will be required to practice sketching, painting, drawing, etc., in preparation for the examination. They will also undertake practical work on any of the topic suggested above. The practical work of the candidates will be assessed by the teacher as course work. The teacher is free to assess the course work either on the basis of continuous assessment or on the basis of periodical tests.

Computer Applications

Academic Department Details

Department:Department of Computer Science

Subject:Computer Applications

Curriculum::ICSE

Course Content

B Form

  • Basics of Operating System
  • Basics of Internet
  • Computing and Ethics
  • Office Application Software
  • Database Packages
  • Elementary Concept of Object-Oriented Programming
  • Values and Types
  • Conditional and Non-conditional Loops

A Form

  • Revision of Programming Done in B Form
  • Class as Basis of All Computation
  • Constructors
  • Functions
  • Class as User‟s Defined Type
  • Iteration
  • Using Library Classes
  • Encapsulation
  • Arrays
  • Input/output

Learning Objectives

To empower students by enabling them to build their own applications

To introduce students to some effective tools to enable them to enhance their knowledge, broaden horizons, foster creativity, improve the quality of work and increase efficiency

To enable students to learn to use the World Wide Web in order to gather knowledge and communicate with students and the academic community all over the world

To enable students to learn to process words and numbers, analyze data, communicate ideas effectively and make the optimum use of computer resources

To help students learn fundamental concepts of computing using objectoriented approach in one computer language

To provide students with a clear idea of ethical issues involved in the field of computing

Skills Required to Learn

Proficiency in the use of application software and computer systems

Computational and algorithmic thinking

Programming and problem-solving skills

General Comments

Computer Applications is quite a popular subject among students as they find it very interesting to program in a high-level language, i.e. JAVA. The ICSE results of our students in this subject have been consistently among the best in the country. Each lesson is taken in the computer laboratories and students relate what they study in their classes. There are three classes every week. Many of the students who opt for Computer Applications continue with the subject in their S and SC Forms. The subject is especially recommended for students who want to pursue Engineering and Sciences. However, it will be very useful for all as it will give them a strong foundation in computer applications, which is now an indispensable requirement in all fields.

The Careers Information, Education and Guidance Department

Academic Department Details

Department:Careers Information, Education and Guidance Department

Subject:Careers Guidance

Curriculum: The Doon School Curriculum

Course Content

  • Build and maintain a positive self-concept
  • Participate in lifelong learning to support life and work goals
  • Locate information and use it effectively
  • Understand the relationship between work and society and the economy
  • Make and review learning and career plans
  • Make life- and career-enhancing decisions
  • Act and prepare appropriately to manage careers

Learning Objectives

  • Develop skills in building and maintaining a positive self-concept
  • Develop knowledge and understanding of one‟s qualities, values, skills and strengths
  • Develop awareness of things that could help or hinder the enhancement of the student‟s capabilities and career interests
  • Have an understanding of the relationship between educational achievement and career planning
  • Develop skills in locating, understanding and using career information
  • Learn about the fields of work and entry requirements for jobs of interest
  • Understand how work relates to the needs and functions of society and the economy
  • Understand the importance of short- and long-term career planning
  • Generate a range of career options to aid in the selection of the subject choices for S and SC Forms
  • Understand the influence of subject choices on career decisions and plans and the importance of the right decisions
  • Develop understanding of education and training options and the workplace through school and community sources and experiences
  • Understand the importance of curriculum vitae (CV) and gather relevant personal information to create an effective (CV)

General Comments

These objectives of career planning will be achieved through a series of lessons that will help students understand their Aptitudes, Interests and Personality and link them to the selection of future careers and hence subject choices. This includes the Psychometric testing in A Form. There will be an emphasis on the importance of continued work and the importance of transcripts right from B Form. Lessons will focus on how universities in India and abroad look at marks achieved by them in the years in high school starting in B Form.

The lessons will help them build researching skills and understand how and where to look for information regarding careers and colleges. The lessons will also help them understand what the colleges look for in various countries. The lessons will help them realize how the co-curricular programme links with the choice of subjects, colleges and careers.

The students will be shown how a CV is developed and how universities evaluate them in India and abroad. Boys will also see a series of career films over two years which would help them understand the link between skills, careers and subject choices. In continuation with Options 14+, the Options 16+ programme will be introduced. Boys will be counselled for the right choice of curriculum and subject choice. The “Advanced 16+ programme‟ will be also introduced at this stage.

Boys will take the PSAT exam in the A Form to understand areas that need work and will also be introduced to timelines on taking college entrance tests. Students will also receive help on summer schools applications and academic online courses research and application. “Take a Dosco to work‟ in B Form and “Work Experience‟ in A Form will help students understand skills required in each job place.

Counselling – Life Skills

Academic Department Details

Department:Department of Counselling

Subject:Life Skills

Curriculum::ICSE

Course Content

B Form

  • Listening skills and empathy
  • Gender bias, respect for women
  • Impression formation and role model
  • Decision making
  • Addiction – Cyber addiction
  • Relationships and understanding others
  • Trust
  • Conflict management
  • Respect for personal space
  • Giving and receiving feedback
  • Assertiveness

A Form

  • Leadership
  • Gender sensitivity
  • Self-awareness and self-respect
  • Being positive
  • Negotiating and resolving differences
  • Conflict management
  • Communication
  • Giving and receiving feedback
  • Interpersonal relationships
  • Social responsibility
  • Goal setting and managing time/self
  • Coping with stress

Learning Objectives

The objective of the Life Skill Programme and SEAL in school is to strengthen the students‟:

  • Empathy
  • Self-awareness
  • Thinking skills
  • Reflectiveness
  • Understanding

Skills Acquired by Students

  • Active listening
  • Respect
  • Enquiry
  • Purpose
  • Rational thought processing
  • Sense of self

General Comments

The A Form students are already in the programme since their D Form and are introduced to the concepts that best prepare this year group to manage their feelings and be motivated. The SEAL programme encourages the children to develop in five key aspects self awareness, empathy, motivation, managing feelings and social skill. The Life skills programme also draws on from the TGelf in honing leadership qualities and developing an all round student.

