Syllabus Type

1. INTRODUCTION
Syllabus is a more descriptive list of the concepts that will be taught
in a particular class. It is handed out on the first day of class. Curriculum is often
fused with a syllabus. Syllabus is descriptive. They serve as ensuring and
understanding between professors and students so there will be less confusion
regarding the policies of the course. A syllabus also sets the expectations of the
material that must be learned, the behavior to be displayed while inside the class,
and the effort put into the course A child constructs knowledge by continuously
interacting with his environment. This is a natural and continuous process.
Learning involves problemsolving and is the productof a natural process.
Education in India is very highly dependent on the syllabus offered and most
parents chooseschools based onthe syllabus it offers rather than on the kind of
education imparted by the school. Schools in India offer both Indian and
International syllabi. Some of which are
1. National-CBSE-Central Board of SecondaryEducation.
2. ICSE-Indian Certificate of SecondaryEducation.
3. State Board-Approximately 30 state Boards.
4. International- Cambridge University Programme.

2. WHY AND HOW CBSE, ICSE, AND STATE BOARD
CBSE(CENTRALBOARDOF SECONDARY EDUCATION)
The CBSE was given its present name ‘Central Board of
SecondaryEducation’ in the year 1952. The CBSE board was reconstituted
in the year 1962 when its jurisdiction was extended.
*Started by the NCERT (National Council of Educational Research and
Training) with the aim to operate a chain of Central school(Kendriya Vidyalaya)
that could cater to government employers who are transferable jobs that involve
midyear movements.
*The National Curriculum Framework (NCF 2005) is the framework
on the basis of which the Central Board of Secondary Education formulates its own
curriculum and syllabus document by adopting and adapting the guidelines and
syllabus provided.
*More than 16000 schools offering this curriculum in India and in 24
countries across the world.
*The syllabus is very structured and controlled.
*Standardized texts.
*No child can fail a class till eighth grade.

3. *A number of private schools have started to offer CBSE since a
number of private sector employees are also moving place to place.
*A CBSE syllabus is very structured highly predictable and, highly
controlled.
*All national entrance examinations are conducted as per this
syllabus. Favored by those who want to go into the traditional routes of
Engineering or Medical.
*A number of changes have been incorporated lately, the prominent
decision being to make board examination at the end of Grade-10 optional.
*Board exams conducted:
Grade-10(optional)
Grade-12(mandatory)
CURRICULUM AT SECONDARY LEVEL
Language, Humanities, Mathematics, Science and
Technology, Health and Physical Education, Visual and Performing arts,
Commerce.
Assessment
Instead of three exams like quarterly, half yearly and annual,
there is continuous assessmentthroughout the year called Formative
Assessment (FA) and on exam called Summative Assessment (SA). There
are two semesters.
Special education
Children who seem to be having learning difficulties in class are
referred to the schoolcounselor. The counselor then observes the child and
then may refer the child to a Special Education Teacher. Remedial classes
may be conducted for those children separately by the Special Education
Teacher. Some children know the material but having a reading difficult. For
such children the question paper will be read out loud so that they can
answer.
ICSE (INDIAN CERTIFICATEOF SECONDARYEDUCATION)

4. The council was extablished in 1958 by the University
of Cambridge Local Examinations Syndicate to ensure that its examinations
become adapted to the educational needs of the countryand assign the
ultimate controlof the same on the council. Indian Certificate of Secondary
Education is a private and non-governmental education board run by the
Council for Indian SchoolCertificate Examinations (CISCE). The ICSE has
been designed to provide education in accordancewith the recommendations
of the New Education Policy 1986 and the medium of instruction is English.
All candidates taking the exams have to sit for six subjects and SUPW. More
importantly, private candidate are not permitted to take the exams. ISC is a
two year course equivalent to plus two and the candidates have to sit for 4 or
5 elective subjects. English is compulsory subject and a pass in SUPW is
mandatory as well. CVE (Certificate of Vocational Education)is a course
intended to prepare students for vocations.
*An offshootof the Cambridge IGCSE that existed during the British
regime was taken over by the Anglo Indian Board and is now governed by
the ‘Council for the Indian SchoolCertificate Examinations’.
*Has take in a lot of structures from the NCERT.
*At Grade-10 as of now is the toughest board examination.
*Almost similar to CBSE in terms of controls difference being this
is quasi Government.
*Board exams conducted
ICSE-Grade-10
ISC-Grade-12
STATE BOARD
*Each state has its own variance from the NCERT Syllabus and
adds up its local flavor State government predominantly dictates languages
taught and medium of instruction.
*Relatively easy syllabus for board exams.
*Age another factor that varies from state to state.
*As per the new government directive many state boards have
adopted the NCERT syllabus for maths and science in Grades 11 and 12.

