ANNUAL CURRICULUM PLAN -2015-16digitnet.in/vrj/pdffiles/ANNUAL CURRICULUM PLAN.pdfINTRODUCTION: The...

INTRODUCTION: The Annual Curriculum plan 2015-16 implies the taking of decision for future action with a view

to achieve predetermined objectives through the optimum use of scarce resources. Hence it implies three important

stages – taking of decision, working for predetermined objectives and making optimum use of the resource available

both physical and human. Planning and evaluation are linked together . The evaluation at fixed intervals will determine

the success of the plan. Without evaluation the quality of the work will deteriorate. It is a corporative venture of the

community, management of school, staff and students.

OBJECTIVES:

The Annual Curriculum Plan 2015-16 is prepared with the following objectives.

1. Full utilization of available resources.

2. Providing adequate amenities to teachers, students and local community

3. Proper implementation of CCE with evaluation at every level .

4. Providing extra resources to the students fro comprehensive development

5. Inspiring the teachers to give their best to the students.

6. Developing a taste in the students for dramatics, athletics and hobbies.

7. Creating a feeling of belongingness to the institution in both the students and teachers.

8. Professional growth of the teachers

The institutional plan is divided into following four parts for the sake of convenience.

1. Academic -scholastic

2. Co-curricular activities

3. Pace Setting Activities

4. Developmental Activities

8.50 am to 9.00 Morning assembly

9.00 am to 9.10 am Yoga

9.10am to 9.50am 1st period

9.50am to 10.30 am 2nd period

10.30 am to 10.40 am Short break

10.40am to 11.20 am 3rd period

11.20 am to 12.00 4th Period

12.00 noon to 12.30 pm Lunch Break

12.30 pm to 1.10 pm 5th Period

ANNUAL CURRICULUM PLAN -2015-16

1. ACADEMIC PLAN

1.1) DAILY ROUTINE

1.10 pm to 1.5o pm 6th Period

1.50 pm to 2.00pm Short break

2.00 pm to 2.35 pm 7th Period

2.35 pm to 3.15 pm 8th period

3.15 pm National Anthem

Regular time table teacher wise & class wise is enclosed herewith and the teachers will note down their

own time table. Time table for supervision is enclosed.

Rolling Time Table: The timetable rolls regularly without any break in planned working hours, events and

activities for a certain period of time. It works as 1st day, 2nd day, 3rd day, 4th day, 5th day and 6th day instead

of Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. The six days’ time table with 8 periods

in a day of 40 minute duration per period rolls regularly without any break in completing portion as

scheduled.

Eg. If we start the school on one Wednesday it will be considered as 1st day and 1st day time table is taken,

if the next day i.e., Thursday will be a holiday, then the second day time table will become active on Friday.

Rolling time table usually used in planning and monitoring employee time and tasks.

SPLIT UP SYLLABUS FOR CLASS -VI

1st Term (June to Oct) 2nd Term (Nov to March)

MONTH TOPIC (English) MONTH TOPIC (English)

June Nov

July Dec

ENGLISH

1.3) SPLIT UP SYLLABUS.

1.2) REGULAR TIME TABLE

SPLIT UP SYLLABUS FOR THE SESSION 2015-2016

SPLIT UP SYLLABUS FOR CLASS I-V

SPLIT UP SYLLABUS FOR CLASS VI-VIII

Aug Jan

Sept Feb

Oct March

SPLIT UP SYLLABUS FOR CLASS -VII

1st Term( June to Oct) 2nd Term (Nov to March)


June Nov

July Dec

Aug Jan

Sept Feb

Oct March

SPLIT UP SYLLABUS FOR CLASS -VIII



June Nov

July Dec

Aug Jan

Sept Feb

Oct March

**SPLIT UP SYLLABUS FOR CLASS -IX

1st Term( June to Oct) 2nd Term (Nov to March) TOPIC (English) MONTH TOPIC (English)

PROSE

1. How I Taught My Grandmother to

Read

2. A Dog Named Duke

PROSE

1. The Man Who Knew too Much

2. Keeping it from Harold

3.Best Seller

POETRY

1. The Brook

2. The Road Not Taken

3. The Solitary Reaper

4. Lord Ullin’s Daughter

POETRY

1. The Seven Ages

2. Oh, I Wish I’d Looked After My Teeth

3. Song of the Rain

DRAMA

1. Villa for Sale

DRAMA

1. The Bishop’s Candlesticks

Main

Course

Book

1. People

2. Adventure

3. Environment

Main

Course

Book

1. Mystery

2.Children

3. Sports and Games

Long

Reading

Text –

Novels

(either

one)

4. The Class IX Radio and Video

Show

Long Reading Text/ Novel (either one)

Gulliver’s Travels in four parts

Unabridged Edition

(2005) by Jonathan Swift Parts I & II

Three Men in a Boat Unabridged

Edition (1889) by

Jerome K. Jerome - Chapters 1 – 10

Long

Reading

Text –

Novels

(either

one)

Gulliver’s Travels in four parts Unabridged

Edition

(2005) by Jonathan Swift - Parts III & IV

Three Men in a Boat Unabridged Edition

(1889) by

Jerome K. Jerome - Chapters 11 - 19

WORK BOOK* - Suggested Break-up of Units for the Purpose of Classroom Teaching only-

NOT FOR

TESTING (see the note below)

1. Verb Form

2. Determiners

3. Future Time Reference

4. Modals

1. Connectors

2. The Passive

3. Reported Speech

4. Prepositions

**SECTION WISE WEIGHTAGE IN ENGLISH COMMUNICATIVE –Class IX-X

Section Total Weightage 90

A Reading Skills 20

B Writing Skills with Grammar 25

C Literature Textbook and Long Reading Text 25

D Assessment of Speaking and Listening (ASL) 20

TOTAL 90

**SPLIT UP SYLLABUS FOR CLASS -X


TOPIC (English) MONTH TOPIC (English) PROSE

1. Two Gentlemen of Verona

2 Mrs. Packletide’s Tiger

3. The Letter

PROSE

1. A Shady Plot

2. Patol Babu

3. Virtually True

POETRY 1. The Frog and the Nightingale

2. Mirror

3. Not Marble, nor the Gilded

Monuments

POETRY 1. Ozymandias

2. The Rime of Ancient Mariner

3. Snake

DRAMA 1. The Dear Departed DRAMA 1. Julius Caesar

Main

Course

Book

1. Health and Medicine

2. Education

3. Science

Main

Course

Book

1. Environment

2. Travel and Tourism

3. National Integration

Oct Long

Reading

Text –

Novels

(either one)

Diary of a Young Girl – 1947

June 12, 1942 to March 14, 1944

By Anne Frank (unabridged

edition)

The Story of My Life – 1903

Chapters 1-14

By Helen Keller (unabridged

edition)

Long

Reading

Text –

Novels

(either

one)

Diary of a Young Girl – 1947

March 16, 1944 to August 01, 1944

By Anne Frank (unabridged edition)

The Story of My Life – 1903 Chapters

15-23

By Helen Keller (unabridged edition)

WORK BOOK* – Suggested Break-up of Units for the Purpose of Classroom Teaching only – NOT FOR

TESTING (see the note below).

Term I Term II

1 Determiners 1 Comparison

2 Tenses 2 Avoiding Repetition

3 Subject-Verb Agreement 3 Nominalization

4 Non-Finites 4 Modals

5 Relatives 5 Active and Passive

6 Connectors 6 Reported Speech

7 Conditionals 7 Prepositions

*** CBSE secondary school curriculum 2015-16

MALAYALAM

HINDI

SPLIT UP SYLLABUS FOR CLASS I-V

SPLIT UP SYLLABUS FOR CLASS VI -X

I


I



MONTH Units [Math] MONTH Unit [Math]

June Knowing our numbers

Whole numbers

Playing with numbers

Nov Integers

Fractions

July Playing with numbers

(Continuation) Basic Geometrical

ideas Understanding elementary

shapes

Dec Data Handling

Mensuration

Algebra

Aug Understanding Elementary

shapes (continuation)

Decimals

Jan Algebra(Continued)

Ratio and proportion

Symmetry

Sept Understanding Elementary

shapes (continuation)

Decimals

Feb Practical Geometry

Oct SA 1 March SA2




June Integers

Fractions & Decimals

Nov Rational Number The Triangle and its

Properties

July Lines & angles

Data Handling

Dec Congruence of Triangles

Algebraic expressions

Aug Simple equations

Visualizing solid shapes

Jan Exponents & Powers

Practical Geometry

Symmetry

Sept Perimeter & Area Feb Comparing quantities

Oct SA 1 March SA2




SANSKRIT

MATHEMATICS


I

June Rational Numbers

Linear equations in one variable

Nov Cube and cube roots

Algebraic expressions and identities

July Understanding quadrilaterals

Data Handling

Dec Practical Geometry

Direct and inverse proportions

Aug Squares and square roots

Comparing quanties

Jan Introduction to graphs

Mensuration

Plying with numbers

Sept Visualizing Solid shapes

Exponents and powers

Feb Factorization

Oct SA 1 March SA2

**SPLIT UP SYLLABUS FOR CLASS –IX.


Units Marks Units Marks

I NUMBER SYSTEMS 17 II ALGEBRA (Contd.) 16

II ALGEBRA 25 III GEOMETRY (Contd.) 38

III GEOMETRY 37 V MENSURATION (Contd.) 18

IV COORDINATE GEOMETRY 11 VI STATISTICS 10

V MENSURATION VII PROBABILITY 08

TOTAL (theory) 90 Total (Theory) 90

**SPLIT UP SYLLABUS FOR CLASS –X.


Units Marks Units Marks

I NUMBER SYSTEMS 11 II ALGEBRA (Contd.) 23

II ALGEBRA 23 III GEOMETRY (Contd.) 17

III GEOMETRY 17 IV TRIGONOMETRY (Contd.) 08

IV TRIGONOMETRY 22 V PROBABILITY 08

V STATISTICS 17 VI COORDINATE GEOMETRY 11

VII MENSURATION 23

TOTAL (theory) 90 Total (Theory) 90

*** CBSE secondary school curriculum 2015-16



MONTH Units [Sceicne] MONTH Unit [science]

June Food-Where does it come from

Component of food Fiber to Fabric Nov Motion and measurement of

distance

July Sorting material into group

Separation of substances

Changes around use

Dec Light Shadow and reflection

Electricity and circuits

Aug Getting to know plants

Body Movement

The living organism and their

surrounding

Jan Fun with magnets

Water

Air

Sept Getting to know plants

Body Movement

The living organism and their

surrounding

Feb Air

Garbage in

Garbage out

Oct SA 1 March SA2

SCIENCE

SPLIT UP SYLLABUS FOR CLASS I –V EVS

I




June Nutrition in plants

Nutrition in animals

Fibre to Fabric

Nov Reproduction in Plants

Motion and Time

July Heat

Acids Bases & Salts

Physical & Chemical changes

Dec Electric current & its effects

Light

Aug Weather, Climate & Adaptations

of Animals to Climate

Winds storms & Cyclones

Soil

Jan Water: A Precious Resource

Forests: Our lifeline

Sept Respiration in organisms

Transportation in animals & plants

Feb Wastewater story

Oct SA 1 March SA2




June Crop Production and

Management Force and

Pressure

Nov Conservation of Plants and

Animals

Structure and Function

Some natural phenomenon

July Micro organisms: Friend and Foe

Synthetic Fibers and Plastics

Friction

Dec Reproduction in Animals

Light

Aug Materials: Metals and Non-metals

Coal and Petroleum

Sound

Jan Reaching the age of adolescence

Stars and Solar Systems

Sept Combustion and Flame

Chemical effect of electric current

Feb Pollution of Air and Water

Oct SA 1 March SA2



Unit

s

Mark

s

Unit

s

Marks

I Matter - Its Nature and Behaviour 29 I Matter - Its Nature and behaviour 18

II Organisation in the Living World 18 II Organisation in the Living World 26

III Motion, Force and Work 30 III Motion, Force and Work 36

V Food; Food Production 13 IV Our Environment 10

90 90

**SPLIT UP SYLLABUS FOR CLASS –X.


Unit

s

Mark

s

Unit

s

Marks

I Chemical Substances-Nature and

Behaviour

33 I Chemical Substances -Nature and

Behaviour

18

II World of Living 21 II World of Living 30

IV Effects of Current 29 III Natural Phenomena 29

V Natural Resources 07 V Natural Resources 08

90 90



MONTH Units [Social Science] MONTH Unit [Social science]

June What, Where, How and When

On the trial of the Earliest people

The earth in the Solar System

Understanding Diversity

Nov New Questions and Ideas

Ashoka, the emperor who gave up

war. Major Domains of the Earth

Pachayati Raj

July From gathering to growing food

In the earliest cities

Globe: Latitudes and Longitudes

Diversity and Discrimination

What is Government?

Dec Vital Villages, Thriving towns

Traders, Kings and Pilgrims

Major Landforms of the Earth

Rural Administration

Urban Administration

Aug What books and Burials tell us.

Kingdoms, Kings and an Early

Republic

Jan New Empires and Kingdoms

Buildings, Paintings and Books

Our Country India

Rural Livelihood

Sept Motions of the Earth

Maps

Key elements of a democratic

government

Feb Urban Livelihood.

India:Climate, Vegetations and

Wild

life

Oct SA 1 March SA2




June Tracing changes through a

thousand years

Environment

Inside our Earth

On Equality

Nov Tribes, Nomads and Settled

Communities

Natural Vegetation and Wild life

Understanding Media

Understanding Advertising

July New Kings and Kingdoms

The Delhi Sultans

Our Changing Earth

Role of Government in health

How the state Government Works

Dec Devotional paths to the divine

The making of regional cultures

Human Environment-Settlement,

Transport and communication.

Markets Around Us.

Aug The Mughal Empire

Rulers and Buildings

Air

Growing up as Boys and Girls

Women change the world

Jan Eighteenth century political

formations Human

Environment Interactions-The

tropical and sub-tropical region.

Life in the temperte Grasslands

A Shirt in the market

Sept Towns, Traders and

Crafts persons Water

Feb Life in the Deserts

Struggles for Equality

Oct SA 1 March SA2



SOCIAL SCIENCE


I

SPLIT UP SYLLABUS FOR CLASS I –V EVS

I


June How, When & Where

From Tare to territory

Resources

The Indian Constitution

Nov Civilizing the Native, Educating

the

Nation

Women, Caste and Reform

Industries

Judiciary

July Ruling the countryside

Tribal, Dikus and the Vision of the

Golden Age

Land, soil, water, Natural

vegetations & wild life resources

Understanding Secularism

Dec The changing world of Visual Arts

Industries-continue

Understanding our criminal Justice

system

Understanding Marginalization

Aug When People Rebel

Colonialism and the City

Mineral and power resources

Why do we need a parliament

Jan The making of the National

Movement :1870-1947

Human Resources

Confronting Marginalization

Public facilities

Sept Weavers, Iron, smelters and

factory owners

agriculture

Understanding Laws

Feb India After Independence

The Law and social justice

Oct SA 1 March SA2



Unit

s

Social Science Mark

s

Unit

s

Social science Marks

I India and the Contemporary

World - I

23 I India and the Contemporary

World - I

23

II Contemporary India - I 23 II Contemporary India - I 23

III Democratic Politics - I 22 III Democratic Politics - I 22

IV Economics 22 IV Economics 12+10

V Disaster Management (Through

Project & Assignments)

OTB

A

TOTAL 90 TOTAL 90



Unit

s

Social science Mark

s

Unit

s

Social science Marks

I India and the Contemporary

World - II

23 I India and the Contemporary

World - II

23

II Contemporary India - II 23 II Contemporary India - II 23

III Democratic Politics - II 22 III Democratic Politics - II 22

IV Understanding Economic

Development

22 IV Understanding Economic

Development

22

V Disaster Management (Through

Project & Assignments)

TOTAL 90 TOTAL 90

COMPUTER SCIENCE

S.N

o

Class Division Class Teacher Subjects

1 LKG

2 UKG

3 I

4

5

6

7

8

9

10

11

12

S.N

o

Name of teachers Educational

Qualification

Subjects

studied

Subjects -

teaching

Class /classes

1

2

3

4

MORAL SCIENCE

GENRAL KNOWLDGE

YOGA

1.4) CLASS TEACHERS FOR THE SESSION.

1.4.1 Teachers in role and subjects during the academic year 2015-16

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

Class III

PEROD LESSON COMPULSORY

ACTIVITIES

SUGGESTED OPTIONAL ACTIVITIES

June-

July

Written work

Listening

Comprehension

Conversation/Dialogue

Prepared Speech

Creative Writing/Speaking

Picture /Experience Based on the school garden Oral Quiz on

common/local flowers

Presentation with peers and teachers

Group project on uses of trees with writing / speaking

activity

CONSOLIDATION OF FA1

Aug-

Sept

Written work

Listening

Comprehension


Prepared Speech

Presentation with peers and teachers

Group project on uses of trees with writing / speaking

activity

Creative Writing

Role Play on Vegetables (Refer page-33 of the textbook)


Oct Written work

Listening

Comprehension


Prepared Speech

Role Play about a journey in a bus/train OR personification

of different means of transport

Speak/Write about packing /preparing for a journey

1.5. CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS

ENGLISH

Nov

Dec

Written work

Listening

Comprehension


Prepared Speech

RolePlay /dramatization of any animal fable from Aesop’s

Fables/ Panchatantra

Compose parallel poems

Show and Tell-about the play activities of babies


Jan

Feb

Written work

Listening

Comprehension


Prepared Speech

Presentation with peers and teacher about experiences with

siblings/ one’s feelings about being a single child

Show and Tell – sign language/Role Play of animal

movements

Picture based Story Development- comic strip writing/

speaking/ descriptive writing ( page-106)

Role Play/Dramatization with masks


CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS

Class IV


ACTIVITIES


June-

July

Written work

Listening Comprehension


Prepared Speech

Creative Writing- comic strip about

conversation between animals in a farm ex-

The Four Great Singers

Role Play by farm animals at breakfast.

