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INSTITUTIONAL PLAN, J.N.V, MALHAR, BILASPUR(C.G.) 2016-2017

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INSTITUTIONAL – PLAN – 2016-2017

NAVODAYA VIDYALAYA SCHEME

Jawahar Navodaya Vidyalayas are Indian schools for talented children and

form a part of the system of gifted education. The objectives of the scheme are to provide

good quality modern education to the children predominantly from rural areas, without

regard to their family's socio-economic condition. First established in 1985, they are the

brain child of P.V Narasimha Rao. They were started during Prime Minister ship of Late.

Rajiv Gandhi to find and foster talented children from the rural parts of India.[1] They

were formerly named as Navodaya Vidyalayas and renamed later as ‘Jawahar Navodaya

Vidyalayas' in the birth-centenary year of Pandit Jawahar Lal Nehru, the first Prime

Minister of Independent India. Navodaya Vidyalayas are located all over the country,

except Tamil Nadu. There are approximately 588 JNVs across India as of now. They

offer free education to all students who get selected through the admission process which

includes an All India Entrance Exam, held at district level.

• To provide good quality modern education to the talented children (selected on the

basis of written merit test) predominantly from the rural areas, without regard to

their family's socio-economic condition.


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• To ensure that all students of Jawahar Navodaya Vidyalayas attain a reasonable

level of competence in three languages as envisaged in the Three Language

Formula.

• To serve, in each district, as focal points for improvements in quality of school

education in general through sharing of experiences and facilities.

We never teach a man anything; we only help him find it within himself

Regions

Eight Regional Offices are established at Bhopal, Chandigarh, Hyderabad, Jaipur, Lucknow, Patna, Pune & Shillong with jurisdiction over different States and UTs.

• Bhopal (97): Madhya Pradesh (48), Chhattisgarh (16) and Orissa (30)

• Chandigarh (45): Punjab (18), Himachal Pradesh (12), J&K (14) and Chandigarh U.T. (1)

• Hyderabad (70): Andhra Pradesh (22), Karnataka (32), Kerala (14), Pondicherry (4), A.&N. Islands (2) and Lakshadweep (1)

• Jaipur (54): Rajasthan (32), Haryana (20) and Delhi(2)

• Lucknow (82): Uttar Pradesh (69) and Uttaranchal (13)

• Patna (75): Bihar (38), Jharkhand (22) and West Bengal (15)

• Pune (60): Maharashtra (32), Gujarat(23), Goa(2), Daman & Diu (2) and Dadra & Nagar Haveli (1)

• Shillong (85): Meghalaya(7), Manipur(9), Mizoram (8), Arunachal Pradesh (16), Nagaland (11), Tripura(4), Sikkim(4) and Assam (26).

In accordance with the National Policy of Education (1986) Govt. of India standard

Jawahar Navodaya Vidyalaya (JNVs). Presently there are about 595 JNVs functioning

all over India. These are co-educational residential schools fully financed by Government


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of India through Jawahar Navodaya Vidyalaya Samiti.Admission in JNVs are made

through the Jawahar Navodaya Vidyalaya Selection Test (JNVST)at class VI. The

medium of instruction in JNVs is the mother tongue or regional language up to class VIII

and English thereafter for Maths and Science and Hindi for Social Science. Students of

JNVs appear at X and XII examinations of the Central Board of Secondary Education.

Education's purpose is to replace an empty mind wit h an open one

OBJECTIVES OF THE SCHEME

• To promote National Integration among students through a policy of migration.

• To encourage and promote the talented children from Socio-economically back-ward sections of rural areas.

• To provide quality modern education for all round development of talented children.

• To establish as pace setter institutions, to be models in the districts and to be resource centers for promotions of excellence.

AIM:

COME IN TO LEARN AND GO OUT TO SERVE

MOTTO:

SOCIAL JUSTICE TO RURAL TALENT


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01. NAME OF THE INSTITUTION:-

Jawahar Navodaya Vidyalaya, Malhar Dist. Bilaspur, Chhattisgarh, 495551 (Under the Ministry of H.R.D.) Dept. of Education, Govt. of India

02. OUR SYMBOL:-

The sunrise symbolizes Navodaya. The Computers represent the modern education, The 2 big heads represents the

protection, the small heads represents the children, the books, T.V, Computers etc., indicates the means of excellence in

modern education. Corn locks represent the integration and the lamps represents the knowledge. 03. COMMISSIONER:-

Shri Bishwajeet Kumar Singh (IFS), Navodaya Vidyalaya Samiti B-15, Industrial Area, Sec-62 Noida(U.P.), Pin-201309 04. DEPUTY COMMISSIONER:-

Shri K.S.Guleria, (i/c) Navodaya Vidyalaya Samiti, R.O. A-135/A, Alkapuri, Habibganj, BHOPAL. (M.P).

05. CHAIRMAN OF VIDYALAYA MANAGEMENT COMMITTEE:-

Shri Anbalagan P., I.A.S. Collector, Bilaspur (C.G.) 06. PRINCIPAL:-

Shri S.C. Kar I/C JNV Malhar, Bilaspur (C.G.)

07. VICE PRINCIPAL:-

Shri S.C. Kar JNV Malhar, Bilaspur (C.G.)


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History of JNV, Bilaspur

Jawahar Navodaya Vidyalaya Malhar was established in year 1987. It was started in the building of Primary School Malhar, the temporary site. It was shifted to the new building at permanent site in 1990. The permanent site is situated on Bilaspur – Masturi road in an area of 30 Acres of land.

The founder principal was Mr. O.P. Parasar (17.09.87-30.07.88). Mr. A.K.Upadhyay work (from 01.08.88-04.07.91) Shri J.N. Sharma (from 24.09.91-18.07.95) Shri R N Prasad (30..6.95-02.11.98) Shri O. N. Tripathi (02.11.98-18.07.05) Shri R.N.Patra (20.07.05-03.06.06) B.K. Mahant (04.06.2006-15.12.2011) also contributed much. Then Dr. B.K.Jha took over the charge as principal on 06.02.12. At Present Shri S.C. Kar is the Incharge Principal. The staff sectioned is 45. While students strength 454 (309 boys & 145 girls) 80 student in class VI & 10 in class IX are expected more through admission. The total tentative strength will be 544. At +2 levels there are science & humanities stream. These students have been divided in four houses – Aravali, Nilgiri, Shivalik & Udaygiri and are looked after by eight House Masters and two house mistress.

The Vidyalaya has NCC, NSS, Scouts & Guides and Jr. Red Cross units functioning well. All six labs – Physics, Chemistry, Biology, Maths, Geography & Computer are well equipped. This Vidyalaya got Swarn Jayanti Award in 1998 with lab equipments, one computer set (multimedia), Library books, Rezograph, colour printer etc. Rezograph is on loan to Navodaya Vidyalaya Samiti Regional Office Bhopal.

The Vidyalaya library has more than 12000 books for students and staff of the Vidyalaya. Its functioning aims at maximum utilization of library books. Games and Sports department is very rich for facilitating students Every year nearly 22 students play at National level and three are four on average at SGFI level. Pace – setting Coaching Camps and tournaments are organized every year regularly.

It is the supreme art of the teacher to awaken joy in creative expression and knowledge.


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Health department (Clinic) is well equipped . staff nurse is the Incharge of Health Club and Jr. Red Cross unit also. There are other clubs-Reader club, Art club, Literacy club, Science club, Philately club, Nature club, Sports club & Computer club, Eco. Club are functioning & special Harmony club is to be started from this year. USO G.K. Test, Maths Olympiad, Science Olympiad are being due weight-age to encourage students’s maximum participation. Career guidance cell is working. Every year students of class X participate in NTSE and appear for Railway test of the carrier. Maximum number of class XII appears for PMT, PET, IIT etc.

The Vidyalaya has plenty of plantations with all around . We developed a beautiful “Sadbhavna Udhyan” on an unutilized barren land. All the students work for dignity of labour planned plantation has been taken up with the contribution of department of forestry Guru Ghasidas University, Bilaspur on three plots which were left barren and unutilized.

So for sports-grounds we have one football courts, one basketball court, four volley ball court, three Kho-Kho grounds, two badminton court, three kabddi ground, Indoor games facilities are also available (chess, carom) Hockey ground is being developed with the help of Distt. Authorities.

The true teacher defends his pupils against his own personal influence.


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HOW TO REACH JNV MALHAR, BILASPUR (C.G.)

Location

The permanent building of the school is located at Malhar, which is 32 Kms.

away from the town of Bilaspur and 135 Km from the Raipur, Capital of

Chhattisgarh.

How to reach

Frequent buses from Bilaspur are available to reach the Vidyalaya. The nearest Airport is Raipur. From any part of India we can reach up to Bilaspur by Train.

All the important towns are connected by road which is at a distance from the Vidyalaya campus like Malhar (02 km), Masturi (12 Km)

.

The investigation of the meaning of words is the beginning of education.


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YEAR 2015-16, A REVIEW

[01] ACADEMICS:

It is a matter of great pleasure that the syllabus of Class X & XII (Board) was

accomplished as per the time schedule. Same was the case of junior classes. Test and

Exams were conducted according to the CCE norms and records were maintained in

respect of all subjects. Implementation of CCE was done with all seriousness following

the norms and guidelines provided by CBSE. Needless to say, the sincere effort of the

subject teachers as well as constant monitoring by the Principal & Vice Principal could

only make the CBSE March 2016 results memorable.

Educational software CD’s were purchased for effective teaching and learning process.

The learning in the smart room with ICT based teaching enhanced the academic

atmosphere in the school. Samsung Smart Class was also inaugurated in the session for

teaching 7 learning.

[02] VMC Meeting

1. VMC meeting was organized in the Vidyalaya to discuss about progress made and to get the suggestions for handling the problems of the Vidyalaya. The principal requested the collector for broad band connection installation.

2. Collector appreciated the functioning of Vidyalya under the leadership of Principal.

3. An open meeting was held with children and collector. The Collector and Charirman VMC motivated the students to achieve success by utilizing the resources of the Vidyalaya.

Education is a progressive discovery of our own ign orance.


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[03] Steam Cooking Apparatus in the Mess.

Steam cooking apparatus is to be installed for ensuring hygienic cooking of the food material with the help of Regional Office Bhopal. The Water purifier (R.O. System) was installed in the mess for providing quality drinking water.

[04] Computer Lab

The majority of the defective computers were repaired. 40 computers are functional at present. One additional LCD projector is also made available for teaching in computer lab with the fund received from NVS, RO Bhopal..

[05] SAMSUNG SMART CLASS ROOM

The Samsung smart class room has been well equipped with a fixed LFD touch screen with 41 laptop has been installed in the computer. The teachers teach the students by utilizing it. The Samsung India provides technical support & teacher guidelines to teach using technology. Time table and periods allotted to Science, Maths, Social science and English subjects, while teachers interacted with their summary of the lesson, question answer both short and long and quiz programme on each topic. It was very helpful for students as well as teachers.

[06] MEDICAL ROOM

The medical room was equipped with height measuring scale 1, first aid boxes- 4, bed side screen-1 and foot step (double).

[07] ASSEMBLY

All the academic activities were streamlined by introducing new ideas and creativity in a systematic manner. The communication skill of students in English Odiya and Hindi is being developed through the morning assembly.

It is the mark of an educated mind to be able to en tertain a thought without accepting it.


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[08] SAFETY & SECURITY

The 14 points measures of safety & security issued by NVS New Delhi are being

strictly adhered for the safety & security of the Vidyalaya children. All H.M.s have been

instructed to look after the safety & security measures and the hazardous points if any in the campus and take prompt action immediately.

[09] BEAUTIFICATION OF THE CAMPUS

With the systematic plantation drive and fixing of decorative lights enhanced the beauty of the Vidyalaya. The park benches, fixed across the campus, increased the beauty of the Vidyalaya . The entrance part of the Vidyalaya is completely renovated to improve the beauty of the campus.

[10] COMMUNITY CLEANING

Vidaylaya adopted a systematic community cleaning program under Swatch Bharat Abhiyan on every Saturday in the morning and between 3.15 to 4.15 PM with a proper cleaning chart and all the teachers are voluntarily monitoring the cleaning aspects to maintain our Vidyalaya campus as a pollution free zone .

[11] OTHERS 1. Vidyalaya has owned a grass cutter machine. 2. Vidyalaya mess is decorated with the curtains.

[12] CULTURAL

On 15th August 2014, the students secured 3rd position by performing an excellent dance

programme based on the feeling of patriotism.

Under Art and Culture activities students got consolation prize from department of tourism, Govt

of Kerala and also selected for online art activities through www. Buildyourfuture.pw During the

session two students also selected for state level art competition organized by ministry of power.

Education is the ability to listen to almost anythi ng without losing your temper or your self-confidence.


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[13] GAMES AND SPORTS:

The no. of students of the Vidyalaya in 2015-16 & 2016-2017 who took part at SGFI level is quite encouraging. Details are as follows:

S. No Name Class Games

1 Ku. Kiran Manikpuri X BasketBall

2. Ku. Manjush Rajput IX Kho-Kho

3. Ma. Nivesh Rai X Hockey

4. Ma. Sawan Kumar XI Hockey

[14] SCOUTS & GUIDES:

The Scout and Guide training camp was conducted in the vidyalaya for the Raigarh cluster.

The 5 days programme was conducted to facilitate the Tritiya Sopan Certificate course for the

students.

