Neev ICSE Handbook 2023 - 2024

A C A D E M Y

ICSE Curriculum Handbook 2023-24 An ICSE School where teachers follow one system and, can therefore, focus on their most important job; continuously improving student learning.

Welcome to Neev Academy. We are a culture, ecosystem, community, and a dream of learning and growth for children. Our learners succeed academically and grow as humans because Neev recognizes that 21st-century learners are self-directed in pursuit of challenging goals, disciplinary thinkers who make connections with knowledge, strong collaborators, effective communicators, and community builders The ICSE board, the Indian Certificate of Secondary Education, offers a well-rounded and comprehensive education that emphasizes in-depth learning and holistic development.

Neev Academy is proud to offer the ICSE curriculum for a number of compelling reasons. The ICSE board, known for its rigor, presents students with a challenging yet enriching educational journey. With English as the primary medium of instruction, students benefit from a comprehensive and in-depth learning experience that sets a strong academic foundation. Our commitment to ICSE means we promote critical thinking, problem-solving, and the exploration of diverse interests through a wide range of electives. This globally recognized curriculum opens doors to international educational opportunities. Additionally, our smaller class sizes and the board's focus on ethics, values, and character development align with our commitment to nurturing well-rounded individuals. By choosing our school and the ICSE pathway, you're ensuring your child receives a high-quality, globally recognized education that equips them for success in a competitive world.

To offer parallel access to the ICSE board, we maintain a dedicated team of teachers and coordinators. Neev is also a NEASC-accredited school; this brings everything together; reinforcing the commitment, capacity, capability, and conceptual understanding of our teachers, the self-directed learning of our students, and the trust of our parents. This adds strength to our college-bound students in the US, UK, and India Choosing a school for your child is one of the hardest decisions parents have to make, and we try to support that quest as simply and directly as SRVVLEOH 3OHDVH VSHQG WLPH UHDGLQJ PRUH DQG DOVR YLVLW XV LQ SHUVRQ WR OHDUQ PRUH DERXW RXU SKLORVRSK\ :H EHOLHYH WKDW D FKLOG·V HGXFDWLRQ LV D partnership between home, school, and society. In many ways, few can improve on the age-old wisdom that it takes an entire village to bring up a child.

DP PROSPECTUS

KAVITA GUPTA SABHARWAL DIRECTOR

CONTENTS About Neev Academy

01

Governing Board

02

DOL

03

3HGDJRJLFDO )UDPHZRUN

04

Message From The Head Of Senior School

05

Message From The Head Of ICSE

06

Why ICSE @ Neev

07

About ICSE

08

Curriculum G6-8 Subjects Offered

10

Curriculum G6-8 - Subjectwise Details

11-20

Curriculum G6-8 - Assessment At A Glance

21

Curriculum G9-10 - Subjects Offered

22

Curriculum G9-10 - Subjectwise Details

23-33

Curriculum G9-10 - Assessment At A Glanc

34

SUPW - IDU

35

ICSE Board Exams

36

ICSE Results 2022 & 2023

37

SAC

39

High School Student Govt. Workshop

40

University Offers

41

Academic Integrity

42

01

ABOUT NEEV ACADEMY Neev Academy is an ecosystem of learning and growth where we want learners to become Self-directed, Disciplinary Thinkers, Communicators, Collaborators, Culturally Conscious and Community oriented, as they discover passions and strengths through interdisciplinary learning, travel across India, field trips and inspiring speakers, intra and inter school sports, arts, literary and cultural events, service, internships, and diverse academic choices.

Student initiatives in leadership, service, inclusion, reading, writing, arts and sports, drives our school culture and upholds values. We nurture reading as an essential habit for lifelong learning. Our unique parent community of entrepreneurs, change-makers and risk-takers, educated at leading universities in India and abroad and with global work experience value, support and partner in the progressive learning Neev’s vision delivers. Impact beyond our walls leads to Neev hosting the largest Children’s Literature festival, a book award set up to recognise great children’s literature from India, and our upcoming Teacher Training Institute for education reform.

As Bangalore’s only city center ICSE school, our 15 acre verdant campus is located to not only avoid long commutes that can be a tradeoff in a rapidly urbanising India, but to be a vibrant learning culture driven by community interaction, and conveniently hosting inter school events.

OUR VISION

OUR MISSION

OUR CORE VALUES

Reimagining excellence in education in a changing India.

Building knowledge, self-awareness and relationships with people and the environment, to lead happy, healthy, impactful lives.

Grit, Honor, Grace.

We see our school mission statement which is aligned with ICSE mission, as the ultimate objective of any teaching and learning activity; and as a reflection of our intent and planning. That is something we are consciously doing by design, where each unit and learning opportunity carefully represents the purpose of learning for the school community (including all stakeholders).

02

GOVERNING BOARD Our Governing body has members from varied fields of knowledge, skills, and experience (including Finance, Legal, Academics, Administration and Human Resources) and together impact effective governance of the school. They provide strategic leadership, building a strong culture, future oriented thinking, minute analysis, and decisive action in all areas that affect the learning community as a whole, by contributing meaningfully to setting the strategic direction and overseeing implementatio

KAVITA GUPTA SABHARWAL

MANISH SABHARWAL

ASHOK REDDY

NILESH GUPTA

Alumnus of Harvard Business School, and Bombay University.

Head of School - Neev Academy, Founder Neev Early Years

Alumnus of Wharton School, Shri Ram College of Commerce and Mayo College. Entrepreneur, Skill development and Finance expert with active roles in National reform, Vice Chairman, TeamLease Services Ltd.

Alumnus of IIM Bangalore, Shri Ram College of Commerce, and Rishi Valley School.