Speak about/Quiz on trees that are

significant with celebrations of festivals/

Creative Writing- Illustrated write-up about

various parts of the body/

Story Telling-story of the five little fingers


Aug-

Sept

Written work



Prepared Speech

Show Tell about sportsperson/sportspeople

and the their field of sport

Watch a video clip with narration about a

sport and Speak/write about it

Speaking/Recitation /Role Play of a parallel

poem -Six Honest Men by Rudyard Kipling


Oct Written work



Prepared Speech

Story development (page )

Comic strip writing (page )

Role Play of the poem with choral recitation

Role Play of the lesson

Group Projects on Animals our friends

Nov

Dec

Written work



Prepared Speech

Creative Writing-Write the poem as an

illustrated story

Role Play/Dramatization of the Story


Jan

Feb

Written work



Prepared Speech

Book Review/Design a book cover and

present

Book Talk- advertise your favourite book

Role/Play Dramatization

I am a Talking Puppet- Make a puppet(s) and

enact an experience.


CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS

Class V


ACTIVITIES


June-

July

Written work



Prepared Speech

Oral Quiz about various types, flavours, cost

and colours of ice-creams Creative Writing-

Write a recipe for an imaginary ice-cream of

your choice and advertise it with a

slogan/song etc Role Play -Ice-cream man

vending ice- creams to the class children

Group Projects on teamwork and

collaboration

Creative Writing- Comic strip writing of

the lesson /conversation between the shadow

and the little boy Story development on

teamwork


Aug-

Sept

Written work



Prepared Speech

Creative writing/Story Development/ Story

Telling- based on viewing video clips such

as Treasure Island, Sindbad the Sailor

Group Projects- compile situations

illustrated with smileys where one has been

disappointed, sad, afraid, left alone.. and

present to the class


Oct Written work



Prepared Speech

Role Play /Oral Quiz on different

professions

Presentations involving peers and teacher on

acts of bravery , bravery award Creative

Writing- Writing a notice for informing the

class

Nov

Dec

Written work



Prepared Speech

Creative Writing- writing a parallel poem

Story Telling- based on video of Gulliver’s

Travels Story Writing- Video clip/reading

of Hansel and Gretel- house of the witch and

describing it.

Presentation with Peers and Teacher about

how to be a good friend with reading of few

situations and stories and discussion based

on them Group Projects- My Best friend


Jan

Feb

Written work



Prepared Speech

Creative Writing-. Meet families in the

neighbourhood and write about them

Poster making about city/country life.

Role Play of the Lesson/ Presentation with

peers and teacher on sensitivity to the

environment and leadership qualities

Creative Writing-Compile a glossary of

terms related to environment ( Integrated

activity) Slogan writing , message

Group Projects – animals and plants in the

polar region with emphasis on language

competencies


POINTS OF ASSESSMENT OF COMPETENCIES IN ENGLISH (Source: NCERT Sourcebook

on Learning Assessment classes’ I-V – English)

CLASS LISTENING SPEAKING READING WRITING

III

•Follows simple oral

directions/instructions.

Recognises and pronounces

the new sounds (especially

in L2) correctly.

Can read stories,

poems, and folktales.

• Can identify prefixes,

suffixes, singular and

Uses complete

sentences.

• Knows the use of

capital letters, and

BLUEPRINT FOR FORMATIVE ASSESSMENT-1

•Can identify the key

ideas and important

details.

•Can retell main events

and recall key ideas.

• Can use a considerable

number of words in simple

sentences.

• Can express her feelings

and experiences.

plural forms of words,

words indicating

gender.

• Can grasp ideas from

the given text and

materials such as

posters, hoardings, etc

punctuation marks

such as full

stop/period, question

mark, and

apostrophe.

• Spells correctly

most of the words

taught.

• Can write simple

descriptions of self,

people and things

around.

IV

Follows a variety of

oral directions/

instructions.

• Can summarise the

key ideas and important

details in own words.

Pronounces all the sounds

correctly (especially in L2)

and is aware of the

pitch/intonation differences

(rising tone/ falling tone).

• Participates in dialogues,

role-plays, etc.

• Answers questions about

the ideas presented.

• Can talk about personal

opinion and support it with

example or details.

• Can produce an oral text

in a logical sequence

Can read grade

appropriate texts orally

and silently with

increasing accuracy,

fluency and confidence.

• Can predict what text

may be about by

looking at the pictures,

title, etc.

• Can grasp meaning/

ideas.

• Can identify

relationships between

ideas/events.

• Can infer the words of

the passage/text.

Uses complete

information with

proper capitalisation

and punctuation

marks such as full

stop/period, comma,

question mark and

apostrophe.

• Can combine

related sentences

using appropriate

conjunctions (e.g.,

and, but, or because,

if).

• Can spell common

words correctly.

• Can organise ideas

and information in

logical sequences.

• Can write

descriptions

V

Listens to and

understands a range of

oral texts (e.g., a class

lecture, a TV/radio

news broadcast,

announcements,

debates, instructions,

etc.).

• Can transcribe

sentences and passages

dictated by the teacher.

• Recognises/ identifies

key words and phrases.

• Can make inferences

and predictions.

• Can summarise main

points in an oral text.

• Provides responses,

makes judgments and

draws conclusions

Makes use of different

intonations.

• Shares experiences,

observations and ideas

during structured group

talks.

• Can express and respond

to opinions and ideas

clearly, concisely and

accurately.

• Can support own

opinions, conclusions, etc.

with examples.

• Can carry out

conversations on day-to-day

matters

Reads a range of grade

appropriate texts both

orally and silently.

• Uses prior knowledge,

experiences and

information in various

contexts.

• Can use dictionary/

encyclopaedia.

• Can initially respond

to the text.

• Understands and

appreciates articles,

poems, reports, etc.

Can write letters,

descriptions; prepare

posters, notices; and

write messages.

• Can provide

sufficient details,

examples and facts

to support main

points.

• Organises ideas in

appropriate

sequence

SUGGESTED RATING SCALE

1 2 3 4 5

Need a lot of help Needs help Adequate Good Outstanding

Level 5: Outstanding Fluent, creative, appropriate, accurate, coherent and cohesive. (When we say that the output is

cohesive, we mean that it has all the grammatical linkers in place; coherent implies that the output

is well- organised.)

Level 4: Good Reasonably fluent and accurate but may need some help with cohesion.

Level 3: Adequate

Output is reasonably appropriate both grammatically and contextually; needs more exposure and

help with the vocabulary.

Level 2: Needs Help Successful communication, but problems with grammar, vocabulary and coherence.

Level 1: Needs a lot of help No real communication; limited vocabulary; no evidence of grammatical knowledge; absence of

logical organisation.

It is students at Classes 1 and 2 who should receive maximum care and attention from teachers.

SUGGESTED LIST OF ACTIVITIES FOR EACH COMPETENCY

(Source: NCERT Sourcebook on Learning Assessment)

COMPETENCY ACTIVITIES

LISTENING dictation; giving instructions; story -telling and asking questions.

SPEAKING answering questions; participating in role-play and dialogues; poem recitation; using

greetings and polite expressions; talking about self, family and friends; likes and

dislikes.

READING a variety of questions based on unseen texts, like story, poem, poster, notice,

advertisement, etc.; questions based on seen texts.

WRITING completion exercises; sequencing; description of persons, places, objects; writing

short compositions, notices; making posters, etc.

AN EXAMPLE - DICTATION AS AN ACTIVITY FOR ASSESSING LANGUAGE

PROFICIENCY THROUGH LISTENING

The Difference-The contemporary dictation test is significantly different from the traditional

dictation test. It is NOT at all a test of child’s memory and her spellings. It is actually a test of her

overall language proficiency.

The Method-A passage appropriate for the age and cognitive level of learners is selected (say

Class 3 onwards).

The passage is read at a normal speed once. Children listen attentively. They do not write anything.

The passage is read again at a slightly slower pace but NOT word by word. Children write as the

passage is being read out the second time.

The teacher reads the passage one more time so that children can rectify their mistakes.

The Assessment-Children can examine each other’s output and compare the similarities and

differences.

Feedback to the Child and the Teacher-The teacher will soon notice that there are several

insights to be gained about the nature of learners’ grammatical knowledge and vocabulary.

ACTIVI

TY

DESCRIPTION METHOD

OF

CONDUCTI

NG

(inform the

areas/

indicators of

assessment to

the children

before the

activity is

conducted)

PERIODICITY SUGGESTED

INDICATORS

FOR

ASSESSMENT

RECORDING EVIDENCE REPO

RTIN

G

Written

Work

Individual

/Paired

2 each per week

of CW & HW.

Regularity

Neatness

Notebook

Index

BLUEPRINT FOR FORMATIVE ASSESSMENT-II

Class work /

Homework/

Assignment/

Worksheets

where a child

requires

support

One WS per

lesson

Correctness Best work or

an average of

all written

WS Folders

Listening

Compreh

ension

Recorded/Read/

Narrated Passage

– age appropriate

and of suitable

length ,

preferably graded

beginning with a

simple passage

Large

Group/Whole

class.

One every

month ,

preferably

related to the

themes of the

lessons /poems

Follows simple oral

directions/instructi

ons.

Can identify the

key ideas and

important details.

Can retell main

events and recall

key ideas.

Activity/Grade

) Descriptive

notes in the

teacher’s

personal record

Record as and

when

conducted for

the groups.

Date and detail

in the teacher

record with a

sample/ of the

passage/

questions

asked

Prepared

Speeches

Short speeches on

related themes to

be prepared and

presented

Individual ‘’ Pronunciation,

intonation,

Logical sequence

‘’ Entry in the

teacher record

with suitable

notes

Conversa

tion and

Dialogue

Everyday talk in

known and

relevant contexts

of the child

Paired/ small

groups

‘’ Conversation

about matters of

daily life

Respond to

questions

Shares and

responds to

opinions ,ideas,

experience

‘’ ‘’

OPTIONAL

Group

Projects

Collaborative

work on themes

using

illustrations,

write-ups,

interviews,

slogans, notices

etc

Small / large

group

Choice of any

one per month.

The child

should choose

different

activities

Team work

Content

Organisation and

presentation

Activity/Grade

) Descriptive

notes in the

teacher’s

personal record

Display of

student work

Oral

Quiz

Teacher directed

or student led

with questions

based on the

lesson

Whole

class/small/

large groups

‘’

Listening

Comprehension

Time Management

Questioning Skills

‘’

Sample of quiz

questions

Story

Develop

ment

Oral

Construct

imaginary story

by continuing in a

group or

individually

finishing an

incomplete story

Giving a different

course or

conclusion to a

known story

Small

group/Individ

ual/paired

Creativity

Logical sequence

Communication

skills

Notes in the

Teacher

Record

Story

develop

ment

Written

Comic strip

writing of

a known story

/illustrated

story/creating

picture story

boards with

simple story line

Finishing an

incomplete story

Giving a different

course or

conclusion to a

known story

Individual/pa

ired

very small

groups

Creativity

Sequence

Details and

descriptions

Student

samples

Can be

displayed

Story

Telling

Narrating a story

learnt or in one’s

own words/ with

visual story

boards

Individual

Activity/

with support

for struggling

learners

Choice of any

one per month.

The child

should choose

different

activities

Art of narration

Fluency

Expression

(Date/

Activity/Grade

) Descriptive

notes in the

teacher’s

personal

record)

Record as and

when

Detail in the

teacher record

Compulsory

C

O

M

P

U

L

S

O

R

Y

C

O

M

P

U

L

S

O

R

Y

Inte

ract

wit

h t

he

ch

ild o

n o

ne

to

on

e b

asis

esp

eci

ally

in a

reas

th

at r

eq

uir

e

pro

gre

ss. P

ee

r

Optional

C

O

M

P

U

L

S

O

R

Y

C

Creative

Writing

Writing letters,

descriptions,

picture

compositions,

slogans notices,

messages,

Individual

Activity/

with support

for struggling

learners

Punctuation,

spelling, use of

conjunctions,

descriptions,

organisation

Student

samples/Index

entry in the

CW

Interac

t with

the

child

on one

to one

basis

Oral

Quiz

Teacher directed

or student led

The class is

divided into

groups and

questions

pertaining to

the lesson are

asked to

assess the

students of

age group

Thinking Skills

Alertness

Time management

Application of

Knowledge

Reasoning Skills

Art of Quizzing

Texts of quiz

with feedback

notes to be

filed

especi

ally in

areas

that

requir

e

progre

ss

Role

Play/

Dramatiz

ation

Suitable themes

and lessons

which yield to

role play in large

or small groups

Small/ large

groups

Expression- verbal

and non-verbal

Presentation

sequence

Notes in the

teacher record

The following suggested activities may be taken up by the teachers during the process of instruction to

assess the expected level of learning in their subjects:

1.ENGLISH/HINDI Listening Comprehension, Conversations/Dialogues or prepared speeches on given topics,

Oral Quizzes, Story Telling, Story Development, Presentations involving conversation with

peers and the teacher, Role Play and Dramatization, Reading Comprehension, Creative

Writing, Group Projects, Assignments(Classwork and Homework) etc.

2.MATHEMATICS Oral Quizzes, Group Projects, Puzzles, Data Handling and Analysis, Maths Lab. Activities,

Problem Solving in groups, Estimation, Mapping Your Way, Field Activities and Reporting,

Assignments(Class work and Homework) etc.

3.

ENVIRONMENTAL

ACTIVITIES

Reading with a Purpose(Making Notes), Oral Quizzes, Role Play, Presentation on Current

Topics(Formulating one`s own reasoning for an observed event/activity), Group Discussion,

Survey, MCQs, Charts, Models, Map Reading, Trips and Reports, Group Investigations,

Source-based Analysis, Assignments (Class work and Homework) etc.

The suggested scheme of Formative Assessment, subject wise from classes III to V may be followed as given below

The indicators/markers of quality for assessment of achievement in four operations for Classes I-V are

presented in the box. The teachers can develop their own indicators based on the syllabus.

Numbers Addition,

Subtraction,

Multiplication

and

Division

Length Weight Time Money Fraction

Class

I

Reads

and

writes

numbers

up to 20

Adds and

subtracts numbers

up to 20

Adds two single

digit numbers

mentally

Distinguishes

between near

far,

thin-thick,

shorter longer/

taller,

low-high.

Compares

heavy and

light objects

Distinguishes

between long

and short

duration of

school days

v/s holidays.

Identifies

common

currency

notes and

coins upto

Rs. 50/-

Formative Assessment (Classes III, IV and V)

List of suggested compulsory and optional activities in MATH for Formative assessment

Class

II

Reads

and

writes

numbers

up to 100

Adds and

subtracts two digit

numbers Adds and

subtracts single

digit numbers

mentally

Discusses

situation

involving repeated

addition.

Measures

lengths and

distances along

short and long

paths using

uniform

(nonstandard)

units (for

example,

hand span, etc.)

Compares

weights of

two

objects

using

simple

balance.

Reads the

days of week

and months of

the year.

Puts

together

amount of

money not

exceeding

Rs.50/-

Class

III

Reads

and

writes

numbers

up to

1000

Computes sum

and difference

between two

given numbers (do

not exceeding

3digit numbers)

Constructs

multiplication

tables of

Measures length

using

appropriate

standard units

meters,

Centimeters.

Weighs

objects

using

standard

units

Reads a

calendar to

find a

particular day

and date

Reads clock

time correct to

the hour.

Converts

rupees to

paisa

Class

IV

Reads

and

writes

numbers

up to

100000

Divides a given

number by

another number

Determines area

and parameter

of simple

geometrical

figures. Solves

problems

involving length

and distance.

Determines

sums and

differences

of weights

Calculates the

number of

weeks in a

year.

Reads clock

time to the

nearest hours

and minutes.

Adds and

subtracts

amounts

using

column

addition

and

subtraction

with

regrouping.

Explains

the

meaning of

1/2,

1/4 and 3/4

Appreciates

equivalent

fractions of

1/2

and 2/3

Class

V

Reads

and

writes

numbers

up to

10000000

Explains the

meaning of factors

and multiples.

Uses the four

operations in

solving

problems

related to length

Uses the

four

operations

in

solving

problems

related to

weight.

Converts

kilogram

into

grams.

Uses addition

and

subtraction

in finding

time

intervals in

simple cases.

Uses the

four

operations

in

solving

problems

involving

money.

Compares

fractions

Uses

decimal

fractions in

the

context of

units

of length

and

money

Geometry Data Handling Patterns Class

I

SHAPES & SPATIAL UNDERSTANDING

• Develops and uses vocabulary of spatial

relationship

• Sorts, Classifies and describes the objects

• shapes affect movement like rolling and

sliding.

• Sorts 2 - D shapes

Collects, represents and

interprets simple data such

as measuring the

arm length or

circumference of

the head using a paper strip

• Describes sequences of

simple

patterns found in shapes

in the surroundings and in

numbers,

e.g. stamping activity using

fingers and thumb.

• Completes a given sequence

of

simple patterns found in

shapes in the surroundings and

in numbers.

Class

II

• Observes objects in the environment and gets

a qualitative feel for their geometrical

attributes.

• Identifies the basic 3-D shapes such as

cuboid, cylinder, cone, sphere by their

names.

• Traces the 2-D outlines of 3-D objects.

• Observes and identifies these 2-D shapes.

• Identifies 2-D shapes viz., rectangle,

square, triangle, circle by their names.

• Describes intuitively the properties of

these 2-D shapes.

• Identifies and makes straight lines by

folding, straight-edged objects, stretched

strings and draws free hand and with a

• Collects data through

measurement.

• Represents the data

followed by discussion

(e.g. heights of

children).

• Collects and presents the

data on birthdays.

• Draws inferences from

the data at the appropriate

level.

• Observes and extends

patterns in sequence of shapes

and numbers.

• Searches for patterns in

different

ways of splitting a number.

• Creates block patterns by

stamping

thumbprints, leaf prints,

vegetable prints, etc.

• Creates patterns of regular

shapes by stamping.

ruler.

