Less structured classes may sound antithetical at a school like GIIS, which has been garnering excellent academic results over the years. However, contrary to traditional belief, the very format has been instrumental in building an academic success story. This has been possible under the CBSE-International (CBSE-i) curriculum that was introduced across campuses in Singapore, Kuala Lumpur and Tokyo in 2010.

While GIIS offers renowned courses like the International Baccalaureate Diploma Programme (IBDP), CBSE and International General Certificate of Secondary Education (IGCSE), with the introduction of CBSE-i, students can now become more captivated and creative learners and thinkers.

CBSE-i is an internationally benchmarked, enquiry and skill-based curriculum catering to individual learning styles. Launched by CBSE in 2010, CBSE-i is a pioneering approach by CBSE to deliver education with a global outlook to overseas Indian students. At the heart of the programme are core components like development of Perspectives, Research, Life Skills, and SEWA (Social Empowerment through Work and Action).

“CBSE-i provides opportunities for extended learning and helps develop perspectives, with emphasis on research orientation and social empowerment. It aims to promote critical and creative thinking skills, effective communication skills, interpersonal and collaborative skills and information and media skills,” explains Mr Rajiv Vasudeva, Country Director of GIIS Singapore.

COMPREHENSIVE STUDIES

The CBSE-i programme assesses students on applications of learned theories

What makes the CBSE-i curriculum different from the standard CBSE curriculum administered in India is its holistic concept.

The International curriculum has an ‘enquiry and skill-based’ approach. The programme also encourages extended learning and helps develop perspectives by urging students to learn through research and social activities. Students from Class 1 all the way to Class 10 at GIIS Queenstown Campus have benefitted from this rounded approach. Ms Madhu Khanna, Principal of GIIS Queenstown Campus, says that classes are less structured and students are encouraged to find solutions in their own unique manner. She says, "The core of the curriculum is research leading to imbibing of life skills. This approach is aligned with our school’s vision, mission, and core values.

CBSE-i students have become engaged learners and that has been the biggest benefit of the curriculum. They have become thinkers and do not simply memorize the lessons - instead, they come up with innovative activities and solutions."

While the standard CBSE curriculum consists of three streams science, humanities and commerce the CBSE-I curriculum includes subjects in languages, arts, physical education, social science, life skills, research projects, sciences and mathematics. The international programme is also more flexible in terms of structure and execution. For example, core subject stake on learning methods where students are encouraged to pursue topics and issues they are interested in and embark on their own research and enquiry. They are then encouraged to present their findings through presentations, group discussions and debates.

Furthermore, subjects are taught in a manner that is tailored to students’ need and relevance in a globalised setting. For example, Mathematics is divided into ‘Elective’ and ‘Core’, so that students can learn according to their aptitude. Social Science syllabi incorporate locally relevant components depending on the location of the school, and Science has an added enrichment component.

Vice-Principal at GIIS Queenstown Campus, Ms Rekha Varghese, gives an example of how lessons are conducted under the CBSE-i curriculum: “Classes are centred around certain modules and topics. For example, it could be about society. Here, students are assessed on depth of their analysis and social context. All the modules are participative. We ask students for their perspectives on topics in the class, which encourages them to be articulate and collaborative. It becomes an interactive class as opposed to a mundane one where a teacher leads the class and reads from a textbook.”

Ms Rajni Parasher, CBSE Co-ordinator for middle school at the GIIS Queenstown Campus adds, “Through the CBSE-i programme, I have noticed that students have become very expressive in the way they communicate and interact. They are very confident. This is because our classrooms provide them with a platform to build their confidence, especially with public speaking skills.”

EMPOWERING TEACHERS

Students actively participating in classes in the highly collaborative programme

One key feature of the CBSE-i curriculum is that teachers are required to keep up to date with the latest teaching methodologies and tools. Towards this, yearly Teacher Empowerment Workshops are held in Singapore by CBSE to equip teachers and co-ordinators with ideas to update their skills. This helps to effectively and wholly implement the CBSE-i curriculum.