TGelf: The Global Education and Leadership Foundation (TGelf) is an organization that endeavours to shape youth to aspire to be leaders of quality by running different modules to promote social service and service before self.

SEAL: This is a life skills programme that has been introduced in the U.K. to promote an awareness of self and their environment among secondary students. SEAL is an acronym for Social and Emotional Aspects of Learning. Thus the school endeavours to dovetail life skills the academic as well as non academic curricula to help the students to link aspects and draw perspectives of all they learn in order to deliver a well rounded individual after 6 years in Doon.

English

Academic Department Details

Department:Department of English

Subject:English

Curriculum::ICSE

Course Content

The school follows the ICSE prescribed syllabus. Through their B and A Forms the students read through William Shakespeare‟s As You Like It, 15 short stories from The Treasure Trove of Short Stories (Frank Bros. & Co.) and 15 poems from The Golden Lyre (Evergreen Publishers). Detailed description of the course may be found at http://www.cisce.org/data/Syllabus%20for%20ICSE%202011/Appendix%20II%20-%20List%20of%20Prescribed%20Books%20-%20Languages.pdf

In Language, students learn the art of essay writing, report writing, general comprehension and functional grammar.

Learning Objectives

The English Department, with its 8-member faculty team, is at the heart of all activities at The Doon School. Through the department‟s involvement in academics, publications, activities, literary tours and trips, awards, public speaking, debating and participation in various international competitions, the English department seeks to develop a well-rounded creative child. Any child, who diligently walks through all the avenues that the department offers, should be able to cultivate diligent reading habits, ability to participate in a variety of discourses and should be cognitively and linguistically capable of holding forth on a broad array of issues. Finally, the English Department is not merely a Language Department; it deals with, not merely the teaching of the language, but also the elements of Literature, Philosophy, Human Sciences and Theory of Knowledge.

Skills Acquired by Students

The department believes that by the end of A Form every child must be equipped with an appetite for reading more, an ability to undertake reference and research work on his own, an ability to comprehend and comment on a text, an understanding of a variety of literary genres and an evolved understanding of the connotation of the word “text”. The students must be equipped to take on the requirements of IB or the ISC boards with required rigour.

Examination Board

In the B and A Form the school takes the ICSE board examination. The syllabus is as prescribed by CISCE. The internal examination system followed, as of yet, is the structured middle and end of term written exam pattern of the CISCE. The school seeks to take the students to a level from which both the curricula of the CISCE and the IB are accessible to the students.

General Comments

As the foundation for any subject, English language and literature is the source to virtually all the careers. Specialization as IB HL and at graduation can lead to careers in journalism, creative writing, academics, consultancy, advertisement, copywriting, media, performance, etc.

Modern Foreign Languages – German

Academic Department Details

Department:Department of Modern Foreign Languages

Subject:German

Curriculum::ICSE

Course Content

B Form

  • Self-introduction
  • Daily Activities
  • Professions
  • Vacation
  • Fashions and Seasons
  • Body and Health
  • Entertainment (Different Mediums like the Theatre and Films)
  • Theater Visit (My Favorite Actor /Actress / Play)
  • My City
  • Tourism: Advantages and Disadvantages
  • My Day
  • My Future Plans
  • My School
  • Reading: Advantages and Disadvantages

A Form

  • Germans in Foreign Countries and Foreigners in Germany
  • Environmental Issues
  • Journeys
  • Science and Technology
  • Imporatance of Freindship
  • Visit of a Freind
  • An Interesting Excursion/Trip
  • TV: Advantages and Disadvantages
  • Studies in Foreign Land
  • Fast-Food: Opinions
  • Partys and Birthday Celebrations: How? When? Why?( Family, Relationships and Friends)

Learning Objectives

B Form

  • Understanding of the basic German grammar (conjugation, present tense, imperative, PERFEKT, basic prepositions)
  • Understanding of school life in German language
  • Sentence making
  • Usage of language in different situations (basic Grammar patterns)

A Form

  • Writing of long essays
  • Building opinions on different topics
  • Grammar topics such as reflexive verbs, prepositions, dative and genitive
  • Expressing views on different topics through oral exercises such as speech and presentations

Skills Acquired by Students

B Form

  • Basic Grammar (Conjugation, Present and PERFEKT tense, prepositions, long sentence structure)
  • Vocabulary for the given/chosen topics
  • Basic skills of long essay and informal letter writing

A Form

  • Essay writing
  • Letter writing
  • Vocabulary for the given/chosen topics
  • Expressing views on complex issues in simple language such as initiatives by Germany in the field of renewable energy

General Comments

B Form

German speaking skill of students is sharpened through the use of media on the Internet. Grammar lessons are integrated with the lessons on activities to enhance the understanding of the grammar of the language. Through short German story books the basic grammar patterns of the language are elucidated and students are encouraged to make use of the acquired knowledge in day to day situations like classroom dialogue, daily routine, life in the school, etc.

Students are encouraged to speak in German during the classes and thus they reflect constantly on their proficiency in the language. By translating small German texts and stories as part of their lessons, students get to test and enhance their skill of translation and command over the language.