5. This move is aimed at a common entrance examination for Engineering and
Medical Colleges which is expected soon.
*Board exams conducted
Grade-10
Grade-12(Also called PU-Pre University)
Some states also conducta Board Exam in Grade-8.
Objectives of Education in State Syllabus
1. Social justice
2. Sustainable development
3. Molding up good citizen.
4. Promotion of nationalism.
5. Develop awareness aboutrights.
6. Promote awareness aboutscienceand technology.
7. Acquire a scientific attitude.
8. Promote indigenous culture.
9. Promote vocationalskill.
10. Acquire social and democratic values.
11.Promote self reliance.
12.Strengthen resistance.
13.Constructand useknowledge.
14.Promote critical approach.
ON APPROACHANDMETHODOLOGY
*Social constructivism in the domain of language learning
envisages construction of various discourses through collective,
collaborative and cooperative classroomprocess. Sincecurricular objectives
are defined in terms of discourses, the level of each class is to be identified
clearly.
*A learner centered approachto language paves the way for
creating democratic atmosphere in the classroom. Learning cannot be
separated from the socio-cultural context in which it is embedded. The
construction of knowledge and its social paradigm are complementary.

6. *The textbooks provide a platform for the learner to observe,
analyze, predict, judge, connect, critique and reach conclusions on different
aspects of life, language and literature. The basic premises of the curriculum
are:
Learner-centered approach
Issue-based learning
Process-oriented methodology
Social constructivism
Critical pedagogy
ASSESSMENT
Language learning is a continuous process and assessment should be
done periodically. Learning takes place through individual attempts, group
discussions and pair discussions. Therefore, assessment should also be made
individually, mutually and in groups. This will help the learners compare their
strengths and weaknesses and bring in modifications in their learning. Propose
Continuous and Comprehensive Evaluation (CCE) at all levels of language
learning. This shift of focus from testing memory to real knowledge of language
shall be the major concern of all tests at the secondarylevel. The ability of the
students to constructdiscourses at various levels and their ability to use the
language for oral expressions will have to be assessed. Theshift from a skill-based
approachto a knowledge-based approachcalls for a different perspective on
assessment
Student Assessment
After administering a learning activity in the whole class,
one can assess whatthe learners have learnt.
Self-Assessment
After undertaking various linguistic tasks, the learners
are given an opportunity to introspect on their achievement.
Self-assessmentsheets areincluded in all units of the course
book.

7. Self Evaluation
We have to ensurethat the learners get ample
opportunities to reflect on what they haveperformed in
comparison with what others have done. The thrusthere is on
a process of self-evaluation. Hence a learning process
inherently becomes a self evaluation process too.
KCF-2007
In Kerala, learning of English as a second language starts fromclass I
onwards. In thehigher secondary classes, English is taughtas the first
language.
Basic principles of learning a language
1. Languagelearning is a natural growth of this innate language
system
2. Itis a non-conscious process.
3. Itdoesn’ttakes place through imitation or mechanical repetition.
4. Ittakes place fromwhole to parts.
5. The quality of language experience is more important.
6. Opportunities should be provided for expressing and sharing the
free thoughts of the learners.
Primary level
1. An integrated approach should be adopted.
2. Learners should constructsimple discourses likedialogue, poems,
rhymes, description and narrations.
3. Writing starts only in class III and IV.
4. Exams should be avoided at the lower primary level.
5. At the upper primary level, oral and written forms of narratives,
poems, descriptions, conversations, riddles, shortstories, notices,
letters, reports, posters and diary may be attempted.