• Draws horizontal, vertical and slant lines

(free hand).

• Distinguishes between straight and

curved lines.

• Identifies objects by observing their

shadows.

Class

III

Creates shapes through paper folding,

paper cutting.

• Identifies 2-D shapes

• Describes the various 2-D shapes by

counting their sides, corners and diagonals.

• Makes shapes on the dot-grid using

straight lines and curves.

• Creates shapes using tangram pieces.

• Matches the properties of two

2-D shapes by observing their sides and

corners (vertices).

• Tiles a given region using a tile of a given

shape

• Distinguishes between shapes that tile

and that do not tile.

• Intuitive idea of a map. Reads simple

maps (not necessarily scaled)

• Draws some 3D-objects.

• Records data using tally

marks.

• Collects data and

represents in terms of

pictograph choosing

Appropriate scale and unit

for display through

pictographs.

• Draws conclusions from

the data by discussing with

the teacher

• Identifies simple

symmetrical shapes and

patterns.

• Makes patterns and designs

from straight lines and other

geometrical shapes.

• Identifies patterns in the

numerals for odd and even

numbers and in adding odd

and even numbers.

• Partitions a number in

different ways.

• Identifies patterns in his

surroundings

• Identifies patterns in

multiplication with, and

dividing by 10s.

Class

IV

Draws a circle free hand and with compass.

• Identifies centre, radius and diameter of

a circle.

• Uses Tangrams to create different

shapes.

• Tiles geometrical shapes: using one or

two shapes.

• Chooses a tile among a given number of tiles

that can tile a given region both intuitively and

experimentally

• Explores intuitively the area and perimeter of

simple shapes

• Makes 4-faced, 5-faced and 6-faced cubes

from given nets especially designed for the

same.

• Explores intuitively the reflections

through inkblots, paper cutting and paper

-D objects,

• Collects data and

represents in

the form of bar graphs;

• Draws Inferences by

discussing with the teacher.

• Identifies patterns in

multiplication

and division: multiples of 9,

• Casts out nines from a given

number to check if it is a

multiple of nine.

• Multiplies and divides by

10s, 100s.

• Identifies geometrical

Class

V

• Gets the feel of perspective while

drawing a 3-D object in 2-D.

•Gets the feel of an angle through

observation and paper folding

•Identifies right angles in the environment.

• Classifies angles into right, acute and

obtuse angles

• Represents right angle, acute angle and

obtuse angle by drawing and tracing.

•Explores intuitively rotations and

reflections of familiar 2-D shapes.

• Explores intuitively symmetry in familiar

3-D shapes.

• Makes the shapes of cubes, cylinders and

cones using nets especially designed for

this purpose

• Collects two-dimensional

quantitative data and

represents

the data in the form of a

table.

• Draws a bar graph or a

pictograph to present a

data.

• Identifies patterns in square

numbers, triangular numbers.

• Relates sequences of odd

numbers

between consecutive square

numbers.

• Makes border strip and tiling

patterns

ACTIVI

TY

DESCRIPTIO

N

METHOD OF

CONDUCTIN

G (inform the

areas/

indicators of

assessment to

the children

before the

activity is

conducted)

PERIODI

CITY

SUGGESTED

INDICATORS

FOR

ASSESSMENT

RECORDING

(Date)

EVIDENCE

Compulsory - class VI-VIII

Written

assignme

nts

Class work /

Homework /

Assignment/

Worksheets

Individual

/Paired where a

child requires

support

2 each per

week of

CW

& HW.

Two

WS per

lesson

Regularity

Neatness

Correctness

Best work or an

average of all

written tasks

Notebook’s

Index

WS Folders

Group

Projects

Selection of

Activities

designed

for learning the

core ELOs

assigned to

different

groups

Divide students

into groups

with role

definition.

Inform the

areas/

indicators of

assessment

while

assigning the

activities to

groups of

students.

One every

month

under the

two in

the lessons

allotted,

according

to the split

o

syllabus

Observe, collect

data,analyze,

organize and

Interpret data and

draw generalizations.

Work in groups and

in real life situations.

Helps develop a

positive attitude

towards group work,

sharing and learning

from each other.

Provide opportunities

to explore and work

with one's hands

Activity/Grade.

Descriptive

notes in the

teacher’s

record.

Teacher to

record as and

when these

activities are

conducted for

the groups.

Date and detail

in the teacher

record

with a sample/

write-up or

remarks about

the activity I

terms of

indicators

Data

Handlin

g and

Analysis

Teacher

directed or

student led

Students to

collect data as

per the need of

ELO of the

lessons

Choice of

any one

per month

Analytical Skills

Presentation Skills

teacher’s

personal

record.

The samples of

work done by

students

Oral

Quizzes Teacher

directed or

student led

The class is

divided into

groups and

questions

pertaining to

the topic are

asked to assess

the students

in a group.

,, Thinking Skills,

alertness,

Time management,

Application of

Knowledge

Reasoning Skills, Art

of Quizzing

,, Texts of quiz

with feedback

notes to be filed.

Score card.

Estimati

on Teacher

directed or

student led

Individual/

paired/

Small/ large

groups

,, Inquisitiveness

Alertness

Conversational Skills

Analytical Skills

Presentation Skills

,, Record of

students graded

work

Problem

solving Teacher

directed or

student led

Individual/

paired/

Small/ large

groups

Inquisitiveness


Analytical Skills

Presentation Skills

The samples of

work done by

students

Field

Activitie

s and

Reportin

g

Polls,

opinions

Preferences

Market

related

Individual/

paired/

Small/ large

groups

, ICT, Interpersonal

Skills

Data collection and

analysis

,, Student samples

to be filed

Mapping

Your

Way

Teacher

directed or

student led

Individual/

paired/

Small/ large

groups

,, Comprehension


Analytical Skills

Presentation Skills

,, Samples of

associated

symbols,

Maps prepared

by students.

Record of

discussion on

different routes

to a destination

REPORTING

Interact with the child on one to one basis especially in the areas that require progress. Peer assessment

can be included for class IV and V

CLASS VI

Optional

List of suggested compulsory and optional activities in SCIENCE for Formative assessment

TOPICS TO

BE

COVERED

MODE OF ASSESSMENT

COMPETENCIES/SKILLS/CONCEP

TS TO BE ASSESSED

1. Food: where

does it come

from?

1.Cross word puzzle

2.Riddles

3. Worksheet includes pictures of

animals while eating their food to

distinguish herbivore, carnivore and

omnivore.

Pictorial type

4.Oral quiz

5.Collect sample of various food item

and tabulate their nutrients

1.Application,recall,mental alertness

2. Deductive reasoning, analysing

3. Holistic approach, opportunity to

explore child’s experiences.

4.Recall,application,mental alertness,

speed

2.Components

of food

1. Work sheet-schematic flow chart

on balanced diet.

2.Work sheet – deficiency diseases

3. Visual quiz on deficiency diseases.

1. Understanding, documentation of

learner’s experiences and recall of

events.

2.understanding,search for

information, articulate ideas

3. Independent thinking, correlation,

speed, mental alertness.

3.Fibre to

fabric

1.Collection of natural and synthetic

fibres

2.Worksheet –crossword puzzle

3.Activity to make yarn from fibre

4. Weaving with paper strips.

5. Collection of information of places

where cotton and jute are produced in

India.

6.Make mats with paper strips

7. Make Paper Mache with waste

paper from your classroom.

8. Make yarn from cotton.

9. Make cotton wicks

1.Collaborative skill

2.Recall,correlate,inquisitveness,ment

al alertness

3.Scientific skill, inquisitiveness,

observation, active participation

4.Creativity,originality,explorative

5.Collection of data

4.Sorting

materials into

groups

1. Memory test to identify materials.

2.Activity on properties of materials

(group)

3. MCQ(practical based)

4.Collection of materials based on

properties of materials

5. Classify the objects seen in your

class room as Transparent,

Translucent and Opaque.

6. Try to test the degree of hardness of

different subjects.

7. Collect fibre samples from plants.

1.mental alertness, Clarity of

concepts, holistic approach

2. Team work , inquisitiveness,

observation, recording, analyzing,

drawing conclusion

3. Recall, recollect, interpretation,

practical skill.

4.Collect,organize,analyse,

interpret, draw conclusion,

collaborative skill.

5.Separation of

substances

6.Changes

around us

7.Getting to

know plants

Revision

SUMMATIVE

8.Body

movements

9.The living

organism and

their

surroundings

1. Group activity

2.Pictorial representation to identify

methods of separation

3. MCQ

4.Oral

5.Field trip-construction site to

observe sieving

6. Narrating the activities observed at

home.

7. List various ways in which your

mother separates substances and why?

8. Study the process of filtration

observed in the Water filter at home.

1.Individual activity(slow and fast)

2.Group activity-reversible and

irreversible changes

3.Narrating the changes around us

4. Why should we keep Perfume

bottles closed when not in use? List

other substances that need to be stored

properly closed.

1. Field trip

2.Collection of leaves

(herbarium),roots, flowers etc and

classify them

3.Quiz

4.Worksheet

5.Crossword puzzle

Draw a relation from rot to fruit

through leaves.

ASSESSMENT I

TERM II (Oct to March)

1.Models to explain the type of bodily

motion(joints)

2. Discuss the role of muscles in

contraction and relaxation.

3. Why do you think your ear does not

change its shape when pinched?

Justify with suitable demonstration.

4.Observation of movement of

animals,

aquarium

5.Observation of skeleton in the lab

1.Video clipping /ppt. of different

habitats website

2.Germination of seeds-individual

activity

3.Observation of specimen-cactus,

water plants

1.Team work, inquisitiveness,

Observing and recording, analyzing

and inferring

2.Recollecting and correlating

3.Critical thinking, interpretation,

analyzing

4.Recalling,recollecting,

mental alertness

5. Analysing, interpreting,

Observing, data collecting

6.Ability to understand, grasp, recall,

define and reason, holistic approach,

opportunity to explore child’s

experience

1. Creative and original in

presentation, inquisitiveness,

confident.

2. Voluntary participation, spirit of

enquiry, peer related behavior.

3.Recording,presentation skill, recall

and application, holistic approach

1.Collaborative skill, critical

thinking, analyzing, interpreting

2.observation ,recording and inferring

3.Recall ,recollect, application,

mental alertness

4.search for information, articulate

ideas

5.Critical thinking ,reasoning

1.Inquisitiveness,Exhibits creativity

and originality, logical, practical

application skill

2.Observation,inquisitive approach

3. Observation, inquisitive approach,

to concretize the ideas

1.Understand the events taking place,

different way of thinking,

Analyse organize, interpret

2.Creative and original

3.Observation and recording the data

4. Observation and recording the data,

gathering

information,organizing,presenting,info

rmation,organizing,presenting

FA I

10

FA II

10

SA I

20

TOTAL

40

10.Motion and

measurement

12.Light,

shadows and

reflection

13.Electricity

and circuits

14.Fun with

magnets

15.Water

4.Album/scrap book on animals and

plants habitats

5. Visit to zoo

1. Individual activity to measure

length and breadth of their table or

teacher’s table using hand span.

2. Find the length of curved line using

thread.

3.Observation of different types of

motion

4. Measuring the length of classroom

using footsteps and comparing with

different students

5. Collect different items used for

Measurement.

6. List different types of motion you

come across daily.

1.Individual activity –shadow

formation

2.Shadow formation with hands

3.Model to show linear propagation of

light

4.Pin hole camera model /periscope

5.Reflection of light-activity

6. Role play using shadows of animals

hidden in your hands.

1.Study of electrical components-

electric cell,bulb,switch

2.Making of electric circuit

3.Conduction test

4.To make a simple switch

5. A game to show how steady your

hands are?

6. Presentation of an imaginary story

/play-suppose there was no electricity

for 1 month. How would it affect our

day to day activities?

7.Make a simple torch and show how

a switch works?

FA 3(PEN-PAPER TEST)

1. List out the items having magnets

at home.

2.Group activity-to show magnetic

and non-magnetic materials

3.Activities on magnetic properties

4.Oral quiz

5. Finding the direction of window

and entrance of your classroom using

compass.

6. Study attraction and repulsion in

magnets by simple experiments.

1. List out the activities for which you

use water.

5. Observation, inquisitiveness,

observation, critical thinking,

analyzing, interpretation.

1.Inquisitiveness,observation,analyzin

g,infering

2.motor skills, collaborative skill,

confident

3.Collection of data ,analyzing,

interpreting

4.Active participation, practical skill,

opportunity to learn, &share

,application ,calculation

1.Confidence,originality,

Creativity ,scientific skill

2.Creativity,motor skills,

inquisitiveness

3.Motor skill ,creativity, originality

4.Motorskill, ,creativity, originality

5.Observation,recording,

analyzing

1.Holistic approach, opportunity to

explore Childs talent

2.practical application skills

3.understanding,logical thinking, good

reasoning skill

4.confident,originality,

Creativity, practical skill

5.Active participation, motor skills ,

6.provides an opportunity to work in

groups ,fluent presentation with

appropriate gestures,

1.Curiosity,observation,

recording

2.Inquisitiveness,observation,team

spirit, active participation

3.Develops positive attitude towards

group work, peer learning

4.Recall,application,mental alertness,

speed

5.Inquisitiveness,observation,recordin

g,analyzing,inferring,drawing

conclusion

16.Air

17.Garbage in,

garbage out

SUMMATIVE

2.individual activity-

chart on water cycle

3.Model of rain water harvesting

4.Seminar

5.Slogan writing

6. Make a simple rain water

harvesting system.

1.Talk on air pollution

2.Activity –individual

Making a simple firki and

Making a windmill

3.Poster making, slogan writing

4. Discuss why the morning air is said

to be clean/Pure?

1. Collection of garbage from

respective houses and separating them

into bio degradable and non

biodegradable.

2.Cross word puzzle

3. Group activity –making

vermicompost.

and project report

4.Recycling of paper

5.Debate on use of plastics

6. Is garbage disposal an issue?

Discuss.

7. List ways how can you reduce

generation of Garbage.

8. Make a simple compost pit and

maintain it.

REVISION

ASSESSMENT II

1.Information gathering, correlating to

real life

2.Recall,recollect and correlate

3.Motor skill, practical application

skill

4.communication

skills,presentation,critical thinking,

collaborative skill

5.Accurate recall of events provides

insight into emotional ,social and

psychological aspects

1.Speaking skill, listening, fluent

presentation, confidence, originality

2.Confidence,critical thinking

Inquisitiveness, observation, Practical

application skill

Motor skill, logic

3. Documentation of learners

experience and accurate recall of

events. Helps to indicate different

ways of thinking

1.Social life skill, active participation

,leadership skill, communication skill,

active participation

2.Recall,application,mental alertness

3.Inquisitivenss,

observation, Provides an opportunity

to work in groups, explore, collect

data, analyse ,interpret, draw

conclusion

4. Collaborative skill, information

skill

5. Fluent presentation with appropriate

gestures.

10

FA IV

10

SA II

40

TOTAL

60

CLASS VII

TOPICS TO BE

COVERED

MODE OF ASSESSMENT COMPETENCIES/

SKILLS/CONCEPTS TO BE

ASSESSED

1.Nutrition in

plants

1.Observation of stomata in plants

2Observation of specimens, charts/video

images from websites

3. Activity-bread mould

4.Seminar – on how nutrients can be

replenished in the soil

5. Collecting different types of leaves

with different colours. Identifying if

these have green chlorophyll or not.

6. Collecting samples of leaves and

make a Herbarium.

7. Collect samples of plants and study

them.

1.Inquisitivness,observational skill

2.Observational skill, drawing skill

3.Application of knowledge, observation,

recording,

analyzing, drawing conclusion

4.Communication skills ,leadership

quality, scientific achievement

2.Nutrition in

animals

1. Observation of different types of teeth

and identification.

2.To prepare a chart on digestive

system-group work

3.Cross word puzzle-work sheet

4.Jig-saw puzzle

5. Types of Animals on the basis of the

mode of Nutrition-Draw collect Pictures

etc.

1. Observation, recording and drawing

skill.

2.Motor skills, spatial skill

3.Recall,application,mental alertness

4.Mental alertness and speed

3.Fibre to fabric

4.Heat

1.Crossword puzzle

2.visit to sericulture

3. PPT. on extraction of silk fibre and

wool fibre

4.chart on life cycle of silk moth &

Collecting pictures of wool giving

animals.

5. Collection and study of samples of

Fibres.

1. Individual activity involving reading

of temperature with the help of

thermometer.

2.Conduction,convection and radiation

activities

3. Group discussion on the findings of

two tin cans, one blackened and filled

with equal quantities of water in them.

Keep them under the sun. Which is

getting heated earlier?

4.Individual activity-hot air rises up

1.Application.recall,mental alertness

2. Collection of data analysis,

interpretation, conversational skill.

3. Understands events taking place, helps

to indicate different ways of thinking.

1. Inquisitiveness, observation, recording,

analyzing, inferring.

2. Application, drawing conclusions,

scientific skills.

3. Active participation, observation,

leadership skill, communication skill.

4. Self confident, interest and challenges.

5.Acids, bases and

salts

1.MCQ(practical based)

2.Activity –individual

3 Group discussions on neutralization in

everyday life.

A small skit, to demonstrate the

neutralization in the stomach.

4. Find out the nature of the soil using

pH paper.

1. Interpretation, testing practical skills.

2. Confident, observation, drawing

conclusions.

3. Active participation, communication

skill, listening skill, critical thinking.

4.Observation drawing conclusions

6.Physical and

chemical changes

7.Weather climate

and adaptation of

animals to

Climate

8.Wind, storms

and cyclones

1. Individual activity-lime water turns

milky

2.Group activity

3.Collect the information about the types

of fuels used for cooking

4. group activity on factors affecting

rusting of iron

1. Collection of weather reports from

news paper.

2. Graph showing variation of maximum

temperature during 12 August to 20th

August.

3. Flow chart on adaptation of

penguin/polar bear.

4. Collect information about migratory

birds/tropical rainforests.

