Middle School Math
Middle School Math
Middle School Math
MIDDLE
Curriculum
CBSE-i
CURRICULUM
Middle
CB
- Internati
al
on
CLASSES VI - VIII
Preface
Education plays the most important role in acquiring professional and social skills and a positive attitude to face the challenges
of life. Curriculum is a comprehensive plan of any educational programme. It is also one of the means of bringing about
qualitative improvement in an educational system. The Curriculum initiated by Central Board of Secondary EducationInternational (CBSE-i) is a progressive step in making the educational content responsive to global needs. It signifies the
emergence of a fresh thought process in imparting a curriculum which would restore the independence of the learner to pursue
the learning process in harmony with the existing personal, social and cultural ethos.
The CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in classes I and IX and
extended the programme to classes II, VI and X in the session 2011-12. It is going to be introduced in classes III, VII and for Senior
Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes extremely important
for students to develop the right attitude, a willingness to learn and an understanding of the world around them to be able to
take right decisions for their future. The senior secondary curriculum is expected to provide necessary base for the growth of
knowledge and skills and thereby enhance a student's potential to face the challenges of global competitiveness. The CBSE-i
Senior Secondary Curriculum aims at developing desired professional, managerial and communication skills as per the
requirement of the world of work. CBSE-i is for the current session offering curriculum in ten subjects i.e. Physics Chemistry,
Biology, Accountancy, Business-Studies, Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematics
at two levels caters to the differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logical mathematical
intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal intelligence and intra-personal
intelligence.
The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of this part of the
core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal knowledge. This involves
trans-disciplinary linkages that would form the core of the learning process. Perspectives, SEWA (Social Empowerment through
Work and Action), Life Skills and Research would be the constituents of this 'Core'. The CBSE-i Curriculum evolves by building
on learning experiences inside the classroom over a period of time. The Board while addressing the issues of empowerment with
the help of the schools' administering this system strongly recommends that practicing teachers become skilful and lifelong
learners and also transfer their learning experiences to their peers through the interactive platforms provided by the Board.
The success of this curriculum depends upon its effective implementation and it is expected that the teachers will make efforts to
create better facilities, develop linkages with the world of work and foster conducive environment as per recommendations
made in the curriculum document.
I appreciate the effort of Dr. Sadhana Parashar, Director (Training), CBSE and her team involved in the development of this
document. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly towards meeting deadlines.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any further
suggestions on improving the portal are always welcome.
Vineet Joshi
Chairman, CBSE
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators VI-VIII
Ms. Aditi Mishra
Ms. Guneet Ohri
Ms. Sudha Ravi
Ms. Himani Asija
Ms. Neerada Suresh
Dr. Rajesh Hassija
Dr. G.P. Bagoria
Ms. Neera Chopra
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step by Step, School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Hindi:
Mr. Akshay Kumar Dixit
Ms. Veena Sharma
Ms. Nishi Dhanjal
Ms. Kiran Soni
History :
Ms. Leeza Dutta
Ms. Kalpana Pant
Ms. Ruchi Mahajan
Ms. Nasreen Rekhange
Ms. Yachana Villaitrari
Ms. Dalia Haldar
MS. N. Saroj
Ms. Navita Gayla
Ms. Dolly Haryal
CORE-SEWA
Ms. Vandna
Ms. Nishtha Bharati
Ms. Seema Bhandari
Ms. Seema Chopra
Ms. Reema Arora
Ms. Neha Sharma
ICT
Mr. Yogesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Babita Mahajan
Ms. Ritu Arora
Ms. Swati Panhani
Ms. Chanchal Chandna
Economics :
Ms. Leela Garewal
Ms. Anita Yadav
Mr. A. Manoharan
CORE-Perspectives
Ms. Madhuchhanda
(RO) Innovation
Ms. Neha Sharma
Geography:
Ms. Suparna Sharma
Ms. Aditi Babbar
Ms. Sharda Hans
Ms. Shushila Pandey
Mathematics :
Dr. Ram Avtar
Mr. Mahendra Shankar
Political Science:
Ms. Kanu Chopra
Ms. Shilpi Anand
Ms. Rashmi Mishra
Ms. Manisha Anthwal
Ms. Alka Singh
Ms. Mamta Talwar
Visual Arts:
Ms. Rani Bhatnagar
Ms. Anjali Anand
Shri. Subroto Mallick
Ms. Renu Gupta
Ms. Minakshi
Shri. Subir Mitra
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic
(w.e.f. 3.1.1977)
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
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ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"V dh lsok djs_
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(p)
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ds izfr n;kHkko j[ks_
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gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ysA
Contents
Preface
Acknowledgements
1.