Entrepreneur and HR expert, Managing Director, TeamLease Services Ltd.

Alumnus from Wharton School, University Department of Chemical Technology, Jamnabai Narsee School, Managing Director, Lupin Ltd.

Board Role - Academic Committee

Board Role: Chairman - Governing Board, Finance and Governing Council

Board Role: Talent Management Council

Board Role - Infrastructure Committee

SHOBHA NARAYAN

ABHISHEK CHATURVEDI

Alumnus of Mount Holyoke College, Columbia University School of Journalism and Women’s Christian College, Chennai.

Indian author, Journalist & Columnist

Alumnus of Symbiosis University.

Director of Kanpur Education Society.

Board Role: Finance and Governing Council

Board role - Academic Committee

PRITI ANAND (EX-OFFICIO MEMBER)

DR. LEENA CHANDRAN WADIA

Alumnus of HR College, Government Law College.

Founding Partner ASLF Law Offices

Alumnus of Lady Irwin College, Presentation Convent Delhi Director Early Years, Neev Schools

Board role - Finance & Governance Committee

Board Role: Finance and Governing Council

Alumnus of Indian Institute of Science (Ph.D in Physics), Bangalore Professor and Dean at The University of Trans-Disciplinary Health Sciences and Technology (TDU), Bangalore Member of the technical secretariat to the Dr. Kasturirangan committee on the National Education Policy (NEP), and Member of the drafting committee of India’s Draft NEP 2019

ANUP SHAH

Board Role: Academic Committee

03

1((9·6 '(),1,7,21 2) '(6,5(' /($51,1* Our shared belief of high-quality learning leads to five pillars of learning impacts to become lifelong learners. Each impact is further broken down into performance areas which our learners demonstrate as they grow at Neev. Curriculum & Pedagogy at Neev is guided by these pillars of learning so that our learners becomes:

Self-Directed Learners, able to learn autonomously throughout their lives in order to achieve their potential, keep pace with change and meet emerging opportunities.

Performance areas: Curiosity, Goal Setting, Reflection, and Growth mindset

Communicators who engage with people, ideas, stories, and emotions positively and capably across multiple environments as part of their engagement with others and contributions to the world around them.

Performance areas: Expressive, Interpretive, Digital citizenship and Intercultural understanding

Collaborators, able to lead and contribute to the design of thoughtful solutions and responses to opportunities in an increasingly interconnected and complex world.

Performance areas: Contribution to team success, Interpersonal skills, Adaptability, and Considered decision making

Disciplinary Thinkers able to use sophisticated tools and strategies to learn, extend and transfer their learning and engage positively in the complex and ambiguous world around them.

Performance areas: Critical thinking, Creative thinking, Systems thinking, and Building learning context

Community Builders who use their developing skills and dispositions to understand, take personal ownership and commit to supporting the positive development of their local and global communities and all elements involved.

Performance areas: Taking action, Social intelligence, Cultural awareness, and Stewardship

04

Neev Graduate Profile

Competencies

Neev Certificate

Core Values

Growth and Accomplishments

Excellence

Neev Diploma

NEEV LEARNING AND TEACHING PEDAGOGICAL FRAMEWORK

Core Values

Competencies

Identity Neev Values (Grit, Honor, Grace)

Self Directed Learners Disciplinary Thinker Collaborator Communicator Community Builder

Excellence

Academics Excellence Leadership quality Personal Accomplishments growth Multilingualism

04 05

HEAD OF SENIOR SCHOOL MESSAGE GOURI KAR

HEAD OF SENIOR SCHOOL, YEMALUR CAMPUS In his book "21 Lessons for the 21st04Century," esteemed author Yuval Harari predicts that emotional intelligence and adapt04 In our increasingly digitized world, the role of a teacher in a ability will emerge as pivotal skills for thriving in this century. child’s life is evolving. Educators are now tasked with guiding students in comprehending the dynamic world they are growing up in a world where information, content, and their multifaceted implications are intricate. The significance of educators no longer lies solely in imparting information to eager learners; it now centers on fostering awareness about the progressive landscape.

To prevent students from engaging in superficial problem-solving or teamwork experiences, which lack depth and rigour, the importance of appropriate content cannot be overstated. Conversely, without the acquisition of essential skills, learners may resort to mere regurgitation of facts, figures, and events, diminishing the educational experience into one of passivity.

Thus, 21st-century education necessitates the convergence of both pertinent content and vital skills. At Neev Academy, we have successfully harmonized foundational discipline and the forward-looking competencies of this era.

Our students within the ICSE framework receive holistic empowerment in both academic and personal aspects. They are challenged to tackle real-world issues contextualized within the thematic units across all subjects. This strategic approach enables seamless knowledge transfer across diverse domains. A fundamental element of teaching and learning at Neev is the practice of effective assessment, fostering introspection and cognitive growth in students. We enrich our students' experiences through interactions with experts, immersive learning journeys that capture India's authenticity and grandeur, and a variety of club-based activities that grant students a platform for expression and autonomy.

The advent of distance learning during the pandemic has illuminated an array of effective methods and possibilities for educating children. Armed with a deeper comprehension of instructional methodologies, educators in Neev Academy's Senior School engage in profound curriculum evaluations. The transformed nature of our students, characterized by boldness, resilience, resourcefulness, and creativity, fuels our reflection and growth as educators. The Neev community as a whole has undergone a profound metamorphosis since the pandemic's onset. This transformative phase has led to the integration of innovative learning techniques, which continue to augment our pedagogical prowess.