In September 2014, Dr Sadhana Parasher, Director of Academics Research Training and Innovation at CBSE, held a workshop at the GIIS Queenstown Campus. Teachers from National Public School Singapore, GIIS Tokyo, GIIS Kuala Lumpur, GIIS Queenstown, GIIS East Coast, and GIIS Balestier Campuses participated in the sessions and workshops that elaborated on the enquiry and skill-based learning approach that CBSE-i advocates.

Resource personnel from the Board introduced participants to educational sites such as ‘Visuwords’, ‘Toondoo’, ‘Dipity’ and ‘Poll Everywhere’ that could be used as teaching aides. Participants also discussed the importance of life skills and various methods of evaluation in an interactive session.

CBSE Co-ordinator for Junior College at GIIS Queenstown Campus, Ms KP Sheeja said at the CBSE-i workshop that the International programme adopts an interdisciplinary approach towards education.

One of the initiatives under the curriculum is the introduction of ‘Continuous and Comprehensive Evaluation’ (CCE), replacing marks with grades, and doing away with Board examinations with school-based assessment in Class 10.

These changes mean that traditional teaching methods are less relevant now. Ms Rajni Parasher explains that teachers’ roles have evolved too. She said, “Teachers have to work harder now; they have to prepare well for the class.”

Ms Vinola Williams, CBSE Co-ordinator for High School at the GIIS Queenstown Campus adds, “Students have access to the CBSE-i portal where they can go through notes and hand-outs well in advance so the teacher has to be one step ahead. We are in the position of facilitators; therefore, we have to upgrade ourselves on a day-to-day basis. In the CBSE-i curriculum, we give students a topic, following which they are on their own to find out all about it. In the class, we have ‘sharing sessions’ where everyone contributes their own thoughts and ideas. The role of the teacher has become very crucial.”

A FAMILY AFFAIR

CBSE-i@aps@s enquiry and skill-based approach engages students in innovative discussions

According to educators, this method of teaching is helpful in addressing the different ways of learning in class. Some children are visual learners, while others are auditory learners. Ms Khanna explains, “Students who are visual learners can benefit from hands-on activities, while those who are auditory learners can benefit from presentations and debates. The CBSE-i curriculum is uniquely positioned to make learning more interesting for all students.”

Another feature of the CBSE-i programme is that parents are encouraged to be more involved in the learning journey of their children. CBSE-i Chairman Mr Vineet Joshi has emphasised that parent involvement is critical to the effective implementation of the CBSE-i curriculum. He said during a Parent Interaction Session held at GIIS Balestier Campus, “The idea is to involve the parents so that they act as a positive bridge between the regulators and place where (teaching) is actually happening.”

While parents were initially apprehensive about the discontinuation of traditional examinations, Ms Khanna says that parents are very appreciative of the CBSE-i curriculum after they have seen the positive growth in their children. She added, “External observers like teachers from the Ministry of Education or external examiners who visit us on learning journeys have said that our students are very confident and expressive. Most importantly, they know how to speak their mind, which is essential in the 21st century.”

Students who are enrolled in the CBSE-i programme say that classes are more interesting because of the interactivity and hands-on learning. Class 8 student Subiksha Ganesan from GIIS Queenstown Campus said, “What I like is that teachers are very interactive and that they are open to our suggestions. I feel that I enjoy my classes because teachers explain using recent events. What the teachers tell us in class encourages us to conduct our own research at home it actually improves our knowledge.”

C Dhamini, a Class 9 student from GIIS Queenstown Campus shared, “We do a lot of activities and I like interacting with teachers and classmates in this particular way. It has also improved my motivational skills.” The 14-year-old adds that she looks forward to classes because she will be able to have a good discussion there. “I am more interested in science now. I find it very fascinating because when we talk about plants, we can learn anything about it. We get to explore what we wish to learn.”

For GIIS Queenstown Campus Class 8 student IG Ananda Varshini, the CBSE-i curriculum has improved her English because of the way these subjects are being taught in class. She says, “Thanks to the way classes are conducted, I don’t actually feel like I am studying in class. I believe we learn better because teachers employ a lot of activities and examples in class. For example, we are asked to talk about our holidays through public speaking activities. Other activities include participating in vocabulary games that have definitely improved my language skills.”