INTRODUCTION: The Annual Curriculum plan 2015-16 implies the taking of decision for future action with a view
to achieve predetermined objectives through the optimum use of scarce resources. Hence it implies three important
stages – taking of decision, working for predetermined objectives and making optimum use of the resource available
both physical and human. Planning and evaluation are linked together . The evaluation at fixed intervals will determine
the success of the plan. Without evaluation the quality of the work will deteriorate. It is a corporative venture of the
community, management of school, staff and students.
OBJECTIVES:
The Annual Curriculum Plan 2015-16 is prepared with the following objectives.
1. Full utilization of available resources.
2. Providing adequate amenities to teachers, students and local community
3. Proper implementation of CCE with evaluation at every level .
4. Providing extra resources to the students fro comprehensive development
5. Inspiring the teachers to give their best to the students.
6. Developing a taste in the students for dramatics, athletics and hobbies.
7. Creating a feeling of belongingness to the institution in both the students and teachers.
8. Professional growth of the teachers
The institutional plan is divided into following four parts for the sake of convenience.
1. Academic -scholastic
2. Co-curricular activities
3. Pace Setting Activities
4. Developmental Activities
8.50 am to 9.00 Morning assembly
9.00 am to 9.10 am Yoga
9.10am to 9.50am 1st period
9.50am to 10.30 am 2nd period
10.30 am to 10.40 am Short break
10.40am to 11.20 am 3rd period
11.20 am to 12.00 4th Period
12.00 noon to 12.30 pm Lunch Break
12.30 pm to 1.10 pm 5th Period
ANNUAL CURRICULUM PLAN -2015-16
1. ACADEMIC PLAN
1.1) DAILY ROUTINE
1.10 pm to 1.5o pm 6th Period
1.50 pm to 2.00pm Short break
2.00 pm to 2.35 pm 7th Period
2.35 pm to 3.15 pm 8th period
3.15 pm National Anthem
Regular time table teacher wise & class wise is enclosed herewith and the teachers will note down their
own time table. Time table for supervision is enclosed.
Rolling Time Table: The timetable rolls regularly without any break in planned working hours, events and
activities for a certain period of time. It works as 1st day, 2nd day, 3rd day, 4th day, 5th day and 6th day instead
of Monday, Tuesday, Wednesday, Thursday, Friday and Saturday. The six days’ time table with 8 periods
in a day of 40 minute duration per period rolls regularly without any break in completing portion as
scheduled.
Eg. If we start the school on one Wednesday it will be considered as 1st day and 1st day time table is taken,
if the next day i.e., Thursday will be a holiday, then the second day time table will become active on Friday.
Rolling time table usually used in planning and monitoring employee time and tasks.
SPLIT UP SYLLABUS FOR CLASS -VI
1st Term (June to Oct) 2nd Term (Nov to March)
MONTH TOPIC (English) MONTH TOPIC (English)
June Nov
July Dec
ENGLISH
1.3) SPLIT UP SYLLABUS.
1.2) REGULAR TIME TABLE
SPLIT UP SYLLABUS FOR THE SESSION 2015-2016
SPLIT UP SYLLABUS FOR CLASS I-V
SPLIT UP SYLLABUS FOR CLASS VI-VIII
Aug Jan
Sept Feb
Oct March
SPLIT UP SYLLABUS FOR CLASS -VII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH TOPIC (English) MONTH TOPIC (English)
June Nov
July Dec
Aug Jan
Sept Feb
Oct March
SPLIT UP SYLLABUS FOR CLASS -VIII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH TOPIC (English) MONTH TOPIC (English)
June Nov
July Dec
Aug Jan
Sept Feb
Oct March
**SPLIT UP SYLLABUS FOR CLASS -IX
1st Term( June to Oct) 2nd Term (Nov to March) TOPIC (English) MONTH TOPIC (English)
PROSE
1. How I Taught My Grandmother to
Read
2. A Dog Named Duke
PROSE
1. The Man Who Knew too Much
2. Keeping it from Harold
3.Best Seller
POETRY
1. The Brook
2. The Road Not Taken
3. The Solitary Reaper
4. Lord Ullin’s Daughter
POETRY
1. The Seven Ages
2. Oh, I Wish I’d Looked After My Teeth
3. Song of the Rain
DRAMA
1. Villa for Sale
DRAMA
1. The Bishop’s Candlesticks
Main
Course
Book
1. People
2. Adventure
3. Environment
Main
Course
Book
1. Mystery
2.Children
3. Sports and Games
Long
Reading
Text –
Novels
(either
one)
4. The Class IX Radio and Video
Show
Long Reading Text/ Novel (either one)
Gulliver’s Travels in four parts
Unabridged Edition
(2005) by Jonathan Swift Parts I & II
Three Men in a Boat Unabridged
Edition (1889) by
Jerome K. Jerome - Chapters 1 – 10
Long
Reading
Text –
Novels
(either
one)
Gulliver’s Travels in four parts Unabridged
Edition
(2005) by Jonathan Swift - Parts III & IV
Three Men in a Boat Unabridged Edition
(1889) by
Jerome K. Jerome - Chapters 11 - 19
WORK BOOK* - Suggested Break-up of Units for the Purpose of Classroom Teaching only-
NOT FOR
TESTING (see the note below)
1. Verb Form
2. Determiners
3. Future Time Reference
4. Modals
1. Connectors
2. The Passive
3. Reported Speech
4. Prepositions
**SECTION WISE WEIGHTAGE IN ENGLISH COMMUNICATIVE –Class IX-X
Section Total Weightage 90
A Reading Skills 20
B Writing Skills with Grammar 25
C Literature Textbook and Long Reading Text 25
D Assessment of Speaking and Listening (ASL) 20
TOTAL 90
**SPLIT UP SYLLABUS FOR CLASS -X
1st Term( June to Oct) 2nd Term (Nov to March)
TOPIC (English) MONTH TOPIC (English) PROSE
1. Two Gentlemen of Verona
2 Mrs. Packletide’s Tiger
3. The Letter
PROSE
1. A Shady Plot
2. Patol Babu
3. Virtually True
POETRY 1. The Frog and the Nightingale
2. Mirror
3. Not Marble, nor the Gilded
Monuments
POETRY 1. Ozymandias
2. The Rime of Ancient Mariner
3. Snake
DRAMA 1. The Dear Departed DRAMA 1. Julius Caesar
Main
Course
Book
1. Health and Medicine
2. Education
3. Science
Main
Course
Book
1. Environment
2. Travel and Tourism
3. National Integration
Oct Long
Reading
Text –
Novels
(either one)
Diary of a Young Girl – 1947
June 12, 1942 to March 14, 1944
By Anne Frank (unabridged
edition)
The Story of My Life – 1903
Chapters 1-14
By Helen Keller (unabridged
edition)
Long
Reading
Text –
Novels
(either
one)
Diary of a Young Girl – 1947
March 16, 1944 to August 01, 1944
By Anne Frank (unabridged edition)
The Story of My Life – 1903 Chapters
15-23
By Helen Keller (unabridged edition)
WORK BOOK* – Suggested Break-up of Units for the Purpose of Classroom Teaching only – NOT FOR
TESTING (see the note below).
Term I Term II
1 Determiners 1 Comparison
2 Tenses 2 Avoiding Repetition
3 Subject-Verb Agreement 3 Nominalization
4 Non-Finites 4 Modals
5 Relatives 5 Active and Passive
6 Connectors 6 Reported Speech
7 Conditionals 7 Prepositions
*** CBSE secondary school curriculum 2015-16
MALAYALAM
HINDI
SPLIT UP SYLLABUS FOR CLASS I-V
SPLIT UP SYLLABUS FOR CLASS VI -X
I
SPLIT UP SYLLABUS FOR CLASS VI -X
I
SPLIT UP SYLLABUS FOR CLASS -VI
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Math] MONTH Unit [Math]
June Knowing our numbers
Whole numbers
Playing with numbers
Nov Integers
Fractions
July Playing with numbers
(Continuation) Basic Geometrical
ideas Understanding elementary
shapes
Dec Data Handling
Mensuration
Algebra
Aug Understanding Elementary
shapes (continuation)
Decimals
Jan Algebra(Continued)
Ratio and proportion
Symmetry
Sept Understanding Elementary
shapes (continuation)
Decimals
Feb Practical Geometry
Oct SA 1 March SA2
SPLIT UP SYLLABUS FOR CLASS -VII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Math] MONTH Unit [Math]
June Integers
Fractions & Decimals
Nov Rational Number The Triangle and its
Properties
July Lines & angles
Data Handling
Dec Congruence of Triangles
Algebraic expressions
Aug Simple equations
Visualizing solid shapes
Jan Exponents & Powers
Practical Geometry
Symmetry
Sept Perimeter & Area Feb Comparing quantities
Oct SA 1 March SA2
SPLIT UP SYLLABUS FOR CLASS -VIII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Math] MONTH Unit [Math]
SANSKRIT
MATHEMATICS
SPLIT UP SYLLABUS FOR CLASS VI -X
I
June Rational Numbers
Linear equations in one variable
Nov Cube and cube roots
Algebraic expressions and identities
July Understanding quadrilaterals
Data Handling
Dec Practical Geometry
Direct and inverse proportions
Aug Squares and square roots
Comparing quanties
Jan Introduction to graphs
Mensuration
Plying with numbers
Sept Visualizing Solid shapes
Exponents and powers
Feb Factorization
Oct SA 1 March SA2
**SPLIT UP SYLLABUS FOR CLASS –IX.
1st Term( June to Oct) 2nd Term (Nov to March)
Units Marks Units Marks
I NUMBER SYSTEMS 17 II ALGEBRA (Contd.) 16
II ALGEBRA 25 III GEOMETRY (Contd.) 38
III GEOMETRY 37 V MENSURATION (Contd.) 18
IV COORDINATE GEOMETRY 11 VI STATISTICS 10
V MENSURATION VII PROBABILITY 08
TOTAL (theory) 90 Total (Theory) 90
**SPLIT UP SYLLABUS FOR CLASS –X.
1st Term( June to Oct) 2nd Term (Nov to March)
Units Marks Units Marks
I NUMBER SYSTEMS 11 II ALGEBRA (Contd.) 23
II ALGEBRA 23 III GEOMETRY (Contd.) 17
III GEOMETRY 17 IV TRIGONOMETRY (Contd.) 08
IV TRIGONOMETRY 22 V PROBABILITY 08
V STATISTICS 17 VI COORDINATE GEOMETRY 11
VII MENSURATION 23
TOTAL (theory) 90 Total (Theory) 90
*** CBSE secondary school curriculum 2015-16
SPLIT UP SYLLABUS FOR CLASS -VI
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Sceicne] MONTH Unit [science]
June Food-Where does it come from
Component of food Fiber to Fabric Nov Motion and measurement of
distance
July Sorting material into group
Separation of substances
Changes around use
Dec Light Shadow and reflection
Electricity and circuits
Aug Getting to know plants
Body Movement
The living organism and their
surrounding
Jan Fun with magnets
Water
Air
Sept Getting to know plants
Body Movement
The living organism and their
surrounding
Feb Air
Garbage in
Garbage out
Oct SA 1 March SA2
SCIENCE
SPLIT UP SYLLABUS FOR CLASS I –V EVS
I
SPLIT UP SYLLABUS FOR CLASS -VII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Sceicne] MONTH Unit [science]
June Nutrition in plants
Nutrition in animals
Fibre to Fabric
Nov Reproduction in Plants
Motion and Time
July Heat
Acids Bases & Salts
Physical & Chemical changes
Dec Electric current & its effects
Light
Aug Weather, Climate & Adaptations
of Animals to Climate
Winds storms & Cyclones
Soil
Jan Water: A Precious Resource
Forests: Our lifeline
Sept Respiration in organisms
Transportation in animals & plants
Feb Wastewater story
Oct SA 1 March SA2
SPLIT UP SYLLABUS FOR CLASS -VIII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Sceicne] MONTH Unit [science]
June Crop Production and
Management Force and
Pressure
Nov Conservation of Plants and
Animals
Structure and Function
Some natural phenomenon
July Micro organisms: Friend and Foe
Synthetic Fibers and Plastics
Friction
Dec Reproduction in Animals
Light
Aug Materials: Metals and Non-metals
Coal and Petroleum
Sound
Jan Reaching the age of adolescence
Stars and Solar Systems
Sept Combustion and Flame
Chemical effect of electric current
Feb Pollution of Air and Water
Oct SA 1 March SA2
**SPLIT UP SYLLABUS FOR CLASS –IX.
1st Term( June to Oct) 2nd Term (Nov to March)
Unit
s
Mark
s
Unit
s
Marks
I Matter - Its Nature and Behaviour 29 I Matter - Its Nature and behaviour 18
II Organisation in the Living World 18 II Organisation in the Living World 26
III Motion, Force and Work 30 III Motion, Force and Work 36
V Food; Food Production 13 IV Our Environment 10
90 90
**SPLIT UP SYLLABUS FOR CLASS –X.
1st Term( June to Oct) 2nd Term (Nov to March)
Unit
s
Mark
s
Unit
s
Marks
I Chemical Substances-Nature and
Behaviour
33 I Chemical Substances -Nature and
Behaviour
18
II World of Living 21 II World of Living 30
IV Effects of Current 29 III Natural Phenomena 29
V Natural Resources 07 V Natural Resources 08
90 90
SPLIT UP SYLLABUS FOR CLASS -VI
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Social Science] MONTH Unit [Social science]
June What, Where, How and When
On the trial of the Earliest people
The earth in the Solar System
Understanding Diversity
Nov New Questions and Ideas
Ashoka, the emperor who gave up
war. Major Domains of the Earth
Pachayati Raj
July From gathering to growing food
In the earliest cities
Globe: Latitudes and Longitudes
Diversity and Discrimination
What is Government?
Dec Vital Villages, Thriving towns
Traders, Kings and Pilgrims
Major Landforms of the Earth
Rural Administration
Urban Administration
Aug What books and Burials tell us.
Kingdoms, Kings and an Early
Republic
Jan New Empires and Kingdoms
Buildings, Paintings and Books
Our Country India
Rural Livelihood
Sept Motions of the Earth
Maps
Key elements of a democratic
government
Feb Urban Livelihood.
India:Climate, Vegetations and
Wild
life
Oct SA 1 March SA2
SPLIT UP SYLLABUS FOR CLASS -VII
1st Term( June to Oct) 2nd Term (Nov to March)
MONTH Units [Social Science] MONTH Unit [Social science]
June Tracing changes through a
thousand years
Environment
Inside our Earth
On Equality
Nov Tribes, Nomads and Settled
Communities
Natural Vegetation and Wild life
Understanding Media
Understanding Advertising
July New Kings and Kingdoms
The Delhi Sultans
Our Changing Earth
Role of Government in health
How the state Government Works
Dec Devotional paths to the divine
The making of regional cultures
Human Environment-Settlement,
Transport and communication.
Markets Around Us.
Aug The Mughal Empire
Rulers and Buildings
Air
Growing up as Boys and Girls
Women change the world
Jan Eighteenth century political
formations Human
Environment Interactions-The
tropical and sub-tropical region.
Life in the temperte Grasslands
A Shirt in the market
Sept Towns, Traders and
Crafts persons Water
Feb Life in the Deserts
Struggles for Equality
Oct SA 1 March SA2
SPLIT UP SYLLABUS FOR CLASS -VIII
1st Term( June to Oct) 2nd Term (Nov to March)
SOCIAL SCIENCE
SPLIT UP SYLLABUS FOR CLASS VI -X
I
SPLIT UP SYLLABUS FOR CLASS I –V EVS
I
MONTH Units [Social Science] MONTH Unit [Social science]
June How, When & Where
From Tare to territory
Resources
The Indian Constitution
Nov Civilizing the Native, Educating
the
Nation
Women, Caste and Reform
Industries
Judiciary
July Ruling the countryside
Tribal, Dikus and the Vision of the
Golden Age
Land, soil, water, Natural
vegetations & wild life resources
Understanding Secularism
Dec The changing world of Visual Arts
Industries-continue
Understanding our criminal Justice
system
Understanding Marginalization
Aug When People Rebel
Colonialism and the City
Mineral and power resources
Why do we need a parliament
Jan The making of the National
Movement :1870-1947
Human Resources
Confronting Marginalization
Public facilities
Sept Weavers, Iron, smelters and
factory owners
agriculture
Understanding Laws
Feb India After Independence
The Law and social justice
Oct SA 1 March SA2
**SPLIT UP SYLLABUS FOR CLASS –IX.
1st Term( June to Oct) 2nd Term (Nov to March)
Unit
s
Social Science Mark
s
Unit
s
Social science Marks
I India and the Contemporary
World - I
23 I India and the Contemporary
World - I
23
II Contemporary India - I 23 II Contemporary India - I 23
III Democratic Politics - I 22 III Democratic Politics - I 22
IV Economics 22 IV Economics 12+10
V Disaster Management (Through
Project & Assignments)
OTB
A
TOTAL 90 TOTAL 90
**SPLIT UP SYLLABUS FOR CLASS –IX.
1st Term( June to Oct) 2nd Term (Nov to March)
Unit
s
Social science Mark
s
Unit
s
Social science Marks
I India and the Contemporary
World - II
23 I India and the Contemporary
World - II
23
II Contemporary India - II 23 II Contemporary India - II 23
III Democratic Politics - II 22 III Democratic Politics - II 22
IV Understanding Economic
Development
22 IV Understanding Economic
Development
22
V Disaster Management (Through
Project & Assignments)
TOTAL 90 TOTAL 90
COMPUTER SCIENCE
S.N
o
Class Division Class Teacher Subjects
1 LKG
2 UKG
3 I
4
5
6
7
8
9
10
11
12
S.N
o
Name of teachers Educational
Qualification
Subjects
studied
Subjects -
teaching
Class /classes
1
2
3
4
MORAL SCIENCE
GENRAL KNOWLDGE
YOGA
1.4) CLASS TEACHERS FOR THE SESSION.