1. Model of anemometer –group activity

1Observation, recording, inferring,

drawing conclusions.

2. Team spirit, peer related behaviour,

social life skill.

3.Collaborative skill

4. Team spirit, peer related behaviour,

social life skill.

1.Data collection, interpretation

2.critical thinking

3. Spatial skill, learner’s abilities and

thoughts.

4. Data collection, interpretation.

1. Motor skills, practical application

skills, opportunity to work in group.

2. Data collection, analyse, organize and

interprets and draws generalization.

REVISION

9.Soil

10.Respiration in

organisms

11.Transportation

in animals and

plants

12.Reproduction

in plants

13.Motion and

time

2. Collect articles and photographs from

news papers and magazines about storms

and cyclones.

3.Quiz

SUMMATIVE

II TERM (OCT TO MAR)

1. Visit to a construction site and

observe the soil profile and rooting

pattern of plants.

2. To find the moisture content of a soil

sample.

3.crossword puzzle

4. Collect samples of soil and also study

the type of crop it helps grow.

5.Study the soil PH. of different soil

samples

1. Individual activity on changes in

breathing

2. Effect of breathing on chest size.

3.Model to show mechanism of

breathing

4.MCQ

5. Crossword puzzle.

6.Observation of fishes in the aquarium

7. Visit a local doctor. Learn about

harmful effects of smoking.

8.Yogic breathing exercises and their

benefits-study and draw your

conclusions

1.Model of stethoscope

2 Group Activity on osmosis

3. Measurement of pulse rate.

4. Make and a study a Potato

osmometer.

5.Depict Osmosis using simple items

from your Kitchen

1.MCQ

2. Collect vegetative parts of the plant-

rose, ginger, potato, bryophyllum and

grow them.

3. Observation of permanent slides.

4. Observation of pollen, ovary with

dissection microscope.

5. Dispersal of seeds. Collection &

preparation of herbarium

6. Cultivate plants using rhizome, tuber,

bulbs etc. from your kitchen.

7. Cultivate new plants from

Bryophyllum leaves.

1.Oral question

2.Plotting a graph on distance-time

3. Group activity –to calculate the time

period of a simple pendulum.

4. Model of a sand clock.

3. Conceptualisation, application, mental

alertness, speed.

ASSESMENT I

1. Observational skill, active participation

to provide an opportunity to relate and

synthesize within and outside classroom

learning.


drawing conclusions.

3.Mental alertness, recall

1. & 2. Observing, recording, inferring.

3. Motor skills, logical, coordination,

practical application skill.

4. Application & interpretation.

5. Mental alertness, recall, application.

6. Observational skills, interpretation.

7. Information gathering, analyzing,

correlates to real life.

1. Motor skills, coordination, logical,

practical application.

2.Develop positive attitude towards group

work, Share & learn from each other

3. Active participation, learning and

assessing.

1. Interpretation, testing practical skills.

2. Organising, deductive reasoning,

analyzing.Oppurtunity to search for

information construct their own ideas and

articulate the same ideas through spoken,

written or visual expressions.

3Observational skill, drawing and

recording skill.

4. Observational skill, drawing skill.

5. Observation & appreciation of nature,

opportunity to explore, work with one’s

hand.

1. Recall, recollect and understand.

2. Critical thinking.

FA I

10

FA II

10

SA I

20

TOTAL

40

14.Electric current

and its effects

15.Light

16.Water: A

precious Resource

17.Forests –our

life line

18.Waste water

story

5. Observe the different types of motion

around you and mention the types of

motion they possess

6. Plot a graph between distance and

time of a local train of your area by

seeing the time-table chart from internet.

1. Activity to check how steady our hand

is.

2.To make a simple electric circuit

3. Use of CFL’s in today’s scenario-

seminar.

4.Inspect the meter box fitted with

fuses/MCB

5.Working model of a railway signal

6. Individual –working model of

electromagnet.

1.Properties of light-individual activity

2.Reflection of light from a mirror using

torch

3.Observe the letters of English

alphabets using a plane mirror

4. Model of Newton’s colour disc.

5.Visit to a laughing gallery in some

science centre to see distorted and funny

image

6.Observation of size, position and

nature of image formation by convex

lens

1. Collection of clippings from news

papers and magazines on news items,

articles, and pictures related to water

shortage. Preparation of a scrap book.

2. Slogan writing/posters.

3.Crossword puzzle

4.Rain water harvesting -

Survey project-

5. Campaign on conservation of water.

1. Debate on conservation of plants.

2. Chart on interrelationship of plants,

soil and decomposers in a forest-group

activity.

3. Make a list of forest products.

4. Scrap book-paste the various shapes

of trees.

5. Study about the various forest

reserves in India and the Chipko

Movement.

1.Cross word puzzle

2. Symposium on ecological

awareness

3. Group activity on waste water

treatment plant.

3. Provide an opportunity to work in

groups, team spirit, and share and learn

from each other.

4. Motor skill, practical application skill.

1. Inquisitiveness, observation, analyzing,

& inferring.

2. Motor skills, practical application skill.

3. Good communication skills, leadership

quality, innovative, scientific

achievement.

4. Observational skill, understanding,

logical thinking.

5. Motor skills, creativity.

6. To work with one’s hand, observe and

draw conclusion.

1. Understanding, logical thinking.

2. Explore, observe, interpret data, and

draw generalizations.

3.Observational skill, reasoning,

analyzing, co relating to real life

4. Practical application skill, motor skill.

5. Collaborative skills.

6. Critical thinking.

1 .Documentation of learners experience,

actual recall of events, Provides insight

into emotional, social & psychological

aspects.

Exhibits creativity, originality.

2. Understands events taking place helps

to indicate different ways of thinking.

Creates awareness.

3. Recall, application, mental alertness.

4. Critical thinking, analyzing,

interpreting, decision making,

collaborative skills.

5. Holistic approach, opportunity for

exploring child’s abilities.

1. Fluent presentation with appropriate

gestures.

Revision

4. Collect information about sewage

disposal system in your neighborhood.

5. List ways how you can reduce use of

Water and reuse used water from

Kitchen.

SUMMATIVE

2. Motor skills, Provides insight into

social, emotional & psychological

aspects.

3Collection of data and recording.

4.Documentation of learners experience

1. Recall, application, mental alertness.

2. Accuracy, coordination, presentation,

critical thinking, collaborative skill.


analyzing, inferring, applying,

hypothesizing, drawing conclusions.

4. Data collection.

SSESMENT II FA III 10

FA IV 10

SA II 40

TOTAL 60

CLASS VIII

TOPICS TO BE

COVERED

MODE OF ACTIVITIES

COMPETENCIES/

SKILLS/CONCEPTS TO BE ASSESSED

1.Crop production 1.Crossword puzzle

2.Flow chart

3.Collection of pictures of agricultural

implements-make a scrap book

4.Discussion on storage of grains

5.Make models of Agricultural

implements

6. Collect samples of crops grown in your

Village.

1.Inquisitiveness,

recall, correlate

2.recall,recollect,spatial thinking

3.Accurate recalling of events, documentation of learner’s

experience

4.spirit of enquiry, assertive

2.Micro

organisms

1.Quiz

2.Crossword puzzle

3.Flow chart of Nitrogen cycle

4.Group activity-evolution of carbon di

oxide by fermentation of sugar solution

5.Seminar on vaccination and antibiotics

6. Identification of common food

preservatives from common food

items/soft drink, jam, chips, pickles.

7.Group discussion on importance of

immunization

8. Stick a Xerox copy of your chart of

Vaccination.

9. Find out about the “PULSE POLIO”

programme.

1.Conceptualisation,

Application,

Calculation

2. Inquisitiveness,

recall, correlate, mental alertness

3.Recall,recollect,spatial thinking

4.Active participation, observation, critical thinking,

leadership qualities, communication

5. leadership qualities, communication, innovative and

scientific achievement

6.Able to apply relevant knowledge and tabulate facts well

7.Active participation, makes interesting observation,

analyse critically and generate new ideas

3.Synthetic fibres

1.Group discussion on synthetic fibres

2. Collection of different plastic items and

segregate them into thermoplastic and

thermosetting plastics.

3. Pick and speak on reduce, reuse,

recycle, recover, bio degradable and non-

bio degradable materials.

4. Peer assessment sheet on “plastics as

material of choice”.

1.Active participation, team spirit,

socialization

2.Observation,

Analyse, organize,

drawing generalization

3.Good communicative skills, interpretation, self

confidence

4.Leadership quality, creativity,

Originality, peer relative behaviour, social skill.

4. Metals and

non-metals

5.Coal and

petroleum

1.Group activity on physical properties of

metals and non-metals

2.Preparation of index cards for four

metals and non-metals

3. Group discussion-gold is a preferred

metal for jewelry.

4. Quiz based on experiments.

1. Symposium on petroleum products and

their uses.

2.Debate on exhaustible and inexhaustible

natural resources

3.Crossword puzzle

4. Locating the places on India map

where petroleum refineries are situated.

1.Leadership quality, spirit of enquiry, observation,

Critical thinking.

2.Recall,recollect,

analyse, interpret

3.Spirit of enquiry, assertive

4.Observation,logical thinking, inference

1.Accuracy,

Coordination, critical thinking, presentation.

2.Fluent presentation with appropriate gestures, confidence

3 Inquisitiveness,


4.Accuracy,locating,

Labeling,

identification, neatness

6.Combus

tion and

flame

7.Conserv

ation of

plants and

animals

1. Collection and sorting of materials into

combustible and non-combustible materials.

2. Making a working model of a fire

extinguisher.

3.Quiz/oral questions

4. Worksheet on different zones of a flame.

5. Group discussion on global warming.

1. Group work –campaign could be launched to

protect the endangered species.

2. Group discussion on protected area, national

park, wild life sanctuaries and project tiger,

biodiversity-hot spots.

3.Crossword puzzle

4. Map work to locate national park, wild life

sanctuaries.

5. Pick and speak-deforestation, reforestation,

recycling of papers, red data book.

6.Slogan writing

7. Make Posters to create awareness towards

conservation.

1.Work sheet –labeling of diagram

2. To name the organelles involved.

3.MCQ

4.Riddles

5.Crossword puzzles

1. Observation, organize, analyses, record and draw

conclusion.

2.Creativity,critical thinking, correlating with real life,

self-confidence

3. Conceptualization,

Application,

Calculation

4. Identification, understand, grasp, recall, define and reason.

5. Spirit of enquiry, assertive, active participation, and

interesting observation, analyse critically and generate new

ideas.

1. Active participation, team spirit,

socialization

2. Spirit of enquiry, assertive, interesting observation,analyse

critically, generate new ideas.

3. Inquisitiveness,


4. Accuracy, locating,

Labeling,

identification, neatness

5. Good communication skills, interpretation, self confidence

6.Creativity,originality and innovative

8.Cell

structure

and

function

Revision

9.Reprodu

ction in

animals

10.Reachi

ng the age

of

adolescen

ce

10.Force

and

pressure

6.Make Models of Plant cell and Animal Cell

II TERM (Oct – Mar)

1.Oral test

2.Quiz

3.Work sheet-scientific

Terms

4.MCQ

5.Crossword puzzle

1.Crossword puzzle

2.Worksheet-scientific terms

3.MCQ

4.Data collection on height of boys and girls

and plotting a graph

5. Discussion on Gender inequality.

1.Group activity to identify the effects of force

2.Case study /symposium on pressure and its

application in daily life

3. Work sheet on pressure and atmospheric

pressure.

4. Individual activity to show contact forces and

non-contact forces- Muscular force, friction,

electrostatic force, gravitational force and

magnetic force

5. Group activity to show the relation between

force and pressure

1. Collection of data from the footwear shops to

observe soles of shoes.

2. Crossword puzzle

3.Group discussion on advantages and

disadvantages of friction.

4. Individual activities on factors affecting

friction.

5. Why friction is important in our life? Make a

report

1. Crossword puzzle on scientific terms.

2.MCQ

3.Quiz/oral

4. Group activity-symposium on uses of ultra

sound.

5. Survey to analyse the musical instruments for

the origin of soun6. Group discussion on noise

pollution.

7. Make a chart mentioning the characteristics

of sound

8. Make a model to show that sound produces

vibration

1.Group activity –conduction test for different

electrolyte(fruits and vegetables-lemon juice

,vinegar)

2. Field trip to commercial electroplating unit

and collection of data on objects being

electroplated with their purposes.

1.Identification,analyzing,critical thinking

2.Identification and correlation, recall,

recollect

3. Interpretation, identity relationship, practical skills.

4. Search for information, articulate ideas.

5. Inquisitiveness,

Recall, correlate, mental alertness.

FA I 10

FA II 10

SA I 20

Total 40

1.Recall,recollect,

Understand

2.Recall,application,mental alertness, speed

3. Search for information, Identification, analyzing, critical

thinking, and conceptualization.

4.Recall,recollect,interpretation,identity relationship

5. Inquisitiveness,


1.Inquisitiveness,


2. Identification, analyzing, critical thinking, search for

information, articulate ideas.

3. Analysing,critical thinking, recall,

Recollect, practical skills.

4.Analyse,interpret,

draw conclusion, conceptualization

1.Explore work with one’s hand, develop positive attitude,

sharing and learning,

2.Accuracy,

coordination,

presentation

3.Identification,analyzing,critical thinking

4.Self-confidence,originality,innovative

1. Analyse, interpret,

draw conclusion, conceptualization

2. Inquisitiveness,


11.Frictio

n

12.Sound

13.Chemi

cal effects

of electric

current

14.Some

natural

phenomen

a

3. Knowledge on disposal of chemical wastes.

4. Individual activity on working of testers.

1. Making model of electroscope lightning

conductor, seismograph.

2. Discussion on protection against earth quake.

3. Poster making on earth quakes, movements

of earth’s plates.

4.Quiz

5. Exhibit some methods of producing charges

1. Oral/quiz on phenomena-terms, parts of the

eye, images etc.

2.Work sheets

3. Group activity to verify the laws of

reflection.

4. Group discussion on care of the eyes.

5. Survey –children using the spectacles below

the age of 12 years and the possible reasons for

their eye defect.

6. Seminar on visually challenged persons and

Braille.

7. Compare the phenomenon of Light and

Sound

1.Quiz

2.Worksheet

3.Riddles

4.Video clippings

5. Preparing a model of solar system showing

the planets and their relative sizes.

6. Scrap book on artificial satellites and

constellations.

7. Collection of information using internet.

1.Quiz

2. Group activity-Symposium on water

pollution.

3. News analysis- read the paper cutting and

answers the questions.

4.Case study on monuments(The Taj)

5.MCQ

6. Group discussion on greenhouse effect and

Ganga action plan.

SUMMATIVE ASSESMET II

3. Spirit of enquiry, assertive, active participation, leadership

skill

4. Self-confidence, originality, innovative

1. Inquisitiveness,


2. Interpretation, practical skills.


4. Confident, listening skill, observation, good organization

of thought, active participation.

5. Analyse, interpret,

Draw conclusion, conceptualization, and collaborative skill.


skill

7.Observation,

Inquisitive and systematic approach, recording,

analyzing and drawing inference.

1. Confident, original,

team spirit, develop positive attitude.

2. Collection of data, interpreting, presenting, hypothesizing,

decision making, collaborative skills.

3.Self-confidence, scientific skills, inquisitiveness,

observation, recording, analyzing.

1. Motor skills, spatial skills, logic, practical application

skill.


skill

3. Accurate recall of events, creativity, provides insight into

emotional, social and psychological aspects.


1.Recall,application,

mental alertness, speed.

2. Search for information, articulate ideas.

3. Confidence, team spirit to learn and share.

4.Active participation, observation, critical thinking,

communication skill

5. Critical thinking, analyzing, interpreting, presenting,

collaborative skill.

6. Accuracy, coordination, presentation, communication

skill.

15.Light

16.Stars

and the

solar

system

17.Polluti

on of air

and water

Revision

1. Recall, application, mental alertness, speed.

2. Identification, search for information. Articulate ideas.

3.Deductive reasoning and analyzing

4.Understands events taking place ,helps to indicate different

ways of thinking

5. Motor skills, spatial skills, logical coordination, practical

application skill.

6.documentation of learner’s experience

1.Recall,application,

mental alertness, speed

2. Confident, team spirit, personality development,

communication skill.

3. Understands events taking place, helps to indicate

different ways of thinking.

4.Critical thinking, collaborative skills, presentation

5. Analysing,critical thinking, recall,

recollect, interpretation.

6. Active participation, observation, critical thinking,

communication skill, leadership quality.

