Curriculum Development and curriculum innovation have been the pursuit of the Board over the years to make the curriculum more meaningful, relevant and life-oriented. Accordingly review and updation of the syllabi at the secondary and the Senior School level were undertaken by the Academic Branch. The updated syllabi for secondary and senior school classes have been published for March 2005 examinations of the Board. The major curriculum initiatives include:-


CBSE launches Functional English at Senior School Level.

Why Functional English?

  • To meet the emerging language skill competencies in global dynamics

  • To facilitate effective communication in a business environment

  • To enhance skills in developing language skills for Science and Technology

Salient Features :

  • Provides continuity with Communicative English at the secondary level

  • Emphasis on developing language skills

  •  A balances approach in language to develop Multiple Intelligence

  • Motivational inputs for aural, visual and kinestatic learning

What is the Course Material?

  • Language skills book

  • Literature Reader

  • Audio Cassette

What is the Pedagogy?

  • Learning - Centric

  • Interactive

  • Developmental

  • Function - specific

Evaluation :

Covers Testing of all the four skills contextually

  • Reading

  • Writing

  • Listening

  • Speaking


CBSE prepares learners for leadership in Science & Technology.

Why Biotechnology?

  • Biotechnology is the fast emerging technology

  • It integrates with many fields of science and technology

  • Enormous career opportunities in the future world wide

  • Provides a high economic turn over in many industries

  • Leading to a Third Technology Revolution

Who can Offer?

A student is free to offer this subject with any other combination of subjects at senior secondary level. This can also be offered along with Biology

What is the course structure?

The course has components of :

  • Bio-Engineering

  • Bio-Informatics

  • Bio-Mathematics

  • Bio-Chemistry

  • Genetic Engineering


  • Under-graduate courses in related areas in many universities

  • Can appear with Biotechnology as a paper in B.E./B.Arch./B.Pharm examination of AIEEE

CBSE Publications :

  1. Bio Technology Class XI

  2. Bio Technology Work Book Class XI

  3. Bio Technology Class XII

  4. Bio Technology Work Book Class XII


Why Entrepreneurship?

  • To develop an enterprising society

  • To facilitate younger generation to face global competition

  • To appreciate and practice Quality Concerns in production

  • To enable entrepreneurs to contribute to the generation of wealth

  • Two major academic projects were launched during the year.

What is the Course structure ?

  • Entrepreneurial skills

  • Entrepreneurial values

  • Entrepreneurial motivation

  • Competing in the market

  • Managerial skills

  • Understanding Patents, Copyright and Trade marks.

Entry Level :

A two year course of the Senior School level as an elective subject.

Salient Features :

  • First Board in the country to launch this course at school level

  • Facilitates self-motivation, self-actualisation and self-empowerment.

  • Skills in creation and management of entrepreneurial venture

  • Imparting skills in Resource management, Production marketing and Human Resource Development

  • Catalyses the human urge to seek avenues for creativity and excellence



Why Life Skills?

  • Educating Learners to resist Consumerism

  • Facilitating Conflict-management in Life

  • To develop appreciation of nature, both external and internal.

Objectives :

  • Leads towards self-actualization

  • Road mapping for Better and Higher life

  • Tackles stress holistically and creatively

  • Boosts internal and external health consciousness

  • Promotes social awareness and commitment

  • Spreads environment awareness

  • Nurtures equanimity and grit in the face of challenges

  • Trains children in citizenship

  • Develops skills to respond to emergencies

  • Guides children to enjoy leisure constructively

  • Learning to know

  • Learning to Do

  • Learning to Live together

  • Learning to Be


Why Disaster Management?

  • To empower the younger generation with skills to meet the crisis arising out of Natural and Man made disasters.

  • To infuse a sense of preparedness among the Learners

  • To inculcate values among learners to reach and volunteer services in disaster affected area

  • To prepare children to manage disaster

Curricular areas

  • First ever attempt to integrate Disaster Management in school curriculum - CBSE's initiative

  • New component in Social Science - Class VIII

  • Disaster education and awareness to promote preparedness

  • Disaster management and Disaster resistant development practices

  • Problem solving, community service and volunteerism.

  • Culture of preparedness, Quick response, strategic thinking and prevention.