06

HEAD OF ICSE MESSAGE MADHURA KASHIKAR

HEAD OF ICSE, YEMALUR CAMPUS The senior school curriculum of ICSE is meticulously designed by experts to establish a solid academic foundation for students, ensuring a bright future. It encompasses a vast array of knowledge while delving deeply into all fundamental disciplines. When compared to other Indian and foreign curricula, ICSE stands out as the most robust in terms of the knowledge base it fosters.

ICSE proves to be the ideal choice for students with a strong academic focus, instilling the rigor required for future academic pursuits. Moreover, it cultivates self-discipline and self-regulation during these critical years of their lives.

In today's world, dominated by multimedia and screen distractions, ICSE maintains its commitment to nurturing students' focus and concentration, drawing from the time-tested Indian schooling system.

At Neev-ICSE, our aim extends beyond this, as we strive to develop 21st-century skills such as creative thinking, critical thinking, communication, and collaboration.

Our approach to learning is contextual, bridging the gap between the classroom and the outside world. We embrace interdisciplinary learning and experiential education as integral parts of our school culture, preparing our students to navigate the complexities of the future.

We firmly believe that education should be geared towards broader objectives—shaping strong, self-directed individuals capable of contributing meaningfully to positive social change.

07

WHY ICSE AT NEEV The Neev academy is an IB school that began in 2005 with the early years program and has been growing since then. Neev adopted the IB curriculum because it is progressive in approach and provides the student agency and flexibility necessary to forward the Neev design of education.

We always wanted to have an Indian curriculum school to cater to the learners who believe in the Indian values and methods of education. The ICSE program at Neev commenced in 2017. It is especially aimed at implementing the Neev design of education for learners who look forward to higher education in India.

We want to groom our learners into becoming leaders and change-makers in India and for India.

08

ABOUT CISCE CISCE as a progressive, autonomous National Board has a rich legacy beginning in 1958 and has its roots in the Cambridge University Examinations, which were conducted in the country at the time. CISCE has always stood firm on its values and principles as stated in its Mission statement and Motto. Our commitment to the student community is unwavering in its stand. The CISCE has excelled in the field of providing a high standard of excellence in education that is reflected in its affiliated schools established over a century ago which still maintain high ideals with traditional values. English forms the base of all communication in the CISCE’s global vision, this, in turn, leads to the enhancement and development of strong linguistic skills that are a prerequisite on the global platform.

In the ever-evolving world of education, CISCE has always stood out and pioneered many a change, always adopting and adapting to the global scenario and demands.

Presently, with the release of the New Education Policy (NEP 2020) introduced by the Government and the changes proposed, CISCE too will be making suitable course corrections to be in sync with these proposals.

The Council for the Indian School Certificate Examinations conducts three examinations, namely, the Indian Certificate of Secondary Education (ICSE –Class X); The Indian School Certificate (ISC – ClassXII), and the Certificate of Vocational Education (CVE – Year 12). The subject choices and syllabuses prescribed for these examinations are varied and aimed at nurturing the unique gifts of individual pupils.

CISCE has approximately 2750 affiliated schools across India(29+ States & UTs) and 5 countries abroad, as of date with 350,000 candidates for ICSE, ISC, CVE Examination 2022, and 130 subjects offered in ICSE and ISC.

CISCE FOOTPRINT

Sharjah

India

Dubai Singapore

Thailand Indonesia

09

&,6&(·6 0,66,21 67$7(0(17 The Council for the Indian School Certificate Examinations is committed to: •

Serving the nation’s children.

•

Ensuring high-quality educational endeavors.

•

Empowering them to contribute towards a humane, just, and pluralistic society.

•

Promoting introspective living.

•

Creating exciting learning opportunities.

•

Providing excellence in education.

ICSE Learners

To prepare the future generation of learners to meet the challenges of an ever-advancing knowledge-based society and a dynamically changing environment, it is imperative that learners are equipped with a repertoire of skills and a positive attitude with a sensitised perspective to become successful citizens in a globally competitive society.

The Curriculum caters to a varied and diverse range of individual differences, intelligence, and abilities and provides a plethora of opportunities to enjoy the learning experience through the integration of generic skills, values, and attitudes in key learning areas.

10

CURRICULUM G6-8 SUBJECTS OFFERED English - Literature & Language

Mathematics

Second Language - Hindi, French, Spanish

Science - Physics, Biology & Chemistry

Third Language - Kannada

Computer Science

Social Sciences - History & Civics, Geography

Art - Western Music, Visual Art & Drama

Socially Useful Productive Work (SUPW)

Physical & Health Education (PHE)

11

ENGLISH Aim:

1. To develop and integrate the use of the four language skills i.e. Reading, Listening, Speaking and Writing.

2. To enable the learner to communicate effectively and appropriately in real-life situations.

3. To develop an interest in and appreciation of literature.

Curriculum: Language

Grammar Parts Of Speech

Parts Of Speech

Direct And Indirect Speech

Sentence

Clauses

Idioms

Sentence Synthesis

Conditional Sentences

Formal Letter

Analytical Essay

Advertisement

Transformation Of Sentences

Writing Descriptive Essay

Letter Informal/ Formal

Email And Notice

Narrative Essay

Curriculum: Literature 5IF content of literature focuses on themes such as 'The world Around us', Self & Family, Art & Culture, Adventure & imagination, Home & Friends which are age-appropriately relatable.

1SPTF Excerpts from various well-known authors form the basis for students' exploration of the world of literature.

These include Indian authors such as Rabindranath Tagore, RK Narayan, Khushwant Singh, and Ruskin Bond to name a few.

Students catch a glimpse of the works of authors such as Charles Dickens, Jerome K. Jerome, Mark Twain, O'Henry, etc. which will form a foundation for further exploration.