FA III 10

FA IV 10

SA II 40

Total 60

SCIENCESUGGESTED EVALUATION CRITERIA For classes VI to VIII Depending on the activity

I COLLECTION OF PICTURES TYPE OF

ASSIGNMENT

MARKS

Correctness 3

Relevance to the topic 2

Creativity and presentation Individual 2

Scientific idea behind the collection and

understanding of the child

3

Total 10

II Collection of samples/data Individual 3

Relevance to the topic 2

Presentation 2

Understanding ability 3

Total 10

III Herbarium individual

Correctness 3

Presentation 2

Relation to the Topic /relevance 2

Scientific reasoning 3

Total 10

IV Symposium Individual

Presentation 3

Content 2

Interaction 2

Areas covered 3

Total 10

V Debate Group activity

Content 3

Presentation 2

Correctness of the format of debate 2

Scientific reasoning and skill 3

Total 10

VI Quiz

Evaluated as per the number of rounds and

the marks allotted

Group activity 10

Total

10

VII Self composed items Individual activity

Originality 3

Scientific content 3

Correctness 2

Presentation 2

Total 10

VIII Group Discussion Group activity

Content based relevance 3

Extent of participation 2

Areas covered 2

Conclusion 3

Total 10

IX Survey Individual/group activity

Methodology 3

Collection of data 3

Inference drawn 2

Interpretation 2

Total

10

X Data analysis Individual/group activity

Correctness 3

Reasoning 2

Interpretation 2

Inference 3

Total 10

XI Experiments/activities Individual/group activity

Correct set up 3

Correct handling 2

Observation 2

Interpretation & inference 3

Total 10

XII Field trips Group activity

Participation 3

Observation 3

Scientific thought 2

Conclusion 2

Total 10

XIII Visits

Purpose and relevance Group work 3

Areas covered 2

Observation / scientific 2

Reporting and presentation 3

Total 10

XIV Role Play /Drama Group work 2

Relevance 3

Scientific thought and its extent 3

Presentation 2

Total 10

XV Story telling Individual activity

Relevance 3

Scientific thought 3

Presentation 2

Concluding message 2

Total 10

CLASS VI-

CLASS VII

List of suggested compulsory and optional activities in SOCIAL SCIENCE for Formative assessment

TOPICS TO BE

COVERED

MODE OF

ASSESSMENT

COMPETENCIES/SKIL

LS/CONCEPTS TO BE

ASSESSED

SUGGESTED VALUE POINTS

*What, where how &

when(His)

*Solar system (Geo)

*Understanding

diversity (Civ)

Collection of coins

(past & present)

Drawing

Diversity in relation

with food, dress,

food, dances etc

Drawing of solar

system

Identification &

location, Identifying

the source to study

the past

Solar system

Respecting the

diversity

Identification & location

Collection of each coin

Presentation

Drawing & labeling

Collection of each diversity for

Presentation

*On the trail of the

earliest people (His)

* From gathering to

growing food (His)

*Globe- latitudes&

longitudes (Geo)

* Motions of the

earth (Geo)

*Diversity &

discrimination (Civ)

Making/Drawing

models of stone

tools

MCQs

Drawing latitudes &

longitudes, heat

zones

Drawing revolution

of the earth

Speech on

“Ambedkar’s

contribution to the

upliftment of the

weaker sections”

Knowledge & uses of

tools

Objective

knowledge

Accuracy &

knowledge of latitude

& longitudes

Occurrence of

seasons

Provisions of

constitution for

Upliftment of the

dalits

Each tool

Each answer

Smart drawing

Correct marking

Knowledge of seasons

Neat drawing

Confidence

Content

Fluency

(each child can be given 2 mts

*In the earliest cities

(His)

*What is government

(Civ)

*Key elements of the

govt. (Civ)

*What books and

burials tell us (His)

Quiz

Group activity

Group discussion

Collection of

information

Content

Functions of the govt

List the ways of

peoples’ participation

in the govt

Burial practices

Each right answer 1 pt

Points to be awarded based on

the performance of the group

Pts based on participation of

the student

Pts to be awarded based on

collection of

information

Revision FA I 10 FA II 10

SA I 20

TOTAL 40

*Kingdoms, kings

and early Republic

(His)

*Maps (Geo)

*Panchyati Raj Civ)

Group Discussion

Drawing

Open book test

activity

Comparative study on

kingdoms & republics

Plan of class rooms,

sketch of route from

school to house

Content Process of

election

Team Spirits

Co-ordinations

Content

Knowledge

Accuracy

Neatness

*New questions

and ideas (His)

*Major domains of

the earth (Geo)

*Rural

administration

(Civ)

Role play

Map

Dramatization

Gauthama Buddha

Location & identification

Role of police

Costume

Dialogue delivery

Location

Labelling, Neatness

Presentation

Dialogue delivery

* Ashoka, the

emperor who gave

up war (His)

*Urban

administration

(Civ)

*Vital villages and

thriving towns (His)

Group activity

Group discussion

Story telling

Collection of information

& pictures of national

symbols of India

Comparative study of

urban & rural

administration

Moral values

Presentation

Authenticity of

information

Coordination

Content

Narration

Confidence

*Major land forms

(Geo)

*Rural livelihoods

(Civ)

*Traders, kings and

pilgrims (His)

Map

Debate

Project

Identification

City life is more

comfortable than a

village

Comparative study of

Mathura & Gandhara

style of architecture

Identification

Labelling

Neatness

Presentation

Confidence

Content

Presentation &

neatness

*Our country-India

(Geo)

*Urban livelihoods

(Civ)

*New empires and

kingdoms (His)

Map

Group discussion

Map

Political & physical

Role of local govt &

individual in solving local

problems

Important cities &

kingdoms

Locate

Labelling

Neatness

Individual contribution

Respecting others’

views

Locate

Labelling

CLASS VIII

Neatness

*India climate and

vegetation (Geo)

*Buildings,

paintings and

books (His)

Wall paper project

Project

Uses of forest & pictures

of diverse flora & fauna

of India

Collecting pictures of

monuments &

information about Indian

monuments

Presentation

Presentation, content &

information

Revision FA III 10

FA IV 10

SA II 40

TOTAL 60

TOPICS TO MODE OF ASSESSMENT COMPETENCIES/SKILLS/

TOPICS TO BE

COVERED

MODE OF

ASSESSMENT

COMPETENCIES/SKI

LLS/CONCEPTS TO

BE ASSESSED

SUGGESTED VALUE

POINTS

*Tracing changes through

Thousands of years.

*Environment

*Inside our earth.

*On equality.

Debate

Drawing

Group activity

Skit

Periodisation based on

religion

Components of

environment

Collection of different

kinds of stones

Equality (Kanta story)

Confidence

Content

Presentation

Labelling

Neatness

Identification

Uses

Expression

Dialogue delivery

*New kings and kingdoms

*Our changing earth

*Role of government in

health

*How state government

works

Election

Drawing/

Model making

Group activity

Group activity

Election of class

leader through

present & Uttaramerur

system

Landforms created by

agents of denudation

Compare & contrast

Private & public health

system

Election of MLA & CM

Points to be awarded based

on performance of student

Accuracy

Neatness

Each point

Pts based on collection of

points

Pts based on students’

performance

*Delhi sultans.

*Air

*Growing up as girls and

boys

* Women change the

world

Flow chart

Drawing

Skit

Project

Dynasties and rulers of

sultanate

Layers of atmosphere &

pressure belts

Experience of growing as

boys & girls

Biography of any

successful woman

Preparation

Neatness

Neat drawing

Labelling

Presentation

Confidence

Dialogue delivery

Photographs

Information

*Mughal empire

Display board

(group activity)

Depicting Mughal

architecture/Mughal

emperors

Presentation

Research

*Water

REVISION

Drawing

Collage

FA I 10 FA II

10

SA I 30

TOTAL 50

Water cycle

Water scarcity

Neatness

Labeling

Presentation

Neatness

October – March II TERM

*Understanding media Wall paper project Compare & contrast news

item on the same issue

from various news papers

Presentation

Collection of material

*Rulers and buildings

*Natural vegetation and

wildlife

*Understanding

advertising

Comparative study

Collage

Out of box thinking

South & north Indian

temples

Prepare a chart of natural

vegetation and wildlife

Values through ads

Presentation

Collection

Neatness

Presentation

Co-operation

Collection

Neatness

Creativity

*Towns, traders and crafts

persons

* Tribes, nomads and

settled communities.

*Human environment:

settlement, transport and

communication.

*Markets around us

Map

Project

Test

Quiz

PowerPoint

presentation

Elocution

Trade centers

Collection of pictures

depicting tribal life styles

open book test

Content

Means of communication

& transport

Equality in markets

Location

Identification

Neatness

Presentation

Collection of pictures

Each correct answer

Presentation

Diagrams

Originality

Content

Each child

Presentation

Confidence

Content

BE COVERED CONCEPTS TO BE ASSESSED

*How, When and

Where

*Resources

*Indian constitution

Debate

Group project

Slip test

James Mill classification

Resources & conservation

Content

*From trade to Map Expansion of British empire Different stages of Indigo production

* Devotional paths to

divine.

* Human environment:

tropical and sub-tropical.

Open book test

Map

Content

Amazon & Ganga

Brahmaputra basins

Each correct answer

Location

Identification

Neatness

*A shirt in the market.

*The making of regional

cultures.

* Life in the tropical

grasslands.

*Struggle for equality.

Narration

Pictorial chart

Map work

Discussion

Different stages of

manufacturing of any

product

Classical dances of India

Grasslands : prairies &

veld

Constitution & equality

Presentation

Content

Preparation

Pictures

Location

Identification

Neatness

Content

Presentation

Co-operation &

coordination

*18th century

political

formation

*Life in

desert

Quiz

Map

Map

Group

discussion

Content

Emergence of new powers

Hot & cold desert

Life in hot & cold desert

Each correct answer

Location

Identification

Location

Identification

Neatness

Based on students’

performance

REVISION

FA III 10 FA IV 10 SA II 40 TOTAL 60

Territory.

*Ruling

Countryside.

*Land, Soil,

Water, Natural

Vegetation and

Wildlife.

*Understanding

Secularism.

*Why do we need

Parliament

Project

Individual

activity

Drawing

Skit

Comparative study

.

Analysis & Interpretation of table 2.1 (page 10) Soil profile Value of Secularism

Lok Sabha & Rajya Sabha

.

* Tribals, Dikus and the vision

of a golden age

* Minerals and Power resources.

* Understanding Laws.

* When people Rebel – 1857 and

after.

Map

Project

Quiz

Map

Skit

Role play /Poem

Major Tribal groups of India

Collection of pictures of major tribal groups of India Content Locate and label different minerals found in the world.

Story board(domestic violence)

Leaders of f 1857 revolt

*Colonialism and

the city.

Project

* Collection of pictures related

to Colonial & Mughal

periods

REVISION

FA I 10

FA II 10

SA I 20

TOTAL 40

TOPICS TO BE COVERED

II TERM

MODE OF

ASSESSMENT

October - March

COMPETENCIES/SKILLS/

CONCEPTS TO BE ASSESSED

*Judiciary Flow chart

Discussion

* Hierarchy of judiciary

* Importance of independent

judiciary

*Weavers, Iron

smelters and

factory owners.

*Agriculture

*Understanding

our criminal

Justice system.

Project & Viva

Project

Map

Skit/Spelling

.

* Collection of pictures of

craft works from different

states

* Collection of samples of

grains, pulses, beverage

& fibre crops

* Distribution of major

Crops (world)

* Theft case based on Text

Book(story board)

* Difficult words for spelling

test

*Civilizing the

native, Educating

the nation.

*Industries

*Understanding

Marginalization.

Debate

Map

MCQ

Surprise test

* English education has

enslaved us

* Distribution of industries

in world

* Content (open book)

* Content

*Women, Caste and

Reforms

*Changing world of

Visual Arts

Role play

Power point

Presentation (group

Activity)

* Reformers

* Paintings & photographs

related to colonial period

*Making of national

movement.

*Human resources

Skit

Collage

* Jallianwala bagh

massacre and Dandi

March

* Adverse effects of growing

population

*Confronting

Marginalization

Work sheet

* Content

*India after

Independence

*Public facilities

*Law and Social

Justice

Discussion

Map

Collage

Discussion

Elocution

* India after independence

(education,industries&

agriculture)

* French & Portuguese

colonies

* Water scarcity in city

* Role of citizens in

maintaining

public facilities

* What kind of laws do you

.make to protect environment?

REVISION

FA III 10

FA IV 10

SA II 40

TOTAL 60

1.All the teachers teaching any subject to a particular class/grade need to be involved in assessing Co-

Scholastic skills of learners for the following reasons:

•. To reduce subjectivity

•To remove bias

•To provide a point of reference to all teachers

•To involve all teachers and to increase accountability

•To distribute work load amongst teachers

•To simplify work with regularly maintained record (on computer)

2.While assessing Life skills, Attitudes and Values, Co-curricular activities (Part 3A) i.e. Literary and

Creative Skills, Scientific Skills, Information and Communication Technology (ICT) and Organizational

and Leadership Skills, refer to:

•Portfolio of the student (either maintained by the student or the teachers) which includes

o. Best scholastic work of the child from the beginning to the end of the term.

o. Pictures/Photographs of participation in role plays and other classroom activities.

o. Participation certificates/evidence of scholastic and co-scholastic activities.

o. Record of Life skills activities such as worksheets.

o. Evidence of team work in Physical Education and Club Activities.

o. Evidence of Art work.

BLUEPRINT FOR FORMATIVE ASSESSMENT IN CO-SCHOLASTIC AREAS

o. Evidence/photographs of Bulletin boards, Posters, Morning Assemblies, all the school

activities etc.,

• Anecdotal records

• Record of behavior observations with checklists

• Records of all the co-curricular activities/club activities/competitions that each of the

learners participate in

• Information put together with the inputs of different teachers

3. Periodic discussions to take place between the class teacher, teachers taking up co-scholastic activities

and the subject teacher to identify the students for whom they need to have more information.

4. Use descriptive indicators to score after building up consensus among the three/four teachers and then

turn scores into grades.

5. Assessment of Work Education Programmes (during and on completion) should:

o. Be done on the basis of objectives of teaching Work Education

o. Be evaluated immediately after its completion

o. Involve use of different tools and techniques of assessment

o. Be done on the basis of a pre drawn detailed plan and indicators or assessment criteria

o.Be done on the basis of Process and Product

Suggestive assessment criteria for assessment of Process and Product

• Assessment of a product

o. Utility

o.Durability

o. Beauty

• Assessment of processes

o. Regularity

o. Team Spirit and cooperativeness

o. Patience and tolerance

o. Planned and systematic work

o. Use of appropriate tools and materials

o. Care of tools and leaving them in proper place after work

o. Sustainable resource utilization

o.Neatness and cleanliness in work

o. Positive attitude, perseverance and zeal for perfection

o.Devotion and honest effort in work

o. Self-effort and problem solving spirit

o. Workmanship and skill in the performance of work

o. Imagination and creativity

The criteria as listed above are large in number and varied but it does not mean that an assessor has to take

all the criteria into consideration for assessment purposes. It all depends upon his/her discretion that

whichever criteria suits well for assessing the process of a particular work unit or project should be

considered.

6. The marks awarded to the different work education activities carried by students should be considered

while marking the descriptors for Work Education at the end of the term and then finally converted into

grades.

7. The records of all the visual and performing art classes /competitions that each of the learners participate

in should be referred to while assigning marks to the descriptors for Visual and Performing Arts at the end

of the term and then finally converted into grades.

8. No doubt, it is difficult to observe all the learners in a class at one particular time. But the teacher should

ensure that enough evidences are collected for all the learners at different times.

9. Assessment with regard to the growth of learners in co-scholastic aspects should not be limited to

recorded observations but the teacher should

• discuss about the learner with other teachers

• study the work done by the learners throughout the year.

10. An analysis of records obtained as a result of periodic observation should be done to validate the

attainment of the skill resulting in learner growth along the growth path in each of the Co-Scholastic Areas.

The descriptive indicators should be scored on the basis of the degree of attainment of a particular skill or

behavioural outcome by a learner and subsequent grades to be assigned.

CO-

SCHOL

ASTIC

AREA

CRITERIA

FOR /AREAS OF

ASSESSMENT

INDICATORS OF SKILL/ COLLECTION & RECORDING OF EVIDENCE

ASSESSME

NT BASED

ON

SPECIFIC

DETAILS OF

PARTICIPATI

ON IN

PARTICIPATI

ON IN

OUTSIDE

CLASSES

/COACHING

BEING

ATTENDED

PARTICIPA

TION IN

MINI

SPORTS/

Achievemen

ts/

Prizes

OBSERVAT

ION -

CLASSROO

M

ACTIVITIE

S

SCHOOL

ASSEMBLY/CC

A/SPORTS

COMPETITIO

NS

CUBS&BUL

BULS

UTSAV

BAL DIWAS

Recognition

MUSIC Interest

Rhythm

Melody

One cycle of

observation

every month

By the

teacher(s)

concerned

One cycle of

observation every

month by the

class teacher

As and when it

happens. Class

Teachers and

CCA co-

ordinators

should evolve a

mechanism of

keeping record

of these

Class

teachers to

maintain a

record . For

example many

students attend

yoga, karate,

Taekwondo

classes which

can be

assessed under

physical

education

Record and

assessment to

be done

jointly by the

event co-

ordinators and

class teachers.

It must

necessarily be

reflected in

SA2 reports.

To be

maintained

by both

subject and

class

teachers ART

SUPW

Interest

Creativity

Skills

Class displays,

club activities,

integration with

scholastic subject

particularly EVS

PHYSIC

AL

EDUCA

TION

Enthusiasm

Talent

Team spirit

Disciplines

One cycle of

observation every

month

PERSO

NALITY

TRAITS

1.Courteousness

2.Confidence

3.Care of belonging

4.Neatness

5.Regularity &

punctuality

6.Initiative

7.Self-Control

8.Respect for

others’ property

8.Sharing and

Caring

On a daily

basis

As applicable to

the activity

NOTE: while it is difficult for the class-teachers to keep a record of all these areas. Students may be

given these areas as an Index and guided to make dated entries with details.

A class chart “TALENT TABLE” can be generated with name list of the class with columns for

participation in the areas stated above and children can be encouraged to keep a continuous log. This

will serve as a good student profile and an index to both the students and the teacher.

The class teachers will be issued registers to maintain the records of 2A (Life Skills) and 2D(Attitude &

Values). They will submit the register after recording in the last working day of every month.

The record will be evaluated once in each term and the concerned house masters will write the descriptive

indicators of the students staying in their class.

1. VP & HM will do the assessment.

2. Assessment will be done by awarding marks (Max 5) against different indicators which will be reflected

by giving grades

3. The grades may be given as per the table from class VI to X

LIFE SKILLS No. of Indicators Maximum Marks Total Marks Grades

Thinking Skill 10 05 50 A,B,C,D,E

Social Skill 10 05 50 A,B,C,D,E

Emotional skill 10 05 50 A,B,C,D,E

ATTITUDE and VALUES No. of Indicators Maximum Marks Total Marks Grades

Attitudes towards

teachers

10 05 50 A,B,C,D,E

Attitudes towards 10 05 50 A,B,C,D,E

School

Attitudes towards

school programme

and environment

10 05 50 A,B,C,D,E

Value system

(10 Principle)

04( Each Principle) 20 (Each Principle) 200 A,B,C,D,E

4. Only the significant characters/skill exhibited will be indicated by the teachers.

5. While assessing the student the teacher must be positive, no negative remark will be given at any time.

6 .Any suggestions/feedback required to be given to the students, will be given orally it should not be

reflected by writing on record.

