Secondary Curriculum

Secondary Education is the second stage in the system of public education usually beginning with Class V or VI and ending in Class X of a high school or XI or XI1 of a higher secondary school during which education is differentiated in varying degrees according to the needs, interests and aptitudes of the pupils. Secondary Education stage is important because for about half of those entering it, it represents the terminal point of formal schooling. For this substantial group, the learning experience of this stage of education becomes important for their future living in society. A second facet for the importance of this stage is that it is the bridge between the general formation of the mind and personality which school education is and the higher learning specializations which the college and university represent. This stage is both a criterion of the school system and the forecaster of the learning futures of the university. Finally, it is at this period that character begins to be formed, character as a multifaceted expression of the affective, the slow learning of the vocational and the boundless vistas opened up by the spiritual and the intellectual. It is these many facets of human personality at its formative stage h that the secondary stage must sub serve.

The component of remedial teaching is to be drafted 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 who should be informed about how the remedial instruction is being provided. 10 Creating Cross-Curricular Linkages Cross-curricular linkages are vital to learning as it is important to be able to connect prior knowledge and experiences and new information and experiences. Such connections are essentially required for being able to make sense of our world and foster learning capacity. Making links between subjects also helps learners 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 a language; learning to make well-formed strokes can help learners illustrate their science diagrams with great perfection. Role-plays in language classrooms can act as effective tools once the learners have been exposed to dramatics. Strong links such as these can undoubtedly enhance learning in all subjects.

  • Specific learning outcomes
  • Unit/topic learning contexts
  • Pedagogical strategies
  • Flow of lesson/unit (including activities/ experiments/hands-on-learning)
  • Formative assessment tasks
  • Remedial teaching plan
  • Interdisciplinary Linkages
  • Infusion of Core (Life-skills, Values, etc.)
  • Resources (including ICT)