A Form

In A Form, the course focuses on teaching students to translate and understand complex situations and express their views through the medium of essays and letters. It focuses mainly on writing skills and helps students express their ideas using complex German grammar. It will enable the student to go back to his basic understanding and take it further through deeper and exact German sentence structure.

Modern Foreign Languages – German

Academic Department Details

Department:Department of Modern Foreign Languages

Subject:German

Curriculum::ICSE

Course Content

B Form

  • Introducing oneself
  • Daily routine
  • Describing towns and places
  • School and higher education
  • Food and food habits
  • Transport and travel
  • Leisure-time activities
  • Media and entertainment

A Form

  • New technologies
  • Environmental Issues
  • Role of a woman in the society
  • Holidays and festivals
  • Sports and music
  • World problems

Learning Objectives

  • Linking of languages with another culture
  • Appreciation of different points of view in different cultures
  • Develop intercultural understanding and comparing your culture with the target culture
  • Comprehension of written texts in the form of ads, fliers, brochures, magazine articles
  • Appreciation of art, literature, cinema and music in the target culture
  • To be able to write letters and essays on a wide range of topics

Skills Acquired by Students

In these two forms, the students are very thorough with grammatical and linguistic skills. They now have all the tools to express themselves. The skills acquired are:

  • Interactive skills – With the curriculum demands in A and B form, not much focus is put on their conversations, but they can have a conversation. More importantly, with a little bit of personal efforts, they can start speaking fluently.
  • Productive skills – The main focus of the curriculum is on their productive skills. They can write on a wide range of topics.
  • Research skills – Students are able to search for essays, movies and songs, and more facts about the country, its language and its culture.
  • Receptive skills – They can understand all instructions in class and are able to follow a conversation, weather forecasts and general instructions.

General Comments

At this stage the students are taught the language in depth and it is very rigorous. Since there is no defined syllabus, a vast range of topics are covered. It also involves a lot of grammar and written exercises. Learning a foreign language also gives them a deeper understanding of their own language and helps them develop linguistic skills and finesse which has a lifelong utility. Students achieve a very high level of the language, although the spoken language has to be cultivated with extra efforts. Students are encouraged to read French literature and stories, which they can manage. They can access websites and search for any information in the target language.

Hindi

बी तथा ए फामम

Department:परीक्षा बोर्म

फी पाभम भें घयेरू ऩयीऺाएॊ होती हैं, ऩयन्तु प्रश्न ऩत्र का प्रारूऩ, भूलमाॊकन तथा ऩाठ्मक्रभ विकास विकास आई. सी. एस. ई. के भानदॊडों के आधाय ऩय ककमा जाता है| ए पाभम की ऩयीऺा आई.सी.एस. ई. द्िाया ही सॊचालरत होती है|

पाठ्यक्रम

हभ िर्ततमभान भें फी तथा ए पाभम भें आई. सी. एस. ई. द्िाया ननधामरयत ऩाठ्मक्रभ का ही प्रमोग कय यहे हैं|

एक कऺा का काममबाय एक ही अध्माऩक को ददमा जाता है औय इस फात का बी प्रमर्तन ककमा जाता है कक दोनों िर्म एक कऺा एक ही अध्माऩक के ऩास यहे| हभाया भानना है कक इससे ननयॊतयता फनी यहती है| साथ ही छात्र – अध्माऩक की आऩसी सभझ बी ननयॊतय विकलसत होती यहती है जजसका राब अॊतत: छात्रों को ही प्राप्त होता है|

काउंससऱ द्वारा निर्ामररत पाठ्य-पुस्तकें

  • गद्म-सॊकरन
  • चॊद्रगुप्त विक्रभाददर्तम
  • एकाॊकी सुभन
  • काव्म-चॊदद्रका

काउॊलसर द्िाया ननधामरयत इन चाय ऩुस्तकों भें से कभ से कभ ककन्हीॊ दो ऩुस्तकों का अध्ममन छात्रों को दो िर्ों भें कयना होता है| प्रथभ िर्म अथामत फी पाभम भें सबी छात्रों को गद्म-सॊकरन का अध्ममन कयामा जाता है| गद्म-सॊकरन भें दहन्दी की प्रनतननधध गद्म यचनाओॊ मथा कहानी, सॊस्भयण, ननफॊध आदद को सजमभलरत ककमा गमा है| द्वितीम िर्म अथामत ए पाभम भें अध्माऩक अऩनी कऺा के छात्रों की रूधच औय मोग्मता को ध्मान भें यखते हुए शेर् तीन भें से ककसी एक ऩुस्तक को चुन रेते हैं| सबी िगों के अध्माऩकों के ऩास अऩनी इच्छा से ऩुस्तक का चमन कयने का अधधकाय होता है|

रचिा

छात्रों भें यचनार्तभकता का विकास कयने के लरए उन्हें ननमलभत रूऩ से ननफॊध-यचना, कहानी रेखन, आरेख रेखन, औऩचारयक तथा अनौऩचारयक ऩत्र रेखन आदद का अभ्मास कयामा जाता है|

बोर् एवं प्रनतवचि

बावर्क सभझ, तथ्म की सभझ तथा प्रनतिचन की मोग्मता का विकास कयने के लरए छात्रों को सभम सभम ऩय अऩदित गद्माॊशों के ऩिन औय उन ऩय आधारयत प्रश्नों के उर्ततय देने का अभ्मास कयामा जाता है|