7.Towards the end of a term, if any student has not been observed then the teachers may specifically observe

those students and complete the record.

8.The above assessment will be done twice i.e. before SA-1 & SA-2.

WORK EDUCATION( 2B)

All teachers and PETS will decide the methods of assessment. This year for students VI to X, there will be

cooking practice , decoration of class room twice in the year with available resources and will be

evaluated by a team of teachers.

Student exhibits

o A collaborative approach to the process of learning

o Is Innovative in ideas

o Plans and adheres to timelines

o Is Involved and motivated

o Demonstrates a positive attitude

o Is helpful and guides and facilitates others

o Demonstrates an understanding of correlation with real life situations.

o The Coordinators of Assessment Class Wise are as under

VISUAL AND PERFORMING ARTS(2C)

Student demonstrates

o An innovative and creative approach

o Aesthetic sensibilities

o Observation skills

o Interpretation and originality

o Correlation with real life

o A willingness to experiment with different with different art modes/mediums

o Awareness and appreciation of works of artists

o Peer appreciation

The art teacher will maintain all the records and will submit to principal on last working day every month.

In Visual and performing arts there are 10 indicators. Max score is 5.

Part-3 Co-Scholastic Activites

Every student will be assessed for 04 activities, two from 3(A) and two from 3(B). In our school we have

decided for 3(A) students will be assessed (Any two) One from S.No 1 and 2 S.No 3 is compulsory.

1. Literacy and creative skill, which includes Debate, Declamation, Creative writing, Recitation, Drawing,

Poster making, Slogan writing, on the spot painting, Theatre

2. Aesthetic skills and performing arts which includes Music Vocal, Instrumental, Dance, Drama, Craft,

Sculpture, Puppetry, Folk-art Forms

3. Club Activities, for this the options will be taken from the students.

Each activity has 10 indicators. Max marks of each are 05.

This year each class (section wise) will publish two wall magazine once on 5th Sep and another on 1st Dec.

It will be our objective to involve all the students for the above said work.

The student’s involvement will be assessed and grading will be given.

Regarding club activities an option will be collected in the month of June and it will be communicated to

the entire club in charges. The class teacher will collect the information from the concerned club in charges

in time.

Art Club: (………………………………………. – President )

Proposed Activities:

1. Exhibition of students’ art works.

2. Preparation of poster, banners and painting.

3. Beautification of Vidyalaya Campus.

4. Screen printing workshop.

5. Paper Mache works.

6. Maintaining of art display board.

7. Conducting painting competition.

8. Participation in competitions conducted by Art Promotion Agencies

Music Club (…………………………… – President )


1. Active participation in important day celebrations.

2. Training to students in musical instruments.

3. Participation in District level competitions.

4. Preparation of life sketch of eminent musicians.

5. Conducting of Solo song, Group song and dance competitions.

6. Practice of patriotic songs.

7. Arranging musical concerts of eminent local musicians.

Science Club (…………………………………….. – President )


1. Conducting quiz competitions in Science .

2. Preparation of Biological sketches of eminent scientist.

3. Preparation of charts and models for exhibition.

4. Arranging coaching classes for competitive examinations.

5. Maintaining of a display board.

6. Preparation of slides.

7. Collection of locally available specimens.

8. Publication of Science articles in Vidyalaya magazine.

Mathematics club (……………………………………….-President)


1. Conducting quiz competitions in Maths.

2. Preparation of Biological sketches of eminent mathematicians.

3. Preparation of charts and models for exhibition.

4. Arranging coaching classes for competitive examinations.

5. Maintaining of a display board.

6. Preparation of slides.

7. Collection of locally available lab equipments

8. Publication of Science & Maths articles in Vidyalaya magazine.

Humanities Club (……………………………….. – President )


1. Collection of photographs and old paper cuttings related to national freedom struggle.

2. Coin and stamp collection.

3. Arranging lectures of prominent public representatives /educationists / freedom fighters.

4. Conducting various surveys.

5. Conducting Youth Parliament

6. Publication of articles in Vidyalaya magazine.

8. Collection of materials with an objective to set up a museum corner.

Language Club: (……………………………. – President)

English and Hindi clubs are proposed to function with the following objectives.

1. To create interest in the subject.

2. To inculcate creativity, aesthetics and inquisitiveness.

3. To act as a catalyst in teaching-learning activities.

4. Development of good communication skills.


1. Conducting essay and poem writing competition.

2. Arranging speech, extempore speech and debate competitions.

3. Enacting of drama and skits.

4. Preparation of wall magazine.

5. Maintaining of a board to highlight new words, its usage, grammar and structural items and language

puzzles.

6. Editing Vidyalaya magazine.

Health Club (……………………….– President )


1. Regular Health checkup of students.

2. Monitoring PT, Exercise, Yog.

3. Allotting the students proper time for using Gym.

4. Conducting Health Camps

5. Maintenance & supervision of Health cards.

6. Conducting regular Battery tests

7. Guiding the students for suitable games as per their ability

8. Conducting various sports & games meet.

Readers Club (………………………)

1. Preparing the book review .

2. Maintaining a bulletin board.

3. Subscribing selected periodicals in addition to regular ones.

4. Conducting workshops on book binding ,classification of articles published in various news

papers.

5. Conducting seminars.

For 3(B)

Health and Physical Education (Any two)

1. Sports

2. Scout and Guide

3. Gardening

4. Shramdan ( common for all the students, not taken Scout and Guide)

In 3A and 3B there are 10 indicators. Max score is 05. The grades may be given as under.

PHYSICAL AND HEALTH EDUCATION/GAMES

Student show

o An appreciation and understanding of good physical health and physical fitness

o An involvement in sports/physical education programs

o Team work

o A knowledge of different sports and rules of games

o Motivation and leadership

o Skills of coordination, agility and balance

o An awareness of rules of safety

An evidence of being self-disciplined

In Physical and Health Education there are 10 indicators. Max score is 5. The grades may be given as

under.

The concerned teacher will be issued printed booklet with the name of the students to write descriptive

indicator in the month of July, August, December, and January (The format attached).

The concern in charges will write the descriptive indicators in each term .Regular house cleaning and

academic block cleaning work will be done. The evaluation will be done by the PETS.

The above scheme of evaluation is applicable for all the classes VI to X

We all recognize the fact that health and psycho-social well-being of children is of extreme importance to

all of us: the school, the parents and the society at large. Hence a comprehensive school health policy as

envisaged by the CBSE was formulated and as a part of that exercise a Health and Wellness Club was

formed.

Need for creating Health Clubs in School.

Our school has given prime concern for Healthy living of all stakeholders including principals, parents,

teachers and non-teaching staff. An important dimension is that of daily yoga for and periodical art of

living courses in addition to play, exercise, sports and practices of personal and community hygiene.

Health and wellness club in school would focus on the overall well being comprising emotional, social

and mental health of the child. It would act as the enabling and organizational point for conducting

activities related to various dimensions of health and wellness. A Health Card need to be created for

students which would form a continuous part of their growth and development. This could form an

effective monitoring and feedback system for the overall health of a child during his/her schooling.

Responsibilities of the Health Club

As an organizer of the health relevant activities (at least 8-10m activities in the year at each level).

As a resource centre for the overall well being of students.

Objectives of the Health Club

To create Health Cards for each student

To hold poster competition related to health issues.

To conduct surveys on health related concerns

To organize health fairs and immunization projects.

To tap the local resources in the community to arrange health talks.

To render service in any area affected by a disaster or a calamity.

To create health help line within the school to distress, cope with emotional and social behaviour

and misconceptions regarding sexual and reproductive health.

To teach the students techniques of yoga and meditation from an early age.

To inculcate in the students healthy and positive ways of living.

To teach health songs on various health topics.

Celebration of important days (World Health Day- April 7)

Creating awareness regarding ‘World Tobacco day’ World Aids Day etc.

COMPREHENSIVE SCHOOL HEALTH PROGRAM

Activities for promoting Health in School

Module 1 I-IV V-VIII IX-X

2.2 HEALTH and WELLNESS ACTIVITIES

Know yourself * Yoga and Meditation

* Drawing a picture of oneself

* Pasting a photograph

* Palm printing/ foot printing

* Rhythmic Exercises

* Poem/ Rhymes/ Recitation

* Role paly on Body parts

* Matching of Flash Cards

* Self-awareness /diary

* Sensitivity based Theater

* Check up by doctor/ dentists

* Health Card

* Counseling

* Ten sentence on oneself

physical/ social/ society

*Likes and dislikes

* My list of favorites

* Any other

*Yoga and meditation

*Assembly themes

*Tapping resources from

Neighbour-hood/ community

for health, hygiene & personality

*Introduce a diary

*Survey of eating joints for

their nutritive content.

*Health Card

*Any other

*Yoga and meditation

*Health Mela

*Health Newsletter

*Class Boards Decoration

*House Board decoration

*Creating recipes

*health Card

*Any other

Module 2

Food and Nutrition

*Collection of pictures of

nutritive/junk food

*Class party and discussion on

food items

*dietary charts for the week

*Power point presentation

*Mandatory to bring one nutritive

item

*Research on food items, balanced

item.

*Mother’s recipe book

*Any other

*Nutritive recipe competition

*Orientation program for parents

and students on good food habits

*A PMI (plus, Minus and

Interesting) on generally observed

health problems

*Survey based on balanced diet of

different regions/communities

*Any other

*Extempore

*Debate

*Slogan writing

*Theatre

*Collage making

*Panel discussion

*Any other

Module 3

Hygiene

Personal and

Environmental

*Tick mark of self-check list

*Presentation

*Value based assemblies

*Sharmadan (cleaning up of your

class at the end of the day)

*Packing up wrappers/foils etc.

after the break

*Creating shramdan clubs

*Green brigade clubs

*Posters

*Outdoor excursions(speed,

stamina, strength)

*Board Displays

*Research Projects

*Skits

*Eco-clubs

*Celebrating Environment

Friendly Day

*Preparing Recycled paper

*Visiting a Heritage site

*Any other

*Resource person from

NGO’s

*Panel Discussion planting

*Eco Clubs

*Planting sapling and trees

*Rain Water harvesting

*No polybag Zone

*Adopting a National

Heritage Spot.

Module 4

Physical fitness

8Warming up exercises before the

beginning of each physical

education period

*Pranayam

*Yoga

*Physical education periods a must

for all classes

*Drill/ aerobic followed by

presentations at the end of every

month

*Skill based programmes-camps

*march/run for health

*Any other

*Competitive sports

*Team building adventure treks

*Leadership camps

*Health walks for social issues.

*Swimming

*Any other

*Inter House competitions

based on

Aerobics/yoga/gymnastics

*Team building

*Leadership camps

*Running for a Cause

*Any other

Module 5

Safety Measures-

Fire, Accident,

Emergencies

*Extempore dialogue delivery

*Ground rules preparation in

classes

*Safety activities –sports

field/activity period (to be made by

students)

*Travelling independently (phone

numbers/ residential numbers)

*Learning to communicate

problem-circle time

*Campaigns

*Vigilance committee

*Evacuation skills

*Transport drill

*Sports Day

*First Aid

*Showing movies on fire safety

dill

*Bravery Award

*research based projects

*Sexual health education issues

related to gender sensitivity

*Fire Brigade

demonstration

*Disaster Management

*Self-defense techniques

*Traffic rules

*Theatre-visit to

Rehabilitation centre

*Sensitization programs on

substance Abuse

*Interpersonal relationships

*Parental sessions

*Laboratory Safety drill

Module 6

Behavioural Life

skills

*Consequence games

*Learning to say ‘NO’

*Think pair share

*Handing peer pressure

*Learning to say ‘NO”

*Mentoring

*Interactive Bulletin Board

*Quiz contest

*Handling peer pressure

*Question Box Activity

*Situation Analysis and

Case Studies of sensitive

issues

*Identification of good touch and

bad touch

*poster making/painting

competition

*Group games on adolescent

issues

*Peace march to mark a

social event or issue

*Panel discussion with

Eminent psychologists

*Guest speakers from the

experts (Doctor)

*Visit to a old age home

The evaluation of the answer papers will be done within 48 hours. The following recent developments as

introduced by the CBSE will be integrated in the pattern of testing and evaluation.

DESIGN OF QUESTION PAPERS

The design of Question paper for Pen Paper Test (50) of summative Assessment will be as follows for

classes VI-VII . Classes IX and X follows CBSE norms.

Language

S.No Type of Questions Total Marks Weightage to MCQs

01 Section-A Reading 15 10

02 Section-B Writing 15 04

04 Section-D Literature 20 06

Total 50

Science

S.No Type of Questions No of questions Marks for each questions

01 VSA Questions 10 02

02 Short Answers (Type-1) 05 02

04 Short Answers (Type-2) 05 03

04 Long Answers 03 05

Mathematics


01 MCQ Type-1 06 01

03 Short answer-I 05 02

04 Short answer-II 06 03


Social Science


01 MCQ/VSA

questions

10 01

02 Short answers -I 03 08


For Junior classes (VI & VIII ), handwriting in all the languages is compulsory. They will be assigned to

continue daily handwriting practice even in summer vacation.

ASSIGNMENTS

The school follows an assessment policy and it is given separately. But sufficient assignments will be

given for 2 months summer vacation and will be treated as Assignment-I. The number of questions in

each subject should not be less than 5.

For the 2nd term, projects will be given in the form of field survey , sample collection

2.3. Model for objective centered Teaching-Testing

PROJECTS:

The teachers will assign the projects in a graded way depending upon the levels of achievement of the

students.

There will be a display of the projects/ integrated projects once in the term to motivate the students.

The teacher will assign the projects on the basis of the following.

1) The projects should be related to the subjects concerned.

2) For class VI to VIII the projects may be based on collection of data, observations and inference.

3) For IX and X the projects should be problem solving type based on research (Investigation)

4) The projects may be assigned in groups.

5) The projects will be evaluated for one FA after discussion in the subject committee meeting.

6) The best projects will be displayed in the Academic Inspection.

REMEDIAL AND SUPERVISORY CLASSES:

After evaluating the units a matrix will be prepared subject wise class wise. The slow achievers in each

subject will be identified. Then their difficult area will be identified. Record should be maintained in

teachers dairy. Re-teaching of the topics identified where most of the students have not answered correctly.

This year remedial class will be conducted in each section. The teacher will teach only the slow learners.

Other students will be given extra assignments to enrich their knowledge.

The school library is useful in literacy work from the earliest stage because it encourages good reading

habits to be formed when children are young. All teachers should aim to stimulate children’s curiosity about

books and to encourage students to start loving the written word. It provides a safe environment where

students are empowered to step up and take the lead or work as a group with others taking the initiative.

Teachers and students are using school library and separate sections/ areas are assigned for reading and

reference which help them to prepare for Project based learning. Separate rules and regulations are following

for borrowing books and using reading periods for all classes.


1. e-library will be on operation.

2. Purchase of textbooks for all classes along with textbooks for Computer Education Programme (CEP)

and related education Packages and judicious distribution.

3. Celebration of book week, book exhibition, display of new arrivals.

4. Career guidance programme.

5. Maintaining the records of Alumni of the Vidyalaya.

6. Instituting best reader awards (Monthly )

7. Visit to District Library by the library committee

8. Weekly book review by the best reader of the week on every Monday morning assembly.

9. Library will be open for all during school hours.

2.4 Library usage

10. Holding a general Reading Day on a holiday to inculcate reading habit among students. (All the students

& staff will invariably read a book on their choice during academic hour).

GUIDANCE & COUNSELING ACTIVITIES:

This we plan to start Guidance and counseling to help the adolescent students to select streams, course and

units in conformity to their psychological needs, attitudes, abilities and aptitudes.

The following points are listed here as a broad guidelines to counsel the students. These are nothing but

basic life skills.

We are following the integrated system of teaching and learning by incorporating life skill in the class. In

additional we take much care in building life training in the following areas .

i) Patient and convincing listening ability-Communication Skill.

ii) Comprehending ability-Critical Thinking.

iii) Patience-Interpersonal skill

iv) Knowing others-Empathy

v) Integrity- Interpersonal Skill.

vi) Emotional Maturity-coping with emotion.

vii) Convincing presentation-Communication Skill.

viii) Specific knowledge & assessment-Self awareness.

ix) Critical Thinking.

x) Career guidance and counseling is to be provided-Decision Making.

COMPUTER EDUCATION PROGRAMME:

To keep abreast of the modern trends of fast-changing society and the explosion of knowledge, one has to

develop the skills of learning to learn. The following activities under this programme are proposed to be

implemented with a view to expose the learner to higher levels of knowledge in different disciplines, to

introduce them to different ways of collecting and processing data and information, and to develop excellent

communication skills.


1. Adequate periods for theory and practical classes for all students.

2. Timely purchase of textbooks and computer consumables

3. Purchase of educational CDs

4. To use Internet connectivity to access the resources available in the field of education.

5. To develop teacher-made educational projects to supplement Teaching-learning activities.

6. Competition among students in preparing slide shows, painting, Web page Design, etc

CO-CURRICULAR ACTIVITIES

Development of sensibilities to beauty and aesthetics in children, which lead to experience, imagination,

creativity and intuition are the main objectives of these activities.


1) Inter House competition in cultural and literary activities.

2) Various Club activities.

3) Celebrations of important days.

4) Publication of class/ Wall Magazine by all the classes.