1PFUSZ Students are exposed to simple lyrical, colorful poems by Sarojini Naidu, Rabindranath Tagore, and William Wordsworth to complicated language and themes with works of Oliver Goldsmith, and Walt Whitman. %SBNB One-act plays and simplified version of an act of Shakespeare's comedy is also introduced HSBEVBMMZ EVSJOH UIF EJGGFSFOU HSBEFT

12

SECOND LANGUAGE (HINDI)

13

SECOND LANGUAGE (SPANISH / FRENCH) Aim: •

To enable the students to use the language effectively and appropriately in everyday life situations.

•

To develop an interest in the appreciation of Spanish/French.

•

To create an intercultural awareness.

Curriculum: A.

Listening : To help the students learn a foreign language with correct pronunciation and acquire good speaking skills. It helps students pick up new vocabulary. It also helps to develop the ability to receive meaning by listening.

B.

Speaking : To enable the students to develop linguistic fluency.

To enable the students to express ideas fluently and coherently on specific topics in the target language.

C.

Reading : To develop the ability to read actively and assimilate the information to answer a given set of questions.

D.

Writing : Students must be able to translate a text, interpret and produce a grammatically correct text. To enable students to express their ideas and feelings in their own words.

14

THIRD LANGUAGE (KANNADA) Aim: •

To write, read and understand the local language

•

To understand and communicate with local people

•

Understand the local culture and the lifestyle

Curriculum:

Language Kannada Varnamaale

Gunithaaksharagalu

Othaksharagalu

Prose Comprehension

Poetry Comprehension

Grammar Noun

Verbs

Adjectives

Time And Tense

Pronouns

Noun Number

Gender And Numbers

Framing Sentence

15

HISTORY & CIVICS Aim: The aim for studying History is to understand the past and the connection it has with the present world. It will help students understand the world in which they live and plan for the future. Civics helps them to understand socio-political our life and Constitutional values.

Curriculum: Grade 6

Grade 7

Grade 8

•

•

Medieval Europe- Rise and Spread

•

A Period of Transition

of Christianity

•

The Growth of Nationalism India in

River Valley Civilizations (Mesopotamia, Egyptians, Harappan and Chinese)

•

The Vedic Civilization

•

Rise and Spread of Islam

•

Great Preachers - (Mahavira and Buddha)

•

The Delhi Sultanate

•

British Policies and Impact

•

Rise of Kingdoms and Republicans Empires

•

The Vijaynagar and Bahmani

•

The Great Uprising of 1857

Kingdoms

•

Socio-Religious Reforms

•

The Mughal Empire

•

India's Struggle for Freedom

•

Making of Composite Culture

•

The Constitution of India.

•

Directive Principles of State Policy

(The Mauryas and the Guptas) •

Local Self Government- (Rural and Urban)

the 18th century Traders and Rulers

16

GEOGRAPHY Aim: The teaching of geography in grades 6, 7, and 8 seeks to cultivate students' spatial awareness and comprehension of Earth's physical attributes. The curriculum

also aims to develop an understanding of resource management, the intricate relationship between human activities and the environment, and the socio-economic factors influencing different regions. The curriculum aims to produce well-rounded individuals who are knowledgeable about the Earth's intricacies, culturally sensitive, and equipped to contribute positively to a sustainable future.

Curriculum:

Grade 6 Representation Of Geographical Features

Landforms

Water Bodies

Agriculture

Minerals

Study Of Continents: North & South America

Grade 7 Representation Of Geographical Features

Atmosphere

Weather & Climate

Weathering & Soil Formation

Industries

Energy & Power Resources

Study Of Continents: Europe, Africa, Australia, Antarctica

Natural & Man-made Disasters

Asia: The Largest Continent

India: Geographical Features

Grade 7 Representation Of Geographical Features

Representation Of Geographical Features

Population Dynamics

Migration

Urbanisation

India: Human Resource

17

MATHEMATICS Aims •

Understand the basic structure of Mathematics: Arithmetic, Algebra, Geometry.

•

Use abstraction to perceive relationships, to see structure, to reason about things, to argue the truth or falsity of statements.

•

To see Mathematics as something to talk about, to communicate, to discuss among themselves, to work together on.

•

Pose and solve meaningful problems.

Curriculum:

Mathematics G6 Ratio, Proportion and Arithmetic Problems

Numbers

Algebra

Geometry

Mensuration

Statistics

Mathematics G7 Commercial Arithmetic

Number System

Algebra

Geometry

Statistics

Mathematics G8 Number System

Ratio and Proportion

Algebra

Geometry

Mensuration

Statistics

18

SCIENCE Aims: To provide students with a foundational understanding of fundamental principles and concepts related to science. At this level, the focus is on introducing students to the basic laws of science and their applications, fostering curiosity, and developing observation skills.

Curriculum: PHYSICS

CHEMISTRY

BIOLOGY

1. Basic Principles

1. Basic Understanding of Matter

1. Plant Life

2. Motion and Forces 3. Energy 4. States of Matter 5. Simple Machines 6. Sound and waves 7. Light and Optics 8. Electricity and Magnetism 9. Scientific Inquiry, problem-solving, and mathematical application.

2. Atomic Structure 3. Chemical Reactions 4. Periodic Table 5. Chemical Bonds 6. Acids and Bases 7. Solutions and Mixtures 8. Chemistry in Everyday Life 9. Chemical Calculations & Nomenclature 10. Laboratory Skills

2. The Cell 3. Human Physiology 4. Plant Physiology 5. Habitat And Adaptation 6. Transport In Plants 7. Tissues 8. Life Processes 9. Ecosystem 10. Health And Biotechnology 11. Laboratory Skills

19

COMPUTER SCIENCE Aims: Computer Science curriculum for middle school introduces students to the fundamentals of computer science and provides them with a foundation in programming and problem-solving skills. Students become competent, confident, responsible, and critical users of technology. They develop awareness regarding the developments and emerging issues concerning computing and society.