व्याकरण

कऺा भें भुहािये, रोकोजततमाॉ, िचन, लरगॊ , ऩमाममिाची, विशेर्ण, विरोभ शब्द, सॊऻा, सिमनाभ, विशेर्ण, िातमयचना एिॊ शुद्दीकयण आदद का अभ्मास ननमलभत औय मोजनाफद्द रूऩ से कयामा जाता है|

भाषषक कौशऱ

विबाग का ऩूया ध्मान छात्रों के बावर्क कौशर के विकास ऩय बी यहता है| इस की ऩूनत म के लरए कऺा भें सभम सभम ऩय द्रश्म औय श्रव्म भाध्मभों का प्रमोग ककमा जाता है|

आतंररक मूलयांकि

छात्रों भें यचनार्तभक तथा भौलरक रेखन को फढ़ािा देने देने के लरए, विश्रेर्णार्तभक मोग्मता के विकास के लरए, शोध की सभझ का विकास कयने के लरए, तथा कलऩनाशीरता एिॊ अलबव्मजतत की सभझ विकलसत कयने के लरए उन्हें कुछ कामम ददमा जाता है| छात्रों को प्रर्तमेक िर्म भें चाय चाय कामममोजनाएॊ कयनी होती हैं| इन कामममोजनाओॊ का भूलमाॊकन आई. सी. एस. ई. के ददशाननदेश के आधाय ऩय आतॊरयक रूऩ से विद्मारम के अध्माऩकों के द्िाया ककमा जाता है| मे कामम प्राम: यचानार्तभक रेखन, भौखखक अलबव्मजतत तथा श्रिण आबास ऩय आधारयत होते हैं|

Humanities – Geography

Academic Department Details

Department:Department of Humanities

Subject:Geography

Curriculum::ICSE

Course Content

B Form

  • Our World
  • Structure of the Earth and Internal Processes
  • Weathering
  • Hydrosphere
  • Atmosphere
  • Pollution
  • Natural Regions of the World
  • Map Work

A Form

  • Map Work
  • Interpretation of Topo Maps
  • Map of India
  • Geography of India
  • Location, Extent and Physical Features
  • The Climate of India
  • Transport in India
  • Soils in India
  • Natural Vegetation of India
  • Water Resources
  • Minerals in India
  • Agriculture in India
  • Industries in India
  • Need for and Trend of Industrialization in India

Learning Objectives

  • To develop an understanding of terms, concepts and principles related to Geography
  • To understand the patterns and processes that affect human response to the natural environment
  • To understand the use of natural resources and development of regions by mankind
  • To acquire practical skills related to the meaning and use of maps and their use in the study of geography

Skills Acquired by Students

  • Ability to connect with the immediate environment
  • Data interpretation skill
  • Map reading skill
  • Understanding of our planet and the natural phenomena that impact it

General Comments

The Geography curriculum intends to impart the very essential skills of map reading, map interpretation, relating data to real life situations and, of course, to have an indepth understanding of the various aspects of the developments within a region in the context of the geographical and climatic conditions of the area under study. This subject explores the impact of human activities on various natural phenomena, which in turn, affect the climatic and geographic conditions of the region.

Humanities – History and Civics

Academic Department Details

Department:Department of Humanities

Subject:History

Curriculum::ICSE

Course Content

B Form

Civics:

  • Our Constitution
  • Elections
  • Political Parties
  • Urban and Rural Local Self Governments

History:

  • Sources of History: Reconstructing the Past
  • Harappan Civilization
  • Emergence of Vedic Civilization and New Religious Sects
  • Emergence of Empires
  • Medieval World
  • Beginning of the Modern Age in Europe

A Form

Civics:

  • Union Legislature – Lok Sabha,Rajya Sabha
  • Union Executive – President and Prime Minister
  • Union Judiciary – Supreme Court

History:

Modern Indian History

  • Revolt of 1857
  • Formation of Congress
  • Partition of Bengal
  • Formation of Muslim League
  • Reforms of 1919
  • Gandhi and the Freedom Struggle
  • The Last Phase of the Freedom Struggle, Independence and Partition

Contemporary World

  • World War I, Rise of Dictatorships and WW II
  • United Nations – Organs and Agencies

Learning Objectives

  • To provide an understanding of the working of the Indian government and inspire the student to grow into a responsible and enlightened citizen in a secular democracy
  • To enrich the understanding of those aspects of Indian historical development which are crucial to the understanding of contemporary India
  • To awaken in students a desirable understanding of the various streams that have contributed to the development and growth of the Indian nation and its civilization and culture
  • To develop a world historical perspective of the contributions made by various cultures to the total heritage of mankind

Skills Acquired by Students

  • Research skills
  • Reflection
  • Ability to evaluate and critically analyze historical events

General Comments

B Form:

History-Civics for Year 9 (B Form) students is designed to give students an overview of the significant developments across the world, and in India, from the medieval to early modern period. In Civics, this syllabus helps students understand the rights and responsibilities of well-informed and responsible citizens. The History component not only provides information, but builds upon the knowledge base created in the previous years, helping the students to develop a holistic understanding of the subject as well as to develop the skills of analysis and argument and to inculcate a sense of sequentiality and empathy. The assessment includes a research-based project of 1500 words on a topic related to their curriculum. Students work on it during the year, outside class hours. This is their independent work, done under the guidance and advice of the teacher. This project accounts for the internal assessment component in the final Board examinations and is given 20% weightage. The remaining 80% is based on the internally conducted examination in November, externally moderated by the CICSE.