1.4.1 Teachers in role and subjects during the academic year 2015-16
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Class III
PEROD LESSON COMPULSORY
ACTIVITIES
SUGGESTED OPTIONAL ACTIVITIES
June-
July
Written work
Listening
Comprehension
Conversation/Dialogue
Prepared Speech
Creative Writing/Speaking
Picture /Experience Based on the school garden Oral Quiz on
common/local flowers
Presentation with peers and teachers
Group project on uses of trees with writing / speaking
activity
CONSOLIDATION OF FA1
Aug-
Sept
Written work
Listening
Comprehension
Conversation/Dialogue
Prepared Speech
Presentation with peers and teachers
Group project on uses of trees with writing / speaking
activity
Creative Writing
Role Play on Vegetables (Refer page-33 of the textbook)
CONSOLIDATION OF FA2
Oct Written work
Listening
Comprehension
Conversation/Dialogue
Prepared Speech
Role Play about a journey in a bus/train OR personification
of different means of transport
Speak/Write about packing /preparing for a journey
1.5. CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS
ENGLISH
Nov
Dec
Written work
Listening
Comprehension
Conversation/Dialogue
Prepared Speech
RolePlay /dramatization of any animal fable from Aesop’s
Fables/ Panchatantra
Compose parallel poems
Show and Tell-about the play activities of babies
CONSOLIDATION OF FA3
Jan
Feb
Written work
Listening
Comprehension
Conversation/Dialogue
Prepared Speech
Presentation with peers and teacher about experiences with
siblings/ one’s feelings about being a single child
Show and Tell – sign language/Role Play of animal
movements
Picture based Story Development- comic strip writing/
speaking/ descriptive writing ( page-106)
Role Play/Dramatization with masks
CONSOLIDATION OF FA4
CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS
Class IV
PEROD LESSON COMPULSORY
ACTIVITIES
SUGGESTED OPTIONAL ACTIVITIES
June-
July
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Creative Writing- comic strip about
conversation between animals in a farm ex-
The Four Great Singers
Role Play by farm animals at breakfast.
Speak about/Quiz on trees that are
significant with celebrations of festivals/
Creative Writing- Illustrated write-up about
various parts of the body/
Story Telling-story of the five little fingers
CONSOLIDATION OF FA1
Aug-
Sept
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Show Tell about sportsperson/sportspeople
and the their field of sport
Watch a video clip with narration about a
sport and Speak/write about it
Speaking/Recitation /Role Play of a parallel
poem -Six Honest Men by Rudyard Kipling
CONSOLIDATION OF FA2
Oct Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Story development (page )
Comic strip writing (page )
Role Play of the poem with choral recitation
Role Play of the lesson
Group Projects on Animals our friends
Nov
Dec
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Creative Writing-Write the poem as an
illustrated story
Role Play/Dramatization of the Story
CONSOLIDATION OF FA3
Jan
Feb
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Book Review/Design a book cover and
present
Book Talk- advertise your favourite book
Role/Play Dramatization
I am a Talking Puppet- Make a puppet(s) and
enact an experience.
CONSOLIDATION OF FA4
CCE CALENDAR OF ACTIVITIES FOR FORMATIVE ASSESSMENTS
Class V
PEROD LESSON COMPULSORY
ACTIVITIES
SUGGESTED OPTIONAL ACTIVITIES
June-
July
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Oral Quiz about various types, flavours, cost
and colours of ice-creams Creative Writing-
Write a recipe for an imaginary ice-cream of
your choice and advertise it with a
slogan/song etc Role Play -Ice-cream man
vending ice- creams to the class children
Group Projects on teamwork and
collaboration
Creative Writing- Comic strip writing of
the lesson /conversation between the shadow
and the little boy Story development on
teamwork
CONSOLIDATION OF FA1
Aug-
Sept
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Creative writing/Story Development/ Story
Telling- based on viewing video clips such
as Treasure Island, Sindbad the Sailor
Group Projects- compile situations
illustrated with smileys where one has been
disappointed, sad, afraid, left alone.. and
present to the class
CONSOLIDATION OF FA2
Oct Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Role Play /Oral Quiz on different
professions
Presentations involving peers and teacher on
acts of bravery , bravery award Creative
Writing- Writing a notice for informing the
class
Nov
Dec
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Creative Writing- writing a parallel poem
Story Telling- based on video of Gulliver’s
Travels Story Writing- Video clip/reading
of Hansel and Gretel- house of the witch and
describing it.
Presentation with Peers and Teacher about
how to be a good friend with reading of few
situations and stories and discussion based
on them Group Projects- My Best friend
CONSOLIDATION OF FA3
Jan
Feb
Written work
Listening Comprehension
Conversation/Dialogue
Prepared Speech
Creative Writing-. Meet families in the
neighbourhood and write about them
Poster making about city/country life.
Role Play of the Lesson/ Presentation with
peers and teacher on sensitivity to the
environment and leadership qualities
Creative Writing-Compile a glossary of
terms related to environment ( Integrated
activity) Slogan writing , message
Group Projects – animals and plants in the
polar region with emphasis on language
competencies
CONSOLIDATION OF FA4
POINTS OF ASSESSMENT OF COMPETENCIES IN ENGLISH (Source: NCERT Sourcebook
on Learning Assessment classes’ I-V – English)
CLASS LISTENING SPEAKING READING WRITING
III
•Follows simple oral
directions/instructions.
Recognises and pronounces
the new sounds (especially
in L2) correctly.
Can read stories,
poems, and folktales.
• Can identify prefixes,
suffixes, singular and
Uses complete
sentences.
• Knows the use of
capital letters, and
BLUEPRINT FOR FORMATIVE ASSESSMENT-1
•Can identify the key
ideas and important
details.
•Can retell main events
and recall key ideas.
• Can use a considerable
number of words in simple
sentences.
• Can express her feelings
and experiences.
plural forms of words,
words indicating
gender.
• Can grasp ideas from
the given text and
materials such as
posters, hoardings, etc
punctuation marks
such as full
stop/period, question
mark, and
apostrophe.
• Spells correctly
most of the words
taught.
• Can write simple
descriptions of self,
people and things
around.
IV
Follows a variety of
oral directions/
instructions.
• Can summarise the
key ideas and important
details in own words.
Pronounces all the sounds
correctly (especially in L2)
and is aware of the
pitch/intonation differences
(rising tone/ falling tone).
• Participates in dialogues,
role-plays, etc.
• Answers questions about
the ideas presented.
• Can talk about personal
opinion and support it with
example or details.
• Can produce an oral text
in a logical sequence
Can read grade
appropriate texts orally
and silently with
increasing accuracy,
fluency and confidence.
• Can predict what text
may be about by
looking at the pictures,
title, etc.
• Can grasp meaning/
ideas.
• Can identify
relationships between
ideas/events.
• Can infer the words of
the passage/text.
Uses complete
information with
proper capitalisation
and punctuation
marks such as full
stop/period, comma,
question mark and
apostrophe.
• Can combine
related sentences
using appropriate
conjunctions (e.g.,
and, but, or because,
if).
• Can spell common
words correctly.
• Can organise ideas
and information in
logical sequences.
• Can write
descriptions
V
Listens to and
understands a range of
oral texts (e.g., a class
lecture, a TV/radio
news broadcast,
announcements,
debates, instructions,
etc.).
• Can transcribe
sentences and passages
dictated by the teacher.
• Recognises/ identifies
key words and phrases.
• Can make inferences
and predictions.
• Can summarise main
points in an oral text.
• Provides responses,
makes judgments and
draws conclusions
Makes use of different
intonations.
• Shares experiences,
observations and ideas
during structured group
talks.
• Can express and respond
to opinions and ideas
clearly, concisely and
accurately.
• Can support own
opinions, conclusions, etc.
with examples.
• Can carry out
conversations on day-to-day
matters
Reads a range of grade
appropriate texts both
orally and silently.
• Uses prior knowledge,
experiences and
information in various
contexts.
• Can use dictionary/
encyclopaedia.
• Can initially respond
to the text.
• Understands and
appreciates articles,
poems, reports, etc.
Can write letters,
descriptions; prepare
posters, notices; and
write messages.
• Can provide
sufficient details,
examples and facts
to support main
points.
• Organises ideas in
appropriate
sequence
SUGGESTED RATING SCALE
1 2 3 4 5
Need a lot of help Needs help Adequate Good Outstanding
Level 5: Outstanding Fluent, creative, appropriate, accurate, coherent and cohesive. (When we say that the output is
cohesive, we mean that it has all the grammatical linkers in place; coherent implies that the output
is well- organised.)
Level 4: Good Reasonably fluent and accurate but may need some help with cohesion.
Level 3: Adequate
Output is reasonably appropriate both grammatically and contextually; needs more exposure and
help with the vocabulary.
Level 2: Needs Help Successful communication, but problems with grammar, vocabulary and coherence.
Level 1: Needs a lot of help No real communication; limited vocabulary; no evidence of grammatical knowledge; absence of
logical organisation.
It is students at Classes 1 and 2 who should receive maximum care and attention from teachers.
SUGGESTED LIST OF ACTIVITIES FOR EACH COMPETENCY
(Source: NCERT Sourcebook on Learning Assessment)
COMPETENCY ACTIVITIES
LISTENING dictation; giving instructions; story -telling and asking questions.
SPEAKING answering questions; participating in role-play and dialogues; poem recitation; using
greetings and polite expressions; talking about self, family and friends; likes and
dislikes.
READING a variety of questions based on unseen texts, like story, poem, poster, notice,
advertisement, etc.; questions based on seen texts.
WRITING completion exercises; sequencing; description of persons, places, objects; writing
short compositions, notices; making posters, etc.
AN EXAMPLE - DICTATION AS AN ACTIVITY FOR ASSESSING LANGUAGE
PROFICIENCY THROUGH LISTENING
The Difference-The contemporary dictation test is significantly different from the traditional
dictation test. It is NOT at all a test of child’s memory and her spellings. It is actually a test of her
overall language proficiency.
The Method-A passage appropriate for the age and cognitive level of learners is selected (say
Class 3 onwards).
The passage is read at a normal speed once. Children listen attentively. They do not write anything.
The passage is read again at a slightly slower pace but NOT word by word. Children write as the
passage is being read out the second time.
The teacher reads the passage one more time so that children can rectify their mistakes.
The Assessment-Children can examine each other’s output and compare the similarities and
differences.
Feedback to the Child and the Teacher-The teacher will soon notice that there are several
insights to be gained about the nature of learners’ grammatical knowledge and vocabulary.
ACTIVI
TY
DESCRIPTION METHOD
OF
CONDUCTI
NG
(inform the
areas/
indicators of
assessment to
the children
before the
activity is
conducted)
PERIODICITY SUGGESTED
INDICATORS
FOR
ASSESSMENT
RECORDING EVIDENCE REPO
RTIN
G
Written
Work
Individual
/Paired
2 each per week
of CW & HW.
Regularity
Neatness
Notebook
Index
BLUEPRINT FOR FORMATIVE ASSESSMENT-II
Class work /
Homework/
Assignment/
Worksheets
where a child
requires
support
One WS per
lesson
Correctness Best work or
an average of
all written
WS Folders
Listening
Compreh
ension
Recorded/Read/
Narrated Passage
– age appropriate
and of suitable
length ,
preferably graded
beginning with a
simple passage
Large
Group/Whole
class.
One every
month ,
preferably
related to the
themes of the
lessons /poems
Follows simple oral
directions/instructi
ons.
Can identify the
key ideas and
important details.
Can retell main
events and recall
key ideas.
Activity/Grade
) Descriptive
notes in the
teacher’s
personal record
Record as and
when
conducted for
the groups.
Date and detail
in the teacher
record with a
sample/ of the
passage/
questions
asked
Prepared
Speeches
Short speeches on
related themes to
be prepared and
presented
Individual ‘’ Pronunciation,
intonation,
Logical sequence
‘’ Entry in the
teacher record
with suitable
notes
Conversa
tion and
Dialogue
Everyday talk in
known and
relevant contexts
of the child
Paired/ small
groups
‘’ Conversation
about matters of
daily life
Respond to
questions
Shares and
responds to
opinions ,ideas,
experience
‘’ ‘’
OPTIONAL
Group
Projects
Collaborative
work on themes
using
illustrations,
write-ups,
interviews,
slogans, notices
etc
Small / large
group
Choice of any
one per month.
The child
should choose
different
activities
Team work
Content
Organisation and
presentation
Activity/Grade
) Descriptive
notes in the
teacher’s
personal record
Display of
student work
Oral
Quiz
Teacher directed
or student led
with questions
based on the
lesson
Whole
class/small/
large groups
‘’
Listening
Comprehension
Time Management
Questioning Skills
‘’
Sample of quiz
questions
Story
Develop
ment
Oral
Construct
imaginary story
by continuing in a
group or
individually
finishing an
incomplete story
Giving a different
course or
conclusion to a
known story
Small
group/Individ
ual/paired
Creativity
Logical sequence
Communication
skills
Notes in the
Teacher
Record
Story
develop
ment
Written
Comic strip
writing of
a known story
/illustrated
story/creating
picture story
boards with
simple story line
Finishing an
incomplete story
Giving a different
course or
conclusion to a
known story
Individual/pa
ired
very small
groups
Creativity
Sequence
Details and
descriptions
Student
samples
Can be
displayed
Story
Telling
Narrating a story
learnt or in one’s
own words/ with
visual story
boards
Individual
Activity/
with support
for struggling
learners
Choice of any
one per month.
The child
should choose
different
activities
Art of narration
Fluency
Expression
(Date/
Activity/Grade
) Descriptive
notes in the
teacher’s
personal
record)
Record as and
when
Detail in the
teacher record
Compulsory
C
O
M
P
U
L
S
O
R
Y
C
O
M
P
U
L
S
O
R
Y
Inte
ract
wit
h t
he
ch
ild o
n o
ne
to
on
e b
asis
esp
eci
ally
in a
reas
th
at r
eq
uir
e
pro
gre
ss. P
ee
r
Optional
C
O
M
P
U
L
S
O
R
Y
C
Creative
Writing
Writing letters,
descriptions,
picture
compositions,
slogans notices,
messages,
Individual
Activity/
with support
for struggling
learners
Punctuation,
spelling, use of
conjunctions,
descriptions,
organisation
Student
samples/Index
entry in the
CW
Interac
t with
the
child
on one
to one
basis
Oral
Quiz
Teacher directed
or student led
The class is
divided into
groups and
questions
pertaining to
the lesson are
asked to
assess the
students of
age group
Thinking Skills
Alertness
Time management
Application of
Knowledge
Reasoning Skills
Art of Quizzing
Texts of quiz
with feedback
notes to be
filed
especi
ally in
areas
that
requir
e
progre
ss
Role
Play/
Dramatiz
ation
Suitable themes
and lessons
which yield to
role play in large
or small groups
Small/ large
groups
Expression- verbal
and non-verbal
Presentation
sequence
Notes in the
teacher record
The following suggested activities may be taken up by the teachers during the process of instruction to
assess the expected level of learning in their subjects:
1.ENGLISH/HINDI Listening Comprehension, Conversations/Dialogues or prepared speeches on given topics,
Oral Quizzes, Story Telling, Story Development, Presentations involving conversation with
peers and the teacher, Role Play and Dramatization, Reading Comprehension, Creative
Writing, Group Projects, Assignments(Classwork and Homework) etc.
2.MATHEMATICS Oral Quizzes, Group Projects, Puzzles, Data Handling and Analysis, Maths Lab. Activities,
Problem Solving in groups, Estimation, Mapping Your Way, Field Activities and Reporting,
Assignments(Class work and Homework) etc.
3.
ENVIRONMENTAL
ACTIVITIES
Reading with a Purpose(Making Notes), Oral Quizzes, Role Play, Presentation on Current
Topics(Formulating one`s own reasoning for an observed event/activity), Group Discussion,
Survey, MCQs, Charts, Models, Map Reading, Trips and Reports, Group Investigations,
Source-based Analysis, Assignments (Class work and Homework) etc.
The suggested scheme of Formative Assessment, subject wise from classes III to V may be followed as given below
The indicators/markers of quality for assessment of achievement in four operations for Classes I-V are
presented in the box. The teachers can develop their own indicators based on the syllabus.
Numbers Addition,
Subtraction,
Multiplication
and
Division
Length Weight Time Money Fraction
Class
I
Reads
and
writes
numbers
up to 20
Adds and
subtracts numbers
up to 20
Adds two single
digit numbers
mentally
Distinguishes
between near
far,
thin-thick,
shorter longer/
taller,
low-high.
Compares
heavy and
light objects
Distinguishes
between long
and short
duration of
school days
v/s holidays.
Identifies
common
currency
notes and
coins upto
Rs. 50/-
Formative Assessment (Classes III, IV and V)
List of suggested compulsory and optional activities in MATH for Formative assessment
Class
II
Reads
and
writes
numbers
up to 100
Adds and
subtracts two digit
numbers Adds and
subtracts single
digit numbers
mentally
Discusses
situation
involving repeated
addition.
Measures
lengths and
distances along
short and long
paths using
uniform
(nonstandard)
units (for
example,
hand span, etc.)
Compares
weights of
two
objects
using
simple
balance.
Reads the
days of week
and months of
the year.
Puts
together
amount of
money not
exceeding
Rs.50/-
Class
III
Reads
and
writes
numbers
up to
1000
Computes sum
and difference
between two
given numbers (do
not exceeding
3digit numbers)
Constructs
multiplication
tables of
Measures length
using
appropriate
standard units
meters,
Centimeters.
Weighs
objects
using
standard
units
Reads a
calendar to
find a
particular day
and date
Reads clock
time correct to
the hour.
Converts
rupees to
paisa
Class
IV
Reads
and
writes
numbers
up to
100000
Divides a given
number by
another number
Determines area
and parameter
of simple
geometrical
figures. Solves
problems
involving length
and distance.
Determines
sums and
differences
of weights
Calculates the
number of
weeks in a
year.
Reads clock
time to the
nearest hours
and minutes.
Adds and
subtracts
amounts
using
column
addition
and
subtraction
with
regrouping.
Explains
the
meaning of
1/2,
1/4 and 3/4
Appreciates
equivalent
fractions of
1/2
and 2/3
Class
V
Reads
and
writes
numbers
up to
10000000
Explains the
meaning of factors
and multiples.
Uses the four
operations in
solving
problems
related to length
Uses the
four
operations
in
solving
problems
related to
weight.
Converts
kilogram
into
grams.
Uses addition
and
subtraction
in finding
time
intervals in
simple cases.
Uses the
four
operations
in
solving
problems
involving
money.
Compares
fractions
Uses
decimal
fractions in
the
context of
units
of length
and
money
Geometry Data Handling Patterns Class
I
SHAPES & SPATIAL UNDERSTANDING
• Develops and uses vocabulary of spatial
relationship
• Sorts, Classifies and describes the objects
• shapes affect movement like rolling and
sliding.
• Sorts 2 - D shapes
Collects, represents and
interprets simple data such
as measuring the
arm length or
circumference of
the head using a paper strip
• Describes sequences of
simple
patterns found in shapes
in the surroundings and in
numbers,
e.g. stamping activity using
fingers and thumb.