The Board has been continuously engaged in the orientation of the teachers to empower them with adequate competence for improved curriculum transaction . The orientation programmes were conducted in various parts of the country. The subjects covered include:

  1. English Course A (Class X)

  2. English Core (Class XII)

  3. Mathematics (Class XII/Class X)

  4. Business Studies

  5. Economics

  6. Computer Science

  7. Consumer awareness

Language study 

The Board provides for the study of 27 languages besides Hindi and English. These include the study of regional Indian languages and a host of foreign languages like French, German, Russian, Spanish etc.

Music and Fine Arts 

Subjects like Music study of Indian Dance, Painting, Sculpture are also provided for the students wishing to pursue studies in these disciplines.




  • For human development.

  • For developing holistic individual.

  • For preparing a committed citizen.


  • To provide knowledge.

  • To promote psycho-motor skills.

  • To develop logical thinking and scientific aptitude.

  • To facilitate creativity and excellence.

  • To cope with development of science and technology.

  • To appreciate , nurture and inculcate aesthetic sense.

  • To maintain health consciousness and hygiene.

  • To strengthen value-based approach to life.

  • To meet emerging global challenges.

Salient Features

  • Communicative approach to language teaching.

  • Updated information technology skills.

  • Holistic development through co-scholastic school based evaluation.

  • Value education through an integrated curricular approach.

  • Vocational inputs with a variety of job-oriented courses.

Sahodaya Complexes for effective school management, institutional growth, perspective planning based on the concept of ' Caring and Sharing'

Our Educational Endeavors

1. Environment Education
2. Value Education
3. Consumer Awareness
4. Population Education
5. Physical and Health Education
6. Business Mathematics
7. Informatics Practices
8. Generic Vocational Course
9.  Alternatives to Animal Dissection
10. Road Safety and education
11. National solidarity and social science Education
12. Creativity and Science Education
13. Future Studies
14. Co-scholastic Achievement/Evaluation
15. Group Mathematics Olympiad
16. Help-Line
17. Teacher Training
18. Vocational Education
19. Information Technology Applications
20. Interactive Approach to Language Learning
21. Inservice Training
22. Continuous and Comprehensive Evaluation
23. Non-formal Education : Special Adult Literacy Drive
24. Education in standardisation and Quality
25. National and International Representations
26. Equivalence with Foreign Qualities









1. Environment Education:

The board imparts environmental education through schools to familiarize the students with growing concerns of environmental degradation and ecological imbalances. Eco-clubs to create sensitivity to ecological problems and eco-friendliness are the hallmarks of this subject

2. Value Education:

Value education in schools has been perceived as an important area of concern to negate
the undesirable impact of socio-technological advancements. With the help of teachers and experts, the board has identified common core values to be imparted through schools for ensuring and restoring desired quality in education.


3. Consumer Awareness:


As a part of its social commitment and to improve the awareness amongst learners to quality, the board has brought out a publication as a guide to the schools .The book developed in collaboration with VOICE, Bureau of Indian standards and consumer awareness agencies provides adequate exposure to the learners to become empowered consumers.


4. Population Education:

The board has made special efforts to integrate population education with day to day teaching .The ecological imbalances depletion of natural and energy resources besides a host of socio cultural imperatives have been analysed for better understanding and adoption of small family norms. A separate cell has been constituted for population and development education. For more details refer under projects


5. Physical and Health Education:

The very purpose of the education is to strive to build an integrated personality accord between Thought, Word and deed or between Head, Heart and Hand . To nurture the talents of students in sports meets at cluster level, regional level and national level.   

6. Business Mathematics:

In order to facilitate the learners of commerce based courses at the senior school a need based curriculum in mathematics at the senior school level has been developed and options have been provided for the learners of science based courses and commerce based courses.


7. Informatics Practices:

To empower the learners with abilities to use computers in an effective manner in profession and life a new curriculum based on latest application software packages including MS Windows ,FoxPro, Electronic Spreadsheet ,internet ,intranet and Web sites has been introduced.


8. Generic Vocational Course:

To promote occupational competencies and awareness to the world of work , the board teaches GMC as a subject at the senior school level . This competency based curriculum provides self-confidence and promotes the qualities of entrepreneurship among the students.


9. Alternatives to Animal Dissection:

In order to facilitate the learners who would like to opt out of dissection of animals as a part of their practical work in the subject of biology , the board has provided options in practical work and brought out supplementary material.

