ENGLISH Language and Literature
AIM
The aim of teaching English is :-
- To develop and integrate the use of the four language skills i.e. listening, speaking, reading and writing for the purpose of effective communication.
- To develop a functional understanding of the grammar, structure and idiom of the language.
- To develop the capacity to read efficiently and access information effectively.
- To develop an appreciation of good literature.
- To experience, through literature, the thoughts and feelings of the peoples of the world.
LEARNING OUTCOME
- Awareness of applying the Language rules effectively.
- Listen to a wide range of oral texts, for information, listen to and share ideas, viewpoints and reflect upon an understanding of concepts, listen critically for specific information, follow instructions and directions and make inferences and judgements.
- The students will be able to communicate confidently and effectively in spoken language in a wide range of situations, speak confidently in public and participate appropriately and effectively with others in a conversation and exhibit skills of making oral presentations. The use of the appropriate tone, posture, gestures, pauses and maintains eye contact while speaking will be implied.
- Reading a variety of print texts including drama, poetry, fiction and non-fiction, seek meaning in reading using a variety of strategies such as prior knowledge, inferring, predicting and confirming. More important points are to articulate their own interpretations with an awareness and curiosity for other perspectives, respond critically to the aesthetic, cultural and emotional values in texts, skim the reading text to identify main ideas by reading titles, introductions and topic sentences and scan texts for specific supporting details. Identify rhetorical devices, figures of speech and explain them and summarize main and supporting ideas in the form of notes/points and make connections
- Accuracy of response, speaking and writing skills, increasing the length of an article and extempore topics.
- Analysing the reader’s text and comprehending the message.
- Decreased levels of support used by the learner and reduced reliance upon techniques such as wordlists or writing frames
- The ability to mediate discussions without teacher intervention
- Use of Literary devices in the writing, write different kinds of factual and imaginative texts for a wide range of purposes. To be able to write in the appropriate style and format and to locate, access, select, organize and integrate relevant data from various sources. Also, to develop coherent ideas and organize them into main and supporting ideas, use a variety of sentence types and sentences of different lengths and structures appropriately to present the written output coherently using a suitable introduction, logical progression and conclusion. Another important point is to prepare a final draft by proof-reading and editing, to present the final product in an appropriate style, free of grammatical and syntactical errors.
HINDI
AIM
The aim of teaching Hindi Language as a subject is:-
- To appreciates the language as an effective means of communication.
- To acquire knowledge of the elements of the language.
- To develop an interest in the language.
- To understand the language when spoken at normal conversational speed.
- To understand the basic structural patterns of the language, vocabulary and constructions.
LEARNING OUTCOME
- Students understand the text, draw conclusions and make inferences;
- Comprehend the central idea of a text and how it is conveyed through particular details including how characters in a story or drama, respond to challenges or how the speaker in a Poem reflects upon a topic;
- Understand and appreciate the narrative and poetic structures to comprehend and predict outcomes; identify the salient points in the text as distinct from personal opinions or judgments;
- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; read and comprehend literature, including stories, dramas, poems, travelogues, autobiographies, reports, speeches, articles, features, etc (graded reading).
HISTORY AND CIVICS
AIM
History and Civics subject is taught in a class with an aim.
- To provide an understanding of the working of the Indian government necessary for the students to grow into responsible, enlightened citizens in a secular democracy.
- To enrich the understanding of those aspects of Indian historical development which are crucial to the understanding of contemporary India
- To awaken a desirable understanding in pupils of the various streams which have contributed to the development and growth of the Indian nation and its civilisation and culture.
- To develop a world historical perspective of the contributions made by various cultures to the total heritage of mankind.
LEARNING OUTCOME
- Can analyse different historical periods, ideas, and themes and make connections among them.
- Can analyse my community and the world based on my understandings of human and physical geography.
- Can demonstrate an understanding of the structure and function of government and my rights and responsibilities as a citizen.
- Can make informed decisions based on my understanding of the economic interplay between individuals, society, and the environment at a local, national, and global level.
- Can make sense of the world around me through inquiry: questioning, seeking out relevant information, and analyzing information.
- Can effectively communicate information and understandings.
- Can consider and respect multiple identities, cultures, and perspectives, even when they are different from my own.
- Can take action to improve local, national, or global conditions using my knowledge of history, geography, government, and/or economics.
GEOGRAPHY
AIM
Geography subject is taught in a class with an aim:
- To develop an understanding of terms, concepts and principles related to Geography.
- To explain the cause- effect relationships of natural phenomena.
- To understand the use of natural resources and development of regions. 4. To acquire knowledge of and appreciate the interdependence of nations and different regions of the world. To know the availability of resources, understand, explain their uses and appreciate the problems of development in India.
- To understand and encourage human efforts made to conserve and protect the natural environment.