Curriculum: Grade 6

Grade 7

Grade 8

Computer Categories And Languages Of Computers.

Computer – Hardware Components

Os And Gui - Role And Functions

Data Organising Techniques And File Management.

Number System - Introduction

Spreadsheet - Functions And Charts

Word Processor And Its Features.

Computer Virus

Algorithms And Flowcharts

Visual Effects And Presentation Software.

Ethics And Safety Measures In Computing

Program Coding Introduction To Java

Game Creation Introduction And Scratch Programming.

Introduction To Spreadsheet

App Development

Introduction To Html.

Database And DBMS

Networks

Online Surfing And The Internet.

Html- Advanced Features

3D Modeling

Programming & Problem Solving

20

ART VISUAL ART, DRAMA & WESTERN MUSIC Aims: The emphasis of Art Education at this stage is on development of creative expression and expression through visual art forms. Art Education follows a theme based approach in this curriculum, wherein efforts have been made to provide suggestions for integration of Art Education with other curricular areas.

Curriculum At the upper primary level the themes dealt with in the curriculum for Classes VI, VII and VIII are:

Form Perspective

Themes

Art Appreciation

Colour

Themes

Art Vocabulary

Texture

Composition Tools & Techniques

21

G6-8 ASSESSMENT AT A GLANCE THE ASSESSMENTS FOR EVERY TERM FOR GRADES 6 TO 8 AS FOLLOWS:

Unit Test

Term Exam

Internal assessments

Total

Final score

50 marks

80 marks

20 marks

150 marks

Out of 100

•

The unit test and term exam consist of written papers.

•

The internal assessments can be multimodal, depending on the requirement of the subject and the cohort.

•

To help the grade 6 students have a smooth transition into this assessment system, they are exempted from the unit test.

The term I exam comprises 40 marks. Second term onwards they follow the above pattern.

22

CURRICULUM G9-10 - SUBJECTS OFFERED Group 1 (Compulsory)

Group 2 (Compulsory)

First language English

Science (Physics, Chemistry & Biology)

Second language Hindi/French/Spanish

Mathematics

History & Civics Geography Compulsory grade subject - Socially Useful Productive Work (SUPW)

Group 2 (Compulsory) Any One Computer Applications Economic Applications Visual Art Western Music

23

G9-10 - SUBJECTWISE DETAILS ENGLISH Curriculum: Listening

Speaking

Reading

Writing

The student

The student speaks

The student reads

The student writes

understands the

appropriate

new passages from diverse contexts;

or imaginative stories

appropriate

and points of view

express the central

appropriate

form of a succinct

organization, and

accurately

central idea of the

discourse/passage, understands the context, and can correlate

the ideas to other areas of

knowledge.

with fluency and

pronunciation; has full operational

command over

language and can articulate original relevant

matter, rich in content.

and comprehends

informative texts

can make

to convey ideas,

inferences and

clearly with the

thoughts in the

planning,

summary.

analysis; effectively use diverse styles of writing

appropriate to the audience and

chosen content.

Language Grammar

Writing

Parts of Speech

Comprehension

Direct and Indirect Speech

Summary

Active and passive voice

Formal Letter

Synthesis of Sentence

Informal Letter

Notice Email Narrative Essay Descriptive Essay Story Writing Persuasive Essay

Literature Drama: Julius Caesar by Shakespeare Treasure Trove – A Collection Of Icse Poems And Short Stories Poetry: The Heart of the Tree – Henry Cuyler Bunner The Cold Within – James Patrick Kinney Daffodils – William Wordsworth The Bangle Sellers – Sarojini Naidu After Blenheim – Robert Southey Television – Roald Dahl

24

SECOND LANGUAGE (HINDI):

25

SECOND LANGUAGE (SPANISH / FRENCH): Aim: The aim is to develop and integrate the use of the four language skills i.e. listening, speaking, reading and writing.

• •

To understand language when spoken at normal conversational speed in French everyday life situations.

To appreciate the language as an effective means of communication patterns of the language, vocabulary, and constructions.

Curriculum: A

Listening : To develop the competency to understand a text of about 300 words dictated, completely and accurately.

B

Speaking : To enable the students to develop linguistic fluency.

To enable the students to express ideas fluently and coherently where the topics will include narrating an experience, providing a description, giving directions, expressing an opinion, giving a report, relating an anecdote, or commenting on a current event

C

Reading : To develop the ability to read actively a text of about 150 words and assimilate the information to answer a given set of questions.

D

Writing : To enable students to express their ideas and feelings in their own words.

To develop the writing skills required to write, a composition which may include short explanations, directions, descriptions or narratives in Spanish or French.

26

HISTORY Aim:

•

To provide an understanding of the working of the Indian Government necessary 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 the 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.

Curriculum: Grade 9

Grade 10

The Harappan Civilization

The Indian National Movement (1857-1917)

The Vedic period

Mass Phase of the National Movement

Jainism and Buddhism

(1915-1947)

The Sangam Age

The Contemporary World

The Age of the Guptas

The Union Legislature

Medieval India - The Cholas, the Delhi

The Union Executive The Judiciary

Sultanate, the Mughal Empire Medieval India - Composite Culture The Modern Age- Renaissance, Reformation and Industrial Revolution Our Constitution and Salient Features

27

GEOGRAPHY Aim: To cultivate a solid foundational knowledge of Earth's physical and human attributes. This encompasses

developing spatial awareness, comprehending geological and environmental processes, recognizing cultural and economic influences, and honing critical thinking skills for analyzing spatial data and patterns.