CBSE-i : Introduction
2.
Introduction
18
Eligibility of Candidates
21
Scheme of Studies
25
Language - English
27
Language - Hindi
63
Social Science
91
Science
113
Mathematics
150
173
Physical Education
186
205
Core
227
SEWA
227
Perspective
263
Research
282
Life Skills
385
Assessment
391
Annexure - I
429
Performance Profile
430
Annexure - II
442
443
CBSE-i : Curriculum
Introduction
Aims of CBSE-i
Education is a powerful instrument of change and the key to preparing learners for global
challenges. Global citizens must essentially be lifelong learners equipped with willingness to
learn constantly while engaging in collaborative teamwork replete with positive attitude.
The CBSE international (CBSE-i) aims to
v
Craft confident individuals who are able to live healthy and productive lives
Initiation of CBSE-i
The Central Board of Secondary Education is a national board with more than 12500 schools
affiliated to it within the country and abroad. CBSE has schools spread all over the world
catering to the needs of the Indian diaspora settled in different countries. The students in these
schools need a curriculum that is in line with global trends and current pedagogical patterns.
1
CBSE with a rich experience to its credit in handling the educational needs of millions of
learners over the last several decades has to respond to these challenges. It must provide a
globally sensitive curriculum that would help Indian learners either to pursue their higher
studies in countries abroad or interact meaningfully with global markets for ensuring active
participation in the development process.
It is in this context that the CBSE has initiated an International Curriculum or CBSE-i. The
Board launched CBSE International - CBSE-i as a Pilot project in a group of about 20-25 schools
initially in the session 2010-2011. This curriculum was implemented in these schools in Middle
East and South-Asia as a Pilot Project for Classes I and IX. The Board continued to review and
extend it to other schools abroad in the session 2011-2012 by extending it to classes II, VI and X.
The Board is initiating classes III, VII and XI in the session 2012-2013.
Languages
English, Mother tongue /
Hindi / Local Language /
any other foreign languages
Performing Arts
Music, Drama, Dance
Visual Arts
Fine Arts,
Pottery, Sculpture
Physical Education
Perspectives
Life Skills
SEWA
Research
Social Science
History, Political
and Social Structures
Geography, Economics
Environment
Education
Sciences
Physics, Chemistry,
Biology,
Breakthroughs
Environment
Education
Mathematics
ICT
The language curriculum aims to develop the skills of listening, speaking, reading and writing
in a variety of contexts and train students to be able to adapt language to suit different tasks,
audiences and purposes. It aims to develop confidence in the students so that they can use
their skills and abilities effectively. It helps to develop students' critical abilities - to analyze
and critically evaluate diverse texts and to equip learners with the language to question ideas
and articulate their point of view.
The second area of learning is Social Science. This is called Environmental Education for
classes I and II where it is a combination of four dimensions of environment. These are
Physical Environment, Geographical Environment, Cultural Environment and Social
Environment. In classes III to V, students study Social Science which reflects components of
History, Geography, Social and Political Structures. In classes VI to X, Social Science
crystallizes into various disciplines of learning such as the study of History which focuses
largely on world history along with provision of learning local / native history, Social and
Political Structures, Geography and Economics.
The Social Science curriculum aims to develop in students an understanding and evaluation
of the social, political, economic and environmental dimensions of the world, and helps them
formulate and justify arguments in response to a diverse range of issues.
The third area of learning is Mathematics and Technology. All students study Mathematics
till class X. For classes I -VIII, the focus is on developing core mathematical skills in all learners.
For classes IX-X, Mathematics is being offered at two levels - Core and Elective. A student can
opt for either Mathematics (core) or Mathematics (elective). The Curriculum helps students
develop strategies that improve their logical thinking and analytical ability. It helps to
develop the ability to approximate and estimate, to use trial and improvement techniques,
look for patterns and make hypothesis. It helps in development of computational skills and
spatial intelligences. The Mathematics Lab activities will be an integral and a compulsory part
of the Mathematics curriculum and will be examinable from classes VI to X under Formative
Assessments.