• Completes a given sequence
of
simple patterns found in
shapes in the surroundings and
in numbers.
Class
II
• Observes objects in the environment and gets
a qualitative feel for their geometrical
attributes.
• Identifies the basic 3-D shapes such as
cuboid, cylinder, cone, sphere by their
names.
• Traces the 2-D outlines of 3-D objects.
• Observes and identifies these 2-D shapes.
• Identifies 2-D shapes viz., rectangle,
square, triangle, circle by their names.
• Describes intuitively the properties of
these 2-D shapes.
• Identifies and makes straight lines by
folding, straight-edged objects, stretched
strings and draws free hand and with a
• Collects data through
measurement.
• Represents the data
followed by discussion
(e.g. heights of
children).
• Collects and presents the
data on birthdays.
• Draws inferences from
the data at the appropriate
level.
• Observes and extends
patterns in sequence of shapes
and numbers.
• Searches for patterns in
different
ways of splitting a number.
• Creates block patterns by
stamping
thumbprints, leaf prints,
vegetable prints, etc.
• Creates patterns of regular
shapes by stamping.
ruler.
• Draws horizontal, vertical and slant lines
(free hand).
• Distinguishes between straight and
curved lines.
• Identifies objects by observing their
shadows.
Class
III
Creates shapes through paper folding,
paper cutting.
• Identifies 2-D shapes
• Describes the various 2-D shapes by
counting their sides, corners and diagonals.
• Makes shapes on the dot-grid using
straight lines and curves.
• Creates shapes using tangram pieces.
• Matches the properties of two
2-D shapes by observing their sides and
corners (vertices).
• Tiles a given region using a tile of a given
shape
• Distinguishes between shapes that tile
and that do not tile.
• Intuitive idea of a map. Reads simple
maps (not necessarily scaled)
• Draws some 3D-objects.
• Records data using tally
marks.
• Collects data and
represents in terms of
pictograph choosing
Appropriate scale and unit
for display through
pictographs.
• Draws conclusions from
the data by discussing with
the teacher
• Identifies simple
symmetrical shapes and
patterns.
• Makes patterns and designs
from straight lines and other
geometrical shapes.
• Identifies patterns in the
numerals for odd and even
numbers and in adding odd
and even numbers.
• Partitions a number in
different ways.
• Identifies patterns in his
surroundings
• Identifies patterns in
multiplication with, and
dividing by 10s.
Class
IV
Draws a circle free hand and with compass.
• Identifies centre, radius and diameter of
a circle.
• Uses Tangrams to create different
shapes.
• Tiles geometrical shapes: using one or
two shapes.
• Chooses a tile among a given number of tiles
that can tile a given region both intuitively and
experimentally
• Explores intuitively the area and perimeter of
simple shapes
• Makes 4-faced, 5-faced and 6-faced cubes
from given nets especially designed for the
same.
• Explores intuitively the reflections
through inkblots, paper cutting and paper
-D objects,
• Collects data and
represents in
the form of bar graphs;
• Draws Inferences by
discussing with the teacher.
• Identifies patterns in
multiplication
and division: multiples of 9,
• Casts out nines from a given
number to check if it is a
multiple of nine.
• Multiplies and divides by
10s, 100s.
• Identifies geometrical
Class
V
• Gets the feel of perspective while
drawing a 3-D object in 2-D.
•Gets the feel of an angle through
observation and paper folding
•Identifies right angles in the environment.
• Classifies angles into right, acute and
obtuse angles
• Represents right angle, acute angle and
obtuse angle by drawing and tracing.
•Explores intuitively rotations and
reflections of familiar 2-D shapes.
• Explores intuitively symmetry in familiar
3-D shapes.
• Makes the shapes of cubes, cylinders and
cones using nets especially designed for
this purpose
• Collects two-dimensional
quantitative data and
represents
the data in the form of a
table.
• Draws a bar graph or a
pictograph to present a
data.
• Identifies patterns in square
numbers, triangular numbers.
• Relates sequences of odd
numbers
between consecutive square
numbers.
• Makes border strip and tiling
patterns
ACTIVI
TY
DESCRIPTIO
N
METHOD OF
CONDUCTIN
G (inform the
areas/
indicators of
assessment to
the children
before the
activity is
conducted)
PERIODI
CITY
SUGGESTED
INDICATORS
FOR
ASSESSMENT
RECORDING
(Date)
EVIDENCE
Compulsory - class VI-VIII
Written
assignme
nts
Class work /
Homework /
Assignment/
Worksheets
Individual
/Paired where a
child requires
support
2 each per
week of
CW
& HW.
Two
WS per
lesson
Regularity
Neatness
Correctness
Best work or an
average of all
written tasks
Notebook’s
Index
WS Folders
Group
Projects
Selection of
Activities
designed
for learning the
core ELOs
assigned to
different
groups
Divide students
into groups
with role
definition.
Inform the
areas/
indicators of
assessment
while
assigning the
activities to
groups of
students.
One every
month
under the
two in
the lessons
allotted,
according
to the split
o
syllabus
Observe, collect
data,analyze,
organize and
Interpret data and
draw generalizations.
Work in groups and
in real life situations.
Helps develop a
positive attitude
towards group work,
sharing and learning
from each other.
Provide opportunities
to explore and work
with one's hands
Activity/Grade.
Descriptive
notes in the
teacher’s
record.
Teacher to
record as and
when these
activities are
conducted for
the groups.
Date and detail
in the teacher
record
with a sample/
write-up or
remarks about
the activity I
terms of
indicators
Data
Handlin
g and
Analysis
Teacher
directed or
student led
Students to
collect data as
per the need of
ELO of the
lessons
Choice of
any one
per month
Analytical Skills
Presentation Skills
teacher’s
personal
record.
The samples of
work done by
students
Oral
Quizzes Teacher
directed or
student led
The class is
divided into
groups and
questions
pertaining to
the topic are
asked to assess
the students
in a group.
,, Thinking Skills,
alertness,
Time management,
Application of
Knowledge
Reasoning Skills, Art
of Quizzing
,, Texts of quiz
with feedback
notes to be filed.
Score card.
Estimati
on Teacher
directed or
student led
Individual/
paired/
Small/ large
groups
,, Inquisitiveness
Alertness
Conversational Skills
Analytical Skills
Presentation Skills
,, Record of
students graded
work
Problem
solving Teacher
directed or
student led
Individual/
paired/
Small/ large
groups
Inquisitiveness
Conversational Skills
Analytical Skills
Presentation Skills
The samples of
work done by
students
Field
Activitie
s and
Reportin
g
Polls,
opinions
Preferences
Market
related
Individual/
paired/
Small/ large
groups
, ICT, Interpersonal
Skills
Data collection and
analysis
,, Student samples
to be filed
Mapping
Your
Way
Teacher
directed or
student led
Individual/
paired/
Small/ large
groups
,, Comprehension
Conversational Skills
Analytical Skills
Presentation Skills
,, Samples of
associated
symbols,
Maps prepared
by students.
Record of
discussion on
different routes
to a destination
REPORTING
Interact with the child on one to one basis especially in the areas that require progress. Peer assessment
can be included for class IV and V
CLASS VI
Optional
List of suggested compulsory and optional activities in SCIENCE for Formative assessment
TOPICS TO
BE
COVERED
MODE OF ASSESSMENT
COMPETENCIES/SKILLS/CONCEP
TS TO BE ASSESSED
1. Food: where
does it come
from?
1.Cross word puzzle
2.Riddles
3. Worksheet includes pictures of
animals while eating their food to
distinguish herbivore, carnivore and
omnivore.
Pictorial type
4.Oral quiz
5.Collect sample of various food item
and tabulate their nutrients
1.Application,recall,mental alertness
2. Deductive reasoning, analysing
3. Holistic approach, opportunity to
explore child’s experiences.
4.Recall,application,mental alertness,
speed
2.Components
of food
1. Work sheet-schematic flow chart
on balanced diet.
2.Work sheet – deficiency diseases
3. Visual quiz on deficiency diseases.
1. Understanding, documentation of
learner’s experiences and recall of
events.
2.understanding,search for
information, articulate ideas
3. Independent thinking, correlation,
speed, mental alertness.
3.Fibre to
fabric
1.Collection of natural and synthetic
fibres
2.Worksheet –crossword puzzle
3.Activity to make yarn from fibre
4. Weaving with paper strips.
5. Collection of information of places
where cotton and jute are produced in
India.
6.Make mats with paper strips
7. Make Paper Mache with waste
paper from your classroom.
8. Make yarn from cotton.
9. Make cotton wicks
1.Collaborative skill
2.Recall,correlate,inquisitveness,ment
al alertness
3.Scientific skill, inquisitiveness,
observation, active participation
4.Creativity,originality,explorative
5.Collection of data
4.Sorting
materials into
groups
1. Memory test to identify materials.
2.Activity on properties of materials
(group)
3. MCQ(practical based)
4.Collection of materials based on
properties of materials
5. Classify the objects seen in your
class room as Transparent,
Translucent and Opaque.
6. Try to test the degree of hardness of
different subjects.
7. Collect fibre samples from plants.
1.mental alertness, Clarity of
concepts, holistic approach
2. Team work , inquisitiveness,
observation, recording, analyzing,
drawing conclusion
3. Recall, recollect, interpretation,
practical skill.
4.Collect,organize,analyse,
interpret, draw conclusion,
collaborative skill.
5.Separation of
substances
6.Changes
around us
7.Getting to
know plants
Revision
SUMMATIVE
8.Body
movements
9.The living
organism and
their
surroundings
1. Group activity
2.Pictorial representation to identify
methods of separation
3. MCQ
4.Oral
5.Field trip-construction site to
observe sieving
6. Narrating the activities observed at
home.
7. List various ways in which your
mother separates substances and why?
8. Study the process of filtration
observed in the Water filter at home.
1.Individual activity(slow and fast)
2.Group activity-reversible and
irreversible changes
3.Narrating the changes around us
4. Why should we keep Perfume
bottles closed when not in use? List
other substances that need to be stored
properly closed.
1. Field trip
2.Collection of leaves
(herbarium),roots, flowers etc and
classify them
3.Quiz
4.Worksheet
5.Crossword puzzle
Draw a relation from rot to fruit
through leaves.
ASSESSMENT I
TERM II (Oct to March)
1.Models to explain the type of bodily
motion(joints)
2. Discuss the role of muscles in
contraction and relaxation.
3. Why do you think your ear does not
change its shape when pinched?
Justify with suitable demonstration.
4.Observation of movement of
animals,
aquarium
5.Observation of skeleton in the lab
1.Video clipping /ppt. of different
habitats website
2.Germination of seeds-individual
activity
3.Observation of specimen-cactus,
water plants
1.Team work, inquisitiveness,
Observing and recording, analyzing
and inferring
2.Recollecting and correlating
3.Critical thinking, interpretation,
analyzing
4.Recalling,recollecting,
mental alertness
5. Analysing, interpreting,
Observing, data collecting
6.Ability to understand, grasp, recall,
define and reason, holistic approach,
opportunity to explore child’s
experience
1. Creative and original in
presentation, inquisitiveness,
confident.
2. Voluntary participation, spirit of
enquiry, peer related behavior.
3.Recording,presentation skill, recall
and application, holistic approach
1.Collaborative skill, critical
thinking, analyzing, interpreting
2.observation ,recording and inferring
3.Recall ,recollect, application,
mental alertness
4.search for information, articulate
ideas
5.Critical thinking ,reasoning
1.Inquisitiveness,Exhibits creativity
and originality, logical, practical
application skill
2.Observation,inquisitive approach
3. Observation, inquisitive approach,
to concretize the ideas
1.Understand the events taking place,
different way of thinking,
Analyse organize, interpret
2.Creative and original
3.Observation and recording the data
4. Observation and recording the data,
gathering
information,organizing,presenting,info
rmation,organizing,presenting
FA I
10
FA II
10
SA I
20
TOTAL
40
10.Motion and
measurement
12.Light,
shadows and
reflection
13.Electricity
and circuits
14.Fun with
magnets
15.Water
4.Album/scrap book on animals and
plants habitats
5. Visit to zoo
1. Individual activity to measure
length and breadth of their table or
teacher’s table using hand span.
2. Find the length of curved line using
thread.
3.Observation of different types of
motion
4. Measuring the length of classroom
using footsteps and comparing with
different students
5. Collect different items used for
Measurement.
6. List different types of motion you
come across daily.
1.Individual activity –shadow
formation
2.Shadow formation with hands
3.Model to show linear propagation of
light
4.Pin hole camera model /periscope
5.Reflection of light-activity
6. Role play using shadows of animals
hidden in your hands.
1.Study of electrical components-
electric cell,bulb,switch
2.Making of electric circuit
3.Conduction test
4.To make a simple switch
5. A game to show how steady your
hands are?
6. Presentation of an imaginary story
/play-suppose there was no electricity
for 1 month. How would it affect our
day to day activities?
7.Make a simple torch and show how
a switch works?
FA 3(PEN-PAPER TEST)
1. List out the items having magnets
at home.
2.Group activity-to show magnetic
and non-magnetic materials
3.Activities on magnetic properties
4.Oral quiz
5. Finding the direction of window
and entrance of your classroom using
compass.
6. Study attraction and repulsion in
magnets by simple experiments.
1. List out the activities for which you
use water.
5. Observation, inquisitiveness,
observation, critical thinking,
analyzing, interpretation.
1.Inquisitiveness,observation,analyzin
g,infering
2.motor skills, collaborative skill,
confident
3.Collection of data ,analyzing,
interpreting
4.Active participation, practical skill,
opportunity to learn, &share
,application ,calculation
1.Confidence,originality,
Creativity ,scientific skill
2.Creativity,motor skills,
inquisitiveness
3.Motor skill ,creativity, originality
4.Motorskill, ,creativity, originality
5.Observation,recording,
analyzing
1.Holistic approach, opportunity to
explore Childs talent
2.practical application skills
3.understanding,logical thinking, good
reasoning skill
4.confident,originality,
Creativity, practical skill
5.Active participation, motor skills ,
6.provides an opportunity to work in
groups ,fluent presentation with
appropriate gestures,
1.Curiosity,observation,
recording
2.Inquisitiveness,observation,team
spirit, active participation
3.Develops positive attitude towards
group work, peer learning
4.Recall,application,mental alertness,
speed
5.Inquisitiveness,observation,recordin
g,analyzing,inferring,drawing
conclusion
16.Air
17.Garbage in,
garbage out
SUMMATIVE
2.individual activity-
chart on water cycle
3.Model of rain water harvesting
4.Seminar
5.Slogan writing
6. Make a simple rain water
harvesting system.
1.Talk on air pollution
2.Activity –individual
Making a simple firki and
Making a windmill
3.Poster making, slogan writing
4. Discuss why the morning air is said
to be clean/Pure?
1. Collection of garbage from
respective houses and separating them
into bio degradable and non
biodegradable.
2.Cross word puzzle
3. Group activity –making
vermicompost.
and project report
4.Recycling of paper
5.Debate on use of plastics
6. Is garbage disposal an issue?
Discuss.
7. List ways how can you reduce
generation of Garbage.
8. Make a simple compost pit and
maintain it.
REVISION
ASSESSMENT II
1.Information gathering, correlating to
real life
2.Recall,recollect and correlate
3.Motor skill, practical application
skill
4.communication
skills,presentation,critical thinking,
collaborative skill
5.Accurate recall of events provides
insight into emotional ,social and
psychological aspects
1.Speaking skill, listening, fluent
presentation, confidence, originality
2.Confidence,critical thinking
Inquisitiveness, observation, Practical
application skill
Motor skill, logic
3. Documentation of learners
experience and accurate recall of
events. Helps to indicate different
ways of thinking
1.Social life skill, active participation
,leadership skill, communication skill,
active participation
2.Recall,application,mental alertness
3.Inquisitivenss,
observation, Provides an opportunity
to work in groups, explore, collect
data, analyse ,interpret, draw
conclusion
4. Collaborative skill, information
skill
5. Fluent presentation with appropriate
gestures.
10
FA IV
10
SA II
40
TOTAL
60
CLASS VII
TOPICS TO BE
COVERED
MODE OF ASSESSMENT COMPETENCIES/
SKILLS/CONCEPTS TO BE
ASSESSED
1.Nutrition in
plants
1.Observation of stomata in plants
2Observation of specimens, charts/video
images from websites
3. Activity-bread mould
4.Seminar – on how nutrients can be
replenished in the soil
5. Collecting different types of leaves
with different colours. Identifying if
these have green chlorophyll or not.
6. Collecting samples of leaves and
make a Herbarium.
7. Collect samples of plants and study
them.
1.Inquisitivness,observational skill
2.Observational skill, drawing skill
3.Application of knowledge, observation,
recording,
analyzing, drawing conclusion
4.Communication skills ,leadership
quality, scientific achievement
2.Nutrition in
animals
1. Observation of different types of teeth
and identification.
2.To prepare a chart on digestive
system-group work
3.Cross word puzzle-work sheet
4.Jig-saw puzzle
5. Types of Animals on the basis of the
mode of Nutrition-Draw collect Pictures
etc.
1. Observation, recording and drawing
skill.
2.Motor skills, spatial skill
3.Recall,application,mental alertness
4.Mental alertness and speed
3.Fibre to fabric
4.Heat
1.Crossword puzzle
2.visit to sericulture
3. PPT. on extraction of silk fibre and
wool fibre
4.chart on life cycle of silk moth &
Collecting pictures of wool giving
animals.
5. Collection and study of samples of
Fibres.
1. Individual activity involving reading
of temperature with the help of
thermometer.
2.Conduction,convection and radiation
activities
3. Group discussion on the findings of
two tin cans, one blackened and filled
with equal quantities of water in them.
Keep them under the sun. Which is
getting heated earlier?
4.Individual activity-hot air rises up
1.Application.recall,mental alertness
2. Collection of data analysis,
interpretation, conversational skill.
3. Understands events taking place, helps
to indicate different ways of thinking.
1. Inquisitiveness, observation, recording,
analyzing, inferring.
2. Application, drawing conclusions,
scientific skills.
3. Active participation, observation,
leadership skill, communication skill.
4. Self confident, interest and challenges.
5.Acids, bases and
salts
1.MCQ(practical based)
2.Activity –individual
3 Group discussions on neutralization in
everyday life.
A small skit, to demonstrate the
neutralization in the stomach.
4. Find out the nature of the soil using
pH paper.
1. Interpretation, testing practical skills.
2. Confident, observation, drawing
conclusions.
3. Active participation, communication
skill, listening skill, critical thinking.
