Dec 17, 2024 16:35 IST
First published: December 17, 2024 at 16:35 IST
Two paths diverge in the forest, and the path we choose will make all the difference. CBSE is considering introducing two levels each of social science and science subjects at secondary level. It is suggested that while the content may remain the same, there will definitely be two types of assessment papers – advanced and basic. This structure is similar to existing levels of mathematics, mathematics standards and fundamentals. However, this approach has not fully delivered on its promise of providing flexibility in learning. Without careful planning and foresight, there is a real risk of repeating these weaknesses.
All students of mathematics, whether they choose to write the standard or basic mathematics examination at the class X level, have to complete the same syllabus and go through the same set of concepts. All students are expected to show similar engagement in class till the date of board examination. The only difference between the two is that the final CBSE exam for Basic Mathematics is considered less challenging. It is an academic urban legend that many math teachers have advised students to opt for Standard rather than Basic in the hope of getting better results. However, this approach often creates barriers and limits future opportunities for students who wish to pursue mathematics or related fields in the years to come. For example, in courses like engineering, a student must have studied core mathematics in class XI and XII. It turns out that this experiment has created unexpected challenges.
Over the years, the proficiency level between standard and basic level exam papers has been narrowing. So the use seems to be creating more barriers than removing any. We know that students opting for Basic Mathematics are denied the opportunity to study Core Mathematics in Class XI. (It must be acknowledged that during the covid years, a waiver was granted and students who opted for Basic Mathematics were allowed to study Mathematics in Class 11 and 12. This waiver still stands.) Hence, two levels of Mathematics currently offered for Class 10. Only the final rating differs, everything else remains essentially the same.
Should we expect a similar scenario in science and social science in the coming years? Will students opting for basic science be barred from studying physics, chemistry, biology or computer science in class 11? Likewise, will those who choose basic social sciences be barred from studying history, political science, economics or geography? What options will there be for a student who chooses Basic for both?
A central concern with such dual-level systems is that they can shift the focus from the learning process to the final assessment. By introducing an easy level, students can be guided to choose a path that prioritizes short-term outcomes over long-term understanding and potential. Instead of dismantling the standards, what we need is a comprehensive reimagining of the curriculum itself. A well-designed curriculum can cater to diverse learners while maintaining rigor, ensuring that all students develop fundamental skills without compromising depth and breadth.
This is especially important in the shadow of artificial intelligence and other technological advances, which are rapidly changing the way we learn and assess. The rise of AI requires major changes in science and social science curricula. Whether or not students later specialize in these areas, they should develop a good understanding of the basic concepts and their applications.
The obsession with narrow and special learners is a troubling trend. Today’s world, with blurred boundaries between disciplines, demands people with a broad, non-siloed understanding. Science and social science are no longer separate fields; They intersect in areas such as climate change, public health, and technology policy. If students are funneled into oversimplified tracks early on, they may miss opportunities to explore and integrate knowledge across fields.
Many education systems around the world offer dual levels or different tracks in different subjects. However, these systems often come with dedicated courses, separate learning resources, and tailored instruction for each level. This context highlights an important opportunity for CBSE to reimagine its approach.
Finally, the implications of this move for teachers and schools need to be considered. Differentiated levels require more than just different exam papers; They demand adapted teaching methods, additional training for teachers, and resources adapted to the diverse needs of students. Without such support, the risk of uneven implementation is greater, potentially exacerbating existing inequalities.
In conclusion, CBSE’s proposal to introduce dual levels of science and social science is a step that warrants careful deliberation. While it holds the promise of catering to diverse learners, its success depends on how thoughtfully it is implemented. We hope for a similar thoughtful implementation of the existing two levels of Mathematics for Grades IX and X. As we embrace the double standard, let’s make sure it doesn’t turn into a conflict between opportunity and limitation.
Sahil is an education consultant specializing in curriculum design, teacher training, and edtech initiatives. Ahmed is a teacher with 16 years of experience in senior schools in NCR
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