(15) NCC:

N.C.C. unit is also functioning well in JNV, Malhar. Mr. C.K. Das, TGT So.Science

Teacher is working as ANO in Vidyalaya unit. At present 50 students are enrolled.

(16) MAINTENANCE & REPAIR

• Seepage of roofs in the academic block and hostels were repaired.

• Tiles in the dining hall and Kota Black Stone were fitted to insure cleanliness.

• Fitting of Tiles in Boys and Staff toilets in the Academic Block.

• Renovation and Whether Coating of M.P. Hall.

• Toilets and ramps constructed in admin. Block, Boys and girls houses and in dianing hall.


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Besides this regular conduction of Inter house competitions under co-curricular activities

has been done throughout the year.

A liberal education is at the heart of a civil soci ety, and at the heart of a liberal

education is the act of teaching.

VIDYALAYA MANAGEMENT COMMITTEE

1 Shri Anbalagan P., I.A.S.,

Collector & DM, Bilaspur District. Chairman

02 Shri Hemant Upadhya, DEO, Bilaspur Member

03 Shri R.K. Khambra, Executive Engineer PWD, Bilaspur Dist.

Member

04 Dr. Amar singh Thakur,C.M.O. Bilaspur Member

05 Shri N. K. Lakra, Principal, Govt. Higher Secondary

School, Budhikhar Member

06 Shri Subhash Srivastava, Rep. Of Parents(M) Member

07 Smt. Anjani Rathore ,Rep. Of Parent(F) Member

08 Dr. B.K. Jha, Principal, JNV , Malhar, Bilaspur Dist. Secretary

09 Smt. S.Ram, (Sr. Most PGT), JNV, Malhar, Bilaspur Member

10 Smt. S.Ram, (Sr. Most PGT), JNV, Malhar, Bilaspur Member

VIDYALAYA ADVISORY COMMITTEE

01 Shri Anbalagan P. I.A.S.,

Collector & DM, Bilaspur District. Chairman

02 Shri Hemant Kumar Upadhyay, DEO, Bilaspur Member

03 Shri R.K. Khambra, Executive Engineer PWD,

Bilaspur Dist. Member

04 Shri N. K. Lakra, Principal, Govt. Higher Secondary School, Budhikhar

Member

05 Shri Lakhan Lal Sahu, MP, Bilaspur. Member


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06 Shri Dilip Lahariya, Member of Public(MLA, Masturi) Member

07 Dr. B.K. Jha, Principal, JNV , Malhar, Bilaspur Dist. Member

INSTITUTIONAL PLAN

Planning in Education is an extremely important activity as it forms the basis of all programmes of quantitative and qualititative improvement in education. Planning is the process of preparing a set of discussions for action in future directed at achieving goals. Without planning, an individual or a society , an insititute or a nation can’t prosper. It was the farsightedness of Pandit Nehru that he planned five year plans for the development of India after independence. Similarly any educational institution, can’t achieve the targeted goals unless it goes for proper planning. Educational planning implies taking of decisions for future actions with a view to achieving predetermined objectives through the optimum use of scarce resources. Institutional planning is a part of educational planning. It is confined to a particular institution and functions keeping the goals of that particular institution. It is one of the grassroots level planning. It ensures better and more fruitful use of the resources which the institution has or can have. It is the institution that knows best its needs and problems that have to be solved. “A man who does not think and plan long ahead, will find trouble right at his door”. Planning is of vital importance in every walk of life. It is needed in teaching in organization in administration and in business. There may be educational planning (including institutional planning), economical planning, industrial planning, town and community planning, and family planning. Whether at home or abroad we need planning. Planning is a major instrument in any social system. The goals of planning and education are similar. Planning is both the determinant and the determiner of education while better education leads to better planning, better planning leads to the development in education both in content and quantity. 1. Need based and grant based 2. Optimum utilization of resources 3. Co-operative affair 4. Goal oriented 5. Prospective plan 6. Specific plan


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7. School improvement and development 8. Democratic outlook 9. Collaboration with the community 10. Basis of Navodaya Vidyalaya Samiti plan (To satisfy the organizational goals) 13. Eliminate wastage 14. Developing work culture 15. Inspection 16. Child Centered 17. Scientific 18. Task oriented

1. IMPROVEMENT OF THE SCHOOL CAMPUS (i) Provision of more facilities to the pupils like the supply of drinking water, sanitary

facilities, mid-day-meals, medical facilities etc. (ii) Collection of library books, Magazines, journals, Instructional materials and audio-visual

aids for the school. (iii) Construction, maintenance and repair of school building. 2. IMPROVEMENT OF ACADEMIC FACILITIES (i) Division of the curriculum in each subject into monthly and weekly units and sub units. (ii) Organization of remedial teaching for slow-learners. (iii) Organization of seminars, conference etc. in the institution. (iv) Support of teacher-improvement programmers like in-service training,

refresher courses, and orientation courses etc. for teachers. 3. IMPROVEMENT OF CO-CURRICULAR ACTIVITIES (i) Organization of physical activities in the school. (ii) Organization of literary activities like preparation of bulletin boards, wall magazine,

improved teaching aids and equipment.


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(iii) Organization of social service projects.

Education is not preparation for life; education is life itself.

MAJOR OBJECTIVES OF INSTITUTIONAL PLA NNING

The institutional planning should be based on certain predetermined objectives. All activities planned should help directly or indirectly to achieve these ends. One depending upon the circumstances and needs of the school, the objectives may be short term and long –term.

Following are the same main objectives

1. Giving freedom to the teacher. 2. Making the good teacher effective. 3. Involving every teacher in the formulation and implementation of plans.

Institutional planning is a complex idea, is to be worked out scientifically. It is a cooperative affair, undertaken by all the staff members of the school, who realize their full responsibilities and duties. It success depends on the attitude, training, a well to face realities and a co-operative spirit among the planners at each level of educational hierarchy. The plans should be drawn in such way that the development is maximum and the chance of returns to the investment made are the greatest within the resources available. Institutional planning is an organized way of doing things in an institution. It leads to the attainment of objectives through intelligent utilization of the resources of the institution.

Education commences at the mother's knee, and every word spoken within the hearsay of little children tends towards the fo rmation of character


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Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth.

A good education should leave much to be desired.

Institutional

Plan

Administrative Plan

Plan for School

Management

Plan for Executive

Bodies

Academic Plan

Curricular Plan

Co-curricular Plan


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To make our children capable of honesty is the begi nning of education .


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Some drink from the fountain of knowledge - others just gargle.


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In teaching others we teach ourselves.

Plan for School

Management

10. Monitoring and Supervision

1. Administrative

Meetings

2. Formation of Different

Committees

3. Reporting and

Correspondence

4. Execution of HQ and R.O Plan 5.Purchase

Procedures

6.Execution of Plans of Different

Committees

7. M & R Plan

8.Accounts

9. Infrastructure Management


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JAWAHAR NAVODAYA VIDYALAYA MALHAR, BILASPUR (C.G.)

TEACHING STAFF

1 Principal Dr. B.K.Jha (u/s)

2 Vice-Principal Mr. S.C.Kar

3 PGT Physics Mr. N.K.Gupta

4 PGT Chemistry Mr. H.K.Sahu

5 PGT Maths Mr. U.S.Patel

6 PGT Biology (Con.) Mr. Mukesh Sriwas

7 PGT Hindi Mr. Y.K. Dewangan

8 PGT English (Con.) Dr. Garima Diwan

9 PGT Geography Mr. S.Bhagat

10 PGT Economics Mr. V.Sharma

11 PGT History (Con.) Ms. Amita Choudhary

12 TGT English I Mr. P. Yadav

13 TGT English II (Con.) Ms. K.Martin

14 TGT Hindi I Mr. C.P. Sahu

15 TGT Hindi II Mr. U.K. Rathiya

16 TGT Odia I Ms. Alka Nayak

17 TGT Odia II Ms. Sangeeta Sahu

18 TGT Maths I Ms. S. Dixit

19 TGT Maths II Ms. Pooja Dubey

20 TGT Science Ms. Neeta Thawait


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21 TGT Social Science Ms. O.K. Lakra

CREATIVE TEACHERS

22 PET (M) Mr. J. Toppo

23 PET (F) Ms. S. Singh

24 Art Teacher Mr. G.S. Singh

25 Music Teacher Mr. G. Kurm

26 Librarian Mr. S.K. Patel

NON- TEACHING STAFF

27 Staff Nurse Ms. S. Daimond

28 O.S. Mr. D. Rao

29 U.D.C. Mr. Sachin Mishra (u/s)

30 L.D.C. Mr. H. Dhruw

31 L.D.C. Ms. J. Bodalkar

32 Choukidar I Mr. I. P. Dhuri

33 Choukidar II Mr. B. L. Yadav

34 Sweeper cum Choukidar I Mr. D. Bharti

35 Sweeper cum Choukidar II (P/T) Mr. Mukesh

36 Lab Attendant Mr. Mangal Ghosle

37 Head Cook Mr. Anand Ram

38 Mess Hepler Mr. U.S. Sriwas

38 Mess Hepler Mr. Bhurwa Ram

38 ECP Mr. Anit Tandan


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JAWAHAR NAVODAYA VIDYALAYA MALHAR BILASPUR C.G.)

DAILY ROUTINE

S.N. Name of Activity Time

1 Rouse 05:15 a.m.

2 Morning PT/Yoga 05:45 - 06:15 a.m.

3 Bath / Change 06:15 - 07:15 a.m.

4 Braekfast 07:15 - 07:45 a.m.

5 Assembly 07:50 - 08:10 a.m.

6 1st Period 08:10 - 08:50 a.m.

7 2nd Period 08:50 - 09:30 a.m.

8 3rd Period 09:30 - 10:10 a.m.

9 4th Period 10:10 - 10:50 a.m.

BREAK 10:50 - 11:05 a.m.

10 5th Period 11:05 - 11:45 a.m.

11 6th Period 11:45 - 12:20 p.m.

12 7th Period 12:20 - 12:55 p.m.

13 8th Period 12:55 - 01:30 p.m.

14 Lunch 01:30 - 02:00 p.m.

15 Change / Rest 02:00 - 03:00 p.m.

16 Remedial 03:00 - 04:30 p.m.

17 Evening Snax 04:45 - 05:00 p.m.

18 Games 05:00 - 06:00 p.m.


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S.N. Name of Activity Time

19 Wash / Change 06:00 - 06:30 p.m.

20 Evening Prayer 06:30 - 06:45 p.m.

21 Evening Supervise study 06:45 - 08:00 p.m.

22 Dinner 08:00 - 08:30 p.m.

23 Roll Call 08:30 - 09:00 p.m.

24 Self Study 09:00 - 10:15 p.m.

25 Light Off 10:15 p.m.

Learning to learn is to know how to navigate in a f orest of facts, ideas and theories, a proliferation of constantly changing items of knowl edge. Learning to learn is to know

what to ignore but at the same time not rejecting i nnovation and research.


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JAWAHAR NAVODAYA VIDYALAYA, MALHAR BILASPUR (C.G.)

LIST OF CLASS TEACHERS FOR THE SESSION 2016-17

Children should be led into the right paths, not by severity, but by persuasion.

S NO. CLASS NAME OF CLASS TEACHER

1 XII A H.K. Sahu (PGT Chem)

2 XII B S BHAGAT(PGT GEO)

3 XI A U. S. Patel (PGT Maths)

4 XI B Y.K. Dewangan (PGT Hindi)

5 X A V. Sharma ( PGT Eco)

6 X B P.YADAV(TGT ENG)

7 IX A S. Sahu (TGT Odia)

8 IX B Alka Naik (TGT Odia)

9 VIII A G.S Singh (ART TR.)

10 VIII B U.K. Rathiya ( TGT Hindi)

11 VII A Pooja Dubey (TGT Maths)

12 VII B N. Thawait (TGT Sc.)

13 VI A S.K.Patel (Lib)

14 VI B Suman Singh (PET-F)


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JAWAHAR NAVODAYA VIDYALAYA, MALHAR, DISTT:BILASPUR (CG)

w.e.f . 01.04.16

LIST OF HOUSE MASTERS / ASSOCIATE HOUSE MASTERS

S.No. Name of the House

Name of the House

Master

Name of the Associate House

Master

1 Arawali Junior Shri G.S.Singh NIL

2 Arawali Senior Shri Uendra Singh Patel Shri Vikash Kumar

3 Nilgiri Junior Shri U.K. Rathiya Shri V.Sharma

4 Nilgiri Senior Shri S.Bhagat Shri N.K.Gupta

5 Shivalik Junior Shri S.K. Patel Shri G.K. Kurm

6 Shivalik Senior Shri H.K. Sahu Shri Y. K. Dewangan

7 Udayagiri Junior Shri C.P. Sahu Nil

8 Udayagiri Senior Shri J.Toppo Shri P.Yadav

9 Priyadershini (Girls Jr.) Smt. N.Thawait Smt S. Singh

10 Sarojni(Girls Sr.) Ms. . S.Dixit Smt. P.Dubey

To teach well, we need not say all that we know, Successful teachers are effective in

spite of the psychological theories they suffer under.


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MESS VERIFICATION COMMITTEE

(With effect from 29-06-16)

The undersigned has hereby constituted a verification committee at

Vidyalaya level to verify physically all the goods including MESS items received by the

Vidyalaya purchased by the staff members before they are taken into stock registers by

the concerned staff.