- To acquire practical skills related to the meaning and use of maps and their importance.
LEARNING OUTCOME
- Outline the nature of geographical concepts and the enquiry approach, and explain their significance in geographical learning
- Explain modes of creativity and the stages of the ‘creative’ process in geographical teaching and learning
- Define controversial issues and explain their significance in geographical education
- Use different resources and approaches to support students’ learning.
MATHEMATICS
AIM
Mathematics helps:
- To acquire knowledge and understanding of the terms, symbols, concepts, principles, processes proofs, etc. of mathematics.
- To develop an understanding of mathematical concepts and their application to further studies in mathematics and science.
- To develop skills to apply mathematical knowledge to solve real life problems.
- To develop the necessary skills to work with modern technological devices such as calculators and computers in real life situations.
- To develop drawing skills, skills of reading tables, charts and graphs.
LEARNING OUTCOME
- Applies logical reasoning in classifying real numbers, proving their properties and using them in different situations.
- Identifies/ classifies polynomials among algebraic expressions and factorises them by applying appropriate algebraic identities.
- Finds solutions of pairs of linear equations in two variables using graphical and different algebraic methods.
- Derives proofs of mathematical statements particularly related to geometrical concepts, like parallel lines, triangles, quadrilaterals, circles, etc., by applying axiomatic approach and solves problems using them.
- Finds areas of all types of triangles by using appropriate formulae and apply them in real life situations.
- Develops strategies to locate points in a Cartesian plane.
- Identifies and classifies the daily life situations in which mean, median and mode can be used.
- Derives formulae for surface areas and volumes of different solid objects like, cubes, cuboids, right circular cylinders/ cones, spheres and hemispheres and applies them to objects found in the surroundings.
- Determines all trigonometric ratios with respect to a given acute angle (of a right triangle) and uses them in solving problems in daily life
PHYSICS
AIM
The aim of teaching Physics in Secondary school is :-
- To acquire knowledge and understanding of the terms, facts, concepts, definitions, laws, principles and processes of Physics.
- To develop skills in practical aspects of handling apparatus, recording observations and in drawing diagrams, graphs, etc.
- To develop instrumental, communication, deductive and problem-solving skills.
- To discover that there is a living and growing physics relevant to the modern age in which we live.
LEARNING OUTCOME
- Demonstrate conceptual understanding of fundamental physics principles
- Communicate physics reasoning in oral and in written form
- Solve physics problems using qualitative and quantitative reasoning including sophisticated mathematical techniques
- Conduct independent research or work successfully in a technical position.
CHEMISTRY
AIM
- The aim of teaching Chemistry in Secondary school is:-
- To acquire the knowledge of terms, concepts, processes, techniques and principles related to the subject.
- To develop the ability to apply the knowledge of contents and principles of chemistry in unfamiliar situations.
- To acquire skills in proper handling of apparatus and chemicals.
- To develop scientific temper, attitude and problem-solving skills.
- To recognize Chemical Science as having an important impact on the environment relating to cycles in nature; natural resources, pollution.
LEARNING OUTCOME
- To be able to design and carry out scientific experiments as well as accurately record and analyse the results of such experiments.
- Will be skilled in problem solving, critical thinking and analytical reasoning as applied to scientific problems.
- Will be able to clearly communicate the results of scientific work in oral, written and electronic formats to both scientists and the public at large.
- Will be able to explore new areas of research in both chemistry and allied fields of science and technology.
- Will appreciate the central role of chemistry in our society and use this as a basis for ethical behaviour in issues facing chemists including an understanding of safe handling of chemicals, environmental issues and key issues facing our society in energy, health and medicine.
- Will be able to explain why chemistry is an integral activity for addressing social, economic, and environmental problems.
- Will be able to function as a member of an interdisciplinary problem-solving team.
BIOLOGY
AIM
The aim of teaching Biology in Secondary school is:
- To acquire the knowledge of the economic importance of plants and animals.
- To develop an understanding of the inter-relationship between sustainability and environmental adaptations.
- To develop an understanding of the interdependence of plants and animals so as to enable pupils to acquire a clearer comprehension of the significance of life and its importance in human welfare.
- To understand the capacities and limitations of all the biological and economic activities so as to be able to use them for a better quality of life. To acquire the ability to observe, experiment, hypothesize, infer, handle equipment accurately and make correct recording.
LEARNING OUTCOME
- A basic understanding of the cell theory, structure of plant and animal cell with functions of various cell organelles.
- A brief understanding of plant and animal tissues, their location, basic structure and function with examples.
- Basic structure of a bisexual flower, functions of various parts. Have basic knowledge for pollination and fertilization process with their different types, advantages and disadvantages.
- Concepts will be cleared for Seeds definition - Structure and Germination process, Types of germination, Dicot Seed Structure (Bean Seed), Monocot Seed Structure (Maize Grain), respiration in plants, Types of Respiration: Aerobic and Anaerobic Respiration.