A Form:

History-Civics for Year 10 (A Form) students is designed to give students an overview of the significant developments across the world, and in India, between the mid-19th to mid-20th Century. In Civics, this syllabus helps students understand India’s governance and political systems to the depth required for them to develop into wellinformed and responsible citizens. The History component not only provides information, but builds upon the knowledge base created in Year 9 (B Form), helping the students to develop a holistic understanding of the subject as well as to develop the skills of analysis and argument and to inculcate a sense of sequentiality and empathy. The assessment includes a research-based project of 1500 words on a topic related to their curriculum. Students work on it during the year, outside class hours. This is their independent work, done under the guidance and advice of the teacher. This project accounts for the internal assessment component in the final Board examinations and is given 20% weightage. The remaining 80% is based on the external Board examination usually held in March.

Mathematics

Academic Department Details

Department:Department of Mathematics

Subject:Mathematics

Curriculum::ICSE

Course Content

B Form

  • Pure Arithmetic: Irrational numbers
  • Commercial Mathematics: Profit and loss, Compound interest
  • Algebra: Expansions, Factorisation, Changing the Subject of a Formula, Linear Equations and Simultaneous Linear Equations, Indices/ Exponents, Logarithms
  • Geometry: Triangles, Relation between Sides and Angles of Triangles. Types of Triangles, Congruent Triangles, Constructions (using ruler and compasses), Mid Point Theorem and Its Converse, Equal Intercept Theorem, Similarity, Conditions of Similar Triangles, Pythagoras Theorem, Rectilinear Figures
  • Statistics: Introduction, Collection of Data, Presentation of Data, Graphical Representation of Data, Mean, Median of Ungrouped Data.
  • Mensuration: Area and Perimeter of a Triangle and a Quadrilateral; Area and Circumference of a Circle; Surface Area and Volume of Cube, Cuboids and Cylinder
  • Trigonometry: Trigonometric Ratios, Trigonometric Ratios of Standard Angles – 0, 30, 45, 60, 90 Degrees, Simple 2-D Problems Involving One Right-Angled Triangle, Concept of Sine and Cosine Being Complementary with Simple, Direct Application
  • Co-ordinate Geometry: Cartesian System, Plotting a Point in the Plane for Given Coordinates. Graphs of x=0, y=0, x=a, y=a, x=y, y= mx+c Including Identification and Conceptual Understanding of Slope and y-intercept, Recognition of Graphs Based on the Above
  • Internal Assessment: A minimum of three assignments are to be done during the year as prescribed by the teacher.

A Form

  • Commercial Arithmetic: Compound Interest, Sales Tax and Value Added Tax, Banking and Shares and Dividends
  • Algebra: Linear Inequations, Quadratic Equations. Reflection, Ratio and Proportion, Factorization, Matrices and Co-ordinate Geometry
  • Geometry: Symmetry, Similarity, Loci, Circles and Constructions
  • Mensuration: Area and Circumference of Circle, Area and Volume of Solids – Cone, Sphere
  • Trigonometry: Using Identities to Solve/Prove Simple Algebraic Trigonometric Expressions, Trigonometric Ratios of Complementary Angles and Direct Application, Heights and Distances
  • Statistics: Basic Concepts, Histogram and Ogive, Mean , Median and Mode
  • Probability
  • Internal Assessment: A minimum of three assignments are to be done during the year as prescribed by the teacher.

Learning Objectives

  • To develop mathematical concepts and their applications
  • To develop skills to apply the knowledge of Mathematics to other fields
  • To prepare students for further studies in Mathematics

Skills Acquired by Students

  • Applying formulas and performing calculations correctly
  • Correlating the knowledge of various topics to apply them in real-life problems
  • Understanding of concepts to study them at higher level

General Comments

  • The syllabus for B and A Forms is designed and taught in such a way that:
  • It develops an interest in Mathematics and its applications in various fields of life.
  • It reinforces logical reasoning, the concept of step-wise method to approach problems.
  • It develops the potential of students, encourages independent thinking and prepares them to approach any problem in a systematic way.
  • It motivates the students to work in groups for a common goal and appreciate others` work.
  • It builds imagination skills of students and teaches them to visualize the problems in different ways.
  • It helps the students to learn the mathematical concepts by understanding the logic behind them
  • It develops inductive and deductive approaches to solve various problems

Music – Hindustani Music – Vocal/Instrumental

Academic Department Details

Department:Music

Subject:Hindustani Music (Instrumental/Vocal)

Curriculum::ICSE

Course Content

Theory – Main systems of Hindustani music and musical notation system

Theory – description of 16 ragas and 10 taals

Theory – Life and works of eminent musicians

Practical – Identifying and playing/singing major and minor notes, demonstrating fractional rhythms, singing/playing Madhya laya Khayal, Vilambit Khayal, alaaps and tans.

Learning Objectives

  • To consolidate basic range of musical skills
  • Knowledge of musical notation system
  • Identification of ragas
  • Methods of handling and tuning instrument

Skills Acquired by Students

  • Playing alankars in different layakaris and taals
  • Identifying and playing/singing major and minor notes
  • Playing/singing certain gats with simple alaap, tans and jhala

General Comments

The subject enables students to acquire and consolidate a range of basic musical skills, knowledge and understanding through listening and performing. An understanding of classical styles like dhrupad and khayal, and semi-classical styles like thumri, tappa and ghazal is imparted through listening and performance by the student. The essential skill of reading and writing musical notation is an integral part of the course. The subject guides the student through an informed appreciation of forms and gharanas of music, and the styles of eminent exponents in vocal and instrumental (pertaining to the student`s instrument) classical music.

Music – Tabla

Academic Department Details

Department:Music

Subject:Hindustani Music (Tabla)

Curriculum::ICSE

Course Content

Theory – History of music and the instrument

Practical – Rhythmic compositions on Taals.