MESS COMMITTEE -2016-17

1. DR. B.K JHA, PRINCIPAL (U/S) CHAIRMAN

2. SHRI S.C.KAR, VICE-PRONCIPAL MEMBER

3. HOUSE MASTERS (Senior & Junior) MEMBER

4. STAFF NURSE MEMBER

A good education should leave much to be desired.


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Physical (Purchase) Verification Committee:- Month Name of the Teacher

APRIL 1. Mr. G.K.Rao (PGT Chemistry) 2. Mr. G.S.Singh (Art Teacher) 3. Ms. S.Dixit (TGT Maths)

JULY 1. Mr. S. Bhagat (PGT Geography) 2. Mr. G.S.Singh (Art Teacher) 3. Ms. N.Thawait (TGT Science)

AUGUST 1. Mr. N.K.Gupta (PGT Physics) 2. Mr. P.Yadav (TGT English) 3. Ms. S.Singh (PET-F)

SEPTEMBER 1. Mr. H.K.Sahu (PGT Chemistry) 2. Ms. S.Dixit (TGT Maths) 3. Mr. G.Kurm (Music Teacher)

OCTOBER 1. Mr. U.S.Patel (PGT Maths) 2. Ms. O.K.Lakra (TGT Social Science) 3. Mr. S.K.Patel (Librarian)

NOVEMBER 1. Mr. Vipul Sharma (PGT Economics) 2. Ms. Pooja Dubey (TGT Maths) 3. Mr. C.P. Sahu (TGT Hindi)

DECEMBER 1. Mr. Y.K.dewangan (PGT Hindi) 2. Mr. U.K.Rathiya (TGT (Hindi) 3. Mr. J.Toppo (PET - M)

JANUARY 1. 2. 3.

FEBRUARY 1. 2. 3.

MARCH 1. 2. 3.


28

If M.O.D and the other member co-insides the M.O.D of the next day will be

the member in the mess verification committee for that month.


DINING HALL SUPERVISION DUTIES

(WITH EFFECT FROM 01.04.2016)

The highest function of the teacher consists not so much in imparting knowledge

as in stimulating the pupil in its love and pursuit.

NAME OF THE HOUSE BREAKFAST LUNCH DINNER

ARAVALI (BOYS) Associate H.M’s Associate H.M’s House Masters

NILGIRI (BOYS)

Associate H.M’s Associate H.M’s House Masters

SIVALIK (BOYS)


UDAYAGIRI (BOYS)


GIRLS

Associate H.M’s Associate H.M’s House Madams


29


VIDYALAYA MANAGEMENT

The following committees have been constituted in the session 2016-17

for the smooth functioning of the Vidyalaya.

In-Charges for the Session 2015-2016

The following committees have been constituted in the session 2016-17 for the smooth functioning of the Vidyalaya.

S.N. Committee/Department Name Designation

1 Academic & Mess Mr. N.K.Gupta PGT Physics

2 CBSE Mr. H.K. Sahu PGT Chemistry

4 Internal Exam & CCE 1. Mr. N.K.Gupta 2. Mr. Vipul Sharma

PGT Physics PGT Economics

5 JNVST Mr. S.Bhagat PGT Geography

6 Computer Lab Mr. U.S. Patel PGT Maths

7 Samsung Smart Class Ms. S.Dixit TGT Maths

8 M & R

1. 2. 3. 4.

Member

9 Water & Electricity Mr. Anit Tandan ECP

10 Furniture Mr. Hitesh Dhruw L.D.C

11 Class Arrangement Mr. Vipul Sharma PGT Economics

12 CCA Mr. Y.S. Dewangan PGT Hindi


30

13 Alumni Mr. G.S.Singh Art Teacher

14 Audio-Video Mr. G.Kurm Music Teacher

15 Pace-Setting Mr. G.S.Singh Art Teacher

16 PTC Mr. U.K. Rathiya TGT Hindi

17 Plantation & Beautification 1. Mr. S.Bhagat 2. Mr. J.Toppo

PGT Geography PET (-M)

18 Scouts & Guides Mr. G.S.Singh Art Teacher

19 Migration Ms. A.Nayak TGT Odia

20 Mini-Migration Mr. S. Bhagat PGT Geography

21 Games & Sports Mr. J.Toppo PET ( - M)

22 Students Stationary Mr. G.S.Singh Art Teacher

23 Vidyalaya Museum Mr. G.S.Singh Art Teacher

24 Vidyalaya Web-Site Mr. G.S.Singh Art Teacher

Let us think of education as the means of developing our greatest abilities, because in

each of us there is a private hope and dream which, fulfilled, can be translated into

benefit for everyone and greater strength for our nation


31

INFRASTRUCTURAL FACILITIES 2016 – 2017

The School is situated in natural environment of 30 acres of land away

from pollution of city in calm & peaceful surroundings. Plantations has been

done to improve the greenery of the Vidyalaya. This Jawahar Navodaya

Vidyalaya, Malhar has been established to cater quality education to the

students of 10 blocks of Bilaspur and Mungeli district i.e Masturi, Kota,

Bilha, Pendra, Gaurella, Marwahi, Takhatpur, Lormi, Mungeli and

Pathariya.

The permanent building of the school is located at Malhar, which is 30

Kms. away from the town of Bilaspur. The students are provided food,

uniform, books, copies, Daily Use Items, Bedding Items, School Bags, and

Towel etc free of cost. Warm clothes are also provided. They are also given

utensils glass, plate etc.

At present there are 42 staff members. Mr. S.C. Kar, Vice-Principal is

the incharge Principal. The staff works in a very congenial atmosphere.

He who opens a school door, closes a prison.


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HOUSE SYSTEM

The house system in Navodaya Vidyalayas is the key to understand its Residential

culture. Every Jawahar Navodaya Vidyalaya Family i.e Students and teachers are

grouped into 4 houses. Each house has its distinct name, a particular colour for its flag,

Badge, T –shirt etc. The 4 houses in every Navodaya Vidyalaya are: Aravali, Nilgiri,

Shivalik and Udaigiri. The houses have been named after the mountains because they are

stable part of our hoary history and their impact on our lives throughout our history has

been tremendous. The 4 mountains that lend their names to the houses in each Navodaya

Vidyalaya represent the 4 major reasons of our country. The Arawali represent the

WEST, the Nilgiri, the SOUTH, the Shivalik, the NORTH and the Udaigiri, the EAST.

Together they represent a strong, stable and unified India being shaped on a Navodaya

Vidyalaya campus.

Navodaya Vidyalayas have opted for education through residential culture based on

houses system. Therefore house system plays key role in the scheme of education

environed by Navodaya Vidyalayas. The following are the major objective that we

should strive to achieve through the house system. To provide a smooth transition from

home life to school life for all students. To create and use social situation so that

children’s social and emotional needs are fulfilled.

(By learning you will teach; by teaching you will l earn)


33

OBJECTIVES OF HOUSE SYSTEM

The objectives of adopting House system in JAWAHAR NAVODAYA VIDYALAYAs are to:

1. Provide a smooth transition from home life to school life;

2. Develop situations, which fulfill the social and emotional needs of the children;

3. Help socialization of pupils to integrate themselves well into corporate life;

4. Inculcate the sense of responsibility to take his/her tasks in life earnest and

discharge them well;

5. Prepare pupils to play different kinds of roles as members of a group, community,

or society;

6. Develop child’s personality and integrity;

7. Develop the spirit of healthy competition among the children;

8. Inculcate the qualities of self-dignity, self-confidence and respect the others’

views, opinions, and discretion to take their own decisions on issues and problems

at hand;

9. Develop a sense of belongingness among the pupils and to create a sense of desire

to live in harmony;

10. Be benefited by bright example of others and benefit others by his own example;

11. Inculcate in the child, respect for seniors, elders, teachers, and a caring attitude

towards juniors and fraternity towards all;

12. Learn to live and enjoy together and develop a degree of sensitivity for others

feelings and needs.

S.N. House H.M. A.H.M.

1 Aravali A Shri U.S.Patel Shri Vikash Kaser

2 Aravali B Shri G.S.Singh ---

3 Nilgiri A Shri S.Bhagat Shri N.K.Gupta

4 Nilgiri B Shri U.K.Rathiya Chairman


34

5 Shivalik A Mr. H.K.Sahu Mr. Y.K.Dewangan

6 Shivalik B Mr. S.K..Patel Mr. G.Kurm

4 Udayagiri A Mr. J.Toppo Mr. P.Yadav

5 Udayagiri B Mr. C.B..Sahu ---

6 Sarojini A Ms. S.Pathak Ms. P.Dubey

7 Priyadarshini B Ms. N.Thawait Ms. S.Singh

The only thing that interferes with my learning is my education.

DUTIES OF A HOUSE CAPTAIN

1. Ensures that the house maintains punctuality in all specified activities as per

daily routine;

2. Conducts roll-call of the house during morning assembly, evening games and

to report the same to school captain/ housemaster;

3. Supervise ‘preparation’ or self-study in case the same is carried out house

wise;

4. Ensures that all the children in the House devote sufficient time for studies in

order to improve their own performance as well as overall academic

performance of the House;

5. Report of absentees and sick children to the housemaster every day;


35

6. Controls his/her house during the conduct of all inter-house activities;

7. Ensure that maximum number of children take part in various co-

curricular, sports/games, pace-setting and other activities planned in the

Vidyalaya;

8. Assists housemaster in selecting the best talent of the house for participation

in inter-house competitions;

9. Ensure cleanliness around his/her House;

10. Maintains good personal conduct and ensures proper discipline in the House;

11. Reports to housemaster in case he/she observes any unusual behaviour (such

as persistent depression, rebelliousness, continued sickness etc.) On the part

of any student of the house;

12. Ensures good discipline in the dining hall during the meals;

13. Carries-out all other duties assigned by housemaster/vice principal/principal.

Education is simply the soul of a society as it pas ses from one generation to another.

ROLE & RESPONSIBILITIES OF HOUSE MASTERS

A residential school revolves around an effective “House system” and real pillars of this system are House Masters. They provide leadership and parental guidance to the students who are residing with them in a “HOME AWAY FROM THEIR OWN HOMES” . Therefore the role of House Master / Mistress is of vital importance since the stature of residential school largely depends on how effectively a House Master can organize and manage his / her house.

The one exclusive sign of thorough knowledge is the power of teaching.


36

DUTIES OF HOUSE MASTER / MISTRESS

Learning is not attained by chance, it must be soug ht for with ardor and diligence.

GENERAL DUTIES: 1. A Housemaster/Mistress will exercise a benevolent fatherly/motherly influence

on the students. 2. He/she must create such a confidence in his/her students that they confide in

him/her in all matters and treat him/her as local parent.

3. He/she will interact with the students as frequently as possible and ensure that

students speak to him/her without any fear in case of any problem.

4. He/she should be very affectionate and polite with the children and should avoid any physical punishment or scolding.

ACADEMIC DUTIES

ADMINISTRATIVE DUTIES

GENERAL DUTIES


37

5. He/she will attend all sort of the well being, comfort and happiness of the students placed in his/her charge.

6. He/she will ensure to follow the instructions issued by Samiti regarding

House System under supervision and guidance of the Principal

7. He/she will be very courteous to the parents and create a confidence in them

that their child is living in very safe and secure environment.

8. Have periodical interaction with Parents on Parents’ day (First Sunday or as prescribed by the Principal) and inform about the Academic Progress, health and conduct of the child.

9. To ensure that he/she is always impartial and fair equally to all the students of his/her House.

10. He/she will ensure proper medical treatment in case of students of his/her house is unwell as per Safety and Security guidelines.

11. To ensure preventive measures for Safety and Security of each child of his/her

house at all times in accordance with the guidelines of the Samiti under

supervision and guidance of the Principal.

12. Interact with the children by providing regular Orientation on the important

aspects of Safety precautions, guidelines, and principles to be followed.

13. He/she must ensure and educate all the students in respect of their moral values,

Correct behaviour, self-discipline, turn out and punctuality.

14. The Housemaster/house mistress needs to be cautious of his/her own conduct,

behaviour, character, habits, punctuality and sense of moral values at all times

as the children looks up to teachers as her/his role models.

15. Care has to be taken to ensure that the dormitories are comfortable, safe and

students need to be made aware of their conduct, rules and regulations they are

expected to follow.

16. To ensure proper assistance of Associate Housemaster/Tutors/Matron by

dividing duties on rotation basis related to house activities with the approval of

Principal.

17. To brief Principal immediately in order to solve any problem of the house

beyond his/her reach or domain.


38

18. To inculcate a sense of pride, belongingness and a healthy house spirit among

the students of his/her house.

19. Carry out any other duty i.r.o. House system as assigned by the Principal.

ADMINISTRATIVE DUTIES:

1. He/she must ensure proper cleanliness, upkeep of the dormitories and proper care of hygienic conditions of the premises of the house with the help of associated staff. 2. To supervise that all basic facilities like water, electricity, fans, furniture and beddings are available in the house. In the event of any shortage or malfunctioning he/she must report to the Principal to rectify the problem area. 3. Ensure proper maintenance of bath/toilets of the house. He/she should bring it to the notice of Principal immediately in case of any discrepancy. 4. As a head of the house, he/she is responsible for maintaining discipline in the house at all times. 5. He/she ensures punctuality in the daily routine of the house from arouser to bedtime and in other organized activities. 6. Assigning responsibilities to all students on rotation so as to enable them to develop organizational ability, self-confidence, and qualities of leadership. 7. To ensure that under no circumstances house captains or senior students harass/rag juniors either in the house or in the school premises. 8. Conduct surprise checks and kit inspection periodically to ensure that the students do not keep any type of undesirable articles like cell phone , obscene books and check on their cash etc. 9. To supervise his/her house during meals in dining hall. He/she must educate table manners to all students in dining hall during meals. 10. Arrange conduct of regular roll call in order to ensure the presence of the children in the house.