Curriculum Grade 9

Our world

Grade 10

Interpretation of Topographical Maps Map of India

Structure of the Earth

Climate Soil Resources

Hydrosphere

Atmosphere

Pollution

Nalural Regions of the world

Natural Vegetation Mineral Resources Sources of Energy Agriculture Industries Transport Waste Management

28

SCIENCE Aim: The aim of teaching science to grade 9 and 10 students is to further deepen their understanding of the principles and concepts of sciences and prepare them for more advanced studies in the subject. At this level, the objective is to develop critical thinking and problem-solving skills leading to a scientific temper.

Curriculum PHYSICS

CHEMISTRY

BIOLOGY

1. Mechanics

1. Advanced Atomic Structure

1: Flowering Plants

2. Pressure

2. Chemical Bonding

2. Plant Physiology

3. Work, Energy, and Power

3. Stoichiometry

3. Diversity In Living Organisms

4. Thermodynamics

4. States of Matter and Gas Laws

4. Diversity In Living Organisms

5. Electricity and Magnetism

5. Chemical Equilibrium

5. Human Anatomy And Physiology

6. Optics

6. Acids, Bases, and Salts

6. Health And Hygiene

7. Heat

7. Redox Reactions

7. Waste Generation And Management

8. Sound and waves

8. Organic Chemistry

8. Basic Biology

9. Modern Physics

9. Electrochemistry

9. Plant Physiology

10. Atomic and Nuclear Physics

10. Environmental Chemistry

10. Human Anatomy And

11. Scientific Inquiry and Data Analysis, Mathematical Applications

11. Physiology 12. Population 13. Evolution 14. Pollution

29

MATHEMATICS Aim: •

To enable the students to solve mathematical problems of daily life.

•

To prepare a sound foundation needed for various vocations. Mathematics is needed for various professions such as those of engineers, bankers, scientists, accountants, statisticians, etc.

•

•

To enable the students to understand the contribution of mathematics to the development of culture and civilization.

To develop in the child desirable habits and attitudes like habits of hard work, self-reliance, concentration, and discovery.

Curriculum:

Mathematics

Commercial Mathematics

Algebra

Co-ordinate Geometry

Geometry

Mensuration

Trigonometry

Statistics

30

ELECTIVE SUBJECT: COMPUTER APPLICATIONS Aim: The computer Applications curriculum for Grades 9 and 10 aims to develop problem-solving abilities, logical reasoning, and creativity in students through

the study of programming concepts and software development. The syllabus also aims to foster critical thinking by encouraging students to analyse and evaluate different technological solutions to real-world problems.

Curriculum Grade 9

Grade10

Introduction To Oop Concepts

Revision Of Class IX Syllabus

Elementary Concepts Of Objects And Class

Library Classes

Values And Datatypes

Arrays(1d & 2d)

Operators In Java

String Handling

Input In Java

User Defined Methods

Mathematical Library Methods

Class As The Basis Of All Computation

Conditional Statements

Constructor

Iterative Constructs

Encapsulation And Inheritance

Nested Loops

Project Work

Computing And Ethics More On Basic Input/output Project Work

31

ELECTIVE SUBJECT: ECONOMIC APPLICATIONS Aim: To provide students with a foundational understanding of essential economic principles and their practical significance. The curriculum seeks to promote economic

literacy, enabling students to grasp real-world economic issues, make informed decisions, and participate meaningfully in societal and global economic contexts.

Curriculum: Grade 9

Grade 10

Meaning and Definition of Economics

Elementary Theory of Demand

Basic Economic Entities

Elasticity of Demand

Basic Problems of an Economy

Theory of Supply

Types of Economies

Factors of Production

Characteristics of Indian Economy

Nature and Structure of Markets

Main Sectors of the Indian Economy: Agriculture

The State and Economic Development

Main Sectors of the Indian Economy: Industry

Meaning and Functions of Money

Main Sectors of the Indian Economy: Services

Commercial Banks

Other sectors of the Economy

Central Banks

Economic Infrastructure

Inflation

Social Infrastructure Consumer Awareness Globalisation

32

ELECTIVE SUBJECT: VISUAL ART Aims: To acquire a knowledge of artistic terms, facts, concepts, theories, and principles in drawing and painting through imagination, creativity, expression, aesthetic

sense, organization, observation and interpretation.

Curriculum: Grade 09

Grade 10

Part 1: External Examination

Part 1: External Examination

1.

Introduction to Still Life (paper 1) through the works of various artists

1.

2.

Learning about the proportions of still life making

2. Observation study of natural objects (like foliage study, dried twig study, etc) using watercolor

3.

Making simple pencil drawings placing the basic geometric forms

3. Working on finishing and detailing of observation study using watercolor.

4.

Observation study of simple objects

4. Detailed still life study with 5 or more objects along with the drapery

5.

Introduction to imaginative composition (paper 3)

5.

Developing composition-making from regular and daily life experience (paper 3)

6.

Framing Figurative Composition

6.

Making the imaginative composition using watercolor.

7.

Drawing Human figures in different postures and positions

7.

The final study on human figure details using watercolor.

8.

3UDFWLVLQJ FRPSRVLWLRQ IURP ODVW \HDU·V TXHVWLRQ SDSHU

3UDFWLVLQJ FRPSRVLWLRQ IURP ODVW \HDU·V TXHVWLRQ SDSHU

Detailed observation study of the objects with watercolor. (paper 1)

Part 2: Practical work in Art ( internal assessment )

1. Block Printing 2. Printing from Lino block 3. Creative photography 4.

Cartoon and portrait drawing 5. Sculpture any medium

33

ELECTIVE SUBJECT: WESTERN MUSIC Aims: To develop a perceptive, sensitive, and critical response to music in its historical and cultural contexts, to stimulate and develop an appreciation and enjoyment of music through active involvement, to balance the demands of disciplined skills and challenging standards in an environment of emotional, aesthetic, imaginative and creative development and to develop performing skills, and so encourage participation in the wide range of performance activities likely to be found in the school and community.