Learning Objectives

  • Understanding rhythmic cycles through recitation
  • Performing cycles to a given melodic phrase
  • Composing and elaborating on given Taals

Skills Acquired by Students

  • Technical proficiency as shown through hand coordination and clarity of syllables
  • Coordination with melodic performer/ performance through accompanying
  • Understanding and performing with different styles of musical composition

General Comments

The subject aims at teaching students to develop a perceptive, sensitive and critical response to rhythm. It guides the aesthetic and creative development of the student and builds up a repertoire aimed at performing with varied styles of Hindustani music. It teaches a basic understanding of the structure and idiom of Hindustani music, both melodic and rhythmic. Aural perception is an essential part of the learning process, as is the ability to transfer theoretical knowledge into practical performance.

Music – Western Music

Academic Department Details

Department:Music

Subject:Western Music

Curriculum::ICSE

Course Content

Theory – Instrument families

Theory – History and analysis of music, through symphony, concerto and lives and works of major art music composers of the classical and romantic periods

Theory – Origins and characteristics of jazz, biographies of major exponents

Theory – Instrumentation, biography, discography, style and idiom of any one popular band and singer

Theory – Musical definitions, music for dance, folk and country music styles and exponents

Practical – Grade 4 (or above), Trinity College London, examination: pieces, technical exercises, scales, arpeggios, musical knowledge viva voce, aural perception test.

Learning Objectives

  • Learning the structure, range and music written for all instruments in the symphony orchestra
  • Studying the culture, context, style and form of Western Art music from Baroque to Romantic periods; jazz styles and popular music
  • Analyzing large-scale musical forms like symphony and concerto
  • Lives and works of major European composers and jazz/popular exponents of those genres
  • Technical proficiency on instrument and understanding of how to perform musically

Skills Acquired by Students

  • Critical and analytical skills applied to forms and genres of music
  • Recognizing styles, periods, instrumentation
  • Technical, musical skills appropriate to the style /genre of specific pieces

General Comments

The subject introduces and familiarizes students with the concepts of melody, harmony, rhythm, texture, tone-colour and forms of Western art and jazz/popular music. It gives a thorough grounding in the theory (grammar) of music through key, time signatures and devices like modulations and tonality. It makes the student proficient in reading Western notation.

Learning an instrument covers technical exercises and pieces of different periods in art music, with Grade 4, or above, examination of Trinity College London being taken at the end of the course. Notational accuracy, technical proficiency and effective musical understanding and communication are taught as essential performance components.

Physical Education – Compulsory

Academic Department Details

Department: Department of Physical Education

Subject: Physical Education (Compulsory)

Curriculum: ICSE

Course Content

Theoretical base, practical session and interpretation of rules of the following games:

  • Cricket
  • Hockey
  • Soccer
  • Athletics
  • Basketball
  • Table tennis
  • Tennis
  • Badminton

(22–24 lessons of each game of 30–35 minutes of skill learning and development; and 20–25 minutes of fitness training before every games lesson)

Learning Objectives

  • Students’ health, physical, mental and social well-being
  • Academic success (As healthy and physically fit student is likely to be more academically alert, motivated and successful)
  • Students will be able to identify the proper warm-up, conditioning and cooldown techniques and its importance.
  • Lives and works of major European composers and jazz/popular exponents of those genres
  • Students learn to abide by the rules, and accept and respect decisions made by officials; they learn to become a cheerful loser and a calm winner

Skills Acquired by Students

  • Movement skills
  • Game skills
  • Fitness abilities
  • Social qualities

General Comments

A well-planned physical education program is sequential, developmental and ageappropriate. It helps children and youth develop life-long commitment to their own physical well-being, health and fitness with clear emphasis on a variety of enjoyable physical activities and an active life-style throughout life.

At this year (age) group level, physical education program emphasizes on fitness, individual sports and team games. Students of this year (age) group become familiar with new concepts of fitness and a variety of exercises for improvement in flexibility, strength, speed, endurance, agility, coordination, balance, etc. Students are encouraged to select a game / sport / event / playing position in which to specialize and learn the rules and strategies of the sport and become proficient in the appropriate skill.

While participating in physical education activities, students of this year (age) group demonstrate behavioural patterns that reflect sound mental and emotional well-being, positive self-image, peer group acceptance, mature team work by successfully resolving conflicts within the group. Many social qualities such as teamwork, analysis of situations, problem-solving attitude, obeying rules, etc. are cultivated in students. All these qualities make students ready to assume leadership roles in years to come and also in later life.

Physical Education – 6th Subject

Academic Department Details

Department: Department of Physical Education

Subject: Physical Education 6th Subject

Curriculum: ICSE

Course Content

B Form

PART 1: Theory

The body and how it works

  • Basic organization
  • Movement and support
  • Respiration
  • Circulation
  • Nutrition
  • Excretion
  • Sensitivity and co-ordination

PART 2: Internal Assessment

A Form

PART 1: Theory (100 marks)

Part A (50 marks): Compulsory, short answer questions

Health and hygiene

  • Personal health
  • Diseases, defects and injury
  • Community health
  • First Aid

Part B (50 marks): Candidates will be required to answer questions on the rules, skills required and the methods of training of any two of the given team games ( listed below)

  • Cricket
  • Football
  • Hockey
  • Basketball
  • Volleyball
  • Softball
  • Handball

PART 2: Internal Assessment

Internal Assessment (100 marks)

  • Work to be assessed by Teacher (s) – 50 marks:

    The skill and performance of the candidates will be assessed by the teacher(s), responsible for preparing the candidates for the examination, in two of the following games and activities of their choice:

    Athletics, cricket, hockey, football, handball, volleyball, softball, basketball, tennis, badminton, swimming, dancing, gymnastics, yoga, boxing, wrestling, judo and karate, table tennis, kho-kho and kabaddi.

