Curriculum

NEP – 2020 Ready School
As per NEP-2020, “A good education institution is one in which every student feels welcomed and cared for, where a safe and stimulating learning environment exists, where a wide range of learning experiences are offered, and where good physical infrastructure and appropriate resources conducive to learning are available to all students.” We are proud that Noble School is one such NEP ready school for rural children.

The fundamental principles that will guide us are: 

• Recognizing, identifying, and fostering the unique capabilities of each student to promote each student’s holistic development in both academic and non-academic spheres;
• According to the highest priority to achieving Foundational Literacy and Numeracy by all students by class 3; 
• Flexibility so that learners can choose their learning trajectories and programs and thereby choose their own paths in life according to their talents and interests; 
• No hard separations between arts and sciences, between curricular and extra-curricular activities, between vocational and academic streams, etc.
• Multidisciplinary and holistic education across the sciences, social sciences, arts, humanities, and sports for a multidisciplinary world to ensure the unity and integrity of all knowledge; 
• Emphasis on conceptual understanding rather than rote learning and learning-for-exams; 
• Creativity and critical thinking to encourage logical decision-making and innovation; 
• Ethics and human & Constitutional values like empathy, respect for others, cleanliness, courtesy, democratic spirit, the spirit of service, respect for public property, scientific temper, liberty, responsibility, pluralism, equality, and justice; 
• Promoting multilingualism and the power of language in teaching and learning; 
• Life skills such as communication, cooperation, teamwork, and resilience; 
• Focus on regular formative assessment for learning rather than the summative assessment that encourages today’s ‘coaching culture’; 
• Extensive use of technology in teaching and learning, removing language barriers, increasing access for Divyang students, and educational planning and management; 
• Respect for diversity and respect for the local context in all curriculum, pedagogy, and policy, always keeping in mind that education is a concurrent subject; 
• Teachers and faculty as the heart of the learning process – their recruitment, continuous professional development, positive working environments and service conditions; 

CURRICULUM

The Curriculum prescribed by CBSE strives to: 

1. Provide ample scope for holistic i.e. physical, intellectual and social development of students; 
2. Emphasize constructivist rather than rote learning by highlighting the importance of hands-on experience; 
3. Enlist general and specific teaching and assessment objectives to make learning competency-based; 
4. Encourage the application of knowledge and skills in real-life problem solving scenarios; 
5. Uphold the ‘Constitutional Values’ by encouraging values-based learning activities; 
6. Promote Critical and Creative Thinking aligned to the 21st Century Skills in classrooms; 
7. Integrate innovations in pedagogy such as experiential learning, Sport & Art-Integrated Learning ,toy-based pedagogy, storytelling, gamification etc. with technological innovations (ICT integration) to keep pace with the global trends in various disciplines; 
8. Promote inclusive practices as an overriding consideration in all educational activities; 
9. Enhance and support learning by different types of assessments; and
10. Integrate environmental education in various disciplines from classes 1 – 12.

The Foundational Stage (Nursery to Class 2):
The Foundation Stage comprises five years of early education – Nursery, LKG, UKG, Class 1 & 2. It consists of flexible, multi-faceted, multi-level, play-based, activity-based, and inquiry-based learning, comprising of alphabets, languages, numbers, counting, colours, shapes, indoor and outdoor play, puzzles, and logical thinking, problem-solving, drawing, painting and other visual art, craft, drama and puppetry, music, and movement. It also includes a focus on developing social capacities, sensitivity, good behaviour, courtesy, ethics, personal and public cleanliness, teamwork, and cooperation. 

The overall aim of the Foundation Stage is to attain optimal outcomes in the domains of: 

• Physical and motor development, 
• Cognitive development, 
• Socio-emotional-ethical development, 
• Cultural/artistic development, and 
• Development of communication and early language, literacy, and numeracy 

Yet, to a beautiful mind, we offer plenty of stimuli to explore the world. Parents are invited to witness how well their children are evolving and developing in a home away from home.