11. Maintain a personal file of each child in his house and a record of good and weak points in the personal file including family background.

12. All cases of indiscipline and unhealthy behavior of the students are dealt appropriately in consultations/approval of Principal instead of giving harsh punishment.

13. Arrange weekly/fortnightly house inspection of the Principal to assess the working of the house and motivate his/her team and wards.

14. Ensure proper issue of articles to the children in time and its maintenance 15. To select House Captain/prefect for his/her house on the basis of a fair

selection process as per guidelines and assign responsibilities and duties of the house to them.


39

16. To conduct meetings of the House as and when necessary but at least one meeting in a fortnight.

17. To keep leave and sick record of all the students of his/her house. 18. He/she will ensure that the wards look after their cupboards and keep their

clothes and belongings in a neat and orderly manner. 19. To ensure that the students emphasize on personal hygiene and cleanliness,

takes regular bath and hair cut, and clean uniform while in school. 20. He/she will supervise that all students get up and sleep on time. 21. Keep a close watch on all the activities and moments of the students

particularly off hours i.e., Sundays, holidays and in night and report to the Principal about any incident.

22. Rounds are carried out even after the lights are off so as to ensure security and to keep the wards away from mischief.

23. All hostel activities will go under his/her active supervision under control of the Principal.

24. All the house masters are to take the following steps in the very beginning of the academic session before the arrival of the students and Ensure that: � all the cots, bed materials are in good condition � All the lights fan and other appliances are in working condition. All the

switches are in working condition and safe to use � All the toilets are in working condition with door and water supply � All the taps are in working condition � All the taps are in working condition with drainage facility � Good clothes working facility � Provision for drinking water � Dust bins for the disposal of waste papers

ACADEMIC DUTIES:

1. To keep an eye on the academic performance of the weak students of

his/her house.

2. Coordinate/interact with tutorial incharge/subject teachers to look after the

pupils academic performance of his/her house.

3. To ensure smooth conduct of self-study in the dormitory.


40

4. To provide help in reading, writing, homework, projects carried out by the

students with the active support of tutors/Associate House Masters.

5. Counsel and guide the students regarding their performance in academic

and co-curricular areas.

6. Interact and inform the parents about academic performance of the child on

“Parents Day”.

7. To encourage bright students to help weak students of the house/class.

8. Inform Principal in case any child of his/ her house needs special attention

for academic improvement.

9. To ensure that the child attends the classes regularly.

10. To ensure availability of textbooks, note books and other stationery items to

the children of his/her house.

11. To ensure that the children of his/her house attends library regularly so as to

promote reading habits/skills and also to ensure to refer literature/reference

books as per his/her requirement.

12. To keep a close eye on the progress chart of the children going to write

CBSE Exam and fortnightly interaction with the subject teachers for

remedial teaching, if need arises.

The object of education is to prepare the young to educate themselves throughout their lives.

DUTIES OF ASSOCIATE HOUSEMASTER/MISTRESS

1. To assist the housemaster to perform all the duties including maintaining

discipline.

2. To plan, prepare the students and conduct activities inside and outside the

Vidyalaya campus.

3. To discharge the duties of the housemaster when he is on leave or away on

duty.


41

4. To strive to know each student of the house individually and assist him in

the development of his character and personality.

5. To provide academic assistance to students to help them improve their

academic standards.

6. To visit the house at least twice a day in arrangement with other colleagues

to help the students maintain higher standards in cleanliness and hygiene.

7. To maintain the records of students assistance and issue.

8. To checkup if all the assignment given to the child are completed on day-to-

day basis.

9. To attend morning PT and evening games depending upon availability of

the House Master.

10. To organize house meeting and competitions.

11. To conduct regular round in consultation with the house master.

12. To ensure a smart turn out of children in house.

13. To take round of house after the lights are off.

14. To take lunch with the children of their respective house.

15. Any other duty i.r.o. House system as assigned by the Principal.

The goal of education is the advancement of knowled ge and the dissemination of truth.

16. To enable students to integrate themselves well in the corporate life of

school.

17. To enable students to prepare themselves for playing different roles as member of

a group, community or society.

18. To inculcate the sense of responsibility to take one’s tasks and duties in life

earnestly and discharge them to the best of their abilities.

19. To help every student develop his/her personality and integrity.


42

20. To develop the spirit of healthy competition among the students.

21. To inculcate the qualities of self dignity, self confidence, respect for others’ views

and opinions and discretion to take decision on issues and problems faced by

them.

22. To develop a sense of belongingness among students and to create desire to live

in harmony.

23. To benefit from right example set by others and to set similar example for others.

24. To inculcate among students respect for seniors, elders, teachers and a caring

attitude towards juniors and fraternity towards all.

25. To learn live work, endure and enjoy together and develop a degree of sensitivity

for their feelings and needs.

(Education is not the filling of a pail, but the li ghting of a fire.)


43

Education... has produced a vast population able to read but unable to distinguish what is worth reading.

OUR HOUSE

REGISTERS


44

All the students are grouped into 4 houses: 1. Arawali 2. Shivalik 3. Nilgiri 4. Udaigiri

The four mountains that lend their names of the houses represent the four major regions of our country. Together they represent a strong stable and unified India being shaped on a Navodaya vidyalaya campus.

However, the girls are divided in two houses G1 and G2 each house has been divided into four groups as in the case of boys: Arawali, Shivalik, Nilgiri and Udaigiri to have the inter house competitions.

The house system is like a large joint family made up of five smaller families each with its distinct identify and all geared of a common end. The house system strives to achieve these goals by providing a secure and affective social environment with which can easily identify oneself and take pride as its recognized members.

Each house has a House Captain, a House vice Captain and two Prefects. For effective management of the Vidyalaya, in consultation with the House Masters, one School captain, one school Vice Captain (Boy) and one School vice Captain (Girl) are appointed.

MIGRATION

Mobility of students across the country is a commendable step in which the

opportunity is afforded to students at an impressionable age, to live and learn along with

their peers from states other than their own and to get acquainted with and motivated by

experiences of national integration in action.

To promote national integration through migration policy is a unique system of

Navodaya Vidyalayas 30% students of class IX of a Hindi speaking state is migrated for

one year to a JNV of Non-Hindi speaking state and vice versa.

“The secret in education lies in respecting the stu dent.”


45

As a part of migration system we have partnered with JNV, Bagudi, Distt. Bagudi, Distt. Bagudi, Distt. Bagudi, Distt.

Balasore (Odisha)Balasore (Odisha)Balasore (Odisha)Balasore (Odisha) of Bhopal Region. Selection of the candidates will be done by the concerned committee members following due administrative procedures.

1. Selection of students for JNV Balasore (Odisha) in the month of April. 2. Collecting consent letters from selected students’ parents in April 2016. 3. Receiving back of our migrated students in the last week of March 17. 4. Welcome of migrated students (Odisha) in the first week of July 16. 5. Allotment of house & class and issue of bedding item etc. after their arrival. 6. Conduct of talent day of migration students in the last week of July 16. 7. Conduct of meeting with Migrated Students every month. 8. Essay competition for migrated students in the first week of August 16 9. Reservation of tickets for Migrated Students in the first week of September 16 for

Autumn Break. 10. Escorting migrated students to Odisha in the Autumn Break with proper escorts. 11. Receiving back our Vidyalaya migrated students during autumn break. 12. Sending our Vidyalaya migrated students to JNV Balasore, Odisha after autumn

break in the month Oct. 2016. 13. Receiving back our Vidyalaya migrated students (Odisha) after Dussehara

Holidays in the month of Nov. 16. 14. Pick and Speech Competition for the migrated students in the first week of

December 16. 15. Migrated students speech on Republic Day. 16. Excursion for Migrated students’ twice a year. 17. Sending back Migrated students to their native Vidyalaya after completion of one

year migration in the last week of March 2017. 18. Receiving our Vidyalaya migrated students after completion of one year migration

in the first week of April 2017.

It is possible to store the mind with a million fac ts and still be entirely

uneducated.


46

SAFETY AND SECURITY MEASURES

Strictly followed as per the Guidelines issues from Samiti from time to time and teachers are being strictly instructed to enforce a fourteen point program for monitoring safety and security of the children.

FOURTEEN POINT PROGRAM FOR MONITORING SAFETY AND SECURITY OF THE CHILDREN

1. Daily verification of M.O.D. report by the Principal

2. Monthly updating of students medical record and verification by the Principal.

3. Daily visit of house-master to dormitory, interaction with children particularly migrated

children, along with verification of issue of students article in time.

4. Availability of drinking water and maintenance of running water facility to toilets and

bathrooms.

5. Nominating a suitable counselor for counseling of emotionally disturbed children.

6. Assigning rotational responsibility to designed staff for supervision of physical

hazards/danger points in and around campus and taking remedial action.

7. Weekly review meeting by Principal with house-masters and house captains.

8. Operationalizing vidyalaya control register, M & R, complaint register and grievance box.

All to be directly monitored by Principal.

9. Locking dormitory during day time and school building during night.

10. Cleaning of bushes and adequate lightening in the campus.

11. Regulating entry/exit at main gate.

12. Proper repairs of boundary walls.

13. Monthly fumigation in campus to control insects/mosquitoes etc.

14. Sick children to stay in MI Room under supervision of staff nurse and not in dormitories

during day time.

Education has for its object the formation of chara cter.


47

Method of Observation of Classes

Observation of class room teaching can be done by the Vidyalaya Principal in a

three way manner:

1. Giving the dates to subject teachers once in a month and observation of their

classes.

2. Surprisingly once for each subject teachers.

3. Randomly collecting the note books in a particular class and observing the

teachers activities and participation of students in a class room situation.

[FORM IS ENCLOSED FOR OBSERVATION]

1. Observation of classes as per the schedule given (by the Principal) to the

teachers concerned.

2. Surprise observation of classes of each teacher once a month as per the

schedule.

3. Random collection of note books of each class for observation as per the

schedule.

Education has for its object the formation of character.


48

SUPERVISION SHEET

Tool No. 1A (4A)

Inspector’s Remarks in Classroom - Teaching - Learning (Teaching & it’s different aspects should be critically observed and reported precisely)

Teacher’s Name : ___________________________________________________

Designation : ___________________________________________________

Class Observed : ___________________________________________________

Subject & Topic : ___________________________________________________

Aspects / Criteria Comments

1. Lesson plan (Its appropriateness w.r.t its all essential : - ----------------------------------------------

comments : ------------------------------------------------

2. Content and Methodology

A. Suitability of method (Its name, effectiveness, -----------------------------------------------------

relevance, originality) : -----------------------------------------------------

B. Teacher’s Communication (Expression, language &: -----------------------------------------------

relation to the topic etc.) : -----------------------------------------------------

C. Black Board Work

i. Correctness of any diagram drawn : -----------------------------------------------------

ii. How far is BB summary true synopsis of the lesion: --------------------------------------------------

iii. Do students properly note dawn points in class: -------------------------------------------------------

work notebook : ------------------------------------------------------

D. Interaction

i. Examples (Clarity, relevance, interestingness) : -----------------------------------------------------

ii. Are questions clear and evenly distributed : -----------------------------------------------------

iii. Do the questions kindle student’s curiosity : ----------------------------------------------------

& thoughts : -----------------------------------------------------

iv. How are student’s responses : -----------------------------------------------------

v. Are students motivated to ask questions : -----------------------------------------------------

vi. Does discussion follows to add information/knowledge: ---------------------------------------------

E. Teaching Audio/Visual Aids

i. If yes, its name and purpose : -----------------------------------------------------

ii. Its effectiveness to supplement lesson : ----------------------------------------------------- iii. Is it improvised by teacher and or students : -----------------------------------------------------

iv. Activity/Demo. Expt. planned & done its clarity : -----------------------------------------------------


49

and effectiveness to reinforce learning. : -----------------------------------------------------

F. Development of lesson (sustained pupil’s interest and participation, accuracy of content

sequential : ----------------------------------------------------

G. How far does recapitulation cover the topics? : ----------------------------------------------------

H. Does the lesson realize learning objectives : ----------------------------------------------------

& to what extent? : ----------------------------------------------------

3. Home work

A. Its frequency per week/fortnight : --------------------------------------------------------

B. Whether timely checked corrections in ensured : --------------------------------------------------------

C. Whether follow up of the corrections is ensured : --------------------------------------------------------

4. Whether teacher properly maintains Teacher’s Diary?: ---------------------------------------------------

5. Does the teacher keep pace with completion of Syllabus as planned : --------------------------------

6. Project if any, Name & Purpose : ---------------------------------------------------------

7. Any innovation undertaken by the teacher and its result/inference: -------------------------------------

Signature of Supervisor

Name & Designation

Suggestions for teacher, if any, for improvement

Signature of the Supervisor

Noted:

Signature of the Teacher _____________________

Name and Designation ______________________

Fortnightly once by the Principal - recording the d etails given in the below prescribed proforma.