  • Work to be assessed by the External Examiner – 50 marks:

    The assessment of the work of the candidates by the External Examiner will be in two parts:

    • Physical efficiency tests
    • Specialization tests

Learning Objectives

  • To create an awareness of the necessity for vigour and efficiency through physical fitness
  • To develop knowledge and understanding of the requirements for healthy living, nutrition, exercise and relaxation
  • To create awareness of the necessity to develop a good posture and physical poise
  • To develop knowledge and understanding of skills relating to leisure time activities and of a recreational nature
  • To create opportunities to develop ‘esprit de corps’, courtesy, sportsmanship, social skills, democratic conduct and ideals
  • To develop appreciation of the aesthetic and cultural aspects of movement

Skills Acquired by Students

  • Physical fitness
  • Knowledge about healthy living and exercise
  • Social qualities
  • Movement skills

General Comments

A well-planned physical education program is sequential, developmental and ageappropriate. It helps children and youth develop life-long commitment to their own physical well-being, health and fitness with clear emphasis on a variety of enjoyable physical activities and an active life-style throughout life.

At this year (age) group level, physical education program emphasizes on fitness, individual sports and team games. Students of this year (age) group become familiar with new concepts of fitness and a variety of exercises for improvement in flexibility, strength, speed, endurance, agility, coordination, balance, etc. Students are encouraged to select a game / sport / event / playing position in which to specialize and learn the rules and strategies of the sport and become proficient in the appropriate skill.

While participating in physical education activities, students of this year (age) group demonstrate behavioural patterns that reflect sound mental and emotional well-being, positive self-image, peer group acceptance, mature team work by successfully resolving conflicts within the group. Many social qualities such as teamwork, analysis of situations, problem-solving attitude, obeying rules, etc. are cultivated in students. All these qualities make students ready to assume leadership roles in years to come and also in later life.

Sciences – Biology

Academic Department Details

Department: Department of Science

Subject: Biology

Curriculum: ICSE

Course Content

B Form

  • Basic Biology
  • Flowering Plants
  • Plant Physiology
  • Diversity in Living Organisms / Ecosystems
  • Human Anatomy and Physiology
  • Health and Hygiene
  • Waste Generation and Management

A Form

  • Basic Biology
  • Plant Physiology
  • Human Anatomy and Physiology
  • Physical Health and Hygiene
  • Pollution

Practical Work

The practical work will be designed to test the ability of the candidates to make accurate observation from specimens of plants and animals. For this, the candidates should be familiar with the use of a hand lens of not less than ×6 magnification. Students should be trained to make simple and accurate drawings and brief notes as a means of recording their observations. The practical examiners will assume that candidates would have carried out the practical work outlined on the Council Website.

Learning Objectives

  • To acquire the knowledge of the economic importance of plants and animals
  • To develop an understanding of the inter-relationship between sustainability and environmental adaptations.
  • To develop an understanding of the interdependence of plants and animals so as to enable pupils to acquire a clearer comprehension of the significance of life and its importance in human welfare.
  • To understand the capacities and limitations of all the biological and economic activities so as to be able to use them for a better quality of life.
  • To acquire the ability to observe, experiment, hypothesize, infer, handle equipment accurately and make correct recordings.

Skills Acquired by Students

  • Ability to recall knowledge points
  • Understanding of the fundamental concepts
  • Ability to apply knowledge to new situations
  • Association of values to learning point

General Comments

The study of Biology is directly related to Environmental Science. The evolution of life in flora and fauna and its interpretation helps in the understanding of interrelated concepts. The knowledge and skills acquired in the subject has much greater affect in understanding science than any other branch.

Sciences – Chemistry

Academic Department Details

Department: Department of Science

Subject: Chemistry

Curriculum: ICSE

Course Content

B Form

Theory

  • Matter and its Composition: Law of Conservation of Mass
  • Study of Gas Laws
  • Elements, Compounds and Mixtures
  • The Language of Chemistry
  • Physical and Chemical Changes
  • Water
  • Atomic Structure
  • The Periodic Table
  • Study of the First Element – Hydrogen
  • Atmospheric Pollution

Practical Work

Candidates will be asked to observe the effect of reagents and/or of heat on substances supplied to them. The exercises will be simple and may include the recognition and identification of certain gases listed at the Council Website.

A Form

Theory

  • Periodic Properties and variations of Properties – Physical and Chemical
  • Chemical Bonding
  • Study of Acids, Bases and Salts
  • Analytical Chemistry – Use of Ammonium Hydroxide and Sodium Hydroxide
  • Mole Concept and Stoichiometry
  • Electrolysis
  • Metallurgy
  • Study of Compounds
  • Organic Chemistry

Practical Work

Candidates will be asked to observe the effect of reagents and/or of heat on substances supplied to them. The exercises will be simple and may include the recognition and identification of certain gases and ions listed at the Council Website. The examiners will not, however, be restricted in their choice to substances containing the listed ions.

Learning Objectives

  • To acquire the knowledge of terms, concepts, processes, techniques and principles related to the subject.
  • To develop the ability to apply the knowledge of contents and principles of chemistry in unfamiliar situations.
  • To acquire skills in proper handling of apparatus and chemicals.
  • To develop scientific temper, attitude and problem solving skills.
  • To recognize Chemical Science as having an important impact on the environment relating to cycles in nature; natural resources, pollution.