The Preparatory Stage (Class 3 to 5):
The Preparatory Stage comprises three years of education building on the play, discovery, and activity-based pedagogical and curricular style of the Foundational Stage, and will also begin to incorporate text books as well as aspects of more formal but interactive classroom learning, in order to lay a solid groundwork across subjects, including reading, writing, speaking, physical education, art, languages, science, and mathematics. 

The age group in preparatory years is amazing with their curious and inquiring minds where we develop them in independent learning through activities and projects along with 21st century skills and practical approach. We ensure each child finds its identity, meaning, and purpose in life through connections to the world around. 

The Middle Stage (Class 6 to 8):
The Middle Stage comprises three years of education, building on the pedagogical and curricular style of the Preparatory Stage, but with the introduction of subject teachers for learning and discussion of the more abstract concepts in each subject that students will be ready for at this stage across the sciences, mathematics, arts, social sciences, and humanities. Experiential learning within each subject, and explorations of relations among different subjects, will be encouraged and emphasized despite the introduction of more specialized subjects and subject teachers. 

During the middle school years, the children become adolescents. The school recognizes that the students undergo rapid physical growth at varying rates. The educational program caters to all areas of development of adolescent children in a separate block (R1).

The instructional and learning program at this level helps to develops self-study skills by assigning project works and other research reports, concepts are taught with depth and clarity by experienced teachers, competitive competencies are focused through participation in various events and competitions, Hobbies and team spirit are encouraged through club and house participation, academics and extracurricular activities are given special attention by monitoring and mentoring.

The Secondary Stage (Class 9 to 12):
The Secondary Stage will comprise of four years of multidisciplinary study, building on the subject-oriented pedagogical and curricular style of the Middle Stage, but with greater depth, greater critical thinking, greater attention to life aspirations, and greater flexibility and student choice of subjects. 

As the secondary students move into the final years of their schooling, we ensure that they are guided, engaged, and motivated in a more adult-oriented manner. Teaching techniques become more comprehensive. Assignments demand more involvement and independent thinking.

The knowledge and experience of the teachers ensures that each learner receives personal attention and academic guidance to reach his goal with his/her personal best. They are assisted to handle stress and teenage-related challenges. They also made to realize that they must make choices. Study Skills, Career guidance, Value Education and personality development workshops are conducted by experts throughout the year.

Co-Scholastic:
We believe in exploring hidden talents of the children. Apart from general routine, there is always something happening at Noble School. Inter-Class, Inter-House and Inter-School Competitions are held regularly in Olympiads, Elocution, Quiz, Debate, Essay, Story & Poetry writing, Handwriting, Spelling, Painting, Drawing, Drama, Dance, Singing, Trekking, Swimming, Cycling, Games, Sports, Athletic Meet and many more. In addition, Noble School students actively participate in Taluk, District, State, National and International level events, exams and competitions and walks away with good number of prizes. 

School Events are judiciously timed to reinforce the concepts of learning in the secular and diverse principles of our rich heritage. Special Assemblies are conducted on special days of state, national and international significance and UNO declared days of special observance.

House System:
In order to develop healthy competition, team-spirit and co-operation, the school is divided into four houses named based on the values we instil among the students: Serene, Adore, Revere, Victore. Activities conducted to refresh students, build confidence, explore possibilities, develop talents, ignite interest, chisel fitness, polish concepts and enhance team work and to prepare students for competitions.

External Competitions:
School has subscribed to some well known standard national and international competitions in subject-wise Olympiad, Quiz, Spelling, Arts, Sports, etc. which takes place on dates and in a place specified by the organizers. Participation in any of such competitions is voluntary at the fee prescribed by the organisers. 

Counselling:
Trained counsellors are is available in the school; students can approach them in the afternoon sessions. However every teacher in our school is a counsellor. Strict confidentiality is maintained. Workshops and Talks on Exam Stress, Study Skills, Time Management, Life Skills,… are conducted time to time.