5) Assembly activities

6) Games and Sports activities

7) Inviting experts from outside for delivering lectures and to give practice in traditional cultural dance of

State Kerala

MORNING ASSEMBLY:

EVENING ASSEMBLY

LIST OF COMMITTEES FOR THE SESSION 2013-14 AND DUTIES & RESPONSIBILITIES:

World Environment Day June 5

World day against child labour June 12

Reading Week June 7, 12

World blood donor day June 14

International day against Drug abuse & Illicit Trafficking. June 26

World Population Day July 11

World Malala day July 12

World Nature conservation day July 28

Hiroshima Day August 6

Quit India Day and Nagasaki Day August 9

International Youth day August 12

Independence Day of India August 15

Teachers' Day (Dr. Radhakrishnan’s birthday) September 5

World Literacy Day. September 8

World Ozone Day. Engineer's day in India September 16

International day of the Older person October 1

Mahatma Gandhi birthday, International day of non-violence October 2

International girl child day October 11

World Food Day October 16

‘Keralapiravi’ day November 1

Children's Day, Jawaharlal Nehru birthday November 14

SPECIAL ACTIVITIES 2015-16

World Aids Day. December 1

Human Right Day. December 10

Kisan Divas Farmer's Day) December 23

New Year's Day 2016 Jan 1

Republic Day Jan 26

SCHEDULE FOR SPORTS AND HOUSE ACTIVITIES -2015-16

Class 1-

Class 2

SCHEDULE FOR EDUCATIONAL TOUR AND VISIT - 2015-16

LIST OG HOLIDAYS - 2015-16

Pedagogy

“When teachers and their students are ‘connected’ through project based learning the ‘world’ becomes an

indispensable curriculum resource.” NCF 2005.

We started to introduce project based learning for empowering students to undertake research, to innovate

and also to understand interdisciplinary aspects of education from this academic year. In classes VI to VIII.

PBL begins with a problem, teaching facts and skills in a relevant context. In other words PBL is the main

course and not the dessert.

Here the students are provided opportunities to –

Examine the issue;

Discover what they need to know;

Plan, organize and execute the course of action:

Collect and process information;

Practice communication skills of reasoning, expression, argumentation and presentation.

At the start of the academic session, before designing projects the teacher must-

List the concepts and ideas inherent in various topics;

Identify driving issues considered essential to work on;

Discuss with other teachers to establish cross curricular links for comprehensive and enriched

learning;

Design board framework of the project.

While allowing for some degree of student ‘voice and choice,” rigorous projects are variedly but carefully

planned, managed, and assessed. Students gain a deep understanding of the concepts and standards. Projects

aslo allow students to address community issues, explore careers, interact with adult mentors, use

technology, and present their work to audiences beyond the classroom. Since projects are ‘real world

oriented, learning has value beyond the competence displayed by the learner in a traditional class.

Aims and objectives of PBL

Making learning relevant and useful to students by establishing connections to life outside the

classroom.

Focusing on the central concepts and principles of a discipline.

Encouraging active inquiry or investigations and meaningful tasks that foster active learning.

Empowering students with the 21st century skills of critical thinking, problem solving, decision

making, and various form of communication.

3. TEACHING AND LEARNING TECHNOLOGY

Enabling them to construct something new: an idea, an interpretation, or a product.

Helping them in becoming responsible for their own learning and value the learning process as

much as the project.

Promoting multidisciplinary meaningful learning which connects new learning to student’s past

experience.

Making the assessment process shared, varied, personalized and effective.

Diagnostic assessment: It is concerned and used to diagnose the persistent or recurring learning difficulties

of the students. Like formative assessment, diagnostic assessment is intended to improve the learner’s

experience and their level of achievement. However, diagnostic assessment looks backwards rather than

forwards. It is used to diagnose skills and weaknesses of the students which if left undiagnosed, might affect

the participation of the students in new learning.

Remedial teaching stands for learning or instructional work carried out to provide remedial measures for

helping students to overcome their learning difficulties diagnosed through diagnostic testing or some other

measure of diagnosis. Remedial teaching means a specific and separate remedial programme for each

student.

Special education is designed specifically for students with special needs, remedial education can be

designed for any students, with or without special needs.

A. Role of the Principal/ headmaster / panel chairperson / teacher-in-charge of remedial

teaching

The Principal/headmaster or the panel chairperson usually oversees the operation of remedial teaching in

the school. Sometimes the Principal will assign a teacher to be the teacher-in-charge of remedial teaching.

This teacher’s duty is to ensure close coordination across the various levels as well as among groups of the

same level.

1. Scheme of work

A time and place should be arranged for teachers to meet and design the scheme of work for a year level.

They must work out the specific learning activities and language items, which must be covered by all pupils

at a year level so that space is built in for necessary remedial and enrichment work. In the case of remedial

class pupils, they only learn the specific learning activities and language items. As different remedial groups

at a year level may cover different specific learning activities and language items, remedial class teachers

need to maintain a plan of work for the remedial class. All schemes of work as well as the plans of work for

the remedial class at a year level and across the various levels should be regularly reviewed and adjusted to

ensure adequate coverage in the curriculum based on the needs and abilities of the pupils.

2. Resource Bank

Team work and the systematic sharing of teaching materials should be encouraged. For teachers’

convenience, teaching aids, work cards, worksheets, etc. could be pooled for use and eventually a resource

bank could be set up.

Teachers could also elicit the help of their pupils by setting up resource making groups. Teachers could first

design and select relevant materials for remedial teaching. Upper class pupils could then be called upon to

help their teachers draw and colour pictures and diagrams, design tables, make models and puppets, create

and record special sound effects, take relevant photos as well as write word strips and word cards. Lower

class pupils could also be called upon to help upper class pupils finish the tasks.

B. Role of the remedial group teacher

1. Teacher’s attitude

Diagnostic teaching approach/ Remedial teaching

Very often, children who have fallen behind in English have lost their interest and confidence in learning

the subject. The remedial group teacher should be patient and understanding. He should instill in his pupils

a positive attitude towards the subject and help them overcome their problems and learning difficulties. He

should also use stimulating teaching strategies to arouse his pupils’ interest in learning so that they would

make better progress

2. Assessing the initial strengths and weaknesses of the pupils

At the beginning of a remedial programme, the teacher needs to administer to his remedial group a test on

previously learnt modules / units / tasks in order to plan the remedial programme. He can do this by

making use of :

l past examination papers;

l exemplar learning or assessment

l self-designed test papers;

l test papers designed by the team.

3. Co-ordination with teachers of mainstream classes

It is essential for the remedial group teachers to discuss and co-ordinate with the mainstream teachers in

planning the scheme of work / teaching programme and agreeing on the specific learning activities and

language items to be covered for the level.

4. Preparation of teaching materials

After the pupils’ areas of weaknesses have been identified and the teaching programme has been planned,

the teacher would need to prepare materials for remedial teaching. These materials should be specially

selected, adapted or designed to suit the ability and meet the needs of the pupils. It would be sensible for

the teacher to start from where the pupils are and prepare materials to help pupils bridge the gaps in their

knowledge.

5. Recording and reviewing pupils’ progress

Pupils’ individual records of work with comments should be kept as a reference for assessment purposes as

well as for the formulation and adjustment of future teaching plans. The remedial group teacher would also

need to collaborate with the mainstream teachers to review pupils’ progress regularly.

C. Teaching strategies

There is no one particular approach to remedial teaching. A flexible teacher would bear in mind

the following factors to make remedial teaching interesting and effective:

careful selection, adaptation and designing of teaching materials;

stimulating approaches;

concrete examples;

smaller teaching goals;

sufficient practice and recycling;

adequate communicative use of the language; and

increased exposure.

Assessment program

For each subject in each semester the section will publish an assessment program for the academic year.

The program will comprise of;

3. 1. Assessment program

Number and weighting of tasks

FA 40% SA 60% [from 2011-12 academic year, first Semester -FA 20% SA 30% Second semester FA 20%

SA 30%]

In Formative Assessment each subject in each semester has assigned 15 assessment tasks or

examinations/evaluations, out of which 10 is compulsory, in various areas, such as debate, project, seminar,

GD, assignment, narrative record, interview, quiz, MCQs, diary entry, notice , poster making, working

models, etc. according to the subject assessment made by the teacher.

Timing and notification of assessment tasks

Head of the departments will negotiate a suitable date for each assessment task.

Formative assessment program

Assessment for learning is formative in nature and is used by teachers to consider approaches to teaching

and next steps for individual learners and the class. It is giving maximum opportunities to the learners to

measure level of performance, so the assessment will be systematic and open to improving their level of

knowledge. For making accuracy in assessment tool our school has introduced the following levels of

assessment and the average will be taken as the adequate level of learner performance.

Teacher made assessment [teacher makes the tools and assessment tasks and evaluate the performance by

using the indicators]

Teacher -student made assessment [teacher and students make the assessment tools in the class room and

with the help of the students [class leader/creamy layer in the class], teacher evaluate the performance- the

students have complete awareness of the evaluation tools and assessment policy]

Student made assessment [Self assessment and peer group assessment with or without guidance. Students

are free to use the assessment in the class room or outside with a well-defined assessment tools with the

help of the teacher or not]

Public/ social assessment- [ the parents or academicians from outside the school will be called to assess the

learner performance through well-defined program such as seminar, debate, quiz, symposium, performance

art, etc]

The average of the above four will be taken for final grade in FA.

Progressive or continuous assessment

An important principle of school-based assessment is that the assessment is progressive or continuous. One

of the aims of school-based assessment is to alleviate the peak pressure of a single final examination—the

one-shot test on which everything depends. This requires not only that assessment is tailored to the way in

which each subject syllabus is implemented by the school but also that assessment occurs progressively

over the whole course of study. In other words, the validity of the assessment is improved by assembling

the portfolio from a variety of assessment types and contexts. So it is the reliability improved by having

many opportunities for the student to demonstrate their knowledge and capability and by collecting the

information on many different occasions.

Possible grade of assessment

A - Excellent achievement B -High achievement

C -Substantial achievement D - Satisfactory achievement

E -Elementary achievement N - Not satisfactorily completed

Absence due to illness or misadventure

If a student is very ill on the day of ‘in class’ assessment task or examinations, is required to telephone the

concerned teacher and produce a medical certificate at the first day of his attendance in the school after

illness.

Other cases of misadventure

Provision of a letter from parent indicating in detail the nature of the difficulty [not included family /personal

holiday , social engagement] and reason it precluded attendance or affected performance to the class teacher

and concerned HMs.

All absent from an assessment tasks or examination and fail to follow the procedures above shall be awarded

Zero (0) marks.

Re/ subsequent examination only for Summative Assessment

Subsequent or re-examination will be conducted as CBSE norms time to time.

Late attendance in the assessment tasks or examination

Assessment tasks are extremely valuable and must be handed in responsibly. Tasks completed at home must

be submitted directly to the teacher/ student representative in time as directed by the teacher.

Electronic submission of assessment tasks

At some times, students may be instructed, or permitted, by the teacher to submit assessment tasks

electronically. When this is required or permitted, the tasks may be submitted on pendrive, by email or DVD

or other medium (unless specified by the HOD). When electronic submission does occur, the following

rules will apply:

a) The school will not be responsible for unreadable, unusable or virus infected files or media

b) The school will only accept assessment tasks which are written in application to which school staff can

readily access and in a format which can be read by most school computers. [format -Microsoft word

2003/2008]

c) An assessment task is not considered submitted if conditions (a) and (b) are not satisfied.

d) The school will not be responsible for the non-receipt or delay of emails. If submitting work be emails,

students are advised specifically to request acknowledgement by return emails of their work. Only receipt

generated by the school’s email system will be considered valid.

e) The assessment tasks should be readily identifiable on the medium.

f) The school will make every endeavour to ensure the safe return of submitted media but cannot guarantee

this.

Late submission

Marks will be deducted as follows

a) 10% of the marks awarded for the first day late

b) further 10% of the marks awarded for the second day late

c) further 10% of the marks awarded for the third day late.

d) Zero for the subsequent date.

Alleged malpractice in assessment tasks or examination

The school ‘exam board’ (consisting of VP/HMs and HODs) defines malpractice or cheating as dishonest

behaviour by a student that gives them an “unfair advantage over others”. The board with the consent of the

principal will decide the appropriate penalty. The outcome in such cases will be conveyed in writing to the

parents.

Standardization

It is the responsibility of each HOD to conduct regular standardization exercises in which colleagues discuss

sample texts produced by students and a consensus is reached about what grades should be awarded. These

activities provide useful INSET for colleagues and are essential if the assessment criteria are going to be

consistently applied across departments. It is essential that teachers regularly make a comment upon a

student’s work which indicates briefly what has been achieved and in what ways a piece of work could have

been improved.

Grading

The final grading in each subject will be the average of all the assessment in the subject semester wise. That

is, the average of all the 10 compulsory assessment in semester one and semester two will be added for final

grading in FA in each subjects.

Record keeping

It is important that those teachers keep a well presented record of student progress. This mark book or record

sheet should clearly indicate the dates when significant pieces of work were set and the grades or marks

achieved by the students. This assessment record is a valuable tool for teachers when they are deciding what

to write on reports [descriptive indicators] and they will reveal patterns of poor attendance or arrested

progress. The principal/ Vice Principal/HMs/ HODs /SMC / parents / CBSE can share the assessment

records at consultation times.

We believe that the most powerful and ample resource for change in education is teachers' own expertise.

With this in mind and in the endeavor of recognizing more individuals with core skills of teaching

competency, we have introduce a mentoring and monitoring system under the leadership of principal and

the vice principal and head mistress conduct the monitoring through a well-defined schedule. The teachers

are provided with self- assessment tools.

Objectives:

a) To ensure that students receive the benefit of an education system supported by employees who

are performing their duties satisfactorily.

b) To provide for fair, effective and consistent employee evaluation tool.

c) To promote professional growth.

d) To assist in identifying and building upon employee strengths.

e) To serve as the basis for the improvement of instruction.

f) To develop remediation goals.

g) To address accountability and employee quality.

h) To support fair, valid and legal decisions for rehire, promotion or termination

Staff Training:

a) The employee will be required to update knowledge and skills every year by attending in-service

training program of CBSE.

b) These may be within or after school hours or on holidays

Observation areas in which teachers will be appraised

a) Class room teaching observation- CBSE monitoring schedule.

b) Day to day activities.

c) Participation in school events.

d) Organizing school events.

e) Interpersonal Relationship.

f) Professional Role

Procedure for Class Observation

a) The Vice Principal and Headmistress observe the lesson plan of teachers, weekly.

b) The teachers must keep the lesson plan/s and teacher’s diary ready for reference.

c) The employee will be observed for one full period.

Key parameters for Lesson Observation

a) Subject matter competence.

b) Classroom management.

c) Effective teaching skills/ Methodology.

d) Being Child Centric.

e) SSRVM school ethos

CURRICULUM COMMITTEE MEETING

3.4 MENTORING and MONITORING

MEETINGS MINUTES (departments, committees, councils and divisions)

The school curriculum committee meet during summer vacation and develop the Annual Curriculum Plan

for the current coming academic year. The principal keeps the records. All staff members meet department

wise to give form for term wise and periodical assessment wise split of curriculum .The final form of the

ACP will be developed by the Curriculum Committee composed of the Vice principal, HODs under the

presidential ship of the Principal, during May, every year.

Staff Meeting

Every month there will be a review meeting with the staffs with the principal to review the academic and

nonacademic activities held during the month. A detailed discussion about the performance of students’

during various scholastic and co scholastic activities will be considered and changes and improvement

made. All matters remaining under Consent Calendar are considered to be routine and will be approved by

one motion. Discussion on any pending and curricular changes will be made if necessary.

Departmental meting

The HODs are responsible to maintain a minimum standard based of common core standard of SSRVM.

Weekly department staff meeting to review the program and maintain the standard is advised. The minutes

of the meeting is maintained in proper order.

Council/Club activates

The teacher/s in charge is responsible to convene the meeting of various club and take decision/ review

progress of the club activities and maintain records.

Evaluation is goal directed, and educational outcomes are judged in terms of goal attainment. Every

educational programme should aim for the all round development of the personality of the child. Therefore,

the learning experiences provided in the school should contribute toward the achievement of the desired

goals. A teacher while deciding about the related learning experience should see both scholastic and co-

scholastic outcomes and desirable behavioural outcomes of that programme.

The scope of evaluation in schools extends to almost all the areas of learners’ personality development. It

should include both scholastic and co-scholastic areas, i.e. it should be comprehensive in nature. This is in

line with the goals of education. Evaluation is continous and reveals the strengths and weaknesses of

learners more frequently, so that the learners have better opportunity to understand and improve themselves.

It also provide feedback to the teachers for modifying their teaching strategies.

What is ‘Continuous’ and ‘Comprehensive’ Evaluation ?

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students

that covers all aspects of students development.

It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are

continuity in evaluation and assessment of broad based learning and behavioural outcomes on the other.

In this scheme the term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students

‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning

process and spread over the entire span of academic session. It means regularity of assessment, frequency

of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence

to teachers and students for their self-evaluation.

The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-

scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can manifest

themselves in forms other than the written word, the term refers to application of variety of tools and

techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning

like :

Knowledge

Understanding/Comprehension

ApplyingAnalyzing

Evaluating

3.4. CONTINUOUS AND COMPREHENSIVE EVALUATION

Creating

The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It

aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides

academic excellence. It is hoped that this will equip the learners to meet the challenges of life with

confidence and success.

The Objectives of the Scheme are :

To help develop cognitive, psychomotor and affective skills.

To lay emphasis on thought process and de-emphasise memorization

To make evaluation an integral part of teaching-learning process

To use evaluation for improvement of students achievmenet and teaching-learning strategies on the

basis of regular diagnosis followed by remedial instruction.

To use evaluation as a quality control devise to maintain desired standard of performance.

To determine social utility, desirability or effectivenss of a programme and take appropriate

decisions about the learner, the process of learning and the learning environment.

To make the process of teaching and learning a learner-centered activity.

What should be assessed?

To make the process more comprehensive in nature, it is important that assessment of the child’s learning

be done in awhole range of situations and environments both in and out of the classroom. The assessment

process also needs to be part of the way of providing information and feedback on the extent to which the

school and teachers have been successful in realizing the expected outcomes of education.