4.Observation drawing conclusions
6.Physical and
chemical changes
7.Weather climate
and adaptation of
animals to
Climate
8.Wind, storms
and cyclones
1. Individual activity-lime water turns
milky
2.Group activity
3.Collect the information about the types
of fuels used for cooking
4. group activity on factors affecting
rusting of iron
1. Collection of weather reports from
news paper.
2. Graph showing variation of maximum
temperature during 12 August to 20th
August.
3. Flow chart on adaptation of
penguin/polar bear.
4. Collect information about migratory
birds/tropical rainforests.
1. Model of anemometer –group activity
1Observation, recording, inferring,
drawing conclusions.
2. Team spirit, peer related behaviour,
social life skill.
3.Collaborative skill
4. Team spirit, peer related behaviour,
social life skill.
1.Data collection, interpretation
2.critical thinking
3. Spatial skill, learner’s abilities and
thoughts.
4. Data collection, interpretation.
1. Motor skills, practical application
skills, opportunity to work in group.
2. Data collection, analyse, organize and
interprets and draws generalization.
REVISION
9.Soil
10.Respiration in
organisms
11.Transportation
in animals and
plants
12.Reproduction
in plants
13.Motion and
time
2. Collect articles and photographs from
news papers and magazines about storms
and cyclones.
3.Quiz
SUMMATIVE
II TERM (OCT TO MAR)
1. Visit to a construction site and
observe the soil profile and rooting
pattern of plants.
2. To find the moisture content of a soil
sample.
3.crossword puzzle
4. Collect samples of soil and also study
the type of crop it helps grow.
5.Study the soil PH. of different soil
samples
1. Individual activity on changes in
breathing
2. Effect of breathing on chest size.
3.Model to show mechanism of
breathing
4.MCQ
5. Crossword puzzle.
6.Observation of fishes in the aquarium
7. Visit a local doctor. Learn about
harmful effects of smoking.
8.Yogic breathing exercises and their
benefits-study and draw your
conclusions
1.Model of stethoscope
2 Group Activity on osmosis
3. Measurement of pulse rate.
4. Make and a study a Potato
osmometer.
5.Depict Osmosis using simple items
from your Kitchen
1.MCQ
2. Collect vegetative parts of the plant-
rose, ginger, potato, bryophyllum and
grow them.
3. Observation of permanent slides.
4. Observation of pollen, ovary with
dissection microscope.
5. Dispersal of seeds. Collection &
preparation of herbarium
6. Cultivate plants using rhizome, tuber,
bulbs etc. from your kitchen.
7. Cultivate new plants from
Bryophyllum leaves.
1.Oral question
2.Plotting a graph on distance-time
3. Group activity –to calculate the time
period of a simple pendulum.
4. Model of a sand clock.
3. Conceptualisation, application, mental
alertness, speed.
ASSESMENT I
1. Observational skill, active participation
to provide an opportunity to relate and
synthesize within and outside classroom
learning.
2. Inquisitiveness, observation, recording,
drawing conclusions.
3.Mental alertness, recall
1. & 2. Observing, recording, inferring.
3. Motor skills, logical, coordination,
practical application skill.
4. Application & interpretation.
5. Mental alertness, recall, application.
6. Observational skills, interpretation.
7. Information gathering, analyzing,
correlates to real life.
1. Motor skills, coordination, logical,
practical application.
2.Develop positive attitude towards group
work, Share & learn from each other
3. Active participation, learning and
assessing.
1. Interpretation, testing practical skills.
2. Organising, deductive reasoning,
analyzing.Oppurtunity to search for
information construct their own ideas and
articulate the same ideas through spoken,
written or visual expressions.
3Observational skill, drawing and
recording skill.
4. Observational skill, drawing skill.
5. Observation & appreciation of nature,
opportunity to explore, work with one’s
hand.
1. Recall, recollect and understand.
2. Critical thinking.
FA I
10
FA II
10
SA I
20
TOTAL
40
14.Electric current
and its effects
15.Light
16.Water: A
precious Resource
17.Forests –our
life line
18.Waste water
story
5. Observe the different types of motion
around you and mention the types of
motion they possess
6. Plot a graph between distance and
time of a local train of your area by
seeing the time-table chart from internet.
1. Activity to check how steady our hand
is.
2.To make a simple electric circuit
3. Use of CFL’s in today’s scenario-
seminar.
4.Inspect the meter box fitted with
fuses/MCB
5.Working model of a railway signal
6. Individual –working model of
electromagnet.
1.Properties of light-individual activity
2.Reflection of light from a mirror using
torch
3.Observe the letters of English
alphabets using a plane mirror
4. Model of Newton’s colour disc.
5.Visit to a laughing gallery in some
science centre to see distorted and funny
image
6.Observation of size, position and
nature of image formation by convex
lens
1. Collection of clippings from news
papers and magazines on news items,
articles, and pictures related to water
shortage. Preparation of a scrap book.
2. Slogan writing/posters.
3.Crossword puzzle
4.Rain water harvesting -
Survey project-
5. Campaign on conservation of water.
1. Debate on conservation of plants.
2. Chart on interrelationship of plants,
soil and decomposers in a forest-group
activity.
3. Make a list of forest products.
4. Scrap book-paste the various shapes
of trees.
5. Study about the various forest
reserves in India and the Chipko
Movement.
1.Cross word puzzle
2. Symposium on ecological
awareness
3. Group activity on waste water
treatment plant.
3. Provide an opportunity to work in
groups, team spirit, and share and learn
from each other.
4. Motor skill, practical application skill.
1. Inquisitiveness, observation, analyzing,
& inferring.
2. Motor skills, practical application skill.
3. Good communication skills, leadership
quality, innovative, scientific
achievement.
4. Observational skill, understanding,
logical thinking.
5. Motor skills, creativity.
6. To work with one’s hand, observe and
draw conclusion.
1. Understanding, logical thinking.
2. Explore, observe, interpret data, and
draw generalizations.
3.Observational skill, reasoning,
analyzing, co relating to real life
4. Practical application skill, motor skill.
5. Collaborative skills.
6. Critical thinking.
1 .Documentation of learners experience,
actual recall of events, Provides insight
into emotional, social & psychological
aspects.
Exhibits creativity, originality.
2. Understands events taking place helps
to indicate different ways of thinking.
Creates awareness.
3. Recall, application, mental alertness.
4. Critical thinking, analyzing,
interpreting, decision making,
collaborative skills.
5. Holistic approach, opportunity for
exploring child’s abilities.
1. Fluent presentation with appropriate
gestures.
Revision
4. Collect information about sewage
disposal system in your neighborhood.
5. List ways how you can reduce use of
Water and reuse used water from
Kitchen.
SUMMATIVE
2. Motor skills, Provides insight into
social, emotional & psychological
aspects.
3Collection of data and recording.
4.Documentation of learners experience
1. Recall, application, mental alertness.
2. Accuracy, coordination, presentation,
critical thinking, collaborative skill.
3. Inquisitiveness, observation, recording,
analyzing, inferring, applying,
hypothesizing, drawing conclusions.
4. Data collection.
SSESMENT II FA III 10
FA IV 10
SA II 40
TOTAL 60
CLASS VIII
TOPICS TO BE
COVERED
MODE OF ACTIVITIES
COMPETENCIES/
SKILLS/CONCEPTS TO BE ASSESSED
1.Crop production 1.Crossword puzzle
2.Flow chart
3.Collection of pictures of agricultural
implements-make a scrap book
4.Discussion on storage of grains
5.Make models of Agricultural
implements
6. Collect samples of crops grown in your
Village.
1.Inquisitiveness,
recall, correlate
2.recall,recollect,spatial thinking
3.Accurate recalling of events, documentation of learner’s
experience
4.spirit of enquiry, assertive
2.Micro
organisms
1.Quiz
2.Crossword puzzle
3.Flow chart of Nitrogen cycle
4.Group activity-evolution of carbon di
oxide by fermentation of sugar solution
5.Seminar on vaccination and antibiotics
6. Identification of common food
preservatives from common food
items/soft drink, jam, chips, pickles.
7.Group discussion on importance of
immunization
8. Stick a Xerox copy of your chart of
Vaccination.
9. Find out about the “PULSE POLIO”
programme.
1.Conceptualisation,
Application,
Calculation
2. Inquisitiveness,
recall, correlate, mental alertness
3.Recall,recollect,spatial thinking
4.Active participation, observation, critical thinking,
leadership qualities, communication
5. leadership qualities, communication, innovative and
scientific achievement
6.Able to apply relevant knowledge and tabulate facts well
7.Active participation, makes interesting observation,
analyse critically and generate new ideas
3.Synthetic fibres
1.Group discussion on synthetic fibres
2. Collection of different plastic items and
segregate them into thermoplastic and
thermosetting plastics.
3. Pick and speak on reduce, reuse,
recycle, recover, bio degradable and non-
bio degradable materials.
4. Peer assessment sheet on “plastics as
material of choice”.
1.Active participation, team spirit,
socialization
2.Observation,
Analyse, organize,
drawing generalization
3.Good communicative skills, interpretation, self
confidence
4.Leadership quality, creativity,
Originality, peer relative behaviour, social skill.
4. Metals and
non-metals
5.Coal and
petroleum
1.Group activity on physical properties of
metals and non-metals
2.Preparation of index cards for four
metals and non-metals
3. Group discussion-gold is a preferred
metal for jewelry.
4. Quiz based on experiments.
1. Symposium on petroleum products and
their uses.
2.Debate on exhaustible and inexhaustible
natural resources
3.Crossword puzzle
4. Locating the places on India map
where petroleum refineries are situated.
1.Leadership quality, spirit of enquiry, observation,
Critical thinking.
2.Recall,recollect,
analyse, interpret
3.Spirit of enquiry, assertive
4.Observation,logical thinking, inference
1.Accuracy,
Coordination, critical thinking, presentation.
2.Fluent presentation with appropriate gestures, confidence
3 Inquisitiveness,
recall, correlate, mental alertness
4.Accuracy,locating,
Labeling,
identification, neatness
6.Combus
tion and
flame
7.Conserv
ation of
plants and
animals
1. Collection and sorting of materials into
combustible and non-combustible materials.
2. Making a working model of a fire
extinguisher.
3.Quiz/oral questions
4. Worksheet on different zones of a flame.
5. Group discussion on global warming.
1. Group work –campaign could be launched to
protect the endangered species.
2. Group discussion on protected area, national
park, wild life sanctuaries and project tiger,
biodiversity-hot spots.
3.Crossword puzzle
4. Map work to locate national park, wild life
sanctuaries.
5. Pick and speak-deforestation, reforestation,
recycling of papers, red data book.
6.Slogan writing
7. Make Posters to create awareness towards
conservation.
1.Work sheet –labeling of diagram
2. To name the organelles involved.
3.MCQ
4.Riddles
5.Crossword puzzles
1. Observation, organize, analyses, record and draw
conclusion.
2.Creativity,critical thinking, correlating with real life,
self-confidence
3. Conceptualization,
Application,
Calculation
4. Identification, understand, grasp, recall, define and reason.
5. Spirit of enquiry, assertive, active participation, and
interesting observation, analyse critically and generate new
ideas.
1. Active participation, team spirit,
socialization
2. Spirit of enquiry, assertive, interesting observation,analyse
critically, generate new ideas.
3. Inquisitiveness,
recall, correlate, mental alertness
4. Accuracy, locating,
Labeling,
identification, neatness
5. Good communication skills, interpretation, self confidence
6.Creativity,originality and innovative
8.Cell
structure
and
function
Revision
9.Reprodu
ction in
animals
10.Reachi
ng the age
of
adolescen
ce
10.Force
and
pressure
6.Make Models of Plant cell and Animal Cell
II TERM (Oct – Mar)
1.Oral test
2.Quiz
3.Work sheet-scientific
Terms
4.MCQ
5.Crossword puzzle
1.Crossword puzzle
2.Worksheet-scientific terms
3.MCQ
4.Data collection on height of boys and girls
and plotting a graph
5. Discussion on Gender inequality.
1.Group activity to identify the effects of force
2.Case study /symposium on pressure and its
application in daily life
3. Work sheet on pressure and atmospheric
pressure.
4. Individual activity to show contact forces and
non-contact forces- Muscular force, friction,
electrostatic force, gravitational force and
magnetic force
5. Group activity to show the relation between
force and pressure
1. Collection of data from the footwear shops to
observe soles of shoes.
2. Crossword puzzle
3.Group discussion on advantages and
disadvantages of friction.
4. Individual activities on factors affecting
friction.
5. Why friction is important in our life? Make a
report
1. Crossword puzzle on scientific terms.
2.MCQ
3.Quiz/oral
4. Group activity-symposium on uses of ultra
sound.
5. Survey to analyse the musical instruments for
the origin of soun6. Group discussion on noise
pollution.
7. Make a chart mentioning the characteristics
of sound
8. Make a model to show that sound produces
vibration
1.Group activity –conduction test for different
electrolyte(fruits and vegetables-lemon juice
,vinegar)
2. Field trip to commercial electroplating unit
and collection of data on objects being
electroplated with their purposes.
1.Identification,analyzing,critical thinking
2.Identification and correlation, recall,
recollect
3. Interpretation, identity relationship, practical skills.
4. Search for information, articulate ideas.
5. Inquisitiveness,
Recall, correlate, mental alertness.
FA I 10
FA II 10
SA I 20
Total 40
1.Recall,recollect,
Understand
2.Recall,application,mental alertness, speed
3. Search for information, Identification, analyzing, critical
thinking, and conceptualization.
4.Recall,recollect,interpretation,identity relationship
5. Inquisitiveness,
recall, correlate, mental alertness
1.Inquisitiveness,
recall, correlate, mental alertness
2. Identification, analyzing, critical thinking, search for
information, articulate ideas.
3. Analysing,critical thinking, recall,
Recollect, practical skills.
4.Analyse,interpret,
draw conclusion, conceptualization
1.Explore work with one’s hand, develop positive attitude,
sharing and learning,
2.Accuracy,
coordination,
presentation
3.Identification,analyzing,critical thinking
4.Self-confidence,originality,innovative
1. Analyse, interpret,
draw conclusion, conceptualization
2. Inquisitiveness,
recall, correlate, mental alertness
11.Frictio
n
12.Sound
13.Chemi
cal effects
of electric
current
14.Some
natural
phenomen
a
3. Knowledge on disposal of chemical wastes.
4. Individual activity on working of testers.
1. Making model of electroscope lightning
conductor, seismograph.
2. Discussion on protection against earth quake.
3. Poster making on earth quakes, movements
of earth’s plates.
4.Quiz
5. Exhibit some methods of producing charges
1. Oral/quiz on phenomena-terms, parts of the
eye, images etc.
2.Work sheets
3. Group activity to verify the laws of
reflection.
4. Group discussion on care of the eyes.
5. Survey –children using the spectacles below
the age of 12 years and the possible reasons for
their eye defect.
6. Seminar on visually challenged persons and
Braille.
7. Compare the phenomenon of Light and
Sound
1.Quiz
2.Worksheet
3.Riddles
4.Video clippings
5. Preparing a model of solar system showing
the planets and their relative sizes.
6. Scrap book on artificial satellites and
constellations.
7. Collection of information using internet.
1.Quiz
2. Group activity-Symposium on water
pollution.
3. News analysis- read the paper cutting and
answers the questions.
4.Case study on monuments(The Taj)
5.MCQ
6. Group discussion on greenhouse effect and
Ganga action plan.
SUMMATIVE ASSESMET II
3. Spirit of enquiry, assertive, active participation, leadership
skill
4. Self-confidence, originality, innovative
1. Inquisitiveness,
recall, correlate, mental alertness
2. Interpretation, practical skills.
3.Recall,application,mental alertness, speed
4. Confident, listening skill, observation, good organization
of thought, active participation.
5. Analyse, interpret,
Draw conclusion, conceptualization, and collaborative skill.
6. Spirit of enquiry, assertive, active participation, leadership
skill
7.Observation,
Inquisitive and systematic approach, recording,
analyzing and drawing inference.
1. Confident, original,
team spirit, develop positive attitude.
2. Collection of data, interpreting, presenting, hypothesizing,
decision making, collaborative skills.
3.Self-confidence, scientific skills, inquisitiveness,
observation, recording, analyzing.
1. Motor skills, spatial skills, logic, practical application
skill.
2. Spirit of enquiry, assertive, active participation, leadership
skill
3. Accurate recall of events, creativity, provides insight into
emotional, social and psychological aspects.
4.Recall,application,mental alertness, speed
1.Recall,application,
mental alertness, speed.
2. Search for information, articulate ideas.
3. Confidence, team spirit to learn and share.
4.Active participation, observation, critical thinking,
communication skill
5. Critical thinking, analyzing, interpreting, presenting,
collaborative skill.
6. Accuracy, coordination, presentation, communication
skill.
15.Light
16.Stars
and the
solar
system
17.Polluti
on of air
and water
Revision
1. Recall, application, mental alertness, speed.
2. Identification, search for information. Articulate ideas.
3.Deductive reasoning and analyzing
4.Understands events taking place ,helps to indicate different
ways of thinking
5. Motor skills, spatial skills, logical coordination, practical
application skill.
6.documentation of learner’s experience
1.Recall,application,
mental alertness, speed
2. Confident, team spirit, personality development,
communication skill.
3. Understands events taking place, helps to indicate
different ways of thinking.
4.Critical thinking, collaborative skills, presentation
5. Analysing,critical thinking, recall,
recollect, interpretation.
6. Active participation, observation, critical thinking,
communication skill, leadership quality.