Curriculum: Grade 9 PART A Musical Instruments Sound production and playing techniques Forms of Music Definition, structure, and Analysis Life and Works Technology in Music a.

Electronic Music: Definition and scope, description of the Theremin and the Moog Synthesizer. 190

c.

DAW (Digital Audio Workstation)

b.

Basic knowledge of the following genres - Industrial, House Music, Drum & Bass, Dubstep, Electro House.

PART B

Grade 4 practical exam of any recognised board like TCL, ABRSM, LCM

Grade 10 Life and Works

Life & works and unique contribution of the following composers: Bach, Handel, Haydn, F. Schubert, P.I Tchaikovsky, J. %UDKPV $ 'YRʼniN Personal Experience as a Musician

34

G9-10 - ASSESSMENT AT A GLANCE For Group I and Group II subjects:

• •

Unit Test

Term Exam

Internal assessments

Total

Final score

50 marks

80 marks

20 marks

150 marks

Out of 100

The unit test and term exam consist of written papers.

The internal assessments can be multimodal, depending on the requirement of the subject and the cohort.

Subject

Internal Assessment

Term Exam

Total

Final score

Computer Applications

Project: 100 marks

100 marks

200 marks

Out of 100

Economic Applications

Project: 100 marks

100 marks

200 marks

Out of 100

Western Music

Project: 100 marks

100 marks

200 marks

Out of 100

Visual Art

Four Pieces of Artwork: 100 marks

Paper 1 (100) + Paper 2 (100) = 200 marks

300 marks

Out of 100

35

SUPW Students are expected to engage in a community service project throughout the year. They maintain records and evidence of their work. They are encouraged to do reflective writing about their service.

The school teachers assess the service project undertaken by the students and assign them grades for SUPW. The student cannot appear for the ICSE board examination unless s/he receives a pass certificate for SUPW from the school.

IDU Since 2022-23, we have introduced interdisciplinary learning in the ICSE program. Interdisciplinary learning is a modern pedagogy that expects learners to approach real-life situations by integrating their learning from various disciplines. It deepens learning by breaking down the walls between disciplines and making learning contextual.

It has been structured into one learning unit comprising two main disciplines and Kannada as the supportive discipline. This interdisciplinary learning unit extends over a period of five to six months. The learning achieved by the students is presented to the parent cohort at the end of the unit.

36

ICSE BOARD EXAMINATION The ICSE board examination is a written examination conducted in the last week of February every year. It usually lasts for one month. Students from all ICSE schools across the country appear for this examination. The entire process is conducted and monitored by the CISCE. The results of this examination are declared by CISCE around the last week of May. SSC results are taken from the best five of six subjects viz. English (compulsory), Second language, History & Geography, Science, Mathematics, and Electives.

The standard reached in Socially Useful Productive Work (Internally Assessed) will be shown on the result sheets by grades A, B, C, D, or E; A being the highest and E the lowest. A, B, C, or D indicates a pass and E a failure.

SPECIAL MENTION UCAS NOTING ON THE ISC EXAMINATION: The National Admissions and Accreditation agency in the United Kingdom - UCAS (Universities and College Admission Services) has recognized the ISC at par with the Higher School qualification of the University of Scotland.

Is It Right For You? Deciding if the ICSE exam is right for you partly depends on how you learn and your future aspirations. The ICSE system is comprehensive but rigorous as it aims to provide practical knowledge and build analytical skills in students. The curriculum places emphasis on all the subjects and also has selection built into the process. Students who are interested in careers in management and humanities will find the curriculum to be better aligned. Additionally, the ICSE certification is recognized globally and due to the emphasis placed on English, students can gain a slight advantage compared to other Indian boards

