Foundational stage (ages 3-8), Preparatory stage (ages 8-11), Middle stage (ages 11-14), and Secondary stage (ages 14-18) based on learning styles.<\/p>\n
\u200d<\/p>\n
\u25cf Early Childhood Care and Education (ECCE):<\/strong><\/p>\n Significant emphasis on ECCE recognising its role for positive future outcomes, and holistic learning for early childhood development.<\/p>\n \u200d<\/p>\n \u25cf Foundational literacy and numeracy:<\/strong><\/p>\n Top priority given to universal foundational literacy and numeracy.<\/p>\n Essential for future schooling and lifelong learning.<\/p>\n \u200d<\/p>\n \u25cf Curricular goals:<\/strong><\/p>\n Strong emphasis on conceptual understanding over rote learning.<\/p>\n Development of critical thinking, decision making, creativity, and ethical values.<\/p>\n \u200d<\/p>\n \u25cf Multidisciplinary, holistic, and integrated education:<\/strong><\/p>\n Focus across Sciences, Social Sciences, Art, Humanities and Sports.<\/p>\n \u200d<\/p>\n \u25cf Reduced curriculum content:<\/strong><\/p>\n Advice to reduce subject content for critical thinking and holistic learning.<\/p>\n \u200d<\/p>\n Also read: <\/strong>Why CBSE curriculum is popular in Indian International Schools<\/a><\/p>\n \u200d<\/p>\n \u200d<\/p>\n \u25cf Flexibility and choice in Secondary Stage:<\/strong><\/p>\n Increased flexibility in subject choice, including Physical Education, Art, Crafts, and Vocational Skills to help students chart out their own study courses and future path.<\/p>\n \u200d<\/p>\n \u25cf Integrating vocational education:<\/strong><\/p>\n Requires integration of vocational education into mainstream education.<\/p>\n \u200d<\/p>\n \u25cf Multilingualism:<\/strong><\/p>\n Emphasis on cognitive benefits of learning multiple languages, including native Indian languages.<\/p>\n \u200d<\/p>\n \u25cf Rootedness in India:<\/strong><\/p>\n Vision to instill pride in being Indian, aiming for the development of knowledge, skills, values, and dispositions supporting global citizenship.<\/p>\n \u200d<\/p>\n \u25cf This stage is for students aged 3 to 8.<\/p>\n \u25cf Learning standards based on development domains: physical, socio-emotional, cognitive, aesthetic and cultural, language and literacy.<\/p>\n \u25cf Emphasis on positive learning habits as a foundation for future learning.<\/p>\n \u25cf Priority on foundational literacy and numeracy.<\/p>\n \u25cf Concrete play materials used initially, and textbooks\/playbooks\/workbooks recommended from Grade 1 onwards.<\/p>\n \u25cf Pedagogy is play-based, nurturing relationships; balance between individual and group activities.<\/p>\n \u25cf Qualitative observations by teachers as primary assessment rather than explicit tests and exams.<\/p>\n \u200d<\/p>\n \u25cf This stage is for students aged 8 to 11.<\/p>\n \u25cf Learning standards set for Language Education, Maths, Arts, Physical Education, Science and Social Studies. Pre-vocational skills included.<\/p>\n \u25cf Textbooks used but concrete materials and experiences remain central to all subjects.<\/p>\n \u25cf Activity-and discovery-based teaching continues but there\u2019s a gradual shift towards more formal classroom settings.<\/p>\n \u25cf Short formal written assessments but teachers’ observations continue. Periodic summative assessments supplement regular formative assessments.<\/p>\n \u200d<\/p>\n \u200d<\/p>\nPrimary aspects of the Foundational stage<\/h3>\n
Main features of the Preparatory Stage<\/h3>\n
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<\/div>CBSE at GIIS: Solid foundation for future success<\/h3>\n