FA III 10
FA IV 10
SA II 40
Total 60
SCIENCESUGGESTED EVALUATION CRITERIA For classes VI to VIII Depending on the activity
I COLLECTION OF PICTURES TYPE OF
ASSIGNMENT
MARKS
Correctness 3
Relevance to the topic 2
Creativity and presentation Individual 2
Scientific idea behind the collection and
understanding of the child
3
Total 10
II Collection of samples/data Individual 3
Relevance to the topic 2
Presentation 2
Understanding ability 3
Total 10
III Herbarium individual
Correctness 3
Presentation 2
Relation to the Topic /relevance 2
Scientific reasoning 3
Total 10
IV Symposium Individual
Presentation 3
Content 2
Interaction 2
Areas covered 3
Total 10
V Debate Group activity
Content 3
Presentation 2
Correctness of the format of debate 2
Scientific reasoning and skill 3
Total 10
VI Quiz
Evaluated as per the number of rounds and
the marks allotted
Group activity 10
Total
10
VII Self composed items Individual activity
Originality 3
Scientific content 3
Correctness 2
Presentation 2
Total 10
VIII Group Discussion Group activity
Content based relevance 3
Extent of participation 2
Areas covered 2
Conclusion 3
Total 10
IX Survey Individual/group activity
Methodology 3
Collection of data 3
Inference drawn 2
Interpretation 2
Total
10
X Data analysis Individual/group activity
Correctness 3
Reasoning 2
Interpretation 2
Inference 3
Total 10
XI Experiments/activities Individual/group activity
Correct set up 3
Correct handling 2
Observation 2
Interpretation & inference 3
Total 10
XII Field trips Group activity
Participation 3
Observation 3
Scientific thought 2
Conclusion 2
Total 10
XIII Visits
Purpose and relevance Group work 3
Areas covered 2
Observation / scientific 2
Reporting and presentation 3
Total 10
XIV Role Play /Drama Group work 2
Relevance 3
Scientific thought and its extent 3
Presentation 2
Total 10
XV Story telling Individual activity
Relevance 3
Scientific thought 3
Presentation 2
Concluding message 2
Total 10
CLASS VI-
CLASS VII
List of suggested compulsory and optional activities in SOCIAL SCIENCE for Formative assessment
TOPICS TO BE
COVERED
MODE OF
ASSESSMENT
COMPETENCIES/SKIL
LS/CONCEPTS TO BE
ASSESSED
SUGGESTED VALUE POINTS
*What, where how &
when(His)
*Solar system (Geo)
*Understanding
diversity (Civ)
Collection of coins
(past & present)
Drawing
Diversity in relation
with food, dress,
food, dances etc
Drawing of solar
system
Identification &
location, Identifying
the source to study
the past
Solar system
Respecting the
diversity
Identification & location
Collection of each coin
Presentation
Drawing & labeling
Collection of each diversity for
Presentation
*On the trail of the
earliest people (His)
* From gathering to
growing food (His)
*Globe- latitudes&
longitudes (Geo)
* Motions of the
earth (Geo)
*Diversity &
discrimination (Civ)
Making/Drawing
models of stone
tools
MCQs
Drawing latitudes &
longitudes, heat
zones
Drawing revolution
of the earth
Speech on
“Ambedkar’s
contribution to the
upliftment of the
weaker sections”
Knowledge & uses of
tools
Objective
knowledge
Accuracy &
knowledge of latitude
& longitudes
Occurrence of
seasons
Provisions of
constitution for
Upliftment of the
dalits
Each tool
Each answer
Smart drawing
Correct marking
Knowledge of seasons
Neat drawing
Confidence
Content
Fluency
(each child can be given 2 mts
*In the earliest cities
(His)
*What is government
(Civ)
*Key elements of the
govt. (Civ)
*What books and
burials tell us (His)
Quiz
Group activity
Group discussion
Collection of
information
Content
Functions of the govt
List the ways of
peoples’ participation
in the govt
Burial practices
Each right answer 1 pt
Points to be awarded based on
the performance of the group
Pts based on participation of
the student
Pts to be awarded based on
collection of
information
Revision FA I 10 FA II 10
SA I 20
TOTAL 40
*Kingdoms, kings
and early Republic
(His)
*Maps (Geo)
*Panchyati Raj Civ)
Group Discussion
Drawing
Open book test
activity
Comparative study on
kingdoms & republics
Plan of class rooms,
sketch of route from
school to house
Content Process of
election
Team Spirits
Co-ordinations
Content
Knowledge
Accuracy
Neatness
*New questions
and ideas (His)
*Major domains of
the earth (Geo)
*Rural
administration
(Civ)
Role play
Map
Dramatization
Gauthama Buddha
Location & identification
Role of police
Costume
Dialogue delivery
Location
Labelling, Neatness
Presentation
Dialogue delivery
* Ashoka, the
emperor who gave
up war (His)
*Urban
administration
(Civ)
*Vital villages and
thriving towns (His)
Group activity
Group discussion
Story telling
Collection of information
& pictures of national
symbols of India
Comparative study of
urban & rural
administration
Moral values
Presentation
Authenticity of
information
Coordination
Content
Narration
Confidence
*Major land forms
(Geo)
*Rural livelihoods
(Civ)
*Traders, kings and
pilgrims (His)
Map
Debate
Project
Identification
City life is more
comfortable than a
village
Comparative study of
Mathura & Gandhara
style of architecture
Identification
Labelling
Neatness
Presentation
Confidence
Content
Presentation &
neatness
*Our country-India
(Geo)
*Urban livelihoods
(Civ)
*New empires and
kingdoms (His)
Map
Group discussion
Map
Political & physical
Role of local govt &
individual in solving local
problems
Important cities &
kingdoms
Locate
Labelling
Neatness
Individual contribution
Respecting others’
views
Locate
Labelling
CLASS VIII
Neatness
*India climate and
vegetation (Geo)
*Buildings,
paintings and
books (His)
Wall paper project
Project
Uses of forest & pictures
of diverse flora & fauna
of India
Collecting pictures of
monuments &
information about Indian
monuments
Presentation
Presentation, content &
information
Revision FA III 10
FA IV 10
SA II 40
TOTAL 60
TOPICS TO MODE OF ASSESSMENT COMPETENCIES/SKILLS/
TOPICS TO BE
COVERED
MODE OF
ASSESSMENT
COMPETENCIES/SKI
LLS/CONCEPTS TO
BE ASSESSED
SUGGESTED VALUE
POINTS
*Tracing changes through
Thousands of years.
*Environment
*Inside our earth.
*On equality.
Debate
Drawing
Group activity
Skit
Periodisation based on
religion
Components of
environment
Collection of different
kinds of stones
Equality (Kanta story)
Confidence
Content
Presentation
Labelling
Neatness
Identification
Uses
Expression
Dialogue delivery
*New kings and kingdoms
*Our changing earth
*Role of government in
health
*How state government
works
Election
Drawing/
Model making
Group activity
Group activity
Election of class
leader through
present & Uttaramerur
system
Landforms created by
agents of denudation
Compare & contrast
Private & public health
system
Election of MLA & CM
Points to be awarded based
on performance of student
Accuracy
Neatness
Each point
Pts based on collection of
points
Pts based on students’
performance
*Delhi sultans.
*Air
*Growing up as girls and
boys
* Women change the
world
Flow chart
Drawing
Skit
Project
Dynasties and rulers of
sultanate
Layers of atmosphere &
pressure belts
Experience of growing as
boys & girls
Biography of any
successful woman
Preparation
Neatness
Neat drawing
Labelling
Presentation
Confidence
Dialogue delivery
Photographs
Information
*Mughal empire
Display board
(group activity)
Depicting Mughal
architecture/Mughal
emperors
Presentation
Research
*Water
REVISION
Drawing
Collage
FA I 10 FA II
10
SA I 30
TOTAL 50
Water cycle
Water scarcity
Neatness
Labeling
Presentation
Neatness
October – March II TERM
*Understanding media Wall paper project Compare & contrast news
item on the same issue
from various news papers
Presentation
Collection of material
*Rulers and buildings
*Natural vegetation and
wildlife
*Understanding
advertising
Comparative study
Collage
Out of box thinking
South & north Indian
temples
Prepare a chart of natural
vegetation and wildlife
Values through ads
Presentation
Collection
Neatness
Presentation
Co-operation
Collection
Neatness
Creativity
*Towns, traders and crafts
persons
* Tribes, nomads and
settled communities.
*Human environment:
settlement, transport and
communication.
*Markets around us
Map
Project
Test
Quiz
PowerPoint
presentation
Elocution
Trade centers
Collection of pictures
depicting tribal life styles
open book test
Content
Means of communication
& transport
Equality in markets
Location
Identification
Neatness
Presentation
Collection of pictures
Each correct answer
Presentation
Diagrams
Originality
Content
Each child
Presentation
Confidence
Content
BE COVERED CONCEPTS TO BE ASSESSED
*How, When and
Where
*Resources
*Indian constitution
Debate
Group project
Slip test
James Mill classification
Resources & conservation
Content
*From trade to Map Expansion of British empire Different stages of Indigo production
* Devotional paths to
divine.
* Human environment:
tropical and sub-tropical.
Open book test
Map
Content
Amazon & Ganga
Brahmaputra basins
Each correct answer
Location
Identification
Neatness
*A shirt in the market.
*The making of regional
cultures.
* Life in the tropical
grasslands.
*Struggle for equality.
Narration
Pictorial chart
Map work
Discussion
Different stages of
manufacturing of any
product
Classical dances of India
Grasslands : prairies &
veld
Constitution & equality
Presentation
Content
Preparation
Pictures
Location
Identification
Neatness
Content
Presentation
Co-operation &
coordination
*18th century
political
formation
*Life in
desert
Quiz
Map
Map
Group
discussion
Content
Emergence of new powers
Hot & cold desert
Life in hot & cold desert
Each correct answer
Location
Identification
Location
Identification
Neatness
Based on students’
performance
REVISION
FA III 10 FA IV 10 SA II 40 TOTAL 60
Territory.
*Ruling
Countryside.
*Land, Soil,
Water, Natural
Vegetation and
Wildlife.
*Understanding
Secularism.
*Why do we need
Parliament
Project
Individual
activity
Drawing
Skit
Comparative study
.
Analysis & Interpretation of table 2.1 (page 10) Soil profile Value of Secularism
Lok Sabha & Rajya Sabha
.
* Tribals, Dikus and the vision
of a golden age
* Minerals and Power resources.
* Understanding Laws.
* When people Rebel – 1857 and
after.
Map
Project
Quiz
Map
Skit
Role play /Poem
Major Tribal groups of India
Collection of pictures of major tribal groups of India Content Locate and label different minerals found in the world.
Story board(domestic violence)
Leaders of f 1857 revolt
*Colonialism and
the city.
Project
* Collection of pictures related
to Colonial & Mughal
periods
REVISION
FA I 10
FA II 10
SA I 20
TOTAL 40
TOPICS TO BE COVERED
II TERM
MODE OF
ASSESSMENT
October - March
COMPETENCIES/SKILLS/
CONCEPTS TO BE ASSESSED
*Judiciary Flow chart
Discussion
* Hierarchy of judiciary
* Importance of independent
judiciary
*Weavers, Iron
smelters and
factory owners.
*Agriculture
*Understanding
our criminal
Justice system.
Project & Viva
Project
Map
Skit/Spelling
.
* Collection of pictures of
craft works from different
states
* Collection of samples of
grains, pulses, beverage
& fibre crops
* Distribution of major
Crops (world)
* Theft case based on Text
Book(story board)
* Difficult words for spelling
test
*Civilizing the
native, Educating
the nation.
*Industries
*Understanding
Marginalization.
Debate
Map
MCQ
Surprise test
* English education has
enslaved us
* Distribution of industries
in world
* Content (open book)
* Content
*Women, Caste and
Reforms
*Changing world of
Visual Arts
Role play
Power point
Presentation (group
Activity)
* Reformers
* Paintings & photographs
related to colonial period
*Making of national
movement.
*Human resources
Skit
Collage
* Jallianwala bagh
massacre and Dandi
March
* Adverse effects of growing
population
*Confronting
Marginalization
Work sheet
* Content
*India after
Independence
*Public facilities
*Law and Social
Justice
Discussion
Map
Collage
Discussion
Elocution
* India after independence
(education,industries&
agriculture)
* French & Portuguese
colonies
* Water scarcity in city
* Role of citizens in
maintaining
public facilities
* What kind of laws do you
.make to protect environment?
REVISION
FA III 10
FA IV 10
SA II 40
TOTAL 60
1.All the teachers teaching any subject to a particular class/grade need to be involved in assessing Co-
Scholastic skills of learners for the following reasons:
•. To reduce subjectivity
•To remove bias
•To provide a point of reference to all teachers
•To involve all teachers and to increase accountability
•To distribute work load amongst teachers
•To simplify work with regularly maintained record (on computer)
2.While assessing Life skills, Attitudes and Values, Co-curricular activities (Part 3A) i.e. Literary and
Creative Skills, Scientific Skills, Information and Communication Technology (ICT) and Organizational
and Leadership Skills, refer to:
•Portfolio of the student (either maintained by the student or the teachers) which includes
o. Best scholastic work of the child from the beginning to the end of the term.
o. Pictures/Photographs of participation in role plays and other classroom activities.
o. Participation certificates/evidence of scholastic and co-scholastic activities.
o. Record of Life skills activities such as worksheets.
o. Evidence of team work in Physical Education and Club Activities.
o. Evidence of Art work.
BLUEPRINT FOR FORMATIVE ASSESSMENT IN CO-SCHOLASTIC AREAS
o. Evidence/photographs of Bulletin boards, Posters, Morning Assemblies, all the school
activities etc.,
• Anecdotal records
• Record of behavior observations with checklists
• Records of all the co-curricular activities/club activities/competitions that each of the
learners participate in
• Information put together with the inputs of different teachers
3. Periodic discussions to take place between the class teacher, teachers taking up co-scholastic activities
and the subject teacher to identify the students for whom they need to have more information.
4. Use descriptive indicators to score after building up consensus among the three/four teachers and then
turn scores into grades.
5. Assessment of Work Education Programmes (during and on completion) should:
o. Be done on the basis of objectives of teaching Work Education
o. Be evaluated immediately after its completion
o. Involve use of different tools and techniques of assessment
o. Be done on the basis of a pre drawn detailed plan and indicators or assessment criteria
o.Be done on the basis of Process and Product
Suggestive assessment criteria for assessment of Process and Product
• Assessment of a product
o. Utility
o.Durability
o. Beauty
• Assessment of processes
o. Regularity
o. Team Spirit and cooperativeness
o. Patience and tolerance
o. Planned and systematic work
o. Use of appropriate tools and materials
o. Care of tools and leaving them in proper place after work
o. Sustainable resource utilization
o.Neatness and cleanliness in work
o. Positive attitude, perseverance and zeal for perfection
o.Devotion and honest effort in work
o. Self-effort and problem solving spirit
o. Workmanship and skill in the performance of work
o. Imagination and creativity
The criteria as listed above are large in number and varied but it does not mean that an assessor has to take
all the criteria into consideration for assessment purposes. It all depends upon his/her discretion that
whichever criteria suits well for assessing the process of a particular work unit or project should be
considered.
6. The marks awarded to the different work education activities carried by students should be considered
while marking the descriptors for Work Education at the end of the term and then finally converted into
grades.
7. The records of all the visual and performing art classes /competitions that each of the learners participate
in should be referred to while assigning marks to the descriptors for Visual and Performing Arts at the end
of the term and then finally converted into grades.
8. No doubt, it is difficult to observe all the learners in a class at one particular time. But the teacher should
ensure that enough evidences are collected for all the learners at different times.
9. Assessment with regard to the growth of learners in co-scholastic aspects should not be limited to
recorded observations but the teacher should
• discuss about the learner with other teachers
• study the work done by the learners throughout the year.
10. An analysis of records obtained as a result of periodic observation should be done to validate the
attainment of the skill resulting in learner growth along the growth path in each of the Co-Scholastic Areas.
The descriptive indicators should be scored on the basis of the degree of attainment of a particular skill or
behavioural outcome by a learner and subsequent grades to be assigned.
CO-
SCHOL
ASTIC
AREA
CRITERIA
FOR /AREAS OF
ASSESSMENT
INDICATORS OF SKILL/ COLLECTION & RECORDING OF EVIDENCE
ASSESSME
NT BASED
ON
SPECIFIC
DETAILS OF
PARTICIPATI
ON IN
PARTICIPATI
ON IN
OUTSIDE
CLASSES
/COACHING
BEING
ATTENDED
PARTICIPA
TION IN
MINI
SPORTS/
Achievemen
ts/
Prizes
OBSERVAT
ION -
CLASSROO
M
ACTIVITIE
S
SCHOOL
ASSEMBLY/CC
A/SPORTS
COMPETITIO
NS
CUBS&BUL
BULS
UTSAV
BAL DIWAS
Recognition
MUSIC Interest
Rhythm
Melody
One cycle of
observation
every month
By the
teacher(s)
concerned
One cycle of
observation every
month by the
class teacher
As and when it
happens. Class
Teachers and
CCA co-
ordinators
should evolve a
mechanism of
keeping record
of these
Class
teachers to
maintain a
record . For
example many
students attend
yoga, karate,
Taekwondo
classes which
can be
assessed under
physical
education
Record and
assessment to
be done
jointly by the
event co-
ordinators and
class teachers.
It must
necessarily be
reflected in
SA2 reports.
To be
maintained
by both
subject and
class
teachers ART
SUPW
Interest
Creativity
Skills
Class displays,
club activities,
integration with
scholastic subject
particularly EVS
PHYSIC
AL
EDUCA
TION
Enthusiasm
Talent
Team spirit
Disciplines
One cycle of
observation every
month
PERSO
NALITY
TRAITS
1.Courteousness
2.Confidence
3.Care of belonging
4.Neatness
5.Regularity &
punctuality
6.Initiative
7.Self-Control
8.Respect for
others’ property
8.Sharing and
Caring
On a daily
basis
As applicable to
the activity
NOTE: while it is difficult for the class-teachers to keep a record of all these areas. Students may be
given these areas as an Index and guided to make dated entries with details.
A class chart “TALENT TABLE” can be generated with name list of the class with columns for
participation in the areas stated above and children can be encouraged to keep a continuous log. This
will serve as a good student profile and an index to both the students and the teacher.
The class teachers will be issued registers to maintain the records of 2A (Life Skills) and 2D(Attitude &
Values). They will submit the register after recording in the last working day of every month.
The record will be evaluated once in each term and the concerned house masters will write the descriptive
indicators of the students staying in their class.
1. VP & HM will do the assessment.
2. Assessment will be done by awarding marks (Max 5) against different indicators which will be reflected
by giving grades
3. The grades may be given as per the table from class VI to X
LIFE SKILLS No. of Indicators Maximum Marks Total Marks Grades
Thinking Skill 10 05 50 A,B,C,D,E
Social Skill 10 05 50 A,B,C,D,E
Emotional skill 10 05 50 A,B,C,D,E
ATTITUDE and VALUES No. of Indicators Maximum Marks Total Marks Grades
Attitudes towards
teachers
10 05 50 A,B,C,D,E
Attitudes towards 10 05 50 A,B,C,D,E
School
Attitudes towards
school programme
and environment
10 05 50 A,B,C,D,E
Value system
(10 Principle)
04( Each Principle) 20 (Each Principle) 200 A,B,C,D,E
4. Only the significant characters/skill exhibited will be indicated by the teachers.
5. While assessing the student the teacher must be positive, no negative remark will be given at any time.
6 .Any suggestions/feedback required to be given to the students, will be given orally it should not be
reflected by writing on record.