In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability

to –

Learn and acquire desired skills related to different subject areas

Acquire a level of achievement in different subject areas in the requisite measure

Develop child’s individual skills, interests, attitudes and motivation

Understand and lead a healthy and a productive life

Monitor the changes taking place in child’s learning, behavior and progress over time

Respond to different situations and opportunities both in and out of school

Apply what is learned in a variety of environments, circumstances and situations

Work independently, collaboratively and harmoniously.

Analyze and evaluate,

Be aware of social and environmental issues

Participate in social and environmental projects and causes

Retain what is learned over a period of time.

Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be

flexible, to cope with constant change and become lifelong learners. In this context, learners become

dynamic leaders with teachers as enablers.

Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the

following parameters in mind –

The need to :

Assess the learner

Use a variety of ways to collect information about the learner’s learning and progress in subjects

and cross curricular boundaries.

Collect information continuously and record the same.

Give importance to each learner’s way of responding and learning and time it takes to do so

Report on an ongoing continuous basis and be sensitive to every learner’s responses.

Provide feedback that will lead to positive action and help the learner to do better

In the assessment process, one should be careful NOT to :

Label learners as slow, poor, intelligent etc.

Make comparisons between them

Make negative statements

When should assessment be done ?

Closely related to what needs to be assessed is the critical question about the periodicity of a child’s

progress. Assessment of the outcomes of learning in holistic education is integral to the teaching-learning

process. Each session on learning should involve three parts: process of learning, applying what has

been learned, and assessment of what has been learned. This is one way learning and assessment can

combine.

In order to have Continuous and Comprehensive evaluation, both scholastic and co-scholastic aspects need

to be given due recognition. Such a holistic assessment requires maintaining an onging, changing, and

comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect,

plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned

over a period of time also requires periodic assessment. These assessments can take many forms but all of

them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews

(depending on the learning area), that do not openly compare one learner with another and are positive and

constructive experiences are generally recommended to promote and enhance not just learning and retention

among children but their soft skills as well.

In order to improve the teaching learning process, Assessment should be both Formative and Summative

Assessment.

Formative and Summative Assessment.

Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-

threatening supportive environment. It involves regular descriptive feedback, a chance for the student to

reflect on the performance, take advice and improve upon it. It involves students’ being an essential part of

assessment from designing criteria to assessing self or peers. If used effectively it can improve student

performance tremendously while raising the self-esteem of the child and reducing the work load of the

teacher.

Some of the main features of Formative Assessment are listed below:

Is diagnostic and remedial

Makes the provision for effective feedback

Provides the platform for the active involvement of student in their own learning

Enables teachers to adjust teaching to take account of the results of assessment.

Recognizes the profound influence assessment has on the motivation and self-esteem of students,

both of which are crucial influences on learning.

Recognizes the need for students to be able to assess themselves and understand how to improve

Builds on students’ prior knowledge and experience in designing what is taught.

Incorporates varied learning styles into deciding how and what to teach.

Encourages students to understand the criteria that will be used to judge their work

Offers an opportunity to students to improve their work after feedback

Helps students to support their peers, and expect to be supported by them.

Formative assessment is thus carried out during a course of instruction for providing continous feedback to

both the teachers and the learners for taking decisions regarding appropriate modifications in the

transactional procedures and learning activities.

Summative assessment is carried out at the end of a course of learnig. It measures or ‘sums-up’ how much

astudent has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set

of grades.

Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure

of the growth and development of the child. It, at best, certifies the level of achievement only at a given

point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely

on it to decide about the development of a child is not only unfair but also unscienfific. Over emphasis on

examination marks focusing on only scholastic aspects makes children assume that assessment is different

from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition,

the overemphasis on Summative Assessment system also produces enormous stress and anxiety among

the learners. It is this that has led to the emergence of the concept of Continuous and Comprehensive

School-Based Evaluation.

Student Parliament We wanted to develop a more high profile and influential style of Student Voice, so at the start of 2015-16

academic year we made plans to form a School Parliament. The parliament would be set out in

'constituencies' and MSPs (Members of School Parliament) would represent the respective classes. There

were whole school elections and applications for roles.

Our Aims:

To make sure that our school is a safe and happy place for all students.

To make sure that all students have a place to articulate and express their concerns.

To encourage all students in school to suggest improvements and areas for development.

To make sure any suggestions or concerns are listened to and acted upon.

To build good relationships between the school and our local community.

Rationale:

The implementation of SSRVM Student Parliament is seen as a means of empowering students through

active involvement in a fully functioning democratic model. The school parliament will function under the

school parliament patron (one teacher- nominate by the principal)

Composition of student parliament

The student parliament is composed of one girl and one boy representative from each class elected directly

by the students of respective classes on the basis of double ballot system. They elected representatives are

known as Members of Student Parliament [MSP]. The school Parliament members elect the Prime minister/

Deputy prime minister and speaker. One MSP can cast three votes –one for PM one for Dy PM and one for

Speaker. The minister are nominated by the Prime Minister consultation with the school parliament patron.

Tenure

The term of office of all MSPs are one academic year and continue in office until a new parliament assumes

office. All MSPs are eligible for reelection not more than two times. Midterm poll and by election is allowed

if the patron in consultation with the principal deemed to do so.

Outcomes:

Members of Parliament will exhibit strong leadership skills.

Ministers of Parliament will provide an exemplary role model for all students.

Students will experience the democratic process at first hand.

Students will have an awareness of the structure/role of Government and Parliamentary procedures.

Parliamentary decisions will be seen to have an influence on school activities.

Members of Parliament will realise that through the democratic process each person has the right

to free expression of ideas, together with responsibility for the wellbeing of all.

Expectations of All Members of Parliament:

All members of SSRVM Student Parliament are expected to set a good example to fellow students by

wearing full school uniform at all times. They are also expected to maintain a high standard of conduct,

attitude and citizenship. This should be demonstrated in their daily relationships and interaction with

students and staff alike. In this way they will assist in the development of a school community where

individuals feel secure, happy and free to strive towards their personal best in aspects of school life.

Additionally, all Ministers of Student Parliament are expected to consistently display positive leadership

skills.

Responsibilities of All Ministers:

Each Minister will report to Parliament at each session.

Each Minister will undertake specific tasks.

The Minister is responsible for organising a roster of committee members for regular tasks e.g.

sports duties.

All Parliamentary decisions/recommendations affecting school operation must have the approval

of the principal before they are implemented. It is the responsibility of the Minister involved to

STUDENT PARLIAMENT

organise an appointment to meet with the supervising teacher to discuss Parliamentary

decisions/recommendations.

Student Parliament Roles

Prime Minister (School Captain)

Chair cabinet meeting / Make speeches, e.g. thanking people, offering gifts, accepting presentations.

Write thank you notes for services rendered to our school/grade.

Represent our school on special occasions.

Chair the important meetings of the school when advised to do so by the patron in consultation with

principal.

Deputy Prime Minister [deputy School captain]

Assume the office of PM when the PM office falls vacant due to the absence, illness etc. of PM.

[It is advisable if the PM is a boy then the Dy Pm must be a Girl or vice versa]

Speaker

Chair the parliamentary session

Conduct the voting at Parliament Sessions.

Record the opening and closing time of each session.

Record the minutes of each Parliamentary Session in the required format.

Present the minutes of the previous meeting at each Parliamentary Session.

Keep all records in the Secretary's folder.

Read from the General Business, the decisions and solutions to the problems and questions raised.

Present the Parliamentary Report to the school assembly each fortnight.

Student Parliament Ministers

All ministers are responsible for forming and organising committees to help with duties.

Minister for Health and Safety

Form and organise a committee to help with duties.

Inspect school grounds for safety issues.

Advertise special days.

Monitor/patrol canteen lines during lunch basket handouts/service

Minister for Communication and Technology

Set up/update sign for school

Assist with technology issues across the school.

Edit school website.

Minister for Information and Research

Assist with maintenance of library.

Promote library events/ new resources.

Assist librarian with stock-take as appropriate.

Speak at assemblies about any forthcoming library events/ issues.

Minister for Trade Return labelled/lost property to students.

Record points awarded for school uniform.

Announce school uniform winner at assemblies.

Liaise with the principal/teachers to set up/put away trading stalls.

Minister for the Environment

Organise Litter Police roster.

Increase school awareness of special environmental days.

Organise and promote paper recycling.

Organise and promote paper recycling (including taking out bins).

Minister for Education Help teachers organise and set up display in open space

Speak at Assemblies about any forthcoming events.

Assist with special education events e.g. Maths Fun Day, Spelling competitions, reading groups in

classes

Minister for Functions/Social Services

Collect ideas for fund raising to raise money for Parliamentary expenses.

Liaise with staff to obtain approval and set dates for Parliamentary fund-raising functions and write

any necessary notes/letters.

Organise, distribute and sell fund raising materials.

Minister for Sport

Organise and oversee sport house captains.

Distribution/organization of sport equipment borrowed/returned.

Ensure sports shed is tidy/locked every day with all equipment put away.

Organise team house sports at carnivals (inc. cheers/team participation).

Collect and announce house points for assemblies.

Put out/bring in soccer pads for goal posts.

Rules & Regulations

I. Election commission- Constitution of election council. Nominate one teachers as chief electoral

officer is the first step in school parliament election. Election commission consist of three teachers

nominated by the principal.

a) Preparing voters list- based on the school attendance the election commission prepare the

Voters list and prepare ID card for all voters- (Students’ Id can be used)

b) Declare constituency – one class is one constituency.

c) Publish voters list

d) Declare dates of election/ nomination/withdrawal/ campaign/ election day/counting and

Declaration of results.

e) Appoint electoral officers to conduct election- class wise.

f) Prepare nomination papers / ballot papers, ballot box etc.

II. Constituency- multimember constituency- one girl and one boy from one class

III. Mode of Elections: Direct Elections will be held for the posts of Parliamentarians using preferential

double ballot system. One student can cast two votes- one for girls’ representative and one for boy’s

representative from a class.

IV. Eligibility Criteria for the Candidates:

a) The candidate must have a minimum CGPA of 8.1 on scale of 10 in all subjects and a minimum

grade of 4.1 in at least five Co Scholastic areas during the previous class of study.

b) He/she not be under any default (academic / disciplinary or otherwise) at the time of filing

his/her nomination.

c) He /she must be the student of the same class from where he conduct the election.

d) The respective class teacher shall forward his/her nomination papers to the election

commission

V. Campaign/voting

a) No candidate shall be permitted to make use of printed posters, printed pamphlets, or any

other printed material for the purpose of canvassing.

b) No candidate shall, nor shall his/her supporters, deface or cause any destruction to any property

of the campus. All candidates shall be held jointly and severally liable for any

destruction/defacing of any institute property.

c) During the election period the candidates cannot hold processions and/or public meetings.

d) The use of loudspeakers, vehicles and animals for the purpose of canvassing shall be prohibited.

e) Voters who are present on the campus on the date of voting can only cast their votes at the

polling station during the prescribed hours.

f) In case of unavailability of nominations from female/male students, the reserved seats shall

remain vacant.

g) A student can cast two votes (one for girl representative and one for boy representative). All

votes will have equal weight age. In case, a student casts more than two votes, his/her ballot

paper will be treated as invalid

h) Voting shall be through secret ballot paper and voter shall be required to put prescribed stamp

against the available preferences

VI. Eligibility to get declared elected.

One candidate is declared elected when he/she command a majority of 51% of vote casted. If anyone failed

to secure the mandatory vote a second ballot system will be applied. That is a second election will be

conducted among the two members who secured highest vote in the first election.

Key Improvement

Strategies

(KIS across the three

student outcomes

areas)

Actions Achievement Milestones

(Changes in practice and

behaviours)

Build the capacity of

teachers to implement a

cohesive school wide

approach to teaching and

learning.

Year 1

Year 2

Year 3

Year 4

Develop and trial an agreed

construct around effective

classroom teaching.

Review the curriculum planning

through the documentation of all

units in years.

Evaluate the effective classroom

teaching model and make any

suggested changes for

improvement.

Continue refining and

implementing effective

classroom teaching model.

Continue to implement the

peercoaching/ mentoring model.

All staff support and contribute

to the development of an agreed

model ofinstruction.

All staff are involved in the

coaching and mentoring model

at least twice in terms three and

four.

All teaching teams using the

agreed model of instruction.

All staff involved in reflective

practice about pedagogy

RATIONALE:

The Curriculum is the statement of official policy relating to teaching and learning at ………….

[primary/ secondary] School. PURPOSE: The following principles, as detailed in The National Curriculum Frame work will underpin and guide the design,

practice and evaluation of curriculum at every stage:

a) High Expectations

b) Cultural diversity

c) Community engagement

d) Future focus GUIDELINES: Every decision relating to curriculum and every interaction that takes place will reflect the values identified as

important in both the NCF and as identified by our school community. Evidence tells us that students learn best

when teachers:

a) create a supportive learning environment;

b) encourage reflective thought and action;

c) enhance the relevance of new learning;

d) facilitate shared learning;

e) provide sufficient opportunities to learn;

f) inquire into the teaching–learning relationship.

5. School Strategic Planner 2015 - 2016: Indicative Planner

Curriculum Delivery Plan

Commented [U2R1]:

Commented [U1]:

Name of the teacher ____________________________ Date _______________

Subject _______________________________________ Class / Section _______

S.No Area of

Supervision

Observation of Principal Actions suggested to

the teacher

Action

taken (Yes /

No)

I. CLASS ROOMS TRANSACTIONS

1 Coverage of

syllabus

a) Teacher has covered

syllabus as per split up

syllabus

b) Teacher did not cover as per

split up syllabus

a) To take extra classes to

cover the backlog.

b) To prepare an action

plan to make up the

uncovered portion.

c) Study material for the

uncovered syllabus to

prepare in advance.

Yes/ No

Yes / No

Yes / no

2 Preparation

(Teacher’

Diary)

a) Tr. Has written Teacher’s

Diary

b) Teacher has used

appropriate teaching aids.

c) Tr. Did not write Teacher’

Diary.

d) Tr. did not use charts, maps,

instruments, models, audio visuals,

which were otherwise

effective in Teaching learning.

a) To prepare Teacher’s

Diary daily.

b) To prepare lesson notes

c) To prepare T. Diary

with an exam point of

view.

d) To prepare list of

possible teaching aids and

use it while teaching.

c) To get prepared some

teaching aids by students.

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

3 Blackboard

works

a) The tr. wrote a systematic

blackboard summary of the

lesson.

b) The tr. did not write

a) Tr. is advised to have

preplan on

Blackboard work.

Yes / No

PRINCIPAL’S ACADEMIC SUPERVISION DIARY

Commented [U3]:

anything on blackboard.

c) Tr used blackboard to write

haphazardly and in criss-cross

manner.

b) Tr is asked to improve

handwriting

Yes / No

4 Interaction in

the

classroom

a) It is a participatory /

interactive class.

b) Interaction is less.

c) Students sit passively.

d) Tr’s voice is low and

not giving emphasis on

important points.

a) To ask questions to

elicit

answers from students.

b) To adopt activity

method

c)To improve voice and

class management

techniques

Yes / No

Yes / No

Yes / No

5 Recapitulation

and assigning

Home works

a) Tr. gives recapitulation of points

b) Tr. assigns judicious

amount of Home work

c)Tr. did not do the

review

d) Tr did not assign

Home work at all

a) To prepare questions

for

Home work well in

advance

b) To prepare a question

bank

c) To keep a separate set

of

questions already asked in

Board Exams.

Yes / No

Yes / No

Yes / No

II. CORRECTION WORK

6 a) The Tr. checked the

note books of students.

b) The Tr. corrected

the Home assignments

c) The Tr. did not

check the Home

assignments

d) The Tr. checked the

note books casually

e) The teacher did not

check the note book at

all

f) The Tr. corrected /

not corrected the test

papers promptly.

a) Tr. is advised to check

note books regularly and

get countersign of

Principal periodically.

b) Tr is advised to prepare

a schedule for checking

home assignments.

c) Tr. has to ask the

students to prepare an

index on the front page of

note books.

d) Tr. has to list the

regular defaulters in

submission of note books.

Yes / No

Yes / No

Yes / No

Yes / No

III. REMEDIATION

1 Maintenance

of

Academic

records

a) The Tr. maintain the

marks of unit tests,

assignment tests, terms

tests, etc. in the

register.

b) Tr did not maintain

mark register in the

particular subject.

a) Tr is advised to

maintain the marks in

the register and get

countersign from the

Principal.

Yes / No

2 Identification

of Weak

students And

areas of

weakness

a) The Tr. has identified

the weak students along

with their areas of

weakness.

b) Tr did not identify

weak students.

c) Tr do not know areas

of weakness of each

student

d) No action plan has

been made so far

improve weak students.

a) List of weak students

and their areas of

weakness to be prepare

in a separate register

b) To prepare a remedial

materials for discussion,

drilling and practice.

c) To identify easier ad

mark fetching portion of

board appearing students

for practice and

drilling.

Yes / No

Yes / No

Yes / No

e) Tr. did not prepare

question wise analysis

of Pre-Board tests.

3 Action plan

and follow-up

a) The Tr is undertaking

remedial work, drilling,

practice, correction work, etc,

which are done in an

individualistic manner.

b) Tr takes the remedial work

casually.

c) Tr has not knowledge about

remedial the remedial measures /

strategies.

d) Tr. did not adopt the suitable

remedial strategies.

e) Pairing and adoption of weak

students are not done.

a) Tr. has to consult with

Principal / Vice Principal

/ Sr. Tr. regarding

measures /

strategies for remediation.

b) The Tr. has to inform

the Principal about

improvement of weak

students periodically.

c) Tr has to give more

emphasis on written work.

Yes / No

Yes / No

Yes / No

IV ENTRICHMENT PROGRAMME

1 Enrichment

programme

for Gifted

children

a) Tr. provided special and

advance study materials to the

bright students and devoted

some time for the benefit of

these children

v) Tr did not attempt for any

special efforts for these children

a) Tr. has to prepare

graded assignments

and take it for

discussion.

b) Tr. has to try to

make available suitable

books and periodicals

for these bright

students.

Yes / No

Yes / No

Signature of the Teacher Signature of the Principal

with date with date

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