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Crescent English High School follows Central Board of Secondary Education (CBSE) New Delhi, curriculum from Grade 1 to 12. A range of languages and subjects are taught which give varied learning experiences. It meets the needs and career aspirations of the students. The curriculum is largely well planned and includes a broad spectrum of elements and activities. It ensures the holistic development of students and nurtures a positive environment leading to individual achievement.
Our curriculum aims to prepare students not just to earn the highest grade but to create a better future through values, leadership and global awareness. It provides hands-on experiences which enhance life skills, critical and creative thinking skills, ICT and collaborative activities. Life skills develop the 21st century learners, making links and apply theory to real life situations thereby enriching the curriculum accepting that learning happens across life space. Robust systems and procedures are in place for monitoring and evaluating curriculum effectiveness.
Kindergarten
At CEHS, we define the early years as those between the ages of 4-5 years. Our aim is to provide the best possible learning experiences for young children. As students progress through the programs, they continually build upon and develop their independence, self-confidence and sense of responsibility for their learning.
The flexibility of our Kindergarten program allows teachers to encourage and develop each child’s individual interests. The framework in the early years acknowledges that young children are constructing their own meaning and provides a framework that gives support for them to be active learners and inquirers.
Play occurs in both indoor and outdoor environments and provides a context for our youngest students to feel comfortable, express themselves, and to satisfy their natural curiosity. Teachers use these opportunities to reinforce social aspects such as caring for others, fairness, and personal responsibility.
Areas of learning:
Our curriculum constitutes three prime areas and four specific areas of learning.
The prime Areas are:
The specific Areas are:
The primary curriculum framework is to develop students’ skills in Literacy, Arithmetic and Science with emphasis on inculcating knowledge and understanding in the young minds. The beginning of this period marks the formal introduction of the child to reading, writing and arithmetic.
Curriculum during this phase provides an integrated character, enabling children to acquire facility in language and expression and to grow in self-confidence as learners, both within and outside the school. Cross-curricular links, real life applications, making connections of classroom learning with the outside world are the essential elements focused during this phase.
CEHS also stresses on the aesthetic development of the students in Primary Phase through art and crafts, Physical Education, sports activities, variety of other activities including cultural programs, literary events, field trips, intra and inter-school competitions. Such activities and events not only provide physical, social and emotional development, but also make the students creative and confident individuals, sensitive to others’ feelings, taking defeats and failures positively and capable of taking initiative and responsibility.
At the primary stage, the children are engaged in joyfully exploring the world around and harmonizing with it. The objectives at this stage are to nurture the curiosity of the children about the world (natural environment, artifacts and people), to have them engage in exploratory and hands-on activities for acquiring the basic cognitive and psychomotor skills through observation, classification, inference; to emphasize enterprise, entrepreneurship and innovation to meet the needs of 21 st century. The main aims at this stage are developing basic language skills: listening, speaking, reading and writing. Science and Social Sciences are integrated as ‘Environmental Studies’, with UAE SST and MEP as an important component.
SUBJECTS AT THE PRIMARY LEVEL:
| SCHOLASTIC | CO – SCHOLASTIC |
| English | Art & Craft |
| Second Language Hindi/Tamil/Malayalam/Urdu | Music |
| Arabic | Physical Education |
| Mathematics | Dance |
| Science | Club activities (Literary, Innovation, EEG, Math, Art and Culture-Dance, music, art and craft, Arabic & Islamic) |
| Social Studies(UAE) | |
| Computer Science | |
| Islamic Education/Moral Science
Moral Education |
THE MIDDLE SCHOOL (GRADE 5-8)
The school motivates students to inculcate good study habits, to correct errors and to direct their skills towards achievement of desired goals. The curriculum framework plays a major role in the intended learning outcomes for students of a topic or course, influence the detail and alignment of assessment, learning interactions and content .Through frequent assessments , students recognize their strengths, weaknesses and evaluate themselves. This phase, at CEHS emphasizes investigative, real life approaches to learning and the application of knowledge, understanding and skills so that the students are competent to race up to the international benchmark levels.