7.Towards the end of a term, if any student has not been observed then the teachers may specifically observe
those students and complete the record.
8.The above assessment will be done twice i.e. before SA-1 & SA-2.
WORK EDUCATION( 2B)
All teachers and PETS will decide the methods of assessment. This year for students VI to X, there will be
cooking practice , decoration of class room twice in the year with available resources and will be
evaluated by a team of teachers.
Student exhibits
o A collaborative approach to the process of learning
o Is Innovative in ideas
o Plans and adheres to timelines
o Is Involved and motivated
o Demonstrates a positive attitude
o Is helpful and guides and facilitates others
o Demonstrates an understanding of correlation with real life situations.
o The Coordinators of Assessment Class Wise are as under
VISUAL AND PERFORMING ARTS(2C)
Student demonstrates
o An innovative and creative approach
o Aesthetic sensibilities
o Observation skills
o Interpretation and originality
o Correlation with real life
o A willingness to experiment with different with different art modes/mediums
o Awareness and appreciation of works of artists
o Peer appreciation
The art teacher will maintain all the records and will submit to principal on last working day every month.
In Visual and performing arts there are 10 indicators. Max score is 5.
Part-3 Co-Scholastic Activites
Every student will be assessed for 04 activities, two from 3(A) and two from 3(B). In our school we have
decided for 3(A) students will be assessed (Any two) One from S.No 1 and 2 S.No 3 is compulsory.
1. Literacy and creative skill, which includes Debate, Declamation, Creative writing, Recitation, Drawing,
Poster making, Slogan writing, on the spot painting, Theatre
2. Aesthetic skills and performing arts which includes Music Vocal, Instrumental, Dance, Drama, Craft,
Sculpture, Puppetry, Folk-art Forms
3. Club Activities, for this the options will be taken from the students.
Each activity has 10 indicators. Max marks of each are 05.
This year each class (section wise) will publish two wall magazine once on 5th Sep and another on 1st Dec.
It will be our objective to involve all the students for the above said work.
The student’s involvement will be assessed and grading will be given.
Regarding club activities an option will be collected in the month of June and it will be communicated to
the entire club in charges. The class teacher will collect the information from the concerned club in charges
in time.
Art Club: (………………………………………. – President )
Proposed Activities:
1. Exhibition of students’ art works.
2. Preparation of poster, banners and painting.
3. Beautification of Vidyalaya Campus.
4. Screen printing workshop.
5. Paper Mache works.
6. Maintaining of art display board.
7. Conducting painting competition.
8. Participation in competitions conducted by Art Promotion Agencies
Music Club (…………………………… – President )
Proposed Activities:
1. Active participation in important day celebrations.
2. Training to students in musical instruments.
3. Participation in District level competitions.
4. Preparation of life sketch of eminent musicians.
5. Conducting of Solo song, Group song and dance competitions.
6. Practice of patriotic songs.
7. Arranging musical concerts of eminent local musicians.
Science Club (…………………………………….. – President )
Proposed Activities:
1. Conducting quiz competitions in Science .
2. Preparation of Biological sketches of eminent scientist.
3. Preparation of charts and models for exhibition.
4. Arranging coaching classes for competitive examinations.
5. Maintaining of a display board.
6. Preparation of slides.
7. Collection of locally available specimens.
8. Publication of Science articles in Vidyalaya magazine.
Mathematics club (……………………………………….-President)
Proposed Activities:
1. Conducting quiz competitions in Maths.
2. Preparation of Biological sketches of eminent mathematicians.
3. Preparation of charts and models for exhibition.
4. Arranging coaching classes for competitive examinations.
5. Maintaining of a display board.
6. Preparation of slides.
7. Collection of locally available lab equipments
8. Publication of Science & Maths articles in Vidyalaya magazine.
Humanities Club (……………………………….. – President )
Proposed Activities:
1. Collection of photographs and old paper cuttings related to national freedom struggle.
2. Coin and stamp collection.
3. Arranging lectures of prominent public representatives /educationists / freedom fighters.
4. Conducting various surveys.
5. Conducting Youth Parliament
6. Publication of articles in Vidyalaya magazine.
8. Collection of materials with an objective to set up a museum corner.
Language Club: (……………………………. – President)
English and Hindi clubs are proposed to function with the following objectives.
1. To create interest in the subject.
2. To inculcate creativity, aesthetics and inquisitiveness.
3. To act as a catalyst in teaching-learning activities.
4. Development of good communication skills.
Proposed Activities:
1. Conducting essay and poem writing competition.
2. Arranging speech, extempore speech and debate competitions.
3. Enacting of drama and skits.
4. Preparation of wall magazine.
5. Maintaining of a board to highlight new words, its usage, grammar and structural items and language
puzzles.
6. Editing Vidyalaya magazine.
Health Club (……………………….– President )
Proposed Activities:
1. Regular Health checkup of students.
2. Monitoring PT, Exercise, Yog.
3. Allotting the students proper time for using Gym.
4. Conducting Health Camps
5. Maintenance & supervision of Health cards.
6. Conducting regular Battery tests
7. Guiding the students for suitable games as per their ability
8. Conducting various sports & games meet.
Readers Club (………………………)
1. Preparing the book review .
2. Maintaining a bulletin board.
3. Subscribing selected periodicals in addition to regular ones.
4. Conducting workshops on book binding ,classification of articles published in various news
papers.
5. Conducting seminars.
For 3(B)
Health and Physical Education (Any two)
1. Sports
2. Scout and Guide
3. Gardening
4. Shramdan ( common for all the students, not taken Scout and Guide)
In 3A and 3B there are 10 indicators. Max score is 05. The grades may be given as under.
PHYSICAL AND HEALTH EDUCATION/GAMES
Student show
o An appreciation and understanding of good physical health and physical fitness
o An involvement in sports/physical education programs
o Team work
o A knowledge of different sports and rules of games
o Motivation and leadership
o Skills of coordination, agility and balance
o An awareness of rules of safety
An evidence of being self-disciplined
In Physical and Health Education there are 10 indicators. Max score is 5. The grades may be given as
under.
The concerned teacher will be issued printed booklet with the name of the students to write descriptive
indicator in the month of July, August, December, and January (The format attached).
The concern in charges will write the descriptive indicators in each term .Regular house cleaning and
academic block cleaning work will be done. The evaluation will be done by the PETS.
The above scheme of evaluation is applicable for all the classes VI to X
We all recognize the fact that health and psycho-social well-being of children is of extreme importance to
all of us: the school, the parents and the society at large. Hence a comprehensive school health policy as
envisaged by the CBSE was formulated and as a part of that exercise a Health and Wellness Club was
formed.
Need for creating Health Clubs in School.
Our school has given prime concern for Healthy living of all stakeholders including principals, parents,
teachers and non-teaching staff. An important dimension is that of daily yoga for and periodical art of
living courses in addition to play, exercise, sports and practices of personal and community hygiene.
Health and wellness club in school would focus on the overall well being comprising emotional, social
and mental health of the child. It would act as the enabling and organizational point for conducting
activities related to various dimensions of health and wellness. A Health Card need to be created for
students which would form a continuous part of their growth and development. This could form an
effective monitoring and feedback system for the overall health of a child during his/her schooling.
Responsibilities of the Health Club
As an organizer of the health relevant activities (at least 8-10m activities in the year at each level).
As a resource centre for the overall well being of students.
Objectives of the Health Club
To create Health Cards for each student
To hold poster competition related to health issues.
To conduct surveys on health related concerns
To organize health fairs and immunization projects.
To tap the local resources in the community to arrange health talks.
To render service in any area affected by a disaster or a calamity.
To create health help line within the school to distress, cope with emotional and social behaviour
and misconceptions regarding sexual and reproductive health.
To teach the students techniques of yoga and meditation from an early age.
To inculcate in the students healthy and positive ways of living.
To teach health songs on various health topics.
Celebration of important days (World Health Day- April 7)
Creating awareness regarding ‘World Tobacco day’ World Aids Day etc.
COMPREHENSIVE SCHOOL HEALTH PROGRAM
Activities for promoting Health in School
Module 1 I-IV V-VIII IX-X
2.2 HEALTH and WELLNESS ACTIVITIES
Know yourself * Yoga and Meditation
* Drawing a picture of oneself
* Pasting a photograph
* Palm printing/ foot printing
* Rhythmic Exercises
* Poem/ Rhymes/ Recitation
* Role paly on Body parts
* Matching of Flash Cards
* Self-awareness /diary
* Sensitivity based Theater
* Check up by doctor/ dentists
* Health Card
* Counseling
* Ten sentence on oneself
physical/ social/ society
*Likes and dislikes
* My list of favorites
* Any other
*Yoga and meditation
*Assembly themes
*Tapping resources from
Neighbour-hood/ community
for health, hygiene & personality
*Introduce a diary
*Survey of eating joints for
their nutritive content.
*Health Card
*Any other
*Yoga and meditation
*Health Mela
*Health Newsletter
*Class Boards Decoration
*House Board decoration
*Creating recipes
*health Card
*Any other
Module 2
Food and Nutrition
*Collection of pictures of
nutritive/junk food
*Class party and discussion on
food items
*dietary charts for the week
*Power point presentation
*Mandatory to bring one nutritive
item
*Research on food items, balanced
item.
*Mother’s recipe book
*Any other
*Nutritive recipe competition
*Orientation program for parents
and students on good food habits
*A PMI (plus, Minus and
Interesting) on generally observed
health problems
*Survey based on balanced diet of
different regions/communities
*Any other
*Extempore
*Debate
*Slogan writing
*Theatre
*Collage making
*Panel discussion
*Any other
Module 3
Hygiene
Personal and
Environmental
*Tick mark of self-check list
*Presentation
*Value based assemblies
*Sharmadan (cleaning up of your
class at the end of the day)
*Packing up wrappers/foils etc.
after the break
*Creating shramdan clubs
*Green brigade clubs
*Posters
*Outdoor excursions(speed,
stamina, strength)
*Board Displays
*Research Projects
*Skits
*Eco-clubs
*Celebrating Environment
Friendly Day
*Preparing Recycled paper
*Visiting a Heritage site
*Any other
*Resource person from
NGO’s
*Panel Discussion planting
*Eco Clubs
*Planting sapling and trees
*Rain Water harvesting
*No polybag Zone
*Adopting a National
Heritage Spot.
Module 4
Physical fitness
8Warming up exercises before the
beginning of each physical
education period
*Pranayam
*Yoga
*Physical education periods a must
for all classes
*Drill/ aerobic followed by
presentations at the end of every
month
*Skill based programmes-camps
*march/run for health
*Any other
*Competitive sports
*Team building adventure treks
*Leadership camps
*Health walks for social issues.
*Swimming
*Any other
*Inter House competitions
based on
Aerobics/yoga/gymnastics
*Team building
*Leadership camps
*Running for a Cause
*Any other
Module 5
Safety Measures-
Fire, Accident,
Emergencies
*Extempore dialogue delivery
*Ground rules preparation in
classes
*Safety activities –sports
field/activity period (to be made by
students)
*Travelling independently (phone
numbers/ residential numbers)
*Learning to communicate
problem-circle time
*Campaigns
*Vigilance committee
*Evacuation skills
*Transport drill
*Sports Day
*First Aid
*Showing movies on fire safety
dill
*Bravery Award
*research based projects
*Sexual health education issues
related to gender sensitivity
*Fire Brigade
demonstration
*Disaster Management
*Self-defense techniques
*Traffic rules
*Theatre-visit to
Rehabilitation centre
*Sensitization programs on
substance Abuse
*Interpersonal relationships
*Parental sessions
*Laboratory Safety drill
Module 6
Behavioural Life
skills
*Consequence games
*Learning to say ‘NO’
*Think pair share
*Handing peer pressure
*Learning to say ‘NO”
*Mentoring
*Interactive Bulletin Board
*Quiz contest
*Handling peer pressure
*Question Box Activity
*Situation Analysis and
Case Studies of sensitive
issues
*Identification of good touch and
bad touch
*poster making/painting
competition
*Group games on adolescent
issues
*Peace march to mark a
social event or issue
*Panel discussion with
Eminent psychologists
*Guest speakers from the
experts (Doctor)
*Visit to a old age home
The evaluation of the answer papers will be done within 48 hours. The following recent developments as
introduced by the CBSE will be integrated in the pattern of testing and evaluation.
DESIGN OF QUESTION PAPERS
The design of Question paper for Pen Paper Test (50) of summative Assessment will be as follows for
classes VI-VII . Classes IX and X follows CBSE norms.
Language
S.No Type of Questions Total Marks Weightage to MCQs
01 Section-A Reading 15 10
02 Section-B Writing 15 04
04 Section-D Literature 20 06
Total 50
Science
S.No Type of Questions No of questions Marks for each questions
01 VSA Questions 10 02
02 Short Answers (Type-1) 05 02
04 Short Answers (Type-2) 05 03
04 Long Answers 03 05
Mathematics
S.No Type of Questions No of questions Marks for each questions
01 MCQ Type-1 06 01
03 Short answer-I 05 02
04 Short answer-II 06 03
04 Long Answers 04 04
Social Science
S.No Type of Questions No of questions Marks for each questions
01 MCQ/VSA
questions
10 01
02 Short answers -I 03 08
03 Long Answers 04 04
For Junior classes (VI & VIII ), handwriting in all the languages is compulsory. They will be assigned to
continue daily handwriting practice even in summer vacation.
ASSIGNMENTS
The school follows an assessment policy and it is given separately. But sufficient assignments will be
given for 2 months summer vacation and will be treated as Assignment-I. The number of questions in
each subject should not be less than 5.
For the 2nd term, projects will be given in the form of field survey , sample collection
2.3. Model for objective centered Teaching-Testing
PROJECTS:
The teachers will assign the projects in a graded way depending upon the levels of achievement of the
students.
There will be a display of the projects/ integrated projects once in the term to motivate the students.
The teacher will assign the projects on the basis of the following.
1) The projects should be related to the subjects concerned.
2) For class VI to VIII the projects may be based on collection of data, observations and inference.
3) For IX and X the projects should be problem solving type based on research (Investigation)
4) The projects may be assigned in groups.
5) The projects will be evaluated for one FA after discussion in the subject committee meeting.
6) The best projects will be displayed in the Academic Inspection.
REMEDIAL AND SUPERVISORY CLASSES:
After evaluating the units a matrix will be prepared subject wise class wise. The slow achievers in each
subject will be identified. Then their difficult area will be identified. Record should be maintained in
teachers dairy. Re-teaching of the topics identified where most of the students have not answered correctly.
This year remedial class will be conducted in each section. The teacher will teach only the slow learners.
Other students will be given extra assignments to enrich their knowledge.
The school library is useful in literacy work from the earliest stage because it encourages good reading
habits to be formed when children are young. All teachers should aim to stimulate children’s curiosity about
books and to encourage students to start loving the written word. It provides a safe environment where
students are empowered to step up and take the lead or work as a group with others taking the initiative.
Teachers and students are using school library and separate sections/ areas are assigned for reading and
reference which help them to prepare for Project based learning. Separate rules and regulations are following
for borrowing books and using reading periods for all classes.
Proposed Activities:
1. e-library will be on operation.
2. Purchase of textbooks for all classes along with textbooks for Computer Education Programme (CEP)
and related education Packages and judicious distribution.
3. Celebration of book week, book exhibition, display of new arrivals.
4. Career guidance programme.
5. Maintaining the records of Alumni of the Vidyalaya.
6. Instituting best reader awards (Monthly )
7. Visit to District Library by the library committee
8. Weekly book review by the best reader of the week on every Monday morning assembly.
9. Library will be open for all during school hours.
2.4 Library usage
10. Holding a general Reading Day on a holiday to inculcate reading habit among students. (All the students
& staff will invariably read a book on their choice during academic hour).
GUIDANCE & COUNSELING ACTIVITIES:
This we plan to start Guidance and counseling to help the adolescent students to select streams, course and
units in conformity to their psychological needs, attitudes, abilities and aptitudes.
The following points are listed here as a broad guidelines to counsel the students. These are nothing but
basic life skills.
We are following the integrated system of teaching and learning by incorporating life skill in the class. In
additional we take much care in building life training in the following areas .
i) Patient and convincing listening ability-Communication Skill.
ii) Comprehending ability-Critical Thinking.
iii) Patience-Interpersonal skill
iv) Knowing others-Empathy
v) Integrity- Interpersonal Skill.
vi) Emotional Maturity-coping with emotion.
vii) Convincing presentation-Communication Skill.
viii) Specific knowledge & assessment-Self awareness.
ix) Critical Thinking.
x) Career guidance and counseling is to be provided-Decision Making.
COMPUTER EDUCATION PROGRAMME:
To keep abreast of the modern trends of fast-changing society and the explosion of knowledge, one has to
develop the skills of learning to learn. The following activities under this programme are proposed to be
implemented with a view to expose the learner to higher levels of knowledge in different disciplines, to
introduce them to different ways of collecting and processing data and information, and to develop excellent
communication skills.
Proposed Activities:
1. Adequate periods for theory and practical classes for all students.
2. Timely purchase of textbooks and computer consumables
3. Purchase of educational CDs
4. To use Internet connectivity to access the resources available in the field of education.
5. To develop teacher-made educational projects to supplement Teaching-learning activities.
6. Competition among students in preparing slide shows, painting, Web page Design, etc
CO-CURRICULAR ACTIVITIES
Development of sensibilities to beauty and aesthetics in children, which lead to experience, imagination,
creativity and intuition are the main objectives of these activities.
Proposed Activities:
1) Inter House competition in cultural and literary activities.
2) Various Club activities.
3) Celebrations of important days.
4) Publication of class/ Wall Magazine by all the classes.