Information and Communication Technology is a compulsory component of the curriculum
which will help students assess the impact of new technologies on society and train them to
use these productively. The focus of the program is to help the students to understand the use
of common software applications and use technology to enhance their ability to access,
evaluate and research information.
The fourth area of learning is Science which in classes I and II is covered as Environmental
Education where it is a combination of four dimensions of environment namely: Physical
Environment, Geographical Environment, Cultural Environment and Social Environment.
The Life Skills Programme will be able to help students lead balanced, happy and successful
lives. The program covers Creative and Critical Thinking Skills, Interpersonal Skills, Effective
Communication Skills, Problem-Solving and Decision Making Skills, Conflict Resolution
Skills, Collaborative Skills, Leadership Skills, Self Esteem, Empathy and Dealing with
Emotions as well as Coping with Stress. These skills are dealt in an age appropriate manner.
Perspectives introduces students to both global and local issues through research, discussion
and debate, and encourages students to arrive at informed positions about contemporary
issues that affect us all. Critical thinking helps to develop logic and reasoning which will build
the higher order thinking skills of students.
All students will be part of a program of community service every year with an
NGO/agency/organization of their choice. Students will keep a journal of their association
and a log of their hours spent meaningfully in Social Empowerment through Work and Action
(SEWA).
Research includes research or extended writing on a programme/topic chosen by the
students. This will be trans-disciplinary in nature and will provide the opportunity to use
experiences from Perspectives. This will be initiated from class VI onwards.
All the elements of the Core except Life Skills will be commented upon and are not
examinable. The main highlights of the CBSE-i curriculum particularly in the areas of
pedagogy and assessment are:
v The CBSE International (CBSE-i) provides opportunities for extended learning,
development of Perspectives, Research orientation, SEWA (Social Empowerment
through Work and Action) and a more liberal approach towards Arts Education (both
Visual and Performing Arts).
v It also provides an extended approach to Mathematics learning by providing for its
study at two levels - Core and Elective.
v Social Sciences with valuable historical perspectives and components of the countries in
which schools are situated is an added feature.
v Science has an enrichment component called `Breakthroughs'.
The National Curriculum Framework of the Government of India clearly spells the basic core
objectives of the learning process at the school level. The international curriculum, however,
takes cognizance of the knowledge dynamics at the global level and the need for facilitating
content for meaningful and productive skills. Therefore, the essential focus of this curriculum
would be centered on development of skills - cognitive, emotional and psycho-motor.
Some of the important principles and features that underline the curriculum design and
structure are as follows :
5
Framework of Learning
The curriculum framework symbolized by the five components and a Core is essential
learning for every student from classes I to X. They need to know, understand and develop the
ability to experiment, explore and discover as part of their schooling across all the areas of
learning.
Every learner can learn is the underlying principle
CBSE-i believes in the potential possibilities of every learner to learn and engage in activities in
their chosen field. It would help them to benchmark themselves in their own context.
Curriculum is focused on maximizing opportunities to learn
Curriculum in various disciplines as well as the Core areas builds on the learners' previous
knowledge, attitudes, values and beliefs. This helps to create an environment for them
wherein they can maximize their learning outcomes.
Curriculum is learner and learning centric
The curriculum has been designed in such a way that effective learning happens in an
interactive classroom. This would really mean that the learning inputs as well as the pedagogy
should yield themselves with opportunities for effective learning, as every learner is unique
and the process of learning is individual specific. The curriculum is intended to meet this
objective and enable the spectrum of learners - visual, auditory and kinesthetic - with specific
inputs that would trigger their attention and fire their curiosity. The curriculum also provides
opportunities for learning through experiences both hands-on and otherwise.
Curriculum supports experiential learning
The focus of the curriculum is to offer localized experiences and enable a thought process on
matters and materials embedded in the learning content. The learning inputs at the primary
level are general in nature and are based on the sound concept of "from near to far". The
various disciplines offer unlimited opportunities for relating the concepts with real life
experiences and for scaffolding the learning constructs through extended activities such as
project work, development of Perspectives and Research.
CBSE-i curriculum provides every learner with sustained opportunities to learn
At every stage the curriculum design and pedagogy make provisions for opportunities and
experiences within and beyond the classroom to ensure that learning occurs. Curriculum
decisions need to be made about the best ways to organize sustained learning opportunities
for all learners. CBSE-i helps learners develop the fundamental concepts and ideas that
underline topics, subjects or disciplines and the relationships among them. The knowledge
that focuses on key concepts and the learning outcomes related to them would need to be built
by integrating it through themes.
