English
English is currently the subject with the greatest uncertainty.
Unlike Mathematics and Science, the draft direction here is quite broad.
We do not yet have any clarity on:
- the final textbook lessons
- the exact creative writing formats that will be part of the board exam
So our approach in English is very different from the other subjects.
How we are using the current textbook
At present, students are working with the older Grade 10 textbook.
We expect that all the lessons in the new textbook will change. Because of that, there is limited value in asking students to memorise detailed content from the current lessons. However, what we have noticed is that even if the content changes (as seen in all the lower classes) the reading level (Lexile level) tends to remain similar.
So, we are using this material as a tool to build higher-level skills.
Our focus is on:
- helping students get comfortable with reading larger texts at that level
- training them to identify key ideas and information
- developing the ability to connect ideas across lessons
To support this, we will be:
- conducting open-book assessments
- asking more challenging, thinking-based questions
- including questions that may span across multiple lessons
This ensures that students:
- engage meaningfully with the content
- build analysis and interpretation skills
- learn to answer broader, higher-order questions
So instead of focusing on content that is not going to be carried forward, we are strengthening the skills that will continue to matter.
A quick note on the exam structure
Even if we look at the current board paper pattern, which is unlikely to change drastically:
- The 80-mark written paper is broadly split into:
- 40 marks based on the textbook
- 40 marks based on other skills
This second half includes seen and unseen comprehension, grammar, creative writing. In other words, half the paper does not depend on textbook lessons at all.
That is another reason why our current focus is on comprehension, writing ability, grammar in use, overall thinking skills.
These are the areas that remain relevant regardless of how the textbook changes.
Creative Writing
There is one more area of uncertainty worth explaining. At present, there is also no confirmation about which writing formats will finally be included in the board exam.
Based on previous patterns, there have been multiple formats such as:
- letter writing (e.g., complaint letter)
- analytical paragraphs
- diary writing, interview questions, dialogue writing etc.
- descriptive writing based on cues (verbal or visual)
All these formats have been part of their practice in earlier grades. They already have a working familiarity with the formats and the expectations. What we are working on now is deepening that preparation. Since we do not yet know which formats will finally be selected, our approach is to prepare students across formats.
- In each unit, we will focus more deeply on two formats at a time
- Across the year, students will get exposure to all major types
This ensures that:
- students are not over-prepared for one format and under-prepared for another
- they develop a flexible writing ability
- they are able to adapt quickly once the final pattern is confirmed
What this means for students
So in English, our goal is not to predict the exact paper in advance.
It is to make sure that students:
- can read and handle larger texts comfortably
- can think, connect and analyse information
- can write clearly across formats
When the final textbook and exam pattern are announced, students will already have the skills needed to handle them confidently.