10. Road Safety and education:

In collaboration with the Ministry of surface Transport , the board has undertaken massive sensation and education programs on Road Safety among its affiliated. For projects on road safety refer to projects.

11. National solidarity and social science Education:

In a multi-racial , multi-linguistic and multi-religious country like India, secularism and solidarity of the nation are two basic values that should form the bedrock of any curricular programme. The issues related with the cultivation of appropriate positive attitudes conductive to national solidarity have been identified by the board.


12. Creativity and Science Education:

In order to induce quality in the teaching - learning process , inter-personal interaction , scientific attitude and aptitude , illustrative activities have been developed .Learning by doing. Investigating and the use of multimedia have been identified as positive tools to creativity.


13. Future Studies:

Provides for an open-ended approach to learning with a futuristic perspective. The subject provides scope for imagination , intellectual and constructive activity in various disciplines.


14. Co-scholastic Achievement / Evaluation:

To strengthen the continuous and comprehensive evaluation of the learner as a holistic individual the board has devised a format of comprehensive evaluation of the learner as a holistic individual the board has devised a format of comprehensive School based Evaluation covering various aspects of Co-scholastic achievements . The students appearing in the Board's examinations at the secondary stage would be issued this school -based evaluation certificate by all the affiliated schools.


15. Group Mathematics Olympiad:

The Board conducted Group Mathematics Olympiad under the guidance of National Board of Higher Mathematics to identify and nurture excellence in the study of mathematics . The examinations were conducted at 19 centres across the country.    

16. Help-Line:

Increasing stress on the eve of the public examinations has been a matter of social concern . To counsel the examinees with right inputs to face the challenges , the board constituted a 'Help-line' through a team of committed academicians , counselors and experts during the period of public examinations to help learners to overcome the psychological stress , if any.       

17. Teacher Training:

As part of its ongoing process of empowering the teacher to effectively transact the curriculum, the board has been organising a large number of Inservice Training programmes in Communicative English , Computer Sciences , Sciences , Business Studies , Economics . A massive teacher training programme for Mathematics teachers has also been launched.


18. Vocational Education:

The board provides 36 different vocational courses at the Senior School level Job oriented and job linked courses are a special feature . The Board has undertaken steps to design courses in collaboration with industry to meet the emerging global demands. 


19. Information Technology Applications:

To meet the engineering needs of professionals in the field of Information Technology, the Board has devised a new curriculum on Information Technology Applications as a vocational package at the Senior School level. The curriculum designed in consultation with software industry provides multi-dimensional skills to the learners in Information Technology.


20. Interactive Approach to Language Learning:

Based on the student centered approach, the Board has successfully embarked upon the project in teaching of English language and is extending this approach to other subjects like Sanskrit and French. For information on new communicative approach in Sanskrit refer to projects.


21. Inservice Training:

To keep pace with the changing curriculum strategies and techniques, the inservice teachers are continuously trained in the new references, contents, methodologies and evaluational aspects.


 22. Continuous and Comprehensive Evaluation :

The Board recognizes the need for acknowledging the students growth in cognitive, psychomotor and affective domains. It feels that the academic achievement should be fully supplemented with growth in these areas which are far more worthwhile in dealing with life long situations. Certain subjects as mentioned earlier are assessed internally due to this very very fact. over and above, the Board has also devised a document called Certificate of Achievement (COA) which involves self appraisal by the students and increased participation of the stake holders in redefining the educational goals. For more details please Click here


23. Non-formal Education : Special Adult Literacy Drive:

The National Policy on Education has given considerable thrust on non-formal system of learning in realising the object of universalisation of education. As a national Board CBSE stands committed and has launched Special Adult Literacy Drive by involving the entire student and teacher force of its affiliated schools. The scheme provides flexibility, diversity in learning activities through decentralised management and reaches out to adults, the working population and weaker sections of the society.  


24.Education in standardisation and Quality:

With the globalization of economy, it has become imperative to know various aspects of standardisation and quality in the interests of the consumers. The Board has attempted to transform the concept of consumer education by imparting basic information about the rights and responsibilities, legislation, truly in consonance with many other countries.  


 25. National and International Representations:

The board provides consultation to various national bodies and premier educational institutions, and educational boards of other countries.  


26. Equivalence with Foreign Qualities :

The Board accepts the secondary stage qualifications of more than 65 countries for the purpose of admission in its schools in India and in more than 18 countries where it has affiliated schools.