37

ICSE RESULT, 2022 & 2023 Subjects

Cohort 2022

Cohort 2023

Highest

Mean

Highest

Mean

English Language

99

97

89

88

English Literature

96

95

99

98.5

Hindi

89

85

94

94

French

-

-

84

84

History/Civics

98

89.6

95

94

Geography

96

91.6

95

93.5

Mathematics

98

93.6

87

87

Physics

87

83.6

88

84.5

Chemistry

95

82

91

87.5

Biology

95

90.6

98

97.5

Computer Applications

93

93

100

100

Economic Applications

96

96

-

-

Art

93

93

99

99

Aggregate Score

95

92.2

94

93.5

38

LEARNING JOURNEYS &WFSZ ZFBS PO PVS MFBSOJOH KPVSOFZT TUVEFOUT FYQMPSF UIF XPOEFST PG OBUVSF BOE FYQFSJFODF UIF FOJHNB PG IJTUPSZ SFBMJ[JOH *OEJB JO BMM IFS SFBMJUZ BOE HSBOEFVS 5IF MFBSOJOH KPVSOFZT GPS HSBEFT UP BSF GPDVTFE PO WBSJPVT UIFNFT MJLF TVTUBJOBCJMJUZ JOUFSDPOOFDUFEOFTT PG TZTUFNT BOE JEFOUJUJFT 8F UBLF UIF TUVEFOUT UP EJGGFSFOU TUBUFT PG *OEJB MJLF (VKBSBU 1VOKBC 3BKBTUIBO BOE -BEBLI FYQPTJOH UIFN UP UIF SJDI OBUVSBM BOE DVMUVSBM IFSJUBHF PG *OEJB UIBU NBLFT VT XIP XF BSF 5IFZ JOUFSBDU XJUI UIF MPDBM QPQVMBUJPO UISPVHI WJTJUT BOE JOUFSWJFXT UP HBJO B EFFQFS VOEFSTUBOEJOH PG UIF TUBUF BOE JUT TQJSJU 5IF JOEJHFOPVT LOPXMFEHF BOE USBEJUJPOT PG QFPQMF UIF DMJNBUF MBOEGPSNT FDPOPNJD QSPHSFTT BOE CJPEJWFSTJUZ BDU BT UIF CBDLHSPVOE GPS B DPOWFSTBUJPO PO DVMUVSF BOE JEFOUJUZ BOE JOEJHFOPVT LOPXMFEHF TZTUFNT BT DIJMESFO QVTI UIFNTFMWFT JOUFMMFDUVBMMZ XJUI SFBEJOH UIJOLJOH RVFTUJPOJOH TPDJBMMZ CZ CVJMEJOH TFMG BXBSFOFTT BOE SFMBUJPOTIJQT BOE QIZTJDBMMZ XJUI USFLT UIBU BSF BU PODF DIBMMFOHJOH BOE JODSFEJCMZ CFBVUJGVM

39

STUDENT ADVANCEMENT CELL

Student Advancement Cell (SAC) at Neev Academy provides each child with support, services and opportunities to motivate them in growing and exploring their interests and passions while recognising their strengths and challenges in turn assisting them to be - college, career and citizen ready.

Academic support by the Learning Support team, helping in recognising and approaching challenges in meeting academic requirements.

Social emotional support by the school psychologist includes proactive age and grade appropriate whole class lessons and individual skill building sessions with students who need additional support.

College Guidance systematically services the high school students to increase familiarity with universities for easy accessibility and clearer understanding and tracks academic growth.

Student life moves beyond core academics to provide opportunities to students to participate in events that build community spirit and showcase individual skills inside and outside of school.

40

HIGH SCHOOL STUDENT GOVERNMENT WORKSHOP

41

UNIVERSITY OFFERS INDIA

Ahmedabod University Ashoka University Azim Premji University Bennett University Flame University Krea University Manipal Institute of Technology O.P. Jindal Global University Plaksha University St Joseph's College PES University

USA

Arizona State University Babson College Baylor University Binghamton University Boston University Brandeis University Brown University ColPoly Pomona College of Wooster Cornell University Culinary lnstiMe of America Denison University Drexel University Earlham College Fordham University Franklin & Marshall College George Washington University Hampshire College Indiana University Iowa State University Ithaca College Indiana UniversityPurdue University Indianapolis Knox College Massachusetts College of Art & Design Middlebury College Mount Holyoke College New York University l\lorth Carolina State University l\lortheastem University Ohio State University OTIS College of Art & Design Pace University Pennsylvania State University Pratt lnstiMe Purdue University Rhode Island School of Design

Rochester lnstiMe of Technology Rutgers University San Diego State University Savannah College of Art and Design School of the Art Institute of Chicago School of Visual Arts Simmons University Smith College Swarthmore College Syracuse University Temple University College of Wooster Savannah College of Art and Design Trinity University University at Buffalo University of Arizona University of California - Berkeley University of California - San Diego University of California - Davis University of California - Irvine University of California - Merced University of Califonnia - Santa Cruz University of Califonnia - Los Angeles University of Califonnia - Riverside University of Califonnia - Santa Barbara University of Colorado Boulder University of Connecticut University of Illinois at Urbana-Champaign University of Maryland University of Massachusetts, Amherst University of Michigan-Ann Arbor University of Minnesota - Duluth University of Minnesota - Twin Cities University of Pittsburgh University of Rochester

UK

Birmingham City University Cardiff University Coventry University Durham University Imperial College London Klng's College London Klngston University Lancaster University London School of Economics Loughborough University Newcastle University Northumbria University Oxford Brookes University

Queen Mary University of London Queen's University Belfast Royal Holloway Sheffield Hallam University SOAS University of London Solent University University College London University of Bath University of Birmingham University of Brighton University of Bristol University of Dundee University of Edinburgh University of Exeter University of Hertfordshire University of Leeds University of Manchester University of Nottingham University of Plymouth University of Portsmouth University of Reading University of Sheffield University of Southampton University of St Andrews University of Strathclyde University Of Surrey University of the Arts London University of the Creative Arts London University of Warwick University of Westminster

CANADA

Concordia University Dalhousie University McGill University McMaster University Ontario College of Art & Design Queen's University Simon Fraser University University of Alberta University of British Columbia University of Guelph University of Ottawa University of Toronto University of Waterloo Wilfred Laurier York University

SINGAPORE Lasalle College of the Arts Nanyang Academy of Fine Arts Nanyang Technological University National University of Singapore

IRELAND

National University of Ireland, Galway Royal College of Surgeons in Ireland

AUSTRALIA Bond University Monash University University of Melbourne University of Sydney

MALAYSIA

University of Nottingham

EUROPE

Amsterdam University Ecole Polytechnique Eindhoven University of Technology IE University Spain Leiden University Maastricht University TU/ Delft Twente University University of Groningen utrecht University

MIDDLE EAST Weill Cornell Medicine-Qatar

42

ACADEMIC INTEGRITY Academic honesty in an integral part of learning at Neev. To this end, students are introduced to practices that lead automatically to a culture of honesty. This includes providing students with the means and support to conduct research the evaluation of sources, how to reference a source, how to avoid collusion and other forms of malpractice.

The school takes a very strong stance against academic dishonesty. Students are cautioned that academic dishonesty might lead to expulsion from school.

A C A D E M Y

admissions.academy@neevschools.com | +91-9148146446