Implementation of the curriculum shall be through a comprehensive planned syllabus for each stream of learning and for each subject.
Schools will form School Curriculum Committee, which will be responsible to draft the school curriculum plan (Time-table) for the coming session, by the beginning of this session based on the curriculum documents. This committee shall define the teaching periods for each subject for each grade, review textbooks, develop topics and activities for pedagogical practices, and evolve a plan for the teaching learning process evaluation and so as to be able to provide feedback for reflection.
School should organize faculty meetings from time to time to review and assess the pedagogical practices on a regular basis. Add to its strength, subject experts, scholars and professionals may also be invited to be associated in advisory capacity, when necessary.
Schools may join hands to establish an inter-school committee within their cluster to exchange of resources including human resource, share good work and review the transaction material.. The books should also reflect gender sensitivity and be in conformity with the underlying principles of the constitution of India.
This Committee will consolidate the efforts of all school staff as well as resources provided, to develop a comprehensive school-based curriculum, giving due importance to both Scholastic as well as Co-Scholastic areas.
The School Curriculum Plan (Syllabus) will include:
Thematic plan will infuse the seven core areas. These thematic areas need to be integrated with the core subject
It is desired to involve parents in formulating this plan. The plan is an effective tool to let parents connect and support the pedagogical practices of the school.
Lesson plans for the topics will be prepared by the teachers within their faculty. This will be supported by School Curriculum Plan (Syllabus). Some important components of this plan can be:
Inclusive component needed to be linked with remedial teaching keeping in view differentiated instructional requirements of the individual learners. As the learning difficulties are observed the remedial teaching must be taken up. This should be planned with a mutual understanding with the parents and they should be informed about how the remedial instruction is being provided.
Cross-curricular linkages are vital to learning to connect prior knowledge and experiences and new information and experiences to make sense of our world and foster learning capacity.
Making links between subjects also helps learner more effectively apply and embed skills and knowledge in meaningful and purposeful contexts.
For example, mathematical data handling and interpretation effectively applied in geography and science; learners can write better-framed answers in history, geography and science when they have learnt how to write explanations/short descriptions in English;
Making learning more constructive and effective for learners, illustration of diagrams linkage with teaching point or component with perfection plays a meaningful role. Role-plays in language classrooms can act as effective tools once the learners have been exposed to dramatics. Strong links help learners connect, with a greater range, of the skills, attitude and knowledge they are acquiring in specific subjects.
Providing and creating cross-curricular linkages can help learners reflect on their learning. Aspects of learning - such as problem solving, reasoning, creative thinking -can be used across the curriculum.
Teachers should facilitate it by involving learners in cross-curricular projects thus helping learners recognize these underpinning skills and how to use them in a variety of environs, situation and contexts.