SUBJECTS AT THE MIDDLE SCHOOL LEVEL:
| SCHOLASTIC | CO – SCHOLASTIC |
| English | Art & Craft( Grade 5 & 6) |
| Second Language
Hindi/Tamil/Malayalam ( Grade 5 to 7 ) Second Language Hindi/Tamil/Malayalam ( Grade 8) |
Physical Education |
| Arabic | |
| Mathematics | Club activities (Literary, Innovation, EEG, Math, Art and Culture-, art and craft, Dance , Arabic & Islamic) |
| Science | |
| Social Studies | |
| Computer Science | |
| Islamic Education/ Moral Science
Moral Education |
THE SECONDARY SCHOOL (GRADE 9 &10)
The school prepares students to be empathetic towards others, display dignity, respect the opposite gender and to contribute to the community at large. Students strengthen their knowledge and attitude related to livelihood skills and to develop an international understanding in an inter- dependent society.
Students are trained to become enthusiastic constructors of knowledge using various resources. A radical method of assessment is followed where teachers assess not only the learning and achievement but also the students’ life skills, their knowledge and application of social skills through Co-scholastic activities. This assessment method facilitates the identification and nurturing of the innate potential of students.
SUBJECTS AT THE SECONDARY SCHOOL LEVEL:
| SCHOLASTIC | CO – SCHOLASTIC |
| English | Indigenous Sports
Yoga |
| Second Language Hindi/Tamil/Malayalam | Club activities (Literary, Innovation, EEG, Math, Art and Culture-Dance, music, art and craft, Arabic & Islamic) |
| Arabic | Work Education |
| Mathematics | |
| Science | |
| Social Studies | |
| Computer Science | |
| Islamic Education/Value Education |
THE HIGHER SECONDARY SCHOOL (GRADE 11 &12)
This two-year education stage represents the terminal point of formal schooling as they are prepared to move to the next stage in life, specializing in the field they have the aptitude for.
Working in line with the global educational culture, CEHS aims at making students face the world confidently. There are various co – curricular and extra-curricular activities that are provided in addition to a choice of subjects to unleash their creative skills and critical thinking skills.
SUBJECTS AT THE HIGHER SECONDARY SCHOOL LEVEL:
| COMMERCE GROUP | SCIENCE GROUP |
| English | English |
| Economics | Biology |
| Business Studies | Physics |
| Mathematics | Chemistry |
| Accountancy | Mathematics |
| Computer Science | Computer Science |
| Islamic Education | Islamic Education |
| Informatics Practices | Informatics Practices |
| Physical Education |
To extend the class room to the community and promote meaningful interaction between students and their learning environment, numerous enrichment programmes are organized in the school. They go a long way in building confidence and self-discipline, besides imparting skills to handle competitive situations. Students evolve as individuals and learn to work as a team. Above all, the activities encourage students to be responsible and productive citizens.
Leadership and personality development programmes, counseling programmes, staff mentoring and development programmes, quiz competitions, debates, picnics and recreational activities are other highlights of the enrichment program at CEHS.
All students are motivated to involve themselves in co-curricular activities of their choice. They compete in an atmosphere where a sense of fair play is instilled.
The after-school enrichment program at CEHS provides a learning environment beyond school hours with opportunity to explore. This stimulates them to the healthier and happier, engaging them in fun activities that create a desire to learn and build on what they learn during school hours.
The program includes Karate, Music, Aerobics and Dance, Basketball, Football and Volleyball, Cricket and Hifz al Quran.
We at CEHS are fortunate to have an excellent learning support department. Screening of students is done on entry as well at other times when necessary. Students who are identified with special needs are given support either individually or in small groups in line with their needs. Curriculum is adapted for those students who are unable to access the normal curriculum.
Individual Educational Plans and Behavioral Modification Plans (IEP&BMP) are prepared for relevant students by the Inclusion department involving the students, teachers and parents to ensure effective support.
Students who have been identified with chronic illness are provided with Medical Care Plans.
Gifted and Talented
Enhancement and extension activities are incorporated across classes and subjects for students who perform above curriculum standards. In extra-curricular activities students are provided opportunities to compete nationally and internationally.
The school’s Career Counseling Cell under the Care and Support Section has the following aims on Career Education and Guidance: