A BRIEF NOTE:
This Institution is a noble venture undertaken by the Pinakini Educational Trust, with their Headquarters at Bangalore, to facilitate total education of the children of the rural areas. The Trust believes that it is the education & learning that can bring about the true transformation in society, making it both economically & socially better. This is the guiding spirit with which the Trust has established Leaders’ International School, to shape the young minds by nurturing knowledge of different subjects and fields in the rural area. This knowledge makes a child perfect in the field of his choice for future life. One cannot achieve perfection without ample knowledge. The mind starts getting power with the input of knowledge in the student’s life period. This educational activity keeps on developing the mind towards the perfection an important part of personality. The student becomes powerful in respect of maximum use of his IQ. Once the IQ level is developed, it does not drop down throughout the life of the student. He becomes a good and perfect citizen of the country.
The motto of our school is to create an academic atmosphere in the school and develop the students all round personality development of a child. This academic atmosphere provides chances for the students to make a good and perfect personality.
CBSE CURRICULUM:
CBSE curriculum reflects the nation’s shared vision of education rooted in the Constitution of India and aligned with the aspirations of the National Education Policy (NEP) 2020. The National Curriculum Framework for School Education (NCFSE) 2023 has been developed as a foundational document for realising the vision of NEP 2020 in school education. As articulated in the NCFSE 2023, curriculum encompasses the entirety of students’ organised experiences in school including goals, content, pedagogy, assessment, school culture, and learning environment.
In alignment with this national framework, CBSE has adopted the principles, stage design, Learning Standards, and assessment approach articulated therein. It is being implemented in a phased and systematic manner across classes and domains. In this perspective, curriculum is a coherent and integrated design that aligns with the:
CBSE Secondary School Curriculum, therefore, seeks to operationalise the vision of NEP 2020 through the structured guidance of NCFSE 2023, aiming to develop learners who are rational, ethical, creative, compassionate, aware of their Indian roots, and prepared for democratic, cultural, and economic participation in a rapidly changing world.
The curriculum is guided by clearly defined Learning Standards, ensuring a meaningful flow from broad educational aims to measurable competencies and learning outcomes, thereby strengthening coherence between teaching, learning, and assessment.
ASSESSMENT:
Overall approach in these years as in all higher classes is also competency focussed
assessment using a variety of techniques. However, assessment should not contribute to any
additional burden for the child, should not overtly burden the teacher and care must be taken
not to label the child. Teachers should try to provide each child individual care and attention
and keep observing what they are doing.
The stipulated learning outcomes may not be achieved in a linear fashion for all students.
Children take their time and have their own ups and downs during their journey towards
achieving these learning objectives. Teachers, thus, need to be very patient provide adequate
space and time to each child as per her/ his need and not be overbearing. Some of the
strategies that can be employed to assess progress of children may be guided observation,
storytelling etc. Tools of assessment may include anecdotal records, checklists, event
sampling and analysis of artefacts and workbooks. Teachers should analyse evidence from
multiple sources taken over a period of time to assess the extent to which children have
demonstrated understanding and acquisition of skills.
There should be no ranking of students at this stage as each child is unique. A teacher can
sometimes accomplish a range of distinct curricular objectives and competences just by telling
a story, having a conversation, or playing a game. Therefore, the teacher should have the
freedom to conduct activities as she / he seems fit in the context of their classrooms.
STRUCTURE OF ASSESSMENT SCHEME:
The assessment structure for Classes IX and X comprises two mandatory components:
The final result of the student shall be determined by combining performance in both the External
Examination and the Internal Assessment. Students are required to appear in and complete both
components of assessment.
To be declared successful in a subject, a student must secure a minimum of 33% marks separately inexternal and internal assessments, calculated on the combined total of Internal Assessment and External Examination marks, as per the prescribed scheme.
Subjects assessed entirely through internal assessment shall follow the specific guidelines notified
separately, along with their curriculum.
CO-CURRICULAR ACTIVITIES:
Co-Curricular Activities (CCA) in CBSE schools are mandatory components designed for holistic development, integrating academic learning with physical, mental, and creative growth. Activities include debate, sports, performing arts, club meetings, and competitions (e.g., house-wise quizzes, dance, art) which are assessed to develop skills like teamwork, leadership, and critical thinking.
Key Types of CCA in CBSE Schools
Literary Activities: Debate, essay writing, extempore speech, poetry recitation, and quizzes.
CCA Assessment Structure
Formative Assessment: CCAs are part of formative assessments, where teachers monitor student progress through projects, oral questions, quizzes, and practical assignments.
Examples of Activities by Age Group
These activities are essential to ensure the all-round personality development of students beyond traditional academics.
HOUSE CONCEPT & ACTIVITIES :
Involving Lower Grades: Some systems involve younger students in meetings before officially placing them, to build anticipation.The school house system divides students into smaller, named, and often color-coded, groups to create a sense of belonging and community. These teams compete in sports, academics, and arts, fostering teamwork, leadership, and discipline. The system encourages inter-age cooperation and healthy competition.
CORE OBJECTIVES AND BENEFITS
STRUCTURE OF A HOUSE SYSTEM
Implementation