5) Assembly activities
6) Games and Sports activities
7) Inviting experts from outside for delivering lectures and to give practice in traditional cultural dance of
State Kerala
MORNING ASSEMBLY:
EVENING ASSEMBLY
LIST OF COMMITTEES FOR THE SESSION 2013-14 AND DUTIES & RESPONSIBILITIES:
World Environment Day June 5
World day against child labour June 12
Reading Week June 7, 12
World blood donor day June 14
International day against Drug abuse & Illicit Trafficking. June 26
World Population Day July 11
World Malala day July 12
World Nature conservation day July 28
Hiroshima Day August 6
Quit India Day and Nagasaki Day August 9
International Youth day August 12
Independence Day of India August 15
Teachers' Day (Dr. Radhakrishnan’s birthday) September 5
World Literacy Day. September 8
World Ozone Day. Engineer's day in India September 16
International day of the Older person October 1
Mahatma Gandhi birthday, International day of non-violence October 2
International girl child day October 11
World Food Day October 16
‘Keralapiravi’ day November 1
Children's Day, Jawaharlal Nehru birthday November 14
SPECIAL ACTIVITIES 2015-16
World Aids Day. December 1
Human Right Day. December 10
Kisan Divas Farmer's Day) December 23
New Year's Day 2016 Jan 1
Republic Day Jan 26
SCHEDULE FOR SPORTS AND HOUSE ACTIVITIES -2015-16
Class 1-
Class 2
SCHEDULE FOR EDUCATIONAL TOUR AND VISIT - 2015-16
LIST OG HOLIDAYS - 2015-16
Pedagogy
“When teachers and their students are ‘connected’ through project based learning the ‘world’ becomes an
indispensable curriculum resource.” NCF 2005.
We started to introduce project based learning for empowering students to undertake research, to innovate
and also to understand interdisciplinary aspects of education from this academic year. In classes VI to VIII.
PBL begins with a problem, teaching facts and skills in a relevant context. In other words PBL is the main
course and not the dessert.
Here the students are provided opportunities to –
Examine the issue;
Discover what they need to know;
Plan, organize and execute the course of action:
Collect and process information;
Practice communication skills of reasoning, expression, argumentation and presentation.
At the start of the academic session, before designing projects the teacher must-
List the concepts and ideas inherent in various topics;
Identify driving issues considered essential to work on;
Discuss with other teachers to establish cross curricular links for comprehensive and enriched
learning;
Design board framework of the project.
While allowing for some degree of student ‘voice and choice,” rigorous projects are variedly but carefully
planned, managed, and assessed. Students gain a deep understanding of the concepts and standards. Projects
aslo allow students to address community issues, explore careers, interact with adult mentors, use
technology, and present their work to audiences beyond the classroom. Since projects are ‘real world
oriented, learning has value beyond the competence displayed by the learner in a traditional class.
Aims and objectives of PBL
Making learning relevant and useful to students by establishing connections to life outside the
classroom.
Focusing on the central concepts and principles of a discipline.
Encouraging active inquiry or investigations and meaningful tasks that foster active learning.
Empowering students with the 21st century skills of critical thinking, problem solving, decision
making, and various form of communication.
3. TEACHING AND LEARNING TECHNOLOGY
Enabling them to construct something new: an idea, an interpretation, or a product.
Helping them in becoming responsible for their own learning and value the learning process as
much as the project.
Promoting multidisciplinary meaningful learning which connects new learning to student’s past
experience.
Making the assessment process shared, varied, personalized and effective.
Diagnostic assessment: It is concerned and used to diagnose the persistent or recurring learning difficulties
of the students. Like formative assessment, diagnostic assessment is intended to improve the learner’s
experience and their level of achievement. However, diagnostic assessment looks backwards rather than
forwards. It is used to diagnose skills and weaknesses of the students which if left undiagnosed, might affect
the participation of the students in new learning.
Remedial teaching stands for learning or instructional work carried out to provide remedial measures for
helping students to overcome their learning difficulties diagnosed through diagnostic testing or some other
measure of diagnosis. Remedial teaching means a specific and separate remedial programme for each
student.
Special education is designed specifically for students with special needs, remedial education can be
designed for any students, with or without special needs.
A. Role of the Principal/ headmaster / panel chairperson / teacher-in-charge of remedial
teaching
The Principal/headmaster or the panel chairperson usually oversees the operation of remedial teaching in
the school. Sometimes the Principal will assign a teacher to be the teacher-in-charge of remedial teaching.
This teacher’s duty is to ensure close coordination across the various levels as well as among groups of the
same level.
1. Scheme of work
A time and place should be arranged for teachers to meet and design the scheme of work for a year level.
They must work out the specific learning activities and language items, which must be covered by all pupils
at a year level so that space is built in for necessary remedial and enrichment work. In the case of remedial
class pupils, they only learn the specific learning activities and language items. As different remedial groups
at a year level may cover different specific learning activities and language items, remedial class teachers
need to maintain a plan of work for the remedial class. All schemes of work as well as the plans of work for
the remedial class at a year level and across the various levels should be regularly reviewed and adjusted to
ensure adequate coverage in the curriculum based on the needs and abilities of the pupils.
2. Resource Bank
Team work and the systematic sharing of teaching materials should be encouraged. For teachers’
convenience, teaching aids, work cards, worksheets, etc. could be pooled for use and eventually a resource
bank could be set up.
Teachers could also elicit the help of their pupils by setting up resource making groups. Teachers could first
design and select relevant materials for remedial teaching. Upper class pupils could then be called upon to
help their teachers draw and colour pictures and diagrams, design tables, make models and puppets, create
and record special sound effects, take relevant photos as well as write word strips and word cards. Lower
class pupils could also be called upon to help upper class pupils finish the tasks.
B. Role of the remedial group teacher
1. Teacher’s attitude
Diagnostic teaching approach/ Remedial teaching
Very often, children who have fallen behind in English have lost their interest and confidence in learning
the subject. The remedial group teacher should be patient and understanding. He should instill in his pupils
a positive attitude towards the subject and help them overcome their problems and learning difficulties. He
should also use stimulating teaching strategies to arouse his pupils’ interest in learning so that they would
make better progress
2. Assessing the initial strengths and weaknesses of the pupils
At the beginning of a remedial programme, the teacher needs to administer to his remedial group a test on
previously learnt modules / units / tasks in order to plan the remedial programme. He can do this by
making use of :
l past examination papers;
l exemplar learning or assessment
l self-designed test papers;
l test papers designed by the team.
3. Co-ordination with teachers of mainstream classes
It is essential for the remedial group teachers to discuss and co-ordinate with the mainstream teachers in
planning the scheme of work / teaching programme and agreeing on the specific learning activities and
language items to be covered for the level.
4. Preparation of teaching materials
After the pupils’ areas of weaknesses have been identified and the teaching programme has been planned,
the teacher would need to prepare materials for remedial teaching. These materials should be specially
selected, adapted or designed to suit the ability and meet the needs of the pupils. It would be sensible for
the teacher to start from where the pupils are and prepare materials to help pupils bridge the gaps in their
knowledge.
5. Recording and reviewing pupils’ progress
Pupils’ individual records of work with comments should be kept as a reference for assessment purposes as
well as for the formulation and adjustment of future teaching plans. The remedial group teacher would also
need to collaborate with the mainstream teachers to review pupils’ progress regularly.
C. Teaching strategies
There is no one particular approach to remedial teaching. A flexible teacher would bear in mind
the following factors to make remedial teaching interesting and effective:
careful selection, adaptation and designing of teaching materials;
stimulating approaches;
concrete examples;
smaller teaching goals;
sufficient practice and recycling;
adequate communicative use of the language; and
increased exposure.
Assessment program
For each subject in each semester the section will publish an assessment program for the academic year.
The program will comprise of;
3. 1. Assessment program
Number and weighting of tasks
FA 40% SA 60% [from 2011-12 academic year, first Semester -FA 20% SA 30% Second semester FA 20%
SA 30%]
In Formative Assessment each subject in each semester has assigned 15 assessment tasks or
examinations/evaluations, out of which 10 is compulsory, in various areas, such as debate, project, seminar,
GD, assignment, narrative record, interview, quiz, MCQs, diary entry, notice , poster making, working
models, etc. according to the subject assessment made by the teacher.
Timing and notification of assessment tasks
Head of the departments will negotiate a suitable date for each assessment task.
Formative assessment program
Assessment for learning is formative in nature and is used by teachers to consider approaches to teaching
and next steps for individual learners and the class. It is giving maximum opportunities to the learners to
measure level of performance, so the assessment will be systematic and open to improving their level of
knowledge. For making accuracy in assessment tool our school has introduced the following levels of
assessment and the average will be taken as the adequate level of learner performance.
Teacher made assessment [teacher makes the tools and assessment tasks and evaluate the performance by
using the indicators]
Teacher -student made assessment [teacher and students make the assessment tools in the class room and
with the help of the students [class leader/creamy layer in the class], teacher evaluate the performance- the
students have complete awareness of the evaluation tools and assessment policy]
Student made assessment [Self assessment and peer group assessment with or without guidance. Students
are free to use the assessment in the class room or outside with a well-defined assessment tools with the
help of the teacher or not]
Public/ social assessment- [ the parents or academicians from outside the school will be called to assess the
learner performance through well-defined program such as seminar, debate, quiz, symposium, performance
art, etc]
The average of the above four will be taken for final grade in FA.
Progressive or continuous assessment
An important principle of school-based assessment is that the assessment is progressive or continuous. One
of the aims of school-based assessment is to alleviate the peak pressure of a single final examination—the
one-shot test on which everything depends. This requires not only that assessment is tailored to the way in
which each subject syllabus is implemented by the school but also that assessment occurs progressively
over the whole course of study. In other words, the validity of the assessment is improved by assembling
the portfolio from a variety of assessment types and contexts. So it is the reliability improved by having
many opportunities for the student to demonstrate their knowledge and capability and by collecting the
information on many different occasions.
Possible grade of assessment
A - Excellent achievement B -High achievement
C -Substantial achievement D - Satisfactory achievement
E -Elementary achievement N - Not satisfactorily completed
Absence due to illness or misadventure
If a student is very ill on the day of ‘in class’ assessment task or examinations, is required to telephone the
concerned teacher and produce a medical certificate at the first day of his attendance in the school after
illness.
Other cases of misadventure
Provision of a letter from parent indicating in detail the nature of the difficulty [not included family /personal
holiday , social engagement] and reason it precluded attendance or affected performance to the class teacher
and concerned HMs.
All absent from an assessment tasks or examination and fail to follow the procedures above shall be awarded
Zero (0) marks.
Re/ subsequent examination only for Summative Assessment
Subsequent or re-examination will be conducted as CBSE norms time to time.
Late attendance in the assessment tasks or examination
Assessment tasks are extremely valuable and must be handed in responsibly. Tasks completed at home must
be submitted directly to the teacher/ student representative in time as directed by the teacher.
Electronic submission of assessment tasks
At some times, students may be instructed, or permitted, by the teacher to submit assessment tasks
electronically. When this is required or permitted, the tasks may be submitted on pendrive, by email or DVD
or other medium (unless specified by the HOD). When electronic submission does occur, the following
rules will apply:
a) The school will not be responsible for unreadable, unusable or virus infected files or media
b) The school will only accept assessment tasks which are written in application to which school staff can
readily access and in a format which can be read by most school computers. [format -Microsoft word
2003/2008]
c) An assessment task is not considered submitted if conditions (a) and (b) are not satisfied.
d) The school will not be responsible for the non-receipt or delay of emails. If submitting work be emails,
students are advised specifically to request acknowledgement by return emails of their work. Only receipt
generated by the school’s email system will be considered valid.
e) The assessment tasks should be readily identifiable on the medium.
f) The school will make every endeavour to ensure the safe return of submitted media but cannot guarantee
this.
Late submission
Marks will be deducted as follows
a) 10% of the marks awarded for the first day late
b) further 10% of the marks awarded for the second day late
c) further 10% of the marks awarded for the third day late.
d) Zero for the subsequent date.
Alleged malpractice in assessment tasks or examination
The school ‘exam board’ (consisting of VP/HMs and HODs) defines malpractice or cheating as dishonest
behaviour by a student that gives them an “unfair advantage over others”. The board with the consent of the
principal will decide the appropriate penalty. The outcome in such cases will be conveyed in writing to the
parents.
Standardization
It is the responsibility of each HOD to conduct regular standardization exercises in which colleagues discuss
sample texts produced by students and a consensus is reached about what grades should be awarded. These
activities provide useful INSET for colleagues and are essential if the assessment criteria are going to be
consistently applied across departments. It is essential that teachers regularly make a comment upon a
student’s work which indicates briefly what has been achieved and in what ways a piece of work could have
been improved.
Grading
The final grading in each subject will be the average of all the assessment in the subject semester wise. That
is, the average of all the 10 compulsory assessment in semester one and semester two will be added for final
grading in FA in each subjects.
Record keeping
It is important that those teachers keep a well presented record of student progress. This mark book or record
sheet should clearly indicate the dates when significant pieces of work were set and the grades or marks
achieved by the students. This assessment record is a valuable tool for teachers when they are deciding what
to write on reports [descriptive indicators] and they will reveal patterns of poor attendance or arrested
progress. The principal/ Vice Principal/HMs/ HODs /SMC / parents / CBSE can share the assessment
records at consultation times.
We believe that the most powerful and ample resource for change in education is teachers' own expertise.
With this in mind and in the endeavor of recognizing more individuals with core skills of teaching
competency, we have introduce a mentoring and monitoring system under the leadership of principal and
the vice principal and head mistress conduct the monitoring through a well-defined schedule. The teachers
are provided with self- assessment tools.
Objectives:
a) To ensure that students receive the benefit of an education system supported by employees who
are performing their duties satisfactorily.
b) To provide for fair, effective and consistent employee evaluation tool.
c) To promote professional growth.
d) To assist in identifying and building upon employee strengths.
e) To serve as the basis for the improvement of instruction.
f) To develop remediation goals.
g) To address accountability and employee quality.
h) To support fair, valid and legal decisions for rehire, promotion or termination
Staff Training:
a) The employee will be required to update knowledge and skills every year by attending in-service
training program of CBSE.
b) These may be within or after school hours or on holidays
Observation areas in which teachers will be appraised
a) Class room teaching observation- CBSE monitoring schedule.
b) Day to day activities.
c) Participation in school events.
d) Organizing school events.
e) Interpersonal Relationship.
f) Professional Role
Procedure for Class Observation
a) The Vice Principal and Headmistress observe the lesson plan of teachers, weekly.
b) The teachers must keep the lesson plan/s and teacher’s diary ready for reference.
c) The employee will be observed for one full period.
Key parameters for Lesson Observation
a) Subject matter competence.
b) Classroom management.
c) Effective teaching skills/ Methodology.
d) Being Child Centric.
e) SSRVM school ethos
CURRICULUM COMMITTEE MEETING
3.4 MENTORING and MONITORING
MEETINGS MINUTES (departments, committees, councils and divisions)
The school curriculum committee meet during summer vacation and develop the Annual Curriculum Plan
for the current coming academic year. The principal keeps the records. All staff members meet department
wise to give form for term wise and periodical assessment wise split of curriculum .The final form of the
ACP will be developed by the Curriculum Committee composed of the Vice principal, HODs under the
presidential ship of the Principal, during May, every year.
Staff Meeting
Every month there will be a review meeting with the staffs with the principal to review the academic and
nonacademic activities held during the month. A detailed discussion about the performance of students’
during various scholastic and co scholastic activities will be considered and changes and improvement
made. All matters remaining under Consent Calendar are considered to be routine and will be approved by
one motion. Discussion on any pending and curricular changes will be made if necessary.
Departmental meting
The HODs are responsible to maintain a minimum standard based of common core standard of SSRVM.
Weekly department staff meeting to review the program and maintain the standard is advised. The minutes
of the meeting is maintained in proper order.
Council/Club activates
The teacher/s in charge is responsible to convene the meeting of various club and take decision/ review
progress of the club activities and maintain records.
Evaluation is goal directed, and educational outcomes are judged in terms of goal attainment. Every
educational programme should aim for the all round development of the personality of the child. Therefore,
the learning experiences provided in the school should contribute toward the achievement of the desired
goals. A teacher while deciding about the related learning experience should see both scholastic and co-
scholastic outcomes and desirable behavioural outcomes of that programme.
The scope of evaluation in schools extends to almost all the areas of learners’ personality development. It
should include both scholastic and co-scholastic areas, i.e. it should be comprehensive in nature. This is in
line with the goals of education. Evaluation is continous and reveals the strengths and weaknesses of
learners more frequently, so that the learners have better opportunity to understand and improve themselves.
It also provide feedback to the teachers for modifying their teaching strategies.
What is ‘Continuous’ and ‘Comprehensive’ Evaluation ?
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students
that covers all aspects of students development.
It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are
continuity in evaluation and assessment of broad based learning and behavioural outcomes on the other.
In this scheme the term ‘continuous’ is meant to emphasise that evaluation of identified aspects of students
‘growth and development’ is a continuous process rather than an event, built into the total teaching-learning
process and spread over the entire span of academic session. It means regularity of assessment, frequency
of unit testing, diagnosis of learning gaps, use of corrective measures, retesting and feedback of evidence
to teachers and students for their self-evaluation.
The second term ‘comprehensive’ means that the scheme attempts to cover both the scholastic and the co-
scholastic aspects of students’ growth and development. Since abilities, attitudes and aptitudes can manifest
themselves in forms other than the written word, the term refers to application of variety of tools and
techniques (both testing and non-testing) and aims at assessing a learner’s development in areas of learning
like :
Knowledge
Understanding/Comprehension
ApplyingAnalyzing
Evaluating
3.4. CONTINUOUS AND COMPREHENSIVE EVALUATION
Creating
The scheme is thus a curricular initiative, attempting to shift emphasis from testing to holistic learning. It
aims at creating good citizens possessing sound health, appropriate skills and desirable qualities besides
academic excellence. It is hoped that this will equip the learners to meet the challenges of life with
confidence and success.
The Objectives of the Scheme are :
To help develop cognitive, psychomotor and affective skills.
To lay emphasis on thought process and de-emphasise memorization
To make evaluation an integral part of teaching-learning process
To use evaluation for improvement of students achievmenet and teaching-learning strategies on the
basis of regular diagnosis followed by remedial instruction.
To use evaluation as a quality control devise to maintain desired standard of performance.
To determine social utility, desirability or effectivenss of a programme and take appropriate
decisions about the learner, the process of learning and the learning environment.
To make the process of teaching and learning a learner-centered activity.
What should be assessed?
To make the process more comprehensive in nature, it is important that assessment of the child’s learning
be done in awhole range of situations and environments both in and out of the classroom. The assessment
process also needs to be part of the way of providing information and feedback on the extent to which the
school and teachers have been successful in realizing the expected outcomes of education.
In view of getting a complete picture of the child’s learning, assessment should focus on the learner’s ability
to –
Learn and acquire desired skills related to different subject areas
Acquire a level of achievement in different subject areas in the requisite measure
Develop child’s individual skills, interests, attitudes and motivation
Understand and lead a healthy and a productive life
Monitor the changes taking place in child’s learning, behavior and progress over time
Respond to different situations and opportunities both in and out of school
Apply what is learned in a variety of environments, circumstances and situations
Work independently, collaboratively and harmoniously.