Curriculum is coherent and organized
The CBSE-i is represented by the five petals of the flower with a core at the centre. This is a
visual representation of the co-curricular strengths to reinforce that they mutually empower
each other through trans-disciplinary learning. The connections between essential learning in
the scholastic domain and the core which includes Perspectives, Life Skills and Research and
SEWA (Social Empowerment through Work and Action) would help in coherent organization of
knowledge. Content selection across all areas of pedagogy and assessment practices would
be interconnected and aligned. Learning in this way will add value and meaning to students
much beyond the classroom and the boundaries of the school.
Dynamic and Flexible Approach
The CBSE-i curriculum offers flexibility in learning at the secondary stage in the subject of
Mathematics so that the learners can exercise their options for pursuing mathematics either at
the core level or at an elective level. Further, the learners would have the option of studying
Social Science with about seventy per cent of the learning content focused on world history
and the rest with provision to learn about the local history so that there is an optimal balance
in the knowledge about local and the global events. The subjects of Visual Arts and Performing
Arts also provide opportunity for learners to take up an area where they may exhibit a greater
aptitude.
Focus on developing thinking skills
The content development and pedagogical inputs provide for triggering and empowering the
thinking skills of the learners. The content is designed to provide teachers with adequate
situations wherein problems can be placed in the learning situations and the students may be
asked to reflect on them and arrive at possible solutions through objective assessments. The
subject of Perspectives would help schools to enable learners to constructively and critically
evaluate events, materials, situations, ideas and other real life experiences and take their own
positions.
Holistic Curriculum
The curriculum advocates paradigm shift from certain selected disciplines of learning to a
wide variety of subjects with a greater focus on Arts and Humanities at the primary and
middle level. The subjects of Visual Arts and Performing Arts get a significant place in the
curricular design. The learners have the option of pursuing their own choice of discipline
under the arts subjects. The curriculum has components which will help in incorporating basic
life skills to the learners self-awareness, self esteem, inter-personal relationships,
communications skills and emotional intelligence. This brings into focus the effort of
nurturing the affective domain of learners.
Synergy of formal with informal learning
In the emerging knowledge society, the impact of the informal learning tools and processes on
the formal learning curve is quite significant. These impacts vary from place to place, school to
school and community to community. Further the emergence of e-tools as information
carriers has facilitated the diffusion of information to a wider audience. There is evidence of
decreasing information gap between the rural and the urban, semi-urban and the metros. The
scope and availability of informal knowledge has made the learners ask more pertinent
questions and to see, relate and reflect on the parameters of knowledge obtained both through
the formal and informal modes. The CBSE -International (CBSE-i) curriculum provides ample
opportunities for synergizing the knowledge inputs from both the sources to help the learner
construct his/her own learning experience.
Curriculum is Skill Centric
All disciplines of learning under the international curriculum are designed to impart the
relevant skills related to the subjects and topics; further it would help in building these skills
through personal experiences, teamwork and other interventions. The range of skills would
include - Thinking Skills, Communication Skills, Sense of Enterprise, Inter-personal skills, IT-Skills,
Leadership and Managerial Skills. The curriculum would also focus on developing basic
Vocational skills related to the disciplines of learning so that the learners are able to apply
these skills in their own context.
Values underlying Curricular framework
Education needs to reflect the values, structure and beliefs that contribute to equipping young
people with a holistic personality and Life Skills. These include values relating to the self, to
the community and to the nation. The Value Framework may include Values such as Universal
Peace, Tolerance, Service, Pro-active and Responsible citizenship, Respect towards opposite gender,
Harmony and Spirit of unity, Transcending bias based on Religious, Linguistic and Regional or
Sectional diversities. Preserving the rich heritage of the local culture, Protecting and
10
and life skills of learners. The younger generation is seen to be more active, responsive, restless
and aggressive. Inability to cope with changing life patterns, unrealistic comparisons with
peers in the society, destabilizing family structures and excessive exposure to irrelevant
information have made them restless, and at times aggressive. Tolerance is giving way to
violence. The global bodies are finding the need and place for Peace education in the
curriculum. It really means that the learners have to be equipped with relevant emotional
skills and competencies so that they are able to understand their role in a more pragmatic
manner. Emphasis on teaching of emotional skills and life skills is given priority everywhere
in the curriculum. The CBSE International curriculum gives enormous opportunities for
empowering learners with emotional skills and competencies. Schools and teachers will be
encouraged to find suitable methods of successfully incorporating this vital component of the
curriculum among the learners.
