Aims and Objectives:
Equity and Quality
CSB Curriculum aims for an equitable education in which students’ achievement and learning are not predictable by race, class, religion, gender, or other social factors. The objectives of the curriculum are to:
– Educate in the cultural context, opening to the world through a relevant and appropriate curricular structure and syllabus and a comprehensive culturally sensitive education.
– Develop capacities through optimal resource combinations (time, materials, and teaching-learning environment) and meaningful and effective pedagogical interactions (relationships, techniques, management).
– Prepare for economic and moral participation with the guidance of trained, capable, and experienced teachers.
CSB adopted its curriculum’s content areas from NCTB (National Curriculum and Textbook Board) curriculum. However, the NCTB curriculum has no content for Play and Nursery grades. Similarly, for Prep-I and Prep-II, there is no content for English. Based on the objectives and learning outcomes of the NCTB curriculum in these cases, we have adapted some content for Play Group, Nursery, Prep-I, and Prep-II. From Grade I to Grade X, we are following the NCTB curriculum and the English version of the Textbooks. For the school grades, syllabi are designed in 12 Modules. In the modules, big theme-based learning content organizations are followed, e.g., Language, Independence, Health, Culture, Family, Environment, and so on.
CSB strongly emphasizes the formation of a socio-cultural context for learning as we believe that learning takes place through social construction and is possible at any stage of life. It admits that communication is one of the most critical elements in the learning process. CSB teachers play the More Knowledgeable Others (MKO) role in scaffolding students and establishing communication opportunities to learn from their previous experiences, peers, and teachers. In this process, positive energy permeates the learning environment, and students and teachers are eagerly engaged in comprehending and communicating through knowledge construction.
Methods and techniques for learning and development
- Joyful, play and activity-based, participatory, project-based, problem-solving, and curiosity-provoking pedagogy to ensure intellectual, social, and emotional development.
- Real-world, life, need, experience, interest, and ability relevant active and hands-on learning to address the economic aspects of the society.
- Interactions, discussion, group work, reflection, debate, and dialogue in developing cooperation, tolerance, critical thinking, and negotiation skills required for a peaceful life.
Assessment and Evaluation
At CSB, students’ achievements are not evaluated through examination; they are assessed through regular participation in various teaching-learning activities. Moreover, continuous assessment allows teachers to provide students with the required feedback.
For Preschoolers (Play to Prep II), play and activity-based assessments for learning are followed.
Up to Grade III, there is no assessment of learning, i.e., summative assessment. In other words, learning achievements are not assessed through examination but through regular participation in various teaching-learning activities.
From Grade IV to Grade X, participation and performance-based ‘assessment for learning’, self-monitoring and self-correction or adjustment according to the learning goals through ‘assessment as learning’, and paper pencil-based ‘assessment of learning’ through summative examinations are practiced.
Students get a little homework, and the assigned tasks are explorative, problem-solving, and joyful. The examination results do not guarantee real education, whereas achieving the skills to learn and solve new problems is real education. For this reason, at CSB, there is no negative competition among the students, like the examination results. Students are not categorized, e.g., first, second, third, or grades (A, B, C), based on their academic achievements.