50

SIGNATURE HM/AHM SIGNATURE PRINCIPAL

You will ever remember that all the end of study is to make you a good man and a useful citizen.

Surprise Visit to Dormitories

S.NO NAME OF HOUSE / HMTIME

PRE /ABS

CLEANLINESS Toilet/Electric

Fitting/Water Supply

ARRANGEMENT

OF

BEDDINGS

ANY PROBLEM REMARK

1 Observation

2 Suggestion


51

CONTINUOUS COMPREHENSIVE EVALUATION (CCE)

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values. An understanding of learners, educational aims, the nature of knowledge, and the nature of the school as a social space can help us arrive at principles to guide classroom practices. Conceptual development is thus a continuous process of deepening and enriching connections and acquiring new layers of meaning. Alongside is the development of theories that child have about the natural and social worlds, including themselves in relation to others, which provide them with explanations for why things are the way they are and the relationship between cause and effect. Attitudes, emotions and values are thus an integral part of cognitive development, and are linked to the development of language, mental representations, concepts and reasoning. As children's met cognitive capabilities develop, they become more aware of their own beliefs and capable of regulating their own learning. CHARACTERISTICS OF LEARNING All children are naturally motivated to learn and are capable of learning. Understanding and developing the capacity for abstract thinking, reflection and work are the most important aspects of learning. Children learn in a variety of ways-through experience, making and doing things, experimentation, reading, discussion, asking, listening, thinking and reflecting, and expressing themselves in speech or writing-both individually and with others. They require opportunities of all these kinds in the course of their development. Teaching something before the child is cognitively ready takes away real learning. Children may 'remember' many facts but they may not understand them or be able to relate them to the world around them. Learning takes place both within school and outside school. Learning is enriched if the two arenas interact with each other. Art and work provide opportunities for holistic


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learning that is rich in tacit and aesthetic components. Such experiences are essentially to be learnt through direct experience and integrated into life. Learning must be paced so that it allows learners to engage with concepts and deepen understanding rather than remembering only to forget after examinations. At the same time learning must provide variety and challenge, and be interesting and engaging. Boredom is a sign that the task may have become mechanically repetitive for the child and of little cognitive value. Learning can take place with or without mediation. In the case of the latter, the social context and interactions, especially with those who are capable, provide avenues for learners to work at cognitive levels above their own. A curriculum is what constitutes a total teaching-learning program composed of overall aims, syllabus, materials, methods and assessment. In short it provides a framework of knowledge and capabilities, seen as appropriate to a particular level. Evaluation not only measures the progress and achievement of the learners but also the effectiveness of the teaching materials and methods used for transaction. Hence evaluation should be viewed as a component of curriculum with the twin purpose of effective delivery and further improvement in the teaching learning process. If properly understood, evaluation or assessment will not be perceived as something administered by the teachers and taken by the learners on the conclusion of a period of learning. When evaluation is seen as an end of the learning exercise, both the teachers and the learners will tend to keep it outside the teaching-learning process, rendering assessment broadly irrelevant and alien to the curriculum. Further such a perception associates anxiety and stress with evaluation for learners. On the contrary, if evaluation is seen as an integral part built into the teaching learning process; it will become continuous like both teaching and learning. When evaluation is subsumed into teaching-learning, learners will not perceive tests and examinations with fear. It will lead to diagnosis, remediation and enhancement of learning. 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 continuous and reveals the strengths and weaknesses of learners more frequently, so that the learners have better opportunity to understand and improve themselves. It also provides feedback to the teachers for modifying their teaching strategies. In view of getting a complete picture of the child's learning, assessment should focus on the learner's ability to earn 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 a child's learning, behavior and progress over time. Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of a students' development. It is a developmental process of a child which emphasizes on two fold objectives. These objectives are continuity in evaluation on one hand and assessment of broad based learning and behavioral outcomes on the other. The term `continuous' is meant to


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emphasis 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, diagnosis of learning gaps, and use of corrective measures 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 a 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, Application, Analysis, Evaluation, and Creativity To help develop cognitive, psychomotor and affective skills.

Features of CCE are: The 'continuous' aspect of CCE takes care of 'continual' and 'periodicity' aspect of evaluation. Continual means assessment of students in the beginning of instruction (placement evaluation) and assessment during the instructional process (formative evaluation) did informally using multiple techniques of evaluation. Periodicity means assessment of performance done frequently at the end of unit/term (summative). VI The 'comprehensive' component of CCE takes care of assessment of all round development of the child's personality. It includes assessment in Scholastic as well as Co-Scholastic aspects of the pupil's growth. Scholastic aspects include curricular areas or subject specific areas, whereas co-scholastic aspects include Life Skills, Co-Curricular Activities, Attitudes, and Values. Assessment in scholastic areas is done informally and formally using multiple techniques of evaluation continually and periodically. The diagnostic evaluation takes place at the end of a unit/term test. The causes of poor performance in some units are diagnosed using diagnostic tests. These are followed up with appropriate interventions followed by retesting. Assessment in Co-Scholastic areas is done using multiple techniques on the basis of identified criteria, while assessment in Life Skills is done on the basis of Indicators of Assessment and checklists. VI VII I

He who dares to teach must never cease to learn.


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Study without desire spoils the memory, and it reta ins nothing that it takes in.

ENGLISH PPT

Communication Skill Reading Project

Assignments H.W. & C.W.

MATHS PPT

Lab Activity Pro.Work/Assign

H.W.& C.W. Modules

ODIA PPT



HINDI PPT



SCIENCE PPT

Practical’s MCQ

Project & Models H.W. & C.W.

SOCIAL SCIENCE

Models/Chart Wall Magazine Poster Making Symposium Map Skill

Project


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CONTINUOUS AND COMPREHENSIVE EVALUATION: The central Board of Secondary Education introduced the scheme of Continuous

and Comprehensive Evaluation in its schools in a phased manner up to class X. The detailed guidelines are given in the CBSE manuals for Teachers for classes VI to VIII and IX & X for effective implementation.

In general, for the purpose of the CCE, an academic year has been divided into

two terms. The first term will be from 1st April’16 – 1 st week of October’16 and the second term from 2nd week of October’16 to 31st March’17.

The CCE in classes is intended to provide holistic profile of the learner through

evaluation of both Scholastic and Co-Scholastic areas spread over two terms in a year.

PROBLEM SOLVING ASSESMENT: The problem solving assessment has been introduced in classes IX and XI with the provision of improving their performance in classes X and XII if need be. The objective of the PSA being assessing students’ abilities , to analyze given life situations, to comprehend and interpret written text and other essential higher order thinking skills rather than merely assessing students’ prior subject knowledge. It will assess life skills related to language conventions, qualitative reasoning and quantitative reasoning which includes the testing of creative thinking, decision making, critical thinking, problem solving and communication skills. The best PSA score if opted for improvement, will be counted towards FA 4 which is 10% of total assessment for both Class IX and X in one language ( English or Hindi), Mathematics, Science and Social Science. Choice is given to the student to opt for either subject wise PSA score or same average PSA score for each of the subject. This assessment is conducted by CBSE during Jan-Feb every year. The names of the students who wish to improve their PSA performance is to be registered along with online submission of list of candidates for Classes X / XII by remitting the additional fee as required by CBSE.A separate certificate is issued for class XI students. As there is no prescribed syllabus, textbook and time allotted for PSA, Vidyalayas have to make their own arrangement in these regards.

Some of the schools in Lucknow Region have realized that the navodaya students have better strength in taking up Problem Solving Assessment tests. They have introduced (PSA similar to Class IX) in classes VI to VIII. The impact report of this experiment is yet to be seen. It is suggested that all the schools may try to examine this issue and try out at their end. OPEN TEXT BASED ASSESSMENT: CBSE has recommended multiple modes of assessment catering to the varied abilities of individual strengths of learners. Accordingly an element of OTBA for classes IX and XI (may be extended to X and XII) which incorporates analytical and theoretical skills, thus moving away from memorization. It is applicable to all main subjects in class IX and in the subjects of Biology, Economics and Geography in class XI and forms a part of summative Assessment. The text material supplied by CBSE is to be multiplied at school level and issued to students and the same to be used during examination also to form a part of question paper. The summative Assessment question paper will have 3 to 4 OTBA questions for 10 marks and the weightage of marks for the syllabus is modified accordingly. OTBA


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question may be of value based type questions also. The duration of the examination for the subjects involving OTBA is extended to 3-3 ½ hours excluding 15 minutes of question paper reading time. Teachers are expected to provide a bridge between the theory and practice. The Text/Case studies are designed to promote active participation of students requiring them to engage in active learning process through discussion, analysis, self-reflection and critical thinking. The main objective of introducing this element is to provide opportunities to students to apply theoretical concepts to a real life scenario by encouraging active and group learning in the class. The teachers should guide students and provide feedback at regular intervals about their performance during the completion of assigned activities. Since real-life cases or situations are complex and open to different opinions, teachers must be prepared for innovative and open answers from students. The case studies with leading questions should then be assigned to students in groups who would discuss at their level. The teachers should guide them with further leading questions.

ASSESSMENT OF SPEAKING AND LISTENING SKILLS: It is a fact that national and international boundaries have become seamless. English as a medium of communication has acquired an important role in bringing world together. A good communication skill raises the self esteem of a student. It is essential that students acquire proficiency in it, by the time they leave the portals of the school. CBSE has envisaged that all language skills need to be integrated into English language curriculum at schools. Speaking and listening should be fostered in children to equip them with better communication skills. Hence it has introduced formal testing of speaking and listening skills at the school level in the summative assessments in English at class IX, X & XI. It is also essentially to be understood that the First Language taught in the schools should be taken with more intensity and children should be given appropriate training in mastering the communication skills in the First Language also. Since we have teachers in all the 3 languages, with the appropriate distribution of time this can be achieved at ease. The listening comprehensive section tests the students’ ability to listen for basic interpersonal, instructional and academic purposes. A number of sub skills such as listening for specific information, general understanding, predictive, inferential, intensive and exhaustive listening and listening for pleasure are developed. Some of the sub-skills that are developed through speaking skills are speaking intelligibility using appropriate word stress, sentence stress and intonation patterns, narrating incidents and events, real or imaginary in a logical sequence, presenting oral reports or summaries; making announcements clearly and confidently, expressing and arguing a point of view clearly and effectively, taking active part in group discussions, showing ability to express agreement or disagreement, summarizing ideas, eliciting the views of other, presenting own ideas, expressing and responding to personal feelings, opinions and attitudes, participating to spontaneous spoken discourse in familiar social situations. Students who stammer may be given extra time during the assessment process as per the need of the child. However CBSE has provided an option to the students who have “speech impediment” or who are “hard of hearing” or who have both disabilities partially or wholly by replacing ASL in to two assignments (story writing and review of the novel) of equal weightage, each based on the novel/long reading text prescribed for the class. Evaluation of Scholastic areas : Each term will have two Formative assessments and one Summative Assessment for evaluation. Clarification regarding implementation of School ba sed assessment under


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CCE – Formative Assessments Specific Recommendations for Formative Assessment: Listed below are a few recommendations for Formative Assessment which can be followed by schools. The purpose is to ensure use of multiple modules of assessment so that the focus on written tests is reduced. In order to fulfil the objectives of Formative Assessment and to enable students to improve performance, teachers need to use a variety of assessment tools during the course of their teaching. It is mandatory that the teachers must use differen t assessment tools during the term for each Formative Assessment (FA) as reco mmended by CBSE. Formative Assessment can be carried through using multiple mo des of assessment such as assignments, quizzes, debates, group discussions, p rojects. It may be clearly communicated to all teachers teaching various subje cts that all projects and assignments must be done as group activities within the class and school time only. Each subject must have only one paper pen test under Formative Assessment. The other modes of Assessment must be a part of classroom interactive activities. Clarification on Projects : A team of subject teachers may formulate in-school inter-subjects, projects and rubrics required to assess by incorporating inputs from different subjects. Schools are therefore advise to assign ONE comprehensive group project (cross curricular p roject) covering each of the four major subjects i.e. English/Hindi, Maths, Science, Social Sciences per term. Effective monitoring and objective assessment of inter disciplinary group project must be ensured by the school. The weightage for the project will be for ten marks. The same score of the student in the project after assessment by the group of teachers will be reflected in English or Hindi, Maths, Science and Social Science. There will be no project in Regional Language and English or Hindi (which is not taken in cross curricular project). BREAK-UP FOR FORMATIVE / SUMMATIVE ASSESSMENT: Type of assessment Percentage of weight age in an academic session Proposed Dates Term wise weight age VI to X VI to X FA1 10% 13th to 15th July 2016

FA2 10% 07th to 09th Sep’ 2016 50% SA1 30% 07th to 17th Oct’ 2016

FA3 10% 28th to 30th Dec’2016

FA4 10% 22nd to 24th Feb’2017 50% SA2 30% 10th to 26th Mar’2017


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In a view to have uniformity in formative assessmen ts, certain weightages are given to each and every category of assessment tools. Further the proposed dates may be modified by the respective Regional Office considering their vacati on pattern. EVALUATION OF SCHOLASTIC ASPECTS: CLASSES VI TO VIII ALL LANGUAGES -Formative Assessments 1 and 3 S.N. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and listening skills 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Text Book) 10 Total 80 ENGLISH/HINDI -Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Text Book) 10 Total 80 15 ENGLISH/HINDI and REGIONAL LANGUAGE- FORMATIVE ASSE SSMENTS-2,4 (Applicable for the languages not covered under cro ss curricular project) Sl.


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No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and listening skills 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Text Book) 10 Total 80 MATHS: for Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Problem Solving MCQ 10 04 Assignments(Unit wise tasks suggested in the Text Book) 10 Total 80 MATHS: for Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Cross Curricular Project(Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Assignments(Unit wise tasks suggested in the Text Book) 10 Total 80 SCIENCE: for Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage


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01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Activities 10 03 Assignments(Unit wise tasks suggested in the Text Book) 10 04 Field Trip 10 Total 80 SCIENCE: for Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Presentations including the use of IT 10 Total 80 SOCIAL SCIENCE: for Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the Text Book) 10 03 Comparison and Contrast 10 04 Model and charts /Open Book Test (alternative to be taken in each FA) 10 Total 80 SOCIAL SCIENCE: for Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are


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to be reduced to 10 02 Assignments (Unit wise tasks suggested in the Text Book) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Source Based Analysis/Secondary Sources (alternative is to be taken in each FA) 10 Total 80 EVALUATION OF SCHOLASTIC ASPECTS FOR CLASS IX ENGLISH/HINDI -Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be 02 reduced to Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. 10 17 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

English/Hindi, Maths, Science & Social Science) 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 80 ENGLISH/HINDI AND REGIONAL LANGUAGE -Formative Asse ssments 1 and 3 (Applicable for English/Hindi where Cross Curricula r Project is not applicable) Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and Listening 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose,


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poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 80 ALL LANGUAGES -Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Oral and Listening 10 40 marks are to be reduced to 10 02 Book Review 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 40 ENGLISH/HINDI and REGIONAL LANGUAGE- FORMATIVE ASSE SSMENT-4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment/ FA2 modes of assessment as applicable in respect of languages not covered under PSA 40 (where PSA NOT APPLICABLE)

40 marks are to be reduced to 10 Total 40 MATHS: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major 10 18 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA


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subjects i.e. English/Hindi, Maths, Science & Social Science) 04 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 Total 80 MATHS: Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 40 marks are to be reduced to 10 02 Lab Activities 10 03 Problem Solving MCQ 10 04 Data Handling and Analysis 10 Total 40 MATHS: Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10 SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Experiments 10 03 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 04 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 Total 80 SCIENCE: Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Field Trip 10 40 marks are to be reduced to 10 02 Seminar/Quiz 10 03 Experiments 10 04 Problem Solving MCQ 10


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Total 40 19 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

SCIENCE: Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10 SOCIAL SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Models and charts /Commentaries (alternative is to be taken in each FA) 10 Total 80 SOCIAL SCIENCE : Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Open Book Test 10 40 marks are to be reduced to 10 02 Assignments (Unit wise tasks suggested in the FA Manual for teachers) 10 03 Comparison and Contrast 10 04 Source Based Analysis/Secondary Sources 10 Total 40 SOCIAL SCIENCE: for Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10

EVALUATION OF SCHOLASTIC ASPECTSFOR CLASS X ENGLISH/HINDI -Formative Assessments 1 and 3 Sl.


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No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10 Total 80 20 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

ENGLISH / HINDI & REGIONAL LANGUAGE-Formative Asses sments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and Listening 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10 Total 80 NOTE: above is applicable for Eng/Hindi and regional language where cross curricular project is not applicable. ALL LANGUAGES -Formative Assessment 2. In respect o f language which is not covered under class IX PSA, applicable for FA 4 als o. Sl. No. Tool of Assessment Marks Weightage 01 Oral and Listening 10 40 marks are to be reduced to 10 02 Book Review 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10


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Totals 40 MATHS: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Assignments(Unit wise tasks suggested in the Teachers’ FA Manual 10 Total 80 MATHS: Formative Assessments 2 Sl. No. Tool of Assessment Marks Weightage 01 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 40 marks are to be reduced to 10 02 Lab Activities 10 03 Problem Solving MCQ 10 04 Data Handling and Analysis 10 Total 40 21 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Experiments 10 03 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 04 Cross Curricular Project (Comprehensive Group Project covering each of 4 major


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subjects i.e. English/Hindi, Maths, Science & Social Science) 10 Total 80 SCIENCE: Formative Assessments 2 Sl. No. Tool of Assessment Marks Weightage 01 Field Trip 10 40 marks are to be reduced to 10 02 Seminar/Quiz 10 03 Experiments 10 04 Problem Solving MCQ 10 Total 40 SOCIAL SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Models and charts /Commentaries (alternative is to be taken in each FA) 10 Total 80 SOCIAL SCIENCE: Formative Assessments Sl. No. Tool of Assessment Marks Weightage 01 Open Book Test 10 40 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 03 Comparison and Contrast 10 04 Source Based Analysis/Secondary Sources 10


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Total 40 22 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

1. Summative Assessment: The Summative assessment is the terminal assessment of performance at the end of instructions. Under the end term Summative assessment, the students will be tested based on the following criteria:- a) Syllabus of Classes(VI-X) will be as per split up of syllabus given in the PAP/ curriculum b) The Summative assessment will be in the form of a paper-pen test being conducted as per CBSE guide lines. SUGGESTED WEIGHTAGE TO FORM QUESTIONS OF PAPER-PEN TEST IN RESPECT OF FORMATIVE ASSESSMENT: LANGUAGES FOR CLASSES VI TO X S. No. No Type of Question Total Marks 1. Reading comprehension 10 2. Writing 10 3. Grammar 10 4. Textbook 20 TOTAL 50 MATHEMATICS FOR CLASSES VI TO X S. No Type of Question Marks per Question Total No. of Questions Total Marks 1 MCQ 1 5 5 2 SA I 2 7 14 3 SA II 3 5 15 4 LA 4 4 16 TOTAL 21 50 SCIENCE FOR CLASSES VI TO X S. No Type of Question Marks per Question Total No. of Questions


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Total Marks 1 VSA 1 8 8 2 SA I 2 5 10 3 SA II 3 5 15 4 LA 5 2 10 5 MCQ 1 7 7 TOTAL 27 50 SOCIAL SCIENCE FOR CLASSES VI TO X: S. No Type of Question Marks per Question Total No. of Questions Total Marks 1 MCQ 1 10 10 2 SA 3 7 21 3 LA 4 4 16 4 Map 3 1 3 TOTAL 22 50 SCIENCE: for Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Presentations including the use of IT 10 Total 80 SOCIAL SCIENCE: for Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be


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reduced to 10 02 Assignments(Unit wise tasks suggested in the Text Book) 10 03 Comparison and Contrast 10 04 Model and charts /Open Book Test (alternative to be taken in each FA) 10 Total 80 SOCIAL SCIENCE: for Formative Assessments 2 and 4 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments (Unit wise tasks suggested in the Text Book) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Source Based Analysis/Secondary Sources (alternative is to be taken in each FA) 10 Total 80 EVALUATION OF SCHOLASTIC ASPECTS FOR CLASS IX ENGLISH/HINDI -Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be 02 reduced to Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. 10 17 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

English/Hindi, Maths, Science & Social Science) 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 80


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ENGLISH/HINDI AND REGIONAL LANGUAGE -Formative Asse ssments 1 and 3 (Applicable for English/Hindi where Cross Curricula r Project is not applicable) Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and Listening 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 80 ALL LANGUAGES -Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Oral and Listening 10 40 marks are to be reduced to 10 02 Book Review 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the FA Manual for teachers) 10 Total 40 ENGLISH/HINDI and REGIONAL LANGUAGE- FORMATIVE ASSE SSMENT-4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment/ FA2 modes of assessment as applicable in respect of languages not covered under PSA 40 (where PSA NOT APPLICABLE)

40 marks are to be


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reduced to 10 Total 40 MATHS: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major 10 18 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

subjects i.e. English/Hindi, Maths, Science & Social Science) 04 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 Total 80 MATHS: Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 40 marks are to be reduced to 10 02 Lab Activities 10 03 Problem Solving MCQ 10 04 Data Handling and Analysis 10 Total 40 MATHS: Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10 SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Experiments 10 03 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 04 Cross Curricular Project (Comprehensive Group Project covering each of 4 major


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subjects i.e. English/Hindi, Maths, Science & Social Science) 10 Total 80 SCIENCE: Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Field Trip 10 40 marks are to be reduced to 10 02 Seminar/Quiz 10 03 Experiments 10 04 Problem Solving MCQ 10 Total 40 19 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

SCIENCE: Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10 SOCIAL SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for teachers) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Models and charts /Commentaries (alternative is to be taken in each FA) 10 Total 80 SOCIAL SCIENCE : Formative Assessment 2 Sl. No. Tool of Assessment Marks Weightage 01 Open Book Test 10 40 marks are to be


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reduced to 10 02 Assignments (Unit wise tasks suggested in the FA Manual for teachers) 10 03 Comparison and Contrast 10 04 Source Based Analysis/Secondary Sources 10 Total 40 SOCIAL SCIENCE: for Formative Assessment 4 Sl. No. Tool of Assessment Marks Weightage 01 Problem Solving Assessment by CBSE - 10

EVALUATION OF SCHOLASTIC ASPECTSFOR CLASS X ENGLISH/HINDI -Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10 Total 80 20 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

ENGLISH / HINDI & REGIONAL LANGUAGE-Formative Asses sments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Oral and Listening 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10 Total 80 NOTE: above is applicable for Eng/Hindi and regional language where cross curricular project


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is not applicable. ALL LANGUAGES -Formative Assessment 2. In respect o f language which is not covered under class IX PSA, applicable for FA 4 als o. Sl. No. Tool of Assessment Marks Weightage 01 Oral and Listening 10 40 marks are to be reduced to 10 02 Book Review 10 03 Speeches (debate, oratory, recitation, extempore etc.) 10 04 Written Assignments(one task each from prose, poetry and supplementary Reader as suggested in the Teachers’ FA Manual 10 Totals 40 MATHS: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Lab Activities 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Assignments(Unit wise tasks suggested in the Teachers’ FA Manual 10 Total 80 MATHS: Formative Assessments 2 Sl. No. Tool of Assessment Marks Weightage 01 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 40 marks are to be reduced to 10 02 Lab Activities 10 03 Problem Solving MCQ 10 04 Data Handling and Analysis 10 Total 40 21 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA


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SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Experiments 10 03 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 04 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 Total 80 SCIENCE: Formative Assessments 2 Sl. No. Tool of Assessment Marks Weightage 01 Field Trip 10 40 marks are to be reduced to 10 02 Seminar/Quiz 10 03 Experiments 10 04 Problem Solving MCQ 10 Total 40 SOCIAL SCIENCE: Formative Assessments 1 and 3 Sl. No. Tool of Assessment Marks Weightage 01 Paper- Pen Test 50 80 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 03 Cross Curricular Project (Comprehensive Group Project covering each of 4 major subjects i.e. English/Hindi, Maths, Science & Social Science) 10 04 Models and charts /Commentaries (alternative


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is to be taken in each FA) 10 Total 80 SOCIAL SCIENCE: Formative Assessments Sl. No. Tool of Assessment Marks Weightage 01 Open Book Test 10 40 marks are to be reduced to 10 02 Assignments(Unit wise tasks suggested in the FA Manual for Teachers) 10 03 Comparison and Contrast 10 04 Source Based Analysis/Secondary Sources 10 Total 40 22 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

1. Summative Assessment: The Summative assessment is the terminal assessment of performance at the end of instructions. Under the end term Summative assessment, the students will be tested based on the following criteria:- a) Syllabus of Classes(VI-X) will be as per split up of syllabus given in the PAP/ curriculum b) The Summative assessment will be in the form of a paper-pen test being conducted as per CBSE guide lines. SUGGESTED WEIGHTAGE TO FORM QUESTIONS OF PAPER-PEN TEST IN RESPECT OF FORMATIVE ASSESSMENT: LANGUAGES FOR CLASSES VI TO X S. No. No Type of Question Total Marks 1. Reading comprehension 10 2. Writing 10 3. Grammar 10 4. Textbook 20 TOTAL 50 MATHEMATICS FOR CLASSES VI TO X S. No Type of Question Marks per Question Total No. of Questions Total Marks


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1 MCQ 1 5 5 2 SA I 2 7 14 3 SA II 3 5 15 4 LA 4 4 16 TOTAL 21 50 SCIENCE FOR CLASSES VI TO X S. No Type of Question Marks per Question Total No. of Questions Total Marks 1 VSA 1 8 8 2 SA I 2 5 10 3 SA II 3 5 15 4 LA 5 2 10 5 MCQ 1 7 7 TOTAL 27 50 SOCIAL SCIENCE FOR CLASSES VI TO X: S. No Type of Question Marks per Question Total No. of Questions Total Marks 1 MCQ 1 10 10 2 SA 3 7 21 3 LA 4 4 16 4 Map 3 1 3 TOTAL 22 50 23 PERSPECTIVE ACADEMIC PLANNING 2015-16, NVS NOIDA

CO-SCHOLASTIC AREAS Classes VI to VIII and IX & X: Co-Scholastic attainments 2(A, B, C & D) and 3 (A, B) will be evaluated on 5 point scale as given in manuals. The process of assessment should be throughout the academic year but the grading is to be done at the end of the academic year. Use of “Triangulation Technique”– collecting and interpreting evidence by multiple assessors (at least three in number) is needed for the Co-Scholastic Assessment. Appropriate documentation is


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needed for the Assessments. Rating for the Descriptors will be from 1 to 5. Refer CCE Manual for Teachers by CBSE for further clarification. Assessment will be on the lines as mentioned in the Teacher Manual. Note:- The Principal has to ensure that once in 15 days th ere must be a discussion on the CCE Assessments with the teachers on rotation basis to ensure effective implementation of CCE. Proper documentation is need ed both in Scholastic and Coscholastic areas of assessment. Refer CBSE Academic circular n o. 17/2013 dated 18 th

February 2013. NOTE: THE RESULT ANALYSIS FORMATS ARE GIVEN AS ANNE XURE-VI 13 COMMON EXAMINATION : 1. The question papers will be prepared at Head quarter level and printed at Regional Level. These question papers will be provided to all JNVs. Confidentiality at all levels to be maintained. 2. Question papers for S.A-I & II will be prepared at HQtrs. Level for VII & VIII as per CBSE guidelines and to be printed at Regional Level. Question Papers of SA-I & SA-II in respect of Classes IX & X will be supplied by CBSE & Printed by respective JNVs. 3. Evaluation of answer scripts will be done at JNV itself. 4. The Vidyalayas have to analyse the results and result analysis is to be submitted to RO within 48 hours of last paper. 10% of answer books in all subjects will be checked by Principal and Vice Principal. 5. Identification of supportive learners (low achievers) will be done on the basis of performance of students in above mentioned pen-paper tests. 6. Remedial teaching is to be taken up immediately after the diagnosis of supportive learners strictly under the supervision of the Principal/Vice-Principal. Monthly review of the performance of supportive learners will be done in all subjects and in case no improvement is observed, the strategies will be modified to achieve improvement. 7. Question papers for all formative assessments of VI, VII, VIII, IX & X and unit tests of XI & XII will be prepared at Vidyalaya level.

SCHEDULE FOR UNIT TESTS (XI & XII) 2016-17: Sl. No UT Month Classes Remarks 1 I June/July XI & XII Dates of UT may be decided at the Vidyalaya level 2 II August XI & XII 3 III September XI & XII 4 IV November XI & XII 5 V December XI 6 VI January 2016 XI

15 SCHEDULE FOR FORMATIVE & SUMMATIVE ASSESSMENTS, PREBOARD EXAMINATIONS, AND REVISION EXAM. 2016-17:


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S.NO ASSESSMENT DATE 1 FORMATIVE ASSESSMENT – 1 13th to 15th July 2015 2 FORMATIVE ASSESSMENT – 2 07th to 09th Sep’ 2015 3 SUMMATIVE ASSESSMENT – 1 07th to 17th Oct’ 2015 4 FORMATIVE ASSESSMENT – 3 28th to 30th Dec’2015 5 FORMATIVE ASSESSMENT – 4 22nd to 24th Feb’2016 6 SUMMATIVE ASSESSMENT – 2 10th to 26th Mar’2016 7 Pre-Board Exam – I (XII) 14th to 28th Dec’2015 8 Pre-Board Exam – II (XII) 18th to 30th Jan’2016 9 Revision Exam (XI) 15th to 27th Feb’2016

TIME TABLE FOR S.A-I / T.T-1 FOR THE ACADEMIC YEAR 2016-17 CLASSES 07-10-2015 08-10-2015 09-10-2015 10-10-2015 12-10-2015 13/10/2015 14/10/2015 15/10/2015 17/10/2015 Wed Thu Fri Sat Mon Tue Wed Thu Sat VI ENGLISH MATHS HINDI SCIENCE SOCIAL SCIENCE REGIONAL LANGUAGE VII REGIONAL LANGUAGE SOCIAL SCIENCE ENGLISH MATHS HINDI SCIENCE VIII SCIENCE HINDI SOCIAL SCIENCE ENGLISH REGIONAL LANGUAGE


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MATHS IX MATHS REGIONAL LANGUAGE SCIENCE HINDI ENGLISH SOCIAL SCIENCE X SOCIAL SCIENCE ENGLISH MATHS REGIONAL LANGUAGE HINDI SCIENCE XI CHEMISTRY/B.ST/ GEO/VOC 3 BIO TECH/HIS/VOC 1 ENGLISH HINDI BIO/ECO/VOC 2 ADDL.SUB COM/IP MATHS PHYSICS/ ACCOUNTANCY XII MATHS ADDL.SUB COM/IP BIO TECH/HIS/VOC 2 PHYSICS/ACCOUNTANCY ENGLISH HINDI BIO/ECO/VOC 1 CHEMISTRY/B.ST/GEO/VOC 3

TIME TABLE FOR S.A-2 / T.T-2 -2015-2016 WILL BE INTIMATED BY NVS(HQ) TIME TABLE FOR PRE-BOARD EXAMINATIONS FOR CLASS-XII & REVISION TEST FOR CLASS XI TIME TABLE FOR PRE BOARD I-CLASS XII 2016-17 TO BE DECIDED BY REGIONAL OFFICES REVISION EXAM FOR CLASS XI 2016-17 DATE DAY SUBJECT 15/02/2016 Mon PHYSICS/ACCOUNTANCY 16/02/2016 Tue BIO TECH/HIS/VOC 1 17/02/2016 Wed ENGLISH


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18/02/2016 Thu ADDL.SUB 20/02/2016 Sat BIO/ECO/VOC 2 22/02/2016 Mon COM/IP 24/02/2016 Wed MATHS 25/02/2016 Thu HINDI 27/02/2016 Sat CHEMISTRY/B.ST/GEO/VOC 3 TIME TABLE FOR PRE BOARD II –CLASS XII 2015-16 DATE DAY SUBJECT 18/01/2016 Mon HINDI 19/01/2016 Tue MATHS 20/01/2016 Wed BIO TECH/HIS/VOC 2 22/01/2016 Fri PHYSICS/ACCOUNTANCY 23/01/2016 Sat ENGLISH 25/01/2016 Mon BIO/ECO/VOC 1 27/01/2016 Wed ADDL.SUB 28/01/2016 Thu COM/IP 30/01/2016 Sat CHEMISTRY/B.ST/GEO/VOC 3

The great difficulty in education is to get experie nce out of ideas.

CCE Evaluation of scholastic aspects (Formative Tests)

(Class VI-VIII)

Tools of Assessment Language Maths Science Social Science

Pen Paper Test 50 50 50 50

Conversational Skill 10 - - -

Research Project/ICT 15 - - -

Written Assignment 15 10 10 10

Lab Activity - 10 - -

Group Project/Data Analysis - 10 - 10

Home work & Class Work 10 10 10 10

Experiments/Practical - - 10 -


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Modules/Organized/ICT Presentation

- 10 - -

Model/Chart/ICT Presentation - - - 10

Source Based Analysis - - - 10

Quiz/Seminar/Field tour - - 10 -

Project work/Model Making - - 10

Total: 100 100 100 100

Note: 100 Marks are to be Reduced to 10%

CCE Evaluation of scholastic aspects (Formative Tests)


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CO-SCHOLASTIC [VI TO VIII]

Sl. No. Areas/

Activities Teacher Incharge Remark

(Class IX-X)

Tools Of Assessment Language Maths Science Social Science

Pen Paper Test 50 50 50 50

Conversational Skill 10 - - -

Research Project 15 - - -

Assignments 15 10 10 10

Home work & Class Work 10 10 10 10

Lab Activity - 15 10

Project work/Model Making -

10 -

Hands on Practical - -

-

Chart/Model - - - 10

Project work - 15 - 10

Activities - - 10 10

Total: 100 100 100 100

Note: 100 Marks are to be Reduced to 10%


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2A

Life Skills a)Thinking Skills b) Social Skills c) Emotion Skills

Housemaster Housemaster in consultation with Associate Housemaster, Class teacher other subject teachers, peer group and parents will collect the information and will write the observation. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

2B Work Education

SUPW Teacher and in his/her absence PETs (for boys – Male PET and for girls Female PET)

The teacher incharge will record the observations in consultation with the concerned housemasters.

Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

2C Visual Arts Performing Art

Art Teacher and in his/her absence CCA incharge Music Teacher and in his absence CCA incharge

1. The teacher incharges will record the observations and give the grades in their respective areas. 2. Final grading in the report book shall be given based on the recorded observations of both the areas put together once at the end of the academic year.

2D Attitudes and Values

Housemaster Housemaster in consultation with Associate House Master,Class teacher and other subject teachers , peer group and parents will collect the information and will record the observations . Assessment will be done periodically and final grading will be given based on the recorded observation once at the end of the academic year.

You can't study the darkness by flooding it with li ght.


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Sl. No. Areas/Activities Teacher Incharge Remark 3A Literary &

Creative Skills Class VI – Concerned Reg. Lang. Teacher Class VII- Concerned Reg. Lang. Teacher Class VIII- Concerned Hindi Teacher class IX - Concerned Hindi Teacher class X – Concerned English Teacher

The Teacher incharge will collect the information in consultation with other concerned language teachers of the Class CCA incharge, and housemaster. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Scientific Skills Classes VI to VIII– TGT Science Classes IX & X - Science PGTs (on rotation decided by the Principal )

The Teacher Incharge will collect the information from other subject teachers of the class and record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Information & Communication Technology

Classes VI –IX Concerned Maths Teachers

The Teacher Incharge will collect the information from other subject teacher of the class. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Organization & Leadership Skills

Concerned Club Incharges

The Teacher Incharge will record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Learn something new every day under the sun. You wi ll never get old if you do.


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3B Sports PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


NCC Associate NCC Officer The ANO will record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Scouts & Guides Scout Master – for Scouts Guide Captain – for Guides

The Teacher Incharge will record observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Gymnastics PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


Yoga PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


First Aid Staff Nurse The Staff Nurse will record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Gardening / Shramdan

SUPW Teacher and in his absence PETs

The Teacher Incharge will record the observations in consultation with the House Masters Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Note: Class teacher is responsible for posting of information in the Report Books and maintaining the same for the preparation of certificates.


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CO-SCHOLASTIC AREAS [IX and X]

S. No Areas/ Activities Teacher Incharge Remark

2A Life Skills a)Thinking Skills b) Social Skills c) Emotion Skills

Housemaster Housemaster in consultation with Associate Housemaster, Class teacher and other subject teachers, peer group and parents will collect the information and will write the observations. Assessment will be done periodically and final grading will be given based on the recorded observation once at the end of the academic year.

2B Attitudes and Values

Housemaster Housemaster in consultation with Associate House Master, Class teacher other subject teachers , peer group and parents will collect the information and will record the observations . Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

3A Literary & Creative Skills

Concerned English Teacher The Teacher Incharge will collect the information in consultation with other concerned language teachers of the class CCA incharge ,and housemaster. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Scientific Skills Science PGTs (on rotation decided by the Principal )

The Teacher Incharge will collect the information from other subject teachers of the class and record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Aesthetic skills & Performing arts

Art Teacher and in his absence CCA incharge Music Teacher and in his absence CCA incharge

1. The teacher incharge will record the observations and give the grades in their respective areas. 2. Final grading in the report book shall be given based on the recorded observations of both the teachers once at the end of the academic year.

Organization & Concerned Club Incharges The Teacher Incharge will record the


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Leadership Skills (Clubs)

observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

3B Sports PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


NCC NCC Officer The ANO will record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Scouts & Guides Scout Master – for Scouts Guide Captain – for Guides

The Teacher Incharge will record observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Gymnastics PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


Yoga PET (M) for boys PET (F) for Girls, if only one PET is available he/she has to maintain the Record of all the students


First Aid Staff Nurse The Staff Nurse will record the observations. Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.

Gardening / Shramdhan

SUPW Teacher and in his absence PETs

The Teacher Incharge will record the observations in consultation with the House Masters Assessment will be done periodically and final grading will be given based on the recorded observations once at the end of the academic year.


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Note: Class teacher is responsible for posting of information in the Report Books and maintaining the same for the preparation of certificates.

MORNING ASSEMBLY ACTIVITIES TIMING: 7.50 AM TO 8.10 AM.

1. Student’s attendance report.

2. Slokam: Om Asatoma

3. Navodaya Prayer: Hum Navayug Ki

4. Pledge: Hindi, English and Odia.

5. Thought for the Day.

6. Word - Meaning.

7. News in Hindi, English and Odia.

8. Student’s Speech.

9. MOD Speech.

10. Community Song ( every Saturday)

11. Celebration of Birthday of Student(s).

12. “National Anthem.”

Morning Assembly is being conducted three days in Hindi, two days in

English and one day in Odia every week.

Do not train a child to learn by force or harshness ; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the

peculiar bent of the genius of each.


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SPECIAL POINTS FOR CLASS X and XII

Reference of some books in the library to make the interaction more interesting and effective.

Browsing through the internet / Encarta for additional information about the authors and the poets.

Reading of a report / article every day from the English Dairy to get the pupil acquainted with the vocabulary used in reporting and article writing.

Hints will be provided for proper drafting of letters, posters, Invitations, advertisements etc for various occasions, in detail for better presentation.

Division of class into groups of four each to go through any one lesson in detail and to prepare questionnaire.

Answering and the practicing the previous question paper.

Regular monitoring to identify the slow learners and areas of difficulty to enable them with proper reteaching and remedial teaching.

One looks back with appreciation to the brilliant t eachers, but with gratitude to those who touched our human feelings. The curriculu m is so much necessary raw material, but warmth is the vital element for t he growing plant and for the

soul of the child.


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Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.

Total School Activities

Curricular plan

Academic Planning

Academic Evaluation

Co-curricular Plan

Cultural plan

Sports and

Games

Pace Setting

Activities

Other

Activities


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Education is a progressive discovery of our own ignorance.