- Students will be able to explain classification of plants and animal with their subgroups and examples. They can explain main characteristics of each Kingdom with suitable examples.
- They can explain useful role of bacteria, harmful role of bacteria, economic importance of fungi.
- Classes of food, balanced diet. Malnutrition and deficiency diseases. Digestive system as whole, different organs and their functions. Different enzymes present in digestive system.
- Functions of human skeleton, axial and appendicular skeleton, types of joints with reference to their location.
- They can briefly explain about structure and functions of skin and their derivatives.
- Respiratory system and organs of it. Mechanism of breathing, tissue respiration.
- They can explain about health and hygiene, different health organisation, diseases – cause and control, waste generation and management.
ECONOMICS
AIM
Economics is new subject introduced in Secondary school the aim of the same is :
- To acquire the knowledge of terms, facts, concepts, trends, principles, assumptions, etc. in Economics.
- To develop familiarity with the basic terminology and elementary ideas of Economics.
- To acquire knowledge of contemporary economic problems and to appreciate the efforts being made to solve these problems.
- To develop an understanding of the Nation’s physical and human resources and how to avoid their misuse.
- To understand the various economic processes that help in improving our standard of living.
LEARNING OUTCOME
- Enables to broaden their knowledge about various economic theories, important principles, laws and generalizations.
- Enables to identify and explain economic concepts and theories related to the behaviour of economic markets, industry and firm, structures, social norms and economic policies.
- Enables to identify the relationship between price and value, wealth and welfare, income and savings, also to make our difference between final goods and intermediate e goods and capital and money.
- Enables to identify different economic systems
- Identifies how inflation plays a role in GDP
- Understand how society chooses to use its limited resources ,which have alternative uses ,to produce goods and services and distribute them among different groups .
- Recognises how primary activities (agriculture )is known a s the backbone of the economy.
- Students will be able to define small scale and cottage industries.
- Students will be able to discuss poverty and population at risk poverty.
- To understand the various economic processes that help in improving our stand of living.
- To develop an understanding of the Nation’s physical and human resources and how to avoid their misuse.
COMMERCIAL STUDIES
AIM
Commercial Studies is new subject introduced in Secondary school the aim of the same is :-
- To enable students to develop a perceptive, sensitive and critical response to the role of business in a global, national and local context.
- To allow students to balance the demands of social parameters with individual aspirations. 3. To develop in students an appreciation for the roles of the entrepreneur and the professional manager.
- To help develop a co-operative attitude through study of the organisation and participation associated with commerce and industry.
- To provide an appropriate body of knowledge and understanding, and to develop appropriate skills as a basis for further study or work or both.
LEARNING OUTCOME
- Enable higher order thinking skills as Commerce is very much related with the day to day life and the real world.
- Problem solving, decision making, financial IQ, entrepreneurship skills are integral part of the techniques of teaching Commerce.
- Studying Business allows a student to observe and analyze the behavior and tactics of different firms.
- Maintain the financial statements of a business entity.
- Rectify errors in accounts.
- Understand how households (demand) and businesses (supply) interact in various market
- Structures to determine price and quantity of a good produced.
- Understand the links between household behaviour and the economic models of demand.
- Represent demand, in graphical form, including the downward slope of the demand curve
- and what shifts the demand curve.
- Understand the links between production costs and the economic models of supply.
- Apply the concept of opportunity cost
- Analyze operations of markets under varying competitive conditions
COMPUTER APPLICATION
AIM
Computer Application
- Empower students by enabling them to build their own applications.
- To introduce students to some effective tools to enable them to enhance their knowledge, broaden horizons, foster creativity, improve the quality of work and increase efficiency.
- To develop logical and analytical thinking so that they can easily solve interactive programs.
- To help students learn fundamental concepts of computing using object oriented approach in one computer language.
- To provide students with a clear idea of ethical issues involved in the field of computing.
LEARNING OUTCOME
- Learn why Java is useful for design of desktop and web application.
- Define object and class
- Know the features of Object Oriented Programming
- Understand the concept of IDE
- Create a Java program
- Use different control structure
Develop logical thinking Demonstrate a basic understanding of computer hardware and software.
- Demonstrate problem-solving skills.
- Apply logical skills to programming in a variety of languages.
- Utilize web technologies.
- Present conclusions effectively, orally, and in writing.
- Demonstrate basic understanding of network principles.
- Working effectively in teams.
- Apply the skills that are the focus of this program to business scenarios.
PHYSICAL EDUCATION
AIM
Physical Education
- Creates an awareness of the necessity for vigour and efficiency through physical fitness.
- To develop knowledge and understanding of the requirements for healthy living, nutrition, exercise and relaxation.