Teaching of Languages
The approach to language teaching is essentially based on the development of communicative
skills. At the same time there is a strong focus on using language as an instrument for
developing creative faculties including creative writing, poetry, theatre and the like. Effective
language skills have become vital for learners in life. The language curriculum imports varied
experiences from the real world to facilitate the learners to contextualize the knowledge of the
language and gain meaningful experiences. Being an active instrument for dealing with the
affective domains of the curriculum, the language curriculum also integrates much needed
emotional components from a variety of literatures. The language curriculum is also aimed at
promoting extended learning and understanding of media skills.
essential dimensions of the environment viz., physical, geographical, social and cultural.
Concepts of science fall in place within the parameters of the above environments which form
the universe of their learning and understanding. The Board envisages a pedagogy which
would promote the much needed ownership of the environment by the learners so that they
take responsibility for environmental concerns and related issues.
Focus of Science
From class III onwards, science is studied as General Science which integrates different
disciplines of learning. The curriculum realizes the need for providing an optimal balance
between the basic sciences and the applied sciences. At the primary level, the balance would
remain with the basic sciences and the applied sciences would gain increased relevance with
the higher stages of learning. Science is essentially conveyed as a set of ideas and processes.
The objective is to convey the message that science is not the exclusive domain of a selected
few but is equally a matter of consideration for every human being. This would help in
imparting a scientific attitude; it is likely to impact the way they think, analyze and approach
various issues in life. Further the curriculum is focused on promoting various concerns of
science including health care, sanitation, eco-sensitivity, sustainable development,
technology in society, and the like.
The focus of various disciplines of science from classes VI onwards would shift to learning and
appreciation of physical and natural sciences - their history, evolution and dynamics.
However the pedagogy would essentially address the discovery of knowledge and
understanding of systems rather than reproduction of information available in the textual
materials or on the web. The science curriculum would promote basic approaches to research observation, identification of problems, collection of data, data management and
interpretation, analysis, inference and decision making. Taking cognizance of decline in the
pursuit of study of basic sciences among the learners, the curriculum would help in promoting
interest and curiosity in the basic sciences for higher levels of learning.
The middle school level is the appropriate age for promoting innovation and discovery. The
right attitudes for the pursuit of unknown as an academic adventure, ability to find the
relationship between the known and the unknown, skills of scientific and technological
enterprise, innovation as a practice are some of the implied objectives of the curricular design
at the middle level. It is equally important to pitch scientific pursuits not as the prerogative of
established research structures, but as a simple pursuit of any human mind in the natural
environment. The middle and the secondary school curriculum would address these
objectives as a part of learning. The science curriculum would also attract the attention of the
learners through direct and indirect inputs about common concerns of the present world such
12
13
understanding the cross-links between its various components and seeing social orders in a
unified manner. However from class VI onwards there is a greater thrust on studying History,
Geography, Political Structures and Economics as individual components under the umbrella
of Social Science. The cross curricular linkages will however be maintained. The focus in
history is largely on the trends in world history. The weightage of the world history would be
extended to seventy per cent of the total value of the history curriculum while the rest would
focus on the local/native history of the countries/states in which the schools adopting this
international curriculum are situated.
Significance of Visual and Performing Arts
Visual and Performing Arts is given a place of pride in the CBSE-i curricular architecture. The
role of Arts as an expression of human ingenuity, creativity and innovation can hardly be
debated. The last few decades have witnessed an over-emphasis on science and technology,
marginalizing the role of Arts especially at the school curriculum. The utilitarian demands of
existence have underplayed the role of aesthetics, appreciation and expression. It is in this
context the curriculum envisages a more meaningful role of Visual and Performing Arts in the
classrooms so that the future generation is able to create balance between tacit knowledge and
external knowledge. The schools need to liaison with institutions of Visual and Performing
Arts and bring home the nuances of the subjects right from the primary level. The classrooms
for these subjects should not be deemed as add-ons to CBSE-i, but as centers which appeal to
the inner spirit of every learner yearning for an expression.