Analyze and evaluate,
Be aware of social and environmental issues
Participate in social and environmental projects and causes
Retain what is learned over a period of time.
Schools of the future will need to develop in their learners the ability to take risks, to be adaptable, to be
flexible, to cope with constant change and become lifelong learners. In this context, learners become
dynamic leaders with teachers as enablers.
Thus assessment is a useful, desirable and an enabling process. To realize this one needs to keep the
following parameters in mind –
The need to :
Assess the learner
Use a variety of ways to collect information about the learner’s learning and progress in subjects
and cross curricular boundaries.
Collect information continuously and record the same.
Give importance to each learner’s way of responding and learning and time it takes to do so
Report on an ongoing continuous basis and be sensitive to every learner’s responses.
Provide feedback that will lead to positive action and help the learner to do better
In the assessment process, one should be careful NOT to :
Label learners as slow, poor, intelligent etc.
Make comparisons between them
Make negative statements
When should assessment be done ?
Closely related to what needs to be assessed is the critical question about the periodicity of a child’s
progress. Assessment of the outcomes of learning in holistic education is integral to the teaching-learning
process. Each session on learning should involve three parts: process of learning, applying what has
been learned, and assessment of what has been learned. This is one way learning and assessment can
combine.
In order to have Continuous and Comprehensive evaluation, both scholastic and co-scholastic aspects need
to be given due recognition. Such a holistic assessment requires maintaining an onging, changing, and
comprehensive profile for each learner that is honest, encouraging and discreet. While teachers daily reflect,
plan and implement remedial strategies, the child’s ability to retain and articulate what has been learned
over a period of time also requires periodic assessment. These assessments can take many forms but all of
them should be as comprehensive and discreet as possible. Weekly, fortnightly, or quarterly reviews
(depending on the learning area), that do not openly compare one learner with another and are positive and
constructive experiences are generally recommended to promote and enhance not just learning and retention
among children but their soft skills as well.
In order to improve the teaching learning process, Assessment should be both Formative and Summative
Assessment.
Formative and Summative Assessment.
Formative assessment is a tool used by the teacher to continuously monitor student progress in a non-
threatening supportive environment. It involves regular descriptive feedback, a chance for the student to
reflect on the performance, take advice and improve upon it. It involves students’ being an essential part of
assessment from designing criteria to assessing self or peers. If used effectively it can improve student
performance tremendously while raising the self-esteem of the child and reducing the work load of the
teacher.
Some of the main features of Formative Assessment are listed below:
Is diagnostic and remedial
Makes the provision for effective feedback
Provides the platform for the active involvement of student in their own learning
Enables teachers to adjust teaching to take account of the results of assessment.
Recognizes the profound influence assessment has on the motivation and self-esteem of students,
both of which are crucial influences on learning.
Recognizes the need for students to be able to assess themselves and understand how to improve
Builds on students’ prior knowledge and experience in designing what is taught.
Incorporates varied learning styles into deciding how and what to teach.
Encourages students to understand the criteria that will be used to judge their work
Offers an opportunity to students to improve their work after feedback
Helps students to support their peers, and expect to be supported by them.
Formative assessment is thus carried out during a course of instruction for providing continous feedback to
both the teachers and the learners for taking decisions regarding appropriate modifications in the
transactional procedures and learning activities.
Summative assessment is carried out at the end of a course of learnig. It measures or ‘sums-up’ how much
astudent has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set
of grades.
Assessment that is predominantly of summative nature will not by itself be able to yield a valid measure
of the growth and development of the child. It, at best, certifies the level of achievement only at a given
point of time. The paper pencil tests are basically a one-time mode of assessment and to exclusively rely
on it to decide about the development of a child is not only unfair but also unscienfific. Over emphasis on
examination marks focusing on only scholastic aspects makes children assume that assessment is different
from learning, resulting in the ‘learn and forget’ syndrome. Besides encouraging unhealthy competition,
the overemphasis on Summative Assessment system also produces enormous stress and anxiety among
the learners. It is this that has led to the emergence of the concept of Continuous and Comprehensive
School-Based Evaluation.
Student Parliament We wanted to develop a more high profile and influential style of Student Voice, so at the start of 2015-16
academic year we made plans to form a School Parliament. The parliament would be set out in
'constituencies' and MSPs (Members of School Parliament) would represent the respective classes. There
were whole school elections and applications for roles.
Our Aims:
To make sure that our school is a safe and happy place for all students.
To make sure that all students have a place to articulate and express their concerns.
To encourage all students in school to suggest improvements and areas for development.
To make sure any suggestions or concerns are listened to and acted upon.
To build good relationships between the school and our local community.
Rationale:
The implementation of SSRVM Student Parliament is seen as a means of empowering students through
active involvement in a fully functioning democratic model. The school parliament will function under the
school parliament patron (one teacher- nominate by the principal)
Composition of student parliament
The student parliament is composed of one girl and one boy representative from each class elected directly
by the students of respective classes on the basis of double ballot system. They elected representatives are
known as Members of Student Parliament [MSP]. The school Parliament members elect the Prime minister/
Deputy prime minister and speaker. One MSP can cast three votes –one for PM one for Dy PM and one for
Speaker. The minister are nominated by the Prime Minister consultation with the school parliament patron.
Tenure
The term of office of all MSPs are one academic year and continue in office until a new parliament assumes
office. All MSPs are eligible for reelection not more than two times. Midterm poll and by election is allowed
if the patron in consultation with the principal deemed to do so.
Outcomes:
Members of Parliament will exhibit strong leadership skills.
Ministers of Parliament will provide an exemplary role model for all students.
Students will experience the democratic process at first hand.
Students will have an awareness of the structure/role of Government and Parliamentary procedures.
Parliamentary decisions will be seen to have an influence on school activities.
Members of Parliament will realise that through the democratic process each person has the right
to free expression of ideas, together with responsibility for the wellbeing of all.
Expectations of All Members of Parliament:
All members of SSRVM Student Parliament are expected to set a good example to fellow students by
wearing full school uniform at all times. They are also expected to maintain a high standard of conduct,
attitude and citizenship. This should be demonstrated in their daily relationships and interaction with
students and staff alike. In this way they will assist in the development of a school community where
individuals feel secure, happy and free to strive towards their personal best in aspects of school life.
Additionally, all Ministers of Student Parliament are expected to consistently display positive leadership
skills.
Responsibilities of All Ministers:
Each Minister will report to Parliament at each session.
Each Minister will undertake specific tasks.
The Minister is responsible for organising a roster of committee members for regular tasks e.g.
sports duties.
All Parliamentary decisions/recommendations affecting school operation must have the approval
of the principal before they are implemented. It is the responsibility of the Minister involved to
STUDENT PARLIAMENT
organise an appointment to meet with the supervising teacher to discuss Parliamentary
decisions/recommendations.
Student Parliament Roles
Prime Minister (School Captain)
Chair cabinet meeting / Make speeches, e.g. thanking people, offering gifts, accepting presentations.
Write thank you notes for services rendered to our school/grade.
Represent our school on special occasions.
Chair the important meetings of the school when advised to do so by the patron in consultation with
principal.
Deputy Prime Minister [deputy School captain]
Assume the office of PM when the PM office falls vacant due to the absence, illness etc. of PM.
[It is advisable if the PM is a boy then the Dy Pm must be a Girl or vice versa]
Speaker
Chair the parliamentary session
Conduct the voting at Parliament Sessions.
Record the opening and closing time of each session.
Record the minutes of each Parliamentary Session in the required format.
Present the minutes of the previous meeting at each Parliamentary Session.
Keep all records in the Secretary's folder.
Read from the General Business, the decisions and solutions to the problems and questions raised.
Present the Parliamentary Report to the school assembly each fortnight.
Student Parliament Ministers
All ministers are responsible for forming and organising committees to help with duties.
Minister for Health and Safety
Form and organise a committee to help with duties.
Inspect school grounds for safety issues.
Advertise special days.
Monitor/patrol canteen lines during lunch basket handouts/service
Minister for Communication and Technology
Set up/update sign for school
Assist with technology issues across the school.
Edit school website.
Minister for Information and Research
Assist with maintenance of library.
Promote library events/ new resources.
Assist librarian with stock-take as appropriate.
Speak at assemblies about any forthcoming library events/ issues.
Minister for Trade Return labelled/lost property to students.
Record points awarded for school uniform.
Announce school uniform winner at assemblies.
Liaise with the principal/teachers to set up/put away trading stalls.
Minister for the Environment
Organise Litter Police roster.
Increase school awareness of special environmental days.
Organise and promote paper recycling.
Organise and promote paper recycling (including taking out bins).
Minister for Education Help teachers organise and set up display in open space
Speak at Assemblies about any forthcoming events.
Assist with special education events e.g. Maths Fun Day, Spelling competitions, reading groups in
classes
Minister for Functions/Social Services
Collect ideas for fund raising to raise money for Parliamentary expenses.
Liaise with staff to obtain approval and set dates for Parliamentary fund-raising functions and write
any necessary notes/letters.
Organise, distribute and sell fund raising materials.
Minister for Sport
Organise and oversee sport house captains.
Distribution/organization of sport equipment borrowed/returned.
Ensure sports shed is tidy/locked every day with all equipment put away.
Organise team house sports at carnivals (inc. cheers/team participation).
Collect and announce house points for assemblies.
Put out/bring in soccer pads for goal posts.
Rules & Regulations
I. Election commission- Constitution of election council. Nominate one teachers as chief electoral
officer is the first step in school parliament election. Election commission consist of three teachers
nominated by the principal.
a) Preparing voters list- based on the school attendance the election commission prepare the
Voters list and prepare ID card for all voters- (Students’ Id can be used)
b) Declare constituency – one class is one constituency.
c) Publish voters list
d) Declare dates of election/ nomination/withdrawal/ campaign/ election day/counting and
Declaration of results.
e) Appoint electoral officers to conduct election- class wise.
f) Prepare nomination papers / ballot papers, ballot box etc.
II. Constituency- multimember constituency- one girl and one boy from one class
III. Mode of Elections: Direct Elections will be held for the posts of Parliamentarians using preferential
double ballot system. One student can cast two votes- one for girls’ representative and one for boy’s
representative from a class.
IV. Eligibility Criteria for the Candidates:
a) The candidate must have a minimum CGPA of 8.1 on scale of 10 in all subjects and a minimum
grade of 4.1 in at least five Co Scholastic areas during the previous class of study.
b) He/she not be under any default (academic / disciplinary or otherwise) at the time of filing
his/her nomination.
c) He /she must be the student of the same class from where he conduct the election.
d) The respective class teacher shall forward his/her nomination papers to the election
commission
V. Campaign/voting
a) No candidate shall be permitted to make use of printed posters, printed pamphlets, or any
other printed material for the purpose of canvassing.
b) No candidate shall, nor shall his/her supporters, deface or cause any destruction to any property
of the campus. All candidates shall be held jointly and severally liable for any
destruction/defacing of any institute property.
c) During the election period the candidates cannot hold processions and/or public meetings.
d) The use of loudspeakers, vehicles and animals for the purpose of canvassing shall be prohibited.
e) Voters who are present on the campus on the date of voting can only cast their votes at the
polling station during the prescribed hours.
f) In case of unavailability of nominations from female/male students, the reserved seats shall
remain vacant.
g) A student can cast two votes (one for girl representative and one for boy representative). All
votes will have equal weight age. In case, a student casts more than two votes, his/her ballot
paper will be treated as invalid
h) Voting shall be through secret ballot paper and voter shall be required to put prescribed stamp
against the available preferences
VI. Eligibility to get declared elected.
One candidate is declared elected when he/she command a majority of 51% of vote casted. If anyone failed
to secure the mandatory vote a second ballot system will be applied. That is a second election will be
conducted among the two members who secured highest vote in the first election.
Key Improvement
Strategies
(KIS across the three
student outcomes
areas)
Actions Achievement Milestones
(Changes in practice and
behaviours)
Build the capacity of
teachers to implement a
cohesive school wide
approach to teaching and
learning.
Year 1
Year 2
Year 3
Year 4
Develop and trial an agreed
construct around effective
classroom teaching.
Review the curriculum planning
through the documentation of all
units in years.
Evaluate the effective classroom
teaching model and make any
suggested changes for
improvement.
Continue refining and
implementing effective
classroom teaching model.
Continue to implement the
peercoaching/ mentoring model.
All staff support and contribute
to the development of an agreed
model ofinstruction.
All staff are involved in the
coaching and mentoring model
at least twice in terms three and
four.
All teaching teams using the
agreed model of instruction.
All staff involved in reflective
practice about pedagogy
RATIONALE:
The Curriculum is the statement of official policy relating to teaching and learning at ………….
[primary/ secondary] School. PURPOSE: The following principles, as detailed in The National Curriculum Frame work will underpin and guide the design,
practice and evaluation of curriculum at every stage:
a) High Expectations
b) Cultural diversity
c) Community engagement
d) Future focus GUIDELINES: Every decision relating to curriculum and every interaction that takes place will reflect the values identified as
important in both the NCF and as identified by our school community. Evidence tells us that students learn best
when teachers:
a) create a supportive learning environment;
b) encourage reflective thought and action;
c) enhance the relevance of new learning;
d) facilitate shared learning;
e) provide sufficient opportunities to learn;
f) inquire into the teaching–learning relationship.
5. School Strategic Planner 2015 - 2016: Indicative Planner
Curriculum Delivery Plan
Commented [U2R1]:
Commented [U1]:
Name of the teacher ____________________________ Date _______________
Subject _______________________________________ Class / Section _______
S.No Area of
Supervision
Observation of Principal Actions suggested to
the teacher
Action
taken (Yes /
No)
I. CLASS ROOMS TRANSACTIONS
1 Coverage of
syllabus
a) Teacher has covered
syllabus as per split up
syllabus
b) Teacher did not cover as per
split up syllabus
a) To take extra classes to
cover the backlog.
b) To prepare an action
plan to make up the
uncovered portion.
c) Study material for the
uncovered syllabus to
prepare in advance.
Yes/ No
Yes / No
Yes / no
2 Preparation
(Teacher’
Diary)
a) Tr. Has written Teacher’s
Diary
b) Teacher has used
appropriate teaching aids.
c) Tr. Did not write Teacher’
Diary.
d) Tr. did not use charts, maps,
instruments, models, audio visuals,
which were otherwise
effective in Teaching learning.
a) To prepare Teacher’s
Diary daily.
b) To prepare lesson notes
c) To prepare T. Diary
with an exam point of
view.
d) To prepare list of
possible teaching aids and
use it while teaching.
c) To get prepared some
teaching aids by students.
Yes / No
Yes / No
Yes / No
Yes / No
Yes / No
3 Blackboard
works
a) The tr. wrote a systematic
blackboard summary of the
lesson.
b) The tr. did not write
a) Tr. is advised to have
preplan on
Blackboard work.
Yes / No
PRINCIPAL’S ACADEMIC SUPERVISION DIARY
Commented [U3]:
anything on blackboard.
c) Tr used blackboard to write
haphazardly and in criss-cross
manner.
b) Tr is asked to improve
handwriting
Yes / No
4 Interaction in
the
classroom
a) It is a participatory /
interactive class.
b) Interaction is less.
c) Students sit passively.
d) Tr’s voice is low and
not giving emphasis on
important points.
a) To ask questions to
elicit
answers from students.
b) To adopt activity
method
c)To improve voice and
class management
techniques
Yes / No
Yes / No
Yes / No
5 Recapitulation
and assigning
Home works
a) Tr. gives recapitulation of points
b) Tr. assigns judicious
amount of Home work
c)Tr. did not do the
review
d) Tr did not assign
Home work at all
a) To prepare questions
for
Home work well in
advance
b) To prepare a question
bank
c) To keep a separate set
of
questions already asked in
Board Exams.
Yes / No
Yes / No
Yes / No
II. CORRECTION WORK
6 a) The Tr. checked the
note books of students.
b) The Tr. corrected
the Home assignments
c) The Tr. did not
check the Home
assignments
d) The Tr. checked the
note books casually
e) The teacher did not
check the note book at
all
f) The Tr. corrected /
not corrected the test
papers promptly.
a) Tr. is advised to check
note books regularly and
get countersign of
Principal periodically.
b) Tr is advised to prepare
a schedule for checking
home assignments.
c) Tr. has to ask the
students to prepare an
index on the front page of
note books.
d) Tr. has to list the
regular defaulters in
submission of note books.
Yes / No
Yes / No
Yes / No
Yes / No
III. REMEDIATION
1 Maintenance
of
Academic
records
a) The Tr. maintain the
marks of unit tests,
assignment tests, terms
tests, etc. in the
register.
b) Tr did not maintain
mark register in the
particular subject.
a) Tr is advised to
maintain the marks in
the register and get
countersign from the
Principal.
Yes / No
2 Identification
of Weak
students And
areas of
weakness
a) The Tr. has identified
the weak students along
with their areas of
weakness.
b) Tr did not identify
weak students.
c) Tr do not know areas
of weakness of each
student
d) No action plan has
been made so far
improve weak students.
a) List of weak students
and their areas of
weakness to be prepare
in a separate register
b) To prepare a remedial
materials for discussion,
drilling and practice.
c) To identify easier ad
mark fetching portion of
board appearing students
for practice and
drilling.
Yes / No
Yes / No
Yes / No
e) Tr. did not prepare
question wise analysis
of Pre-Board tests.
3 Action plan
and follow-up
a) The Tr is undertaking
remedial work, drilling,
practice, correction work, etc,
which are done in an
individualistic manner.
b) Tr takes the remedial work
casually.
c) Tr has not knowledge about
remedial the remedial measures /
strategies.
d) Tr. did not adopt the suitable
remedial strategies.
e) Pairing and adoption of weak
students are not done.
a) Tr. has to consult with
Principal / Vice Principal
/ Sr. Tr. regarding
measures /
strategies for remediation.
b) The Tr. has to inform
the Principal about
improvement of weak
students periodically.
c) Tr has to give more
emphasis on written work.
Yes / No
Yes / No
Yes / No
IV ENTRICHMENT PROGRAMME
1 Enrichment
programme
for Gifted
children
a) Tr. provided special and
advance study materials to the
bright students and devoted
some time for the benefit of
these children
v) Tr did not attempt for any
special efforts for these children
a) Tr. has to prepare
graded assignments
and take it for
discussion.
b) Tr. has to try to
make available suitable
books and periodicals
for these bright
students.
Yes / No
Yes / No
Signature of the Teacher Signature of the Principal
with date with date
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