- To create awareness of the necessity to develop good posture and physical poise.
- To develop knowledge and understanding of skills relating to leisure time activities and of a recreational nature.
- To create opportunities to develop 'esprit de corps', courtesy, sportsmanship, social skills, democratic conduct and ideals.
- To develop appreciation of the aesthetic and cultural aspects of movement.
LEARNING OUTCOME
- Students will develop competency in many movement activities.
- Students will understand how and why they move in a variety of situations and use this information to enhance their own skills.
- Students will achieve and maintain a health-enhancing level of physical fitness.
- Students will exhibit a physically active lifestyle and will understand that physical activity provides opportunities for enjoyment, challenge and self-expression.
- Students will demonstrate responsible personal behavior while participating in movement activities.
- Students will demonstrate responsible social behavior while participating in movement activities. Students will understand the importance of respect for others.
- Students will understand the relationship between history, culture and games.
Socially Useful Productive Work
Socially Useful Productive Work (SUPW) is a "purposive productive work and services related to the needs of the child and the community, which will be proved meaningful to the learner. ... The training acquired in the classroom is expected to help students to solve day-to-day problems of the community. Such work is not performed mechanically but it include planning, analysis and detailed preparation, at every stage so that it is educational in essence. Adoption of improved tools and materials, where available and the adoption of modern techniques will lead to an appreciation of the needs of a progressive society based on technology." Students learn to work as a team and to work with skill and deftness.
21st Century Life Skill
21st Century Life Skill :- Knowledge based education influences the brain and value based education influences the heart. The life skill programme is interwoven into the curriculum. It helps children inherit universal values like fearlessness, purity of mind, patriotism and truth. Discussions on life management skills, improving the power of concentration and self-confidence are held during these activities. EIS provide different platforms to the students to enhance their Life skills, like:-
Extempore, Debates, Discussions etc. Declamation /Extempore enable the students to think out of the box. It is a platform to develop communication skills, time management and confidence. The students have to analysis and address the topic/issues on the spot without prior planning and preparation.
Debate participation promotes problem solving skills and innovative thinking .It helps students to build link between words and ideas that make concepts more meaningful. Debates at EIS are a part of both Co-Curricular and Curricular activities.
Discussion methods are an open-ended collaborative exchange of ideas among teacher and students or only among students. It helps in better thinking, learning, problem solving, and understanding of the topic.
TED-Ed, TED's education initiative, inspires tomorrow's TED speakers and future leaders by supporting students in discovering, developing and sharing their big ideas in the form of short, TED-style talks. In the TED-Ed Student Talk program, students work together to discuss and celebrate creative ideas.
Project-Based Learning (PBL) is an innovative, systematic teaching method that promotes student engagement through deep investigations of complex questions. To put simply: It’s learning by doing.
At its best, the PBL focuses on imparting specific knowledge and skills while inspiring students to question actively, think critically, and draw connections between their studies and the real world.
Education for Global Citizenship
Education for Global Citizenship:- "Excellence in Education" Educon International School has always strived for its mission statement. In fast changing interdependent world, we believe that education for global citizenship is essential in the lives of children and young people are increasingly shaped by what happens in other parts of the world. Education for Global Citizenship gives them the knowledge, understanding, skills & values that they are to participate fully in ensuring their own, and others well-being and to make a positive contribution both locally and globally.
Education for global citizenship is good education because it involves children & young people fully in their own learning through the use of wide range of active and participatory learning methods. These engage the learner while developing confidence, self-esteem & skills of critical thinking, communication, co-operation & conflict resolution.
EIS Students are learning about Global Citizenship by participating in different activities:
International Dimension to Curriculum Award( British Council) It help young people be ready for the world, strengthening their idea of their place in the world as well as global citizenship education in school.
International Days /Events/Festival Celebration: - It changes the perspective of students about the world around. It helps the students to know more about Sustainable Development Goals and motivate them to achieve it .
The United Nations Model UN Programme aims to build and maintain strong links between the UN and Model UN participants across the globe. It does that through guides and workshops, which teach students how to make their simulations more accurate; by visiting Model UN conferences and sharing first-end knowledge of what the actual UN is like; and through encouraging Model UN clubs to take real action to support UN values and the Sustainable Development Goals (SDGs).
Art Link is an innovative international exchange program which is designed for 3rd Grade classes onward. Students create art pieces that reflect their life and culture, and exchange their work with a partner class in another country. Students then examine and enjoy the art from overseas, gaining new insights into both their own and their partner’s cultures. Finally, students share their insights with one another by posting online thoughtful written responses and photos.
Global school Partnership program exposes students to both schools Language, culture and traditions of both our nations and would promote development of personal ties between teachers and students of both the schools .It makes students aware of Global issues and will equip them with skills and knowledge to be an active Global Citizen.