It is important that schools do not restrict themselves to some routine types like painting,
graphics, music and dance, but explore the possibility of introducing a spectrum of artistic
talents and inputs so that the learners are able to get exposure to perceptions both local and
global level. The role of theatre as a vital component of Performing Arts has to be understood
and the institutions would provide expert guidance on wide-ranging skills associated with
the concept of theatre and its management. The schools should also note that while
specialization of certain arts could be pursued, it is equally important to bring to the forefront
a large number of folk arts and skills so that they don't get extinct over a period of time. Some
examples of Folk Art have been provided in the form of Self Learning Modules. It is further
suggested that the schools could think of providing amphitheater in their infrastructure
especially to the primary section.
Physical and Health Education
Physical and Health Education is a very vital part of the curricular architecture. The
development of mental faculties cannot happen if the health status of the individual is not
14
adequately sound. Researches worldwide have indicated the role of physical exercises in
nurturing the strength of the mental faculties. In addition to the regular physical exercises and
games in schools it is important to give a thrust on the mental health of the learners. Concepts
of preventive health care, role of nutrition in the management of the energy profile of people,
management of emotions to have a stress-free living, role of sanitation, etc., need to be
reinforced through the curriculum. Further, school going children sometimes become victims
of drug abuse, alcoholism in addition to some specific types of food fads. Psychological well
being of the learners is as important as their physical well being if they have to progress as
holistic personalities. The CBSE-i provides ample opportunities to schools for this integrated
approach to health. Physical Education Cards (PEC) have been developed for the Primary
level. The curriculum has been mapped through links at the bottom of each card. These will
help the leaner to explore concepts in language and mathematics through games.
SEWA (Social Empowerment through Work and Action)
CBSE-i has introduced another component in the curriculum which is not to be evaluated but
only commented upon - SEWA. The word "Seva" in Indian environment refers to the concept
of service to the community. A similiar thought forms the acronym SEWA which refers to
Social Empowerment through Work and Action. The object of this subject to re-emphasize the idea
that in the emerging global context every human being is interdependent and hence social
empowerment directly as well as indirectly leads to the empowerment of every human being.
The benefits of this empowerment program actually return to every individual of the society.
It is important to clarify the constituent terms. Social empowerment can be done through a
large number of ways. Community Awareness on sanitation, health, civic habits, rule of law,
social justice, truthful living, along with creating respect for social institutions are a few
indicators of the way how this could be achieved. Promoting Consumer Awareness,
facilitating inclusivity, care for senior citizens, ensuring eco-sensitive social responses and the
like would go a long way as instruments of social empowerment leading to social change. This
could be done by every single learner as a contributive citizen in a micro manner and can also
be achieved through focused actions as teams or social groups. The school can identify the
avenues for social empowerment depending on the local social needs and the cultural climate.
At the international level, the schools should ensure that such activities are completely within
the provisions of the existing laws of the land.
Perspectives
An entirely new dimension has been added to the CBSE-i by the introduction of the subject
Perspectives - which again is to be commented upon and not evaluated. The objective of this
15
subject is to enable every learner to develop competencies of independent judgement and take
meaningful positions in dealing with various subjects. Development of Perspectives would
require a deep insight into the subject matter under consideration, the ambience and
environment in which it exists, several inter-connected issues and a critical analysis or
appreciation or review of the subject matter in that environment, and taking a well-informed
and well- considered position at the individual level. This can be done both individually as
well as collectively in a classroom. It is important that teachers select such subjects/concepts
for discussion which bear a relevance to the learner and are age appropriate. Issues related to
environment, corruption, social order, impact of technology, peace education, tolerance for
different views and practices are some examples which could be considered in the classrooms.
It is important that the schools identify such talented teachers who have both passion and
skills for handling such subjects in the classrooms. A few suggested examples have been
provided for each stage.
Role of Research
The introduction of Research as a discipline of learning in the core of the curricular
architecture shows the need for a research oriented mind. The term Research has to be
understood in a limited sense for a school environment. Its objective is to provoke the curiosity
of learners in any subject matter/concept/product/ activity of their liking and pursue an
insightful study of the same. Such a study would involve collection of relevant information,
organization of the information, analysis and making critical observations. It has to be
understood that this term is not to be related to the discipline of science or technology alone
but all disciplines of learning. Further, the Board does not expect material production as an
outcome of such a study but as an exercise in opening the vistas of human mind to enquiry and
problem solving. Also it would help to examine issues critically, examine opportunities and
develop an enterprising attitude among the learners. However, the students would be
required to record their observations and document them in the format provided.
