CREATING A BETTER TOMORROW

Learning to be, learning to know, learning to live, learning to learn. The School is affiliated to the Chhattisgarh Board of Secondary Education. The medium of instruction is English and the second language for all classes up to VIII is Hindi. Urdu/ Sanskrit are a third choice from classes VI to VIII. For a Fifteen year old school we have shown excellent results in both our Class XII & X Board examinations. A sizeable number qualify for the all India CGBSE Merit Award and are subject toppers for the Capital Region. Students are made to feel connected to everything that goes on in the world- through projects, curriculum related activities like excursions, workshops, lectures, seminars, films and national festivals and anniversaries. Teacher and student workshops are held by eminent subject experts. Counselors and teachers work with parents to guide students identify their capabilities and potential. Classes IX, X, XI and XII are given special counseling. At XI and XII three streams are offered – namely Commerce, Science and Humanities.The Syllabus for Classes I to XII is according to the guidelines laid down by the NCERT. Physical Education and work experience are an essential part of the curriculum. Computer science is compulsory for classes IV to X. Plans are afoot to offer an additional foreign and modern Indian language. We encourage independence in our students to develop individual interest and be passionate about what they wish to do. In junior school the curriculum is based on the fundamentals – mathematics, science, language and reasoning – the basics of all learning. No formal examinations are held until class VI. However there is an assessment system based on weekly class assignments and projects.

CCE Welcome Challenges

We are happily adopting the new Continuous and Comprehensive Evaluation programme. It has brought out a major and a welcome change in the assessment of classes VI to X. Gone will be role learning and memorization that is to be replaced by emphasis on thinking skills and the continuous growth of students. CCE focuses on the holistic assessment of a learner which includes both scholastic and co-scholastic areas of learner growth with particular reference to attributes such as life skills, attitudes and values, sports and games as well as co-curricular activities. It means interactive teaching, regularity of assessment, frequency of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence to teachers and students for their self evaluation. Work Experience, Physical and Health Education are part of the syllabus. The new concept of work experience as envisaged by the National policy on Education emphasizes practical work to satisfy the needs of student, the school and the community.


The secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building selfconcept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, this curriculum encompasses major learning areas, from scholastic and co scholastic point of view. The Areas of learning at the Secondary level are as under:

The curriculum envisages individualized learning acumen and seeks to explore the potential of students in acquiring substantial acknowledgement and skills through academic rigors. With greater academic orientation and research skills in core academic areas, students would evolve as judicious young adults with a sense of real self-estimate having true values and principles. The scholastic areas are as follows:

  • Languages include Hindi, English and 37 other languages. The curricula in languages focus on listening, speaking, reading and writing skills and, hence, develop effective communicative proficiencies.
  • Social Science (Geography, History, Economics and Political Science) intends to make learners understand their cultural, geographical and historical milieus and gain in-depth knowledge, attitude, skills and values necessary to bring about transformation for a better world.
  • Science (Biology, Chemistry and Physics) includes gaining knowledge about Food, Materials, The World of the Living, How things work, Moving things, People and Ideas, Natural Phenomenon and Natural Resources. The focus is on knowledge and skills to develop a scientific attitude and to use and apply such knowledge for improving the quality of life.
  • Mathematics includes acquiring the concepts related to number sense, operation sense, computation, measurement, geometry, probability and statistics, the skill to calculate and organize, the ability to apply this knowledge and acquired skills in their daily life and the skills to think mathematically.
  • A well-skilled workforce is one of the main supports for prosperity and growth for any country. Some skills come from general education, but specific occupational skills are also important. Typically initial vocational education and training systems have a big part to play in supplying these skills.

Art Education including local art, craft, literature and skills ,Health and Physical Education, Yoga, traditional games, indigenous sports, NCC, Scouts and Guides, Martial Arts etc. are integral parts of the curriculum and to be included in the routine of the schools for the holistic development of children. These are detailed below:

  • Art Education entails instruction in various art forms (visual as well as performing) with an aim to help children develop an interest for arts and encourage them to enthusiastically participate in related activities, thus, promoting abilities such as imagination, creativity, valuing arts and cultural heritage.
  • Health and Physical Education focuses on holistic development, both mental and physical, understanding the importance of physical fitness, health, wellbeing and the factors that contribute to them. Focus of this area is on helping children develop a positive attitude and commitment to lifelong, healthy active living and the capacity to live satisfying, productive lives with the help of health management, indigenous sports, Yoga, NCC, self-defense, fitness and life style choices.
  • Work Experience: The Work Experience has been subsumed in the Health and Physical Education, however, it is an integral part of the curriculum and is given as much as focus as Health and Physical Education.