The curriculum refers to the lessons and academic content to be taught to a learner in the
school. In empirical terms, it may be regarded as the sum total of a planned set of
educational experiences provided to a learner by a school. It encompasses general
objectives of learning, courses of study, subject-wise instructional objectives and content,
pedagogical practices and assessment guidelines.
The curriculum provided by WISE is guided by CBSE syllabus which is based on National
Curriculum Framework and seeks to provide opportunities for students to achieve
excellence in learning.
Ourrigorous,wellplannedcurriculumcombinedwithhighqualityteachingensuresthatchildren
are supported to be wellrounded, empathetic young people who have a genuine thirst for
learning.Children developastrongsenseofmoralpurposeinadditiontoarespectforand
understandingofpeople.
The Curriculum aims to:
1. achieve cognitive, affective and psychomotor excellence;
2. enhance self-awareness and explore innate potential;
3. promote Life Skills, goal setting, and lifelong learning;
4. inculcate values and foster cultural learning and international understanding in an inter
dependent society;
5. acquire the ability to utilize technology and information for the betterment of humankind;
6. strengthen knowledge and attitude related to livelihood skills;
7. develop the ability to appreciate art and show case talents;
8. Promote physical fitness, health and well-being.
9. Promote arts integrated learning.
Curriculum Areas
The School Curriculum acknowledges the fact that subjects like language, Mathematics,
Science and social science help the cognitive development of the child and, therefore,
require a greater academic emphasis. Further, CBSE also envisions the all-round
development of students in consonance with the holistic approach to education and
therefore, emphasizes integration of co-curricular domains with curricular activities in an
equitable manner.
In operational sense, the school curriculum is learner-centered with school being a place where
students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic
sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in
learners, this curriculum encompasses even major learning areas, from scholastic and co
scholastic point of view. The Areas of learning at the Secondary level are as under:

Languages

Social Science
Scholastic Areas Mathematics
Science
Islamic Studies
MSCS
Health and Physical Education Co-scholastic Areas
Work Experience*
Art Education
Scholastic Areas:-
The curriculum envisages individualized learning acumen and seeks to explore the potential of
students in acquiring substantial acknowledge and skills through academic rigors. With greater
academic orientation and research skills in core academic areas, students would evolve as
judicious young adults with a sense of real self-estimate having true values and principles. The
scholastic areas are as follows:
(i) Languages include Hindi, English, Arabic and French. The curricula in languages focus on
listening, speaking, reading and writing skills and, hence, develop effective communicative
proficiencies. Learners use language to comprehend, acquire and communicate ideas in an
effective manner.
(ii) Social Science (Geography, History, Economics and Political Science) intends to make
learners understand their cultural, geographical and historical milieus and gain in-depth
knowledge, attitude, skills and values necessary to bring about transformation for a better
world. Social Science includes the learning of history and culture, geographical
environment, global institutions, constitutional values and norms, politics, economy,
interpersonal and societal interactions, civic responsibilities and the incorporation of the
above-mentioned learning. Learners appreciate and value everyone’s right to feel
respected and safe, and, also understand their Fundamental Rights and Duties and behave
responsibly in the society.
(iii) Science The focus is on knowledge and skills to develop a scientific attitude and to use and
apply such knowledge for improving the quality of life. This learning can be used to
analyze, evaluate, synthesize and create. Learners understand and appreciate the physical,
biological and technological world and acquire the knowledge and develop attitude, skills
and values to make rational decisions in relation to it.
(iv) Mathematics includes acquiring the concepts related to number sense, operation sense,
computation, measurement, geometry, probability and statistics, the skill to calculate and
organize, and the ability to apply this knowledge and acquired skills in their daily life. It also
includes understanding of the principles of reasoning and problem solving. Children learn
to rationalize and reason about pre-defined arrangements, norms and relationships in
order to comprehend, decode, validate and develop relevant patterns.
Co- Scholastic Areas:-

Only a healthy child can learn effectively and good health leads to better learning. Many
activities are necessary for development of the affective and psychomotor domain.
The activities like games and sport, art and music, craft work etc. are termed as co-scholastic
activities. Co-scholastic activities are used for both cognitive and non-cognitive development
that can take place by exposing the child to the scholastic and non-scholastic subjects.
Art Education including local art, craft, literature and skills, Health and Physical Education,
Yoga, traditional games, indigenous sports, NCC, Scouts and Guides, Martial Arts etc. are
integral parts of the curriculum and to be included in the routine of the schools for the holistic
development of children. These are detailed below:
(i) Art Education entails instruction in various art forms (visual as well as performing) with an
aim to help children develop an interest for arts and encourage them to enthusiastically
participate in related activities, thus, promoting abilities such as imagination, creativity,
valuing arts and cultural heritage. In addition, Arts should be integrated with other subjects
to promote creative thinking and expression
(ii) Health and Physical Education focuses on holistic development, both mental and physical,
understanding the importance of physical fitness, health, wellbeing and the factors that
contribute to them. Focus of this area is on helping children develop a positive attitude and
commitment to lifelong, healthy active living and the capacity to live satisfying, productive
lives with the help of health management, indigenous sports, yoga, NCC, self-defense,
fitness and life style choices.
(iii) Work Experience: The Work Experience has been subsumed in the Health and Physical
Education; however, it is an integral part of the curriculum and is given as much as focus
as Health and Physical Education.
1.5 Integrating all areas of learning: All these seven areas are integrated with each other in
terms of knowledge, skills (life and livelihood), comprehension, values and attitudes.
Children get opportunities to think laterally, critically, identify opportunities, challenge their
potential and be open to new ideas. Children are engaged in practices that promote
physical, cognitive, emotional and social development and wellbeing, connect different
areas of knowledge, application and values with their own lives and the world around them.
The holistic nature of human learning and knowledge should be brought forth while
transacting the curriculum to make them good citizens who can contribute in making the
world a happy place.
School Curriculum Committee
The WISE School Curriculum Committee conducts a review meeting at the end of every
term. The committee overlooks activities for pedagogical practices, evolve a plan of
assessment and mechanism of feedback and reflection and ensure its implementation.
The committee also ensure that the textbooks/ reference materials are age appropriate,
incorporate inclusive principles, are gender sensitive, have valid content and do not
contain any material which may hurt the sentiments of any community.

School Curriculum committee

S. No Members Designation
1 Principal Chairman
2 Academic Head Member
3 Head of Section Member
4 Headmistress Member
5 Head Of Arabic Member
6 Head Of Islamic studies Member
7 Head of Science Member

8 Head Of Mathematics Member 9 Head of English Member
10 Head of Social Studies Member