Technology interventions in classrooms
The CBSE-i curriculum provides adequate scope for effective integration of technology in the
classrooms. The purpose of integrating the use of technology in pedagogy is to ensure that the
learners of CBSE-i are at par with the learners at the global level, especially in countries where
advanced strategies have led to personalised learning through integration of technology in the
learning process. It is important to understand that this does not really mean only use of
electronic boards in the classrooms or pedagogical interventions through customized power
point presentations, but using various tools of technology for assimilation of knowledge, its
16
management, processing, study, research and interpretation. Further this would help learners
to examine the concepts and problems through graphical and visual representations rather
than as mere verbal exercises.
The teachers would be required to pre-plan their methods and instruments of pedagogy in
advance so that each classroom becomes an interactive platform for multi-layered learning as
against the classical pedagogical models wherein essentially one-way delivery of the content
takes place. The teachers need to use the appliances of technology not only for clarification or
interpretation, but to motivate and inspire the learners to facilitate them to open vistas of their
imagination. This could help in promoting lateral thinking, analytical thinking as well as
critical review of concepts and its impact.
The teachers should encourage learners to seek knowledge inputs from digital platforms and
use them not merely for reproduction or display in the classrooms but to synthesize them with
their classroom learning inputs. Care needs to be taken to examine the appropriateness of the
content to the age group as well as social and emotional background in which the schools are
situated. Use of technology as an isolated tool for generation and transmission of information
alone would defeat the very purpose of introducing technology in classrooms.
Technology can also find effective place in management of evaluation of the learners both in
classrooms as well as outside. Schools can introduce on-line testing, ensuring that the
feedback from the learner is original and is representative of the individual's learning and is a
testimony to their thought patterns. Technology would also help in generating questions of
varied types so that they are challenging for the learner to think and respond.
Curriculum should be inclusive
The CBSE-i believes that all students must have access to learning with equal opportunity
irrespective of their class, gender, race, ability, disability, language and culture and social or
economic conditions. The decisions taken in the classroom should include the perspectives,
knowledge and culture and value language experiences which students bring to the
classroom. The school curriculum should advocate and celebrate diversity in terms of culture
and other differences. It should include all learners to realize the full potential that he/she is
capable of. The CBSE-i includes creative strategies to encourage and promote inclusive
learning environment. The diversity among the students should be addressed through
appropriate mechanisms to pacilitate learning e.g., need based teaching methods.
17
CBSE - i : Middle
Introduction
The CBSE-i for classes VI-VIII at the middle school recommends the study of five learning
areas as well as the core.
Languages
English, Mother tongue /
Hindi / Local Language /
any other foreign language
Performing Arts
Social Science
Visual Arts
Fine Arts,
Pottery, Sculpture
Physical Education
Perspectives
Life Skills
SEWA
Research
History l Political
and Social Structures
l Geography
l Economics
l
Sciences
Mathematics
ICT
Physics l Chemistry
l Biology
Breakthroughs
The first area of learning is Languages where it is recommended that the students should
study three languages. English is compulsory. There is a choice between Indian languages or
Hindi or Mother Tongue or Local language or foreign language. The third language can be any
other language offered by CBSE-i. The aims of the teaching and learning of languages are to
enhance the linguistic proficiency, communicative competence and thinking skills of
students. Communicating through learning, reading, speaking and writing in meaningful
ways remains the basis of planning for the theme based Units.
The second area of learning is Social Science. at classes VI-VIII, in students will study the
disciplines of History, Social and Political Structures, Geography and Economics. History will
focus largely on world history with a provision of learning local/ native history. The
weightage to world history is extended to seventy per cent while the rest would focus on
local/native history of the country in which the schools are situated. A theme based approach
is recommended for transaction of the syllabus given in this document.
The third area of learning is Mathematics and Technology. In classes VI-VIII, the focus is on
developing core Mathematical skills in all learners. The Mathematics Curriculum helps
students develop strategies that improve their logical thinking and analytical ability. These
include the ability to approximate and estimate, to use trial and improvement techniques, look
18
for patterns and make hypothesis. They will acquire computational Skills of approximation,
estimation and measurement and ability to identify patterns which facilitate logical and
spatial intelligences. The Mathematics Lab activities will be an integral and a compulsory part
of the Mathematics curriculum and will be examinable from classes VI-VIII. Information and
Communication Technology is a compulsory component of the curriculum which will help
students assess the impact of new technologies on society and train them to use these
productively. The focus of the program is to help students understand and use common
software applications and use technology to enhance their ability to access, evaluate and
research information.
