Curriculum

CCEPreschoolPrimarySecondaryRemedial Teaching

CCE

About CCE-Continuous and Comprehensive Evaluation

Reference: http://49.50.126.244/mnm/pdf_files/mnm_revised_2A.pdf

Unicent School derives its philosophy from the research work done by the CBSE on education, and its impact and relevance in modern times……..

CBSE has become one of the most sought-after school boards in India. The Board takes initiatives to keep it upgraded with the latest trends in education, such as the Continuous Comprehensive Evaluation (CCE). The main aim of CCE is to assess the children not only in scholastic areas, but also in co-scholastic areas like Life Skills, Attitudes, Values, Work and Art, Education, and so on.

Globalisation in every sphere of society has important implications for education. The increasingly competitive environment into which schools are being drawn and the aspirations of parents place a tremendous burden of stress and anxiety on children, to the detriment of their personal growth and development and thus hamper the joy of learning. CBSE in 2010 initiated for the first time an effort to address this challenge and to translate the lofty goal of all round development into practice by introducing CCE – scheme in schools. Thus, all round development as the stated purpose of education implies optimization of hidden potential of every child in the physical, intellectual, mental and spiritual planes.

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based assessment of students that covers all aspects of students’ development. It is a developmental process of assessment which emphasizes on two fold objectives. Continuity in evaluation and assessment of broad based learning and behavioural outcomes. In this scheme the term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students’ ‘growth and development’ is a continuous process rather than events, built into the total teaching-learning process and spread over the entire span of academic session and schooling years. The second term ‘comprehensive’ means that the scheme attempts to cover both the Scholastic and the Co-Scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can manifest themselves in forms other than the written words, the term refers to application of a variety of tools and techniques and aims at assessing a learner’s development in higher order thinking skills such as analyzing, evaluating and creating. Assessment during the course of studies or formative assessment must be based on a variety of evidences and lead to diagnosis of learning gaps and their remediation.

Unicent School, is affiliated to CBSE and follows the curriculum to the greatest extent possible, modifying it to make it contextually relevant for the students.

Pre-school- Nursery, LKG and UKG

Children have an natural yearning to find out, and Unicent provides just that right environment and stimulation for it. The teaching methodologies are carefully designed to help build interest, and motivate the students in their pursuit for gaining knowledge.

The syllabus largely comprises of developing largely the pre-writing and reading skills, pre-mathematical skills and gross motor and fine-motor skills.

Our Pre-school Programme comprises of the following activities:

  • Dramatisation through role plays and puppet shows
  • Show and Tell
  • Art and Crafts , Origami, Clay-modeling
  • Indoor games
  • Music and Dance
  • Storytelling through various ways
  • Water and Sand play
  • Outdoor games and physical fitness exercises

Primary School-Classes I to IV

Our learning programme gives young learners the framework to develop skills in English, Math, Science, Social Studies and Languages. It helps children learn how to ask questions, explore the options and discover solutions on their own. Emphasis on Language Arts (reading, writing, speaking and listening), for effective communication, is a priority. Teaching and learning is enhanced with the help of audio-visual aids and other content and resources developed by our in-house research team.

 Significant features:

  • Extensive Orals for developing speaking skills
  • Experiential learning with Field trips
  • Nurturing the spirit of enquiry
  • Importance on understanding and application
  • Opportunities to discover knowledge
  • Planned revision
  • Use of audio-visual aids
  • Developing qualities of leadership with emphasis on social responsibilities
  • Learning beyond the textbook and relating to real life experiences
  • Creative and aesthetic sense
  • Being able to learn without feeling the stress
  • Engaging homework for enhancing learning and maintaining the curiosity of children

Secondary-Classes V-X

The sensitive transition from primary to secondary is carefully planned, to prepare students for the more formal and structured style of learning in the secondary years. The instructional elements in the classroom, the testing procedures and the examination procedures change to increase the rigour of the curriculum delivery. Group Counselling, Individual Counseling and Adolescent Education become an important and integrated part of the class room processes to ensure that the children develop the ability to cope with the changes and are better prepared to face life after the cocooned years of schooling.

Important Characteristics

  • Project Work and Mini-Researches
  • Presentations and Public Speaking Skills
  • Home Assignments
  • Extensive Writing Work Practice for Examinations with Practice Worksheets
  • Development of Referencing Skills
  • Development of Critical Thinking Skills
  • An interdisciplinary approach with an international dimension
  • Hands on Lab Work

Remedial Teaching

Remedial teaching forms a part of the teaching learning cycle to ensure

  • that either learning gaps are addressed through early interventions
  • or children with learning difficulties or gaps are provided constant support.