Skills Acquired by Students

  • Ability to recall knowledge points
  • Understanding of the fundamental concepts
  • Ability to apply knowledge to new situations
  • Ability to process data and conclude
  • Association of values to learning points

General Comments

The study of Chemistry is closely related to Physics and Mathematics. The subject involves skills development in processing data and its interpretation helps in the understanding of the nature of matter. The subject has evolved in many parts of the world and its impact on society and subsequent changes have been immense. A student of Chemistry will certainly find the learning objectives of other science subjects similar to the subject.

Sciences – Environmental Applications (EVA)

Academic Department Details

Department: Department of Science

Subject: EVA

Curriculum: ICSE

Course Content

B Form

Theory

  • Introduction
  • Basic Ecology
  • Conservation of Ecosystems
  • Dynamics of Development and Resource Use
  • Understanding Land Use

Practical Work/Internal Assessment

Students are recommended to complete two case studies and one project from the list given at the Council Website.

A Form

Theory

  • Caring for our Basic Resources
  • Resource use
  • Appropriate Eco friendly Technologies
  • Analytical Chemistry – Use of Ammonium Hydroxide and Sodium Hydroxide
  • Initiatives I can take

Practical Work/Internal Assessment

Students are recommended to complete two case studies and one project from the list given at the Council Website.

Learning Objectives

  • To develop an understanding of eco-system and their interrelations
  • To develop an awareness about the utilization, over exploitation of natural resources
  • To recognize the need for keeping pollution under control in order to maintain the quality of life.
  • To develop the ability to identify, analyze and reflect upon different environmental concerns
  • To acquire skills to collect, analyze and interpret data and information relating to environmental problems
  • To develop skills for effectively tackling problems related to the local environment
  • To adopt practices that help in promoting balance in nature by making judicious utilization of resources and materials
  • To acquire leadership qualities through participation in specifically designed activities
  • To develop love, affection, sensitivity and a sense of responsibility towards all living beings
  • To participate in activities and programmes for protecting, preserving and conserving the environment and its resources
  • To appreciate and respect legal provisions for protection of animals and plants
  • To imbibe the essence of environmental values and ethics in order to live in harmony with nature

Skills Acquired by Students

  • Ability to recall knowledge points
  • Appreciate the influence of human activity on the natural processes
  • Develop sensitivity in personal attitudes to environmental issues
  • Develop keen civic sense
  • Create awareness about the role of local communities in sustainable growth
  • Participate in local issues through carefully monitored projects

General Comments

The course involves active discussion in the class supported by project work, experiments and presentations. Students are encouraged to share their own thoughts on critical subjects like water scarcity or pollution. A wide range of topics are covered like pollution, resource shortage and sustainable development. Current issues related to the environment especially those in the newspapers are discussed. Students need to have a keen sense of observation and also need to be critical thinkers.

Sciences – Physics

Academic Department Details

Department: Department of Science

Subject: Physics

Curriculum: ICSE

Course Content

B Form

Theory

  • Measurements and Experimentation
  • Motion in one dimension
  • Laws of Motion
  • Fluids
  • Heat
  • Light
  • Sound
  • Electricity and Magnetism

Practical Work

  • Candidates will be asked to carry out experiments for which instructions are given. The experiments may be based on topics that are not included in the syllabus but theoretical knowledge will not be required. A candidate will be expected to be able to follow simple instructions, to take suitable readings and to present these readings in a systematic form. He/she may be required to exhibit his/her data graphically. Candidates will be expected to appreciate and use the concepts of least count, significant figures and elementary error handling
  • A set of 6 to 10 experiments may be designed as given at Council Website or as found most suitable by the teacher. Students should be encouraged to record their observations systematically in a neat tabular form – in columns with column heads including units or in numbered rows as necessary. The final result or conclusion may be recorded for each experiment. Some of the experiments may be demonstrated (with the help of students) if these cannot be given to each student as lab experiments.

A Form

Theory

  • Force, Work, Energy and Power
  • Light
  • Sound
  • Electricity and Magnetism
  • Modern Physics
  • Heat

Practical Work

  • Candidates will be asked to carry out experiments for which instructions will be given. The experiments may be based on topics that are not included in the syllabus but theoretical knowledge will not be required. A candidate will be expected to be able to follow simple instructions, to take suitable readings and to present these readings in a systematic form. He/she may be required to exhibit his/her data graphically. Candidates will be expected to appreciate and use the concepts of least count, significant figures and elementary error handling.
  • Teachers may design their own set of experiments, preferably related to the theory syllabus. A comprehensive list is suggested at the Council Website.

Learning Objectives

  • To acquire knowledge and understanding of the terms, facts, concepts, definitions, laws, principles and processes of Physics
  • To develop skills in practical aspects of handling apparatus, recording observations and in drawing diagrams, graphs, etc.
  • To develop instrumental, communication, deductive and problem-solving skills
  • To discover that there is a living and growing physics relevant to the modern age in which we live

Skills Acquired by Students

  • Ability to recall knowledge points
  • Understanding of the fundamental concepts
  • Ability to apply knowledge to new situations
  • Ability to process data and conclude
  • Association of values to learning points

General Comments

The study of Physics is closely related to Mathematics. Skills developed in processing of data and its interpretation helps in the understanding of many concepts. The development of this subject in different parts of the world, its impact on society and subsequent changes in the established order has close relations with many learning objectives in Chemistry, Computer Science and even subjects like History, Geography and Political Science. Therefore a holistic study of these subjects with an open mind can help a student of Physics become a true enquirer.