Personality Development:
Time to time special programs, seminars, conferences and workshops are conducted by specialists from various backgrounds to students and teachers. Students from Class 9 to 10 will be given career counselling and Guidance by the Principal as well as resource persons in the field.

Excursion Trips:
To make our students to understand theory better, we take them to science exhibitions, field trips, picnics, nature trips, planetariums, museums, historical places, botanical gardens, amusement parks, hill stations, and other interesting spots.

Club Activities:
To give students an opportunity to showcase and hone their talents and also prepare them for intra school competitions, various club activities are conducted throughout the year. Club activities not only help students shape their personal interests and hobbies but also improve their leadership and social skills. We offer different clubs to the students of Class 6 to 10 can choose the club depending on their interest. The President, Vice President, Secretary and Assistant Secretary for each club is interviewed and selected by the Vice Principal, and teachers. The selected students plan the activities for the year. Students share their ideas and enjoy learning from each other during club periods. Teachers are there to guide them at every step. Experts and Noblites (Alumni) are also invited to share their ideas with the students.

Noble Talents:
The annual school magazine celebrates the talents of the students throughout the year. It is the chronicle of all events, programs and activities of the academic year. It also brings out the finest art, literature and information bought by the NOBLES. The Magazine is released on Annual Day of the school.

Parents-Teachers Conferences:
We desire all Parents to feel welcomed in school and work in partnership with teachers and school. Parents must be well informed about their child and school and may offer constructive advice to the administration. 

Regular meetings are conducted between parents and teachers, these along with terminal assessment reports ensure that each pupil’s progress is closely monitored. A counselling and parental care workshop is conducted to parents. Principal is available for meeting between 3:00 to 4:00 pm on all working days for any matter pertaining to the pupil.

SCHOOL TIMING:
Nursery & LKG
Monday to Friday: 8:50 to 12:50
Saturday: 8:50 to 11:50

UKG, Class 1 & 2:
Monday to Friday: 8:50 to 14:40
Saturday: 8:50 to 11:50

Class 3 to 10:
Monday to Friday: 8:50 to 15:40
Saturday: 8:50 to 12:35

 

ASSESSMENT
The assessment and evaluation of the students are strictly as per the guidelines set in National Curriculum Framework and New Education Policy; in addition time to time circulars provided by CBSE, the assessment structure is followed.

For Nursery to Class 2:
The students will be assessed on the basis of day to day performance and regular classroom observations. The assessments would comprise of worksheets, assignments, recitation, reading, dictation, multiple choice questions (MCQs), short answer questions (SAQs), theme work and field projects etc.

For Classes 3 to 5:

• An academic year is split into two terms – Term – I and Term – II
• There will be two periodic written tests and two multiple assessments of the core subjects in each term. Continuous subject enrichment activities and portfolios/ class work/ homework assessment will take place throughout the year.
• Term-end summative exams will be conducted in all the subjects.

For Classes 9 and 10:

• Annual exam for 80 marks in core subjects covering 100% syllabus will be conducted at the end of the academic year.
• Three periodic written tests in each core subject are conducted in a year. Sum of the best two tests will be considered.
• Subject enrichment activities like ASL in language, lab activities in Maths and Science, Map work & project work in Social Science are conducted throughout the year.
• Portfolios/ Class work/ homework assessment in each subject is considered as part of internal assessment.
• So, 80 marks of annual exam and 20 marks of internal assessment will be added for final promotion.
• A student must get minimum 33% together in annual exam and internal assessment for the promotion.

Homework:
Homework and home assignments are given as part of continuous learning and to encourage and develop independent study skills.

One subject per day will be given to primary school and two subjects’ homework is given to Middle and Secondary School Students. It will be returned after two days. No project work can be given to be done at home. Diary is maintained and updated on daily basis by class teacher for guidance to the parents. The total duration of the home work will not exceed more than 1 hour.

Correction:
Class works will be corrected by the teachers after the completion of each lesson and Homework on weekly basis. Portfolios are assessed periodically as per rubrics. The general policy of the correction of the answer scripts of the Term Examinations’ is confidential.