1. Academic Council.

2.Time table committee

3. Annual Teaching Plan

4. Teachers Individual

lesson plan.

5. Teaching Aids 6. Lesson

observation 7. Completion

of Syllabus

8. Periodic Checking of

Written work

9. Projects, Assignments

10.Library and its role

11. Learning through

Laboratories

12. Subject committee activities

13.Question Bank

Preparation

14. Solving of previous years

question papers

15. Remedial teaching

16. Supervised Study

17. Adoption of Slow learners

18. Monthly review by the

Principal

ACADEMIC

PLANNING


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PLAN FOR ACADEMIC EXCELLENCE:

To produce 100% result and 100% Distinction and to achieve all round development of the students the Vidyalaya will take up 20 points Academic Excellence Programme, which will be implemented during the year 2013-2014. The details of 21 points Programme are given below.

1. ANNUAL TEACHING PLAN : Annual teaching plan is prepared by the subject teachers well in advance under the guidance of the Principal. As per annual teaching plan , syllabus of class XII to be completed by 30th November 13 & syllabus of remaining classes upto 31th January 14. Annual plan will be discussed subject wise in the meeting of Academic Council Chaired by the Principal. Academic Council is assigned the duty to monitor the follow-up of syllabus as per annual plan. It is also to be implemented that in-case any lagging of the syllabus due to non availability of the teacher for un avoidable reasons, the syllabus will be completed by taking extra classes in the next month.

2. FIXATION OF TARGET FOR EACH TEST: In the monthly meeting of academic council along with the students & subject teachers, the target for the coming exam will be fixed by the studednts by considering the maximum efforts. This practice will remain very successful in inspiring the students to achieve maximum marks.

3. REVIEW OF THE TARGETS : After the conduct of each test meeting of students will be convened to analyze the performance, viewing the target fixed by them. The reasons of non achieving the targets, if any, will be sorted out immediately & necessary steps will be taken for improvement. The students who will perform well will be appreciated & encouraged to have higher targets for coming tests.

4. QUESTION WISE ANALYSIS OF THE ANSWER PAPERS: To find out the actual area of weakness test answer papers will be analysed question wise. Diagnosing the difficulties of the students in different chapters intensive revision work will be carried out by the concerned subject teachers as a result students will be able to score good marks.

5. CLASSIFICATION OF STUDENTS INTO CATEGORIES OF SLOW AND BRIGHT: On the basis of performance in the exam ination the students of all the classes will be classified into two groups i.e slow learners and high achievers. This diagnosis will be helpful in taking necessary steps for the remedial & enrichment programme.

6. REMEDIAL COACHING FOR SLOW LEARNERS: After the identification of the difficult area in each subject by respective subject-teachers on the basis of performance of the students in examinations, the intensive remedial coaching for slow learners will be conducted. The problems of slow learners will be entertained by the subject teachers individually. These remedial measures will become very much helpful to remove the area of weakness of slow learners, separate tests will be conducted & necessary feed back will be given.

7. ENRICHMENT PROGRAMME FOR BRIGHT STUDENTS: For the bright students separate classes will be arranged. In such classes students will be given Project works, assignments related to intensive knowledge of subject matter. Students will complete the given assignment within stipulated time under the guidance of subject teachers.

A gifted teacher is as rare as a gifted doctor, and makes far less money.

8. ADOPTION OF SLOW LEARNERS: Keeping in view of the fact that slow learners need

special attentio n & monitoring, it is decided to keep the slow learners under the personal


95

supervision of subject teachers. Every teacher will be responsible for academic development of slow learners. Principal will convene the meeting of the teachers with the students adopted by them time and again which helps to monitor the situation closely.

9. SPECIAL PRIZES AND HONOURS TO RANK HOLDERS: On the basis of the performance in monthly test, rank holder students will be honoured as stars of the Vidyalaya. The names of the students will be displayed on the Vidyalaya Notice Board. These toppers will be presented prizes during the meetings of the parent teacher council. Such type of efforts will develop a healthy sense of competition among the students.

10. INDIVIDUAL COUNSELILNG AND GUIDENCE BY THE PRINCIPA L: As students in adolescence age face different types of problems, which hinder their academic development, there is a need of sorting out the basic cause of the problems. Keeping in view of the importance of the fact, Principal himself will play the role of Counselor. The individual counseling by the Principal will really help in reducing the problems of the studnets if any.

11. INVOLVEMENT OF PARENTS IN COUNSELING OF SLOW LEAR NERS: The parents can play a vital role in the overall development of their wards, even in the residential setup like Navodayas. Parents of the students especially slow learners will be involved in fixation of targets, in the beginning of the academic year. The counseling of slow learners by the Principal along with their parents will be really significant as it penetrated deeply in the mind of students and the result will be positive.

12. SPECIAL SUPERVISED CLASSES FOR BOARD EXAMS: For helping the students to get calm atmosphere special time table during night after dinner time will be provided for the students in the school building.

13. INCULCATION OF THE HABITS OF SELF STUDIES AMONG THE STUDENTS: To inculcate the habit of self study among the students, it is necessary to involve the students more and more in teaching learning process. After the completion of the chapter in every subject, teacher will prepare question bank of different level covering the entire chapter. These questions will be discussed in class rooms. Students will have to prepare answers of these questions with the help of class notes, text books & reference books, which will be finally checked by the subject teacher with necessary remarks.

14. SOLVING THE SAMPLE, MODEL AND PREVIOUS BOARD QUESTI ON PAPERS: A special assignment will be given by the teachers to the students of class X to solve the CBSE sample papers, three distinctive sets of model question papers prepared by the subject teachers, pre-board question papers & previous board question papers. By completing these assignments, students will get good writing practice, time management and exposure of probable question papers.

15. REVIEW OF THE STUDENTS ACADEMIC PERFORMACE IN MONTHLY PTC MEETING: In monthly P.T.C meeting, the result analysis of examination will be discussed. The P.T.C will be involved in preparing the action plan for further improvement.

16. ORGANISATION OF GUEST LECTURES FOR X CLASS: The subject experts/experienced will be called from time to time in Vidyalaya to deliver lectures on the topics as per the requirement of students. Such type of lectures will be helpful to clear the difficult concepts to enrich the knowledge of the students.


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17. CUMULATIVE TESTS: In addition to monthly tests and pre board examinations, three cumulative tests will be conducted to the X class students from the month of December dividing the entire syllabus in 3 parts. These three tests will be helpful in taking thorough revision of entire syllabus.

18. AVAILABILITY OF REFERENCE BOOKS, QUESTION BANK, SUB JECT MAGAZINES, COMPETITIVE MAGAZINES, CD’S IN THE VIDYA LAYA: To enrich the Vidyalaya library, sufficient reference books are purchased well in advance. The various magazines like competetive magazines, Education today, Mathematics today, Science today etc., will be made availale to the students.

19. BALANCED STUDY OF ALL THE SUBJECTS: It has been observed that subjects like languages are neglected by the students while preparing for the board examinations. Keeping in view of the fact, proper effort will also be given to the languages so as to make the students to score high percentage. The method of balanced study of all subjects will be one of the main factors for achieving the 100% dictincion in Board Examinations.

20. CLASS SUPERVISION: The Principal will inspect the classes of different subject teachers weekly and nearby institutions and feed back will be given as per requirement.

SOME OTHER IMPORTANT ACTIVITIES WHICH NEED SPECIAL MENTION

CLASS ROOM MANAGEMENT:

Class rooms are temple where pupils learn and carve their career.

For the effective and comfortable teaching-learning process, existence of good classroom is essential. The class should be given ideal dimension with sufficient light, fan, good black board with quality chalk and duster. Care also to be taken to have good comfortable furniture for the students. For effective class room discipline is also essential. Class will be disciplined only when the teacher has control over the class. The teacher will have control over the class only when he goes there with good preparation along with the teaching aids. Proper seeds of wisdom and knowledge are to be sown in the minds of the young children so as to make them purposeful citizens of the future.

PERIODIC CHECKING OF STUDENTS WRITTEN WORK:

The head of the institution looks after the writing part of the teaching/students for the

effective transfer of learning. The road map is laid for effective class room checking of

the notes of the students.

A teacher who is attempting to teach without inspiring the pupil with a desire to learn is

hammering on a cold iron.


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PROJECT WORK/MODEL PREPARATION: “Pupil can enjoy and learn more effectively in group activity” In teaching and learning process teacher comes across so many situations to create the projects in various subjects like science, mathematics and social science. They provide the room for innovative activities. Under this head, the teacher acts as a guide and all the students prepare an innovative static or working model which is unique, practicable and simple. TEACHERS INDIVIDUAL LESSON/MICROPLAN: On the given guidelines of NVS, teachers will follow the split up of syllabus and also prepares micro lesson plan daily/weekly/fortnightly/monthly. Normally the lesson plans will be submitted on every Monday and will be reviewed periodically by the Principal. The teachers incorporates the suggestions given by the Principal or any other Visiting officers of the Samiti. DEMONSTRATION LESSON: “Good demonstration lesson observation enhances the teaching capability of a teacher”. Teaching and learning is a continuous process. For the effective teaching the teacher should make his content and teaching technique update periodically. In this context the latest techniques should be acquired and imparterd by the teacher. This is possible through the demonstration lessons by experts only. In this regard work shop, Guest lecture will be organised in the vidyalaya. TEACHING AIDS: “Eye catching teaching aids/models makes teaching successful and effective.” Time immemorial lecture is widely adopted in teaching along with various methods. But while teaching many topics / lessons, the teacher has to use the different types of teaching aids/models relevant to his/her topic for the effective teaching. In this context the teacher has to prepare their own teaching aids and use the same in leaching learning process.

Education is not the filling of a pail, but the lig hting of a fire.


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LIBRARY AND ITS ROLE:

“Library is a temple of written information for learning.” A library in the

school is an evergreen tree of knowledge! It blossoms through the year!

All efforts will be taken to equip the library with all relevant reading material. The

students will be made to go to library often. The library will be kept open during odd

hours so as to make the students get fullest benefit out of it.

SCIENCE LABORATORY: This school is equipped with good laboratories. All

efforts are being made to develop the same further.

PACE SETTING ACTIVITIES:

The following pace setting activities will be taken up during the academic year.

Tree plantation. 2. Cleanliness programme in the nearby societies. 3. Helping the

Dist. Administration in the Pulse Polio Campaign. 4. Participation in the open

competitions outside. 5. Arranging the lectures of eminent personalities. 6. CLP 7.

Conduction of seminars/work shops and competitions.8. Extending library facilities to

near by school children 9. Extending lab facilities to near by Government Junior

Colleges.

Formation of clubs. (2013)

To create the interest in the subject and to bring out the hidden talents of the children.

The clubs are formed in our school. Each and every one of the children will be the

member of one or other club. The teacher in charge of the club will organize the

activities.

He, who opens a school door, closes 100 prisons


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ACADEMIC EVALUATION

“Evaluation is a process determining to what extent the educational objectives are being realized: Tylor.

To evaluate the academic Excellence after imparting the subject content to the students, academic evaluation plan is prepared under the following heads.

1. Unit Tests/Formative Assessment 2. Term Tests 3. Pre-board Examination 4. Final Examinaton 1. Unit Test:

As per instructions given by NVS, RO., Bhopal, Vidyalaya will conduct Six Monthly Tests of 50 Marks each for classes VI to X. The record of the co-scholostic activities personal and social qualities of a student including attitudes and values will be maintained by the teachers. The tests are the mirrors of board examination pattern. After completion of unit tests the results will be analysed and the toppers will be complemented in the assembly.

2. Term Tests: After completion of first term syllabus the term test will be conducted on the board examination pattern. The term test result will be done at the vidyalaya level, accordingly new intiatives will be taken up for slow learners as well as high achievers.

3. Pre board examinations: After completion of complete syllabus pre board exams will be conducted as per the directions of NVS, the analysis will be sent to R.O for further guidance and no stone will be left unturned in achieving the targets.

4. Final Examinations: For the X class and for other classes separate exams will be conducted. Accordingly all facilities and required support will be given from the Principal and staff to make the students comfortable and secure during the examination time. Special counselling classes will be organised to motivate the students. Few religious activities will also be performed so as to make the students feel secure.

To be good is noble, but to teach others how to be good is nobler and less trouble.


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Education is not preparation for life; education is life itself.

Plan for Academic Excellence

Part-A.

Academic Council

Annual Teaching

Plans

Weekl;y Micro Tests

Fixation of Targets for

each Student

Review of 'Targets'

Question wise analysis of

Answer Papers

Classification of Students basing on

their Performance

Enrichment Programme

for Bright Students

Remedial Programme

for Slow learners.

Adoption of Slow learners

Balanced Study of All

subjects.

Revision


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A gifted teacher is as rare as a gifted doctor, and makes far less money.

Academic Planning

Part B

Enriching the Library

Optimum usage of ICT

Solving the Sample Papers

Integration of Laboratory in

Teaching

Monitoring the Academic

Performance

Commiunicating the results in the Monthly P.T.C.,

Meeting

Inculcation of the Habit of Self study among the

Students

Special Classes for Board Classes

Strict Implementation

of C.C.E

Monitoring by Vice Principal and Principal

Special Instructions from

Principal.

NAVODAYA VIDYALAYA SCHEME - Official site of Jawahar ...

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