8. Secondary level
Along with the discourses attempted at the upper primary
level, plays, autobiographies, choreography etc.
Higher secondary level
Besides the discourses included at the high schoollevel,
screenplay, debate, scripts, symposium, and seminar should be
included at this level. Today communicativeEnglish and English
literature are taught as optional subjects in certain higher
secondary schools
NCF 2000 and 2005
Practical efforts for improving language education have yet to
be made at all levels in the country. Oralaspect of the language
has to be emphasized in language education. Stress is given to
use the language in speech and in writing.
Issue –Based learning
Itis included social issues as the content of new curriculum.
Our social life consists of physical, social and cultural spheres.
Each of these spheres has numerous problems.
Issues
1. Lack of scientific land-water management.
2. Issues related to agriculture.
3. Lack of cohesive universalvision.
4. Lack of human resourcedevelopment.
5. Lack of cultural consciousness.
6. The issues of the marginalized.
7. Lack of eco-friendly industrialization and urbanization.
8. Issues related to health and public health.
Presentation of the Textbook and the Activities

9. 1. The presentation of learning materials of each unit is very
important. The presentation should generate interest and a
feeling that it is essential.
2. Diversemethods of presentation like cartoon, stories,
experiences of children case study etc. is used in the
primary level.
3. The class room activity packageincludes
-investigation
-predictions
-data collection
-sharing of findings
-interpretation/analysis
-findings/conclusion
DIFFERENCEBETWEEN ‘CBSE’AND’ICSE’
Medium of Instruction
CBSE approves both English and Hindi languages as the
medium of instructions, ICSE does not recommend Hindi
Regular and Private Candidates
CBSE is affiliated to a large number of schools all over
India. The board allows both regular candidates, who study in CBSE schools
as well as private candidates from non-affiliated schools to appear in the
exams. Contrary to this, ICSE does not allow a candidate who has not been
studying in an ICSE affiliated schoolto appear for the exams.
Board Recognition
CBSE is recognized by Indian government and ICSE is not.
Although the certificates provided by both of them are globally valid, get
CBSE has a better footing in the subcontinent that ICSE. CISCE is now

10. recognized by many foreign education systems as equivalent to senior
examination or high school.
Curriculum or Course Content
The syllabus prepared by CBSE is more suitable for qualifying
in various entrance examinations including medical and engineering
professional exams. The syllabus of ICSE is more detailed and require the
student to remember a lot . CBSE is comparatively easier than ICSE. Both
CBSE and ICSE have slightly different focus in terms of course content.
CBSE is extremely focused on science and maths with a lot of attention paid
to the application of knowledge. ICSE on the other hand is more balanced
with equal focus on language, arts and science.
Assessment
One point of distinction between the two boards is the evaluation
and assessmentof students. In ICSE, internal assessments are vital and
practical tests are aggregated with the overall scores. ICSElays more
emphasis on lab work. Also, a career in English Literature or Language is
best suited for ICSE students.
Teaching Methodology
With the changing times both the boards are aiming for active
learning. CBSE and ICSE prescribe a certain teaching approachand both
have undergone significant change over the past 10years. The focus has
majorly increased on learning through experience and experimentation
rather than through one –way teaching.
In India most of the parents are unsatisfied with the standards
of education provided by CBSE. They feel that the learning and grooming
process needs ot be more thorough in CBSE when compared to what ICSE
offers . ICSE includes the detailed study of subjects and an edge over
English literature and language and is more flexible in nature. Both the
boards are recognized by colleges or universities in India. However, the
CBSE curriculum does not provide students academic luxuries. ICSE board
has a lot of combinations to offer to students- such as computer science,

11. Environmental Science and even interior design in a lot of schools. Both
have been making special efforts to include creative learning games.
Freedom and Flexibility
ICSE takes the cake here over CBSE. There a lot more subjects
to choosefrom in class-12. Also there is an option to take vocational course
based on interest rather than pure academic courses for class-12. CBSE has
been improving over the years in terms of combination of subjects etc.
offered but still ICSE has a lead.
CONCLUSION
The purposeof Boards has been more than just examining the general education
of students in affiliated schools. While they remain attentive to concerns of the
students, they implement solutions to the concerns by improving syllabi,
frameworks and systems of assessment. Curricula are formed for the purposeand
aims laid down by the NCF-2005. India is a vast country with many sided
diversities. However, the underlined Indian-ness, a general feeling of oneness is
there among people. The curriculum is there to promote that oneness and unity
among people.

12. REFERENCE
Chaube, S. P. Dr., History of Indian Education, Vinod Pustak Mandir, Agra,
(2007), p. 283.
Menezes, Norbert, S.J., Summary of National Currivulum Framework-2005.
ICSE March 2013, Regulations and Syllabuses, New Delhi, (Official).
Educational Curriculum, 2012-13
www.icse curriculum.com(google.com)
www.cbse curriculum.com(googl.com).