The fourth area of learning is Science which in classes VI-VIII is studied as individual
disciplines of Physics, Chemistry and Biology. The units developed for classes VI-VIII reflect
components of Physics, Chemistry and Biology which will be dealt in an integrated way by the
teachers. The Science curriculum offers students the opportunity to be curious, to question, to
investigate, to formulate hypotheses, design and carry out experiments, make critical
observations and record results. An addition to each of the Sciences is an extension
programme called Breakthroughs which will familiarize students to stay familiar with
current trends of scientific thinking and developmental processes.
The fifth area of learning combines the areas of Physical Education, Performing Arts and
Visual Arts. These offer opportunities for the development of imagination, sense of aesthetics,
sensitivity and inventiveness all of which are requirements of a balanced curriculum. The
Physical Education (PE) curriculum contributes to the physical fitness aspect and all round
development of students. The subject is unique in that it seeks to promote basic body
management, developing into a mastery of coordinated and skillful movement. Physical
education is a compulsory element of the curriculum for every class, from I to XII. This element
of the curriculum is not going to be formally examined at the end of the year but will be graded
across the year based on students participation and teachers, observation.
Physical Education cards at the Primary, Middle and Secondary are added feature.
The Performing Arts Curriculum provides a means for personal expression, and the articulation
of ideas. This will lead to inspiring and confident participation thus developing social skills
through creative teamwork as well as enhancing communication skills.
The Visual Arts program is aimed at promoting intellectual, aesthetic and emotional growth.
Students realize the joy of expression through various mediums. They learn to appreciate Art
from different cultures as well as the native arts of the country against the backdrop of the
cultural context in which they exist. In Elementary school from classes VI-VIII, each student
opts for one learning area from the Performing Arts and one from the Visual Arts. This element
of the curriculum will not be formally examined at the end of the year but will be graded across
the year based on students participation and teachers observation.
At the heart of the Curriculum or the Core lie innovative programmes called Perspectives,
Life Skills, SEWA (Social Empowerment through Work and Action), and Research. The Life
19
Skills Programme helps students lead balanced, happy and successful lives. The program
covers Creative and Critical Thinking Skills, Interpersonal Skills, Effective Communication Skills,
Problem-Solving and Decision Making Skills, Conflict Resolution Skills, Cooperation Skills,
Leadership Skills and Adolescent Education.
Perspectives introduces students to both global and local issues through research, discussion
and debates and encourages students to arrive at informed positions about contemporary
issues that affect us all. Critical thinking helps to develop logic and reasoning which will build
their higher order thinking skills.
Under SEWA, a student will be a part of a program of community service every year with an
NGO/development organization of their choice. Students will keep a journal of their
association and a log of their hours spent meaningfully in a Social Empowerment through
Work and Action (SEWA).
Research will include research or extended writing on a programme topic chosen by the
student. This will be trans-disciplinary in nature and will provide the opportunity to use
experiences from Perspectives. This will be initiated from class VI onwards. All the elements
of the Core except Life Skills will be commented upon and are not examinable.
20
Eligibility of Candidates
I.
ADMISSION-GENERAL CONDITIONS
1.1
No student migrating from a School in a foreign country, other than the School
affiliated to this Board, shall be eligible for admission unless an eligibility
certificate in respect of such a student has been obtained from this Board. For
obtaining eligibility certificate from the Board, the Principal of the School, to
which admissions is being sought, will submit to the Board full details of the case
and relevant documents with his own remarks/ recommendations. The
eligibility certificate will be issued by the Board only after the Board is satisfied
that the course of study undergone and assessment/examination qualified is
equivalent to the corresponding class of this Board.
2.
1.3
1.4
Admissions up to Class VIII (i.e., Class VIII and below) shall be regulated by the
rules, regulations, orders applicable to the place where the school is located.
However the following are the broad guidelines to be followed:
If a student applying for admission to a school has attended any other school,
an authenticated copy of the Transfer Certificate from his last school must be
procured before his name can be entered in the Admission Register.
In no case shall a student be admitted into a class higher than that for which
he is entