Latest news with #AlkaKapur
India Today
27-06-2025
- General
- India Today
Two CBSE board exams from 2026: Great move or more pressure? Teachers speak
Starting in 2026, CBSE Class 10 students will appear for board exams twice a year -- once in February and again in May. While the first attempt is compulsory, the second is optional and allows students to improve marks in up to three subjects or reappear if they couldn't clear a move aims to reduce exam pressure, and schools across India are cautiously optimistic -- but warn it'll only work if implemented PROGRESSIVE STEP, BUT DON'T RUSH IT'Many school leaders support the plan. Dr Alka Kapur, Principal of Modern Public School, called it 'a progressive step aligned with the vision of the National Education Policy (NEP) 2020.' According to her, 'This reform aims to reduce academic stress, provide greater flexibility, and empower students with the opportunity to improve their performance through multiple attempts.'But she also added, 'Its successful implementation will require careful planning, robust infrastructure, and clear guidelines.'Ganesh Sharma, Principal of Global Indian International School, said the new format 'will offer students an additional chance to enhance their performance, thereby it will potentially lessen stress and pressure related to exams.'However, he cautioned, 'This policy will necessitate extensive logistical arrangements, increase educator responsibilities, and may cause disruptions to the academic timetable.'He also noted that 'it could create financial burdens for students from economically disadvantaged backgrounds.''TWO BOARD EXAMS IS A LOGISTICAL CHALLENGE'advertisementShiv Nadar School's Principal Anju Soni acknowledged the positives but noted, 'Preparing students for two board exams poses logistical challenges for schools.''Despite this, the policy can offer significant benefits to the students—it may reduce exam stress, promote deeper learning, and offer them with a second chance without losing a year,' she added. (Photo: PTI) 'FLEXIBILITY SHOULDN'T BECOME AN EXPECTATION'Preeti Bhandary, Co-Founder and Director of Glentree Academy, warned, 'It's important to ensure that this flexibility doesn't become an added expectation.''The option should be exercised judiciously -- only when genuinely necessary -- so that it serves its true purpose of easing pressure, not unintentionally amplifying it,' she said.'ALIGNED WITH OUR EXISTING ASSESSMENT STYLE'At some schools, the new system won't feel like a big shift. Bidyumala Salunke, Principal, Orchids The International School, said, 'We welcome the recent changes announced for the upcoming academic session, which offer students greater flexibility and multiple opportunities to excel.'She added, 'At Orchids, we already conduct term-wise assessments using Volume 1 and Volume 2, so this shift feels aligned with our existing approach—just with the formal tag of a board exam now added to each term.''A STEP IN THE RIGHT DIRECTION'advertisementSasmita Mohanty, Director-Principal of Sanjay Ghodawat International School, welcomed the reform: 'Aligning with the broader objectives of NEP 2020, the CBSE Class 10 biannual exam reform marks a transformative shift in reshaping India's educational framework.''It will further enhance learning outcomes and create a fairer educational environment, ensuring students can thrive and demonstrate their capabilities,' she to Naman Jain, Vice-Chairman of Silverline Prestige School, Ghaziabad, 'The CBSE is setting a significant national precedent by implementing a biannual Class X exam reform in 2026.''Eliminating the 'high stakes' aspect of board exams, this reform will dismantle the pressure of academic performance, encouraging year-round learning,' he also said that this could 'encourage year-round learning' and 'further boost educational pedagogy by identifying learning gaps and taking curative action.'WHAT NEXT?CBSE is also considering similar changes for Class 12, though nothing has been finalised this Class 10 change has sparked fresh discussion on how exams are conducted -- and how they can serve students, not scare them.- EndsMust Watch
India Today
19-06-2025
- Science
- India Today
Science of Living vs Happiness Curriculum: What's really changed in Delhi schools?
Delhi's government schools are witnessing a significant shift in their approach to student emotional well-being and life skills education. The much-talked-about Happiness Curriculum is making way for the Science of Living -- a more comprehensive framework that educators are calling a timely upgrade for the digital transition from the Happiness Curriculum to the Science of Living represents more than just a name change. According to Dr. Alka Kapur, Principal of Modern Public School, Shalimar Bagh, the Science of Living is "a more holistic upgrade to the Happiness Curriculum". She emphasises that this new approach addresses the real challenges students face today, particularly in our hyper-digital isn't about just making the students feel happy for a while, but about equipping them with life tools for emotional equilibrium, better interpersonal skills, and increased concentration," explains Dr. CURRICULUM FROM AUGUST From August, classrooms in Delhi's government schools will start to look and feel different. Along with regular subjects like maths and grammar, students will now learn how to breathe deeply, take care of older people, and spend less time on Delhi government announced this new change on June 5, 2025, as part of a new programme called the Science of Living. It brings a fresh way of teaching that focuses not just on studies, but also on helping students become more balanced and programme is based on ancient Indian ideas like panch kosha (which talks about five parts of a person – body, mind, energy, wisdom, and joy) and panch tantra stories. It also includes important life skills that students need in today's will take part in yoga, meditation, and mindfulness exercises. They will also learn how to handle their emotions, understand right and wrong, and show care for others. The aim is to help students grow into calm, kind, and thoughtful individuals, ready to face life with are a few key differences in the two curricula:Happiness curriculum: Primarily centred on creating moments of joy and basic emotional awarenessScience of Living: Addresses specific modern challenges like screen dependency, emotional fatigue, and heightened stress levelsSanamdeep Chadha, Education Reformist and Director of Genesis Global School, Noida, highlights a crucial distinction: "Compared to the Happiness Curriculum, it offers deeper structure and greater potential for lasting internalisation of values".SCIENCE OF LIVING CURRICULUMThe Science of Living curriculum incorporates:Digital detox practicesMindfulness and meditation techniquesValue-driven discussionsEmotional regulation strategiesMind-body connection through yogic practicesThe new approach promises a few tangible benefits:Reduced student anxiety through meditation and yoga practicesImproved classroom focus via digital detox and mindfulnessBetter interpersonal relationships through emotional regulationEnhanced academic performance as a natural outcome of improved mental DIGITAL AGE CHALLENGESOne of the most significant upgrades is the new curriculum's focus on digital wellness. The Science of Living specifically tackles issues that weren't as prevalent when the Happiness Curriculum was introduced, such as:advertisementScreen dependency managementDigital detox practices that provide mental reset and reduce stressImproved focus through reduced constant screen exposure"Digital detox, yoga, and meditation offer students the mental clarity and emotional balance they often lack in a hyper-digital world," notes Dr. the most profound shift is philosophical. Sanamdeep Chadha explains that the Science of Living "shifts focus from achievement to meaning, encouraging students to ask not just how to succeed, but why". This represents a fundamental change in how schools approach student new curriculum integrates essential human values - empathy, compassion, and responsibility - into everyday learning, creating what educators describe as more "life-relevant education".PRACTICAL IMPLEMENTATIONBoth educators emphasise that implementing the practices under the Science of Living curriculum doesn't require overhauling the academic schedule. Instead, they suggest:Starting the day with mindful breathing exercisesIncorporating reflection circles into daily routinesWeaving value-based conversations into regular classroom discussionsUsing existing co-scholastic activities as platforms for emotional learningBut proper implementation needs the right faculty and adequate teacher training."Empowering teachers is key," states Chadha. "When educators are equipped with the mindset and tools to model emotional awareness, even small shifts can transform school culture".advertisementCUSTOMISATION FOR DIVERSE NEEDSPrivate schools are finding ways to adapt the Science of Living framework while maintaining its core philosophy. Dr Kapur suggests that schools can "customise the framework by blending it with their existing life skills programmes, creating modules that reflect the unique challenges their students face".This curriculum shift reflects a broader understanding of education's role in the 21st century."Schools are not just centres of academic growth -- they're foundations for shaping emotionally resilient and socially responsible individuals," says Samandeep Science of Living curriculum acknowledges that in today's world, knowledge alone isn't sufficient. Students need to manage stress, adapt to change, collaborate with empathy, and make ethical choices - skills that are best nurtured within the school transition from Happiness Curriculum to Science of Living represents a maturation in how we approach student well-being. It moves beyond creating temporary happiness to building lasting resilience, from surface-level contentment to deep-rooted life schools continue to implement this new framework, the focus remains clear: preparing students not just for academic success, but for a meaningful, balanced, and emotionally intelligent life in an increasingly complex early feedback from educators suggests that this evolution is both necessary and timely -- a recognition that true education must nurture the whole human being, not just the Watch
New Indian Express
08-05-2025
- New Indian Express
Students, teachers of Delhi schools take part in training sessions for disaster and emergency preparedness
NEW DELHI: Schools across Delhi conducted mock drills as part of their training sessions for disaster and emergency preparedness, following the guidelines of the Union Ministry of Home Affairs. During these drills, students and teachers participated in various exercises simulating real-life emergency scenarios to ensure effective responses during potential crisis. The drill commenced with the sounding of a siren, prompting students to immediately switch off all electrical appliances and take cover under their desks or near walls. Once the siren ended, students were instructed to place their school bags over their heads and calmly move to designated safe areas. In another scenario, students were asked to hide under their desks as part of the safety procedure. Schools such as Modern Public School in Shalimar Bagh, Amity School in Saket, Tagore International School in East of Kailash, and DPS Vasant Kunj took part in the mock drills under the government's initiative, 'Operation Abhyaas'. Dr Alka Kapur, principal of Modern Public School in Shalimar Bagh, said, 'Our students actively engaged in the simulation, learning how to seek shelter, administer first aid, assist peers and respond calmly during any crisis.' She added, 'This preparation will provide students with valuable insight into disaster protocols while developing a sense of civic responsibility and unity.' Some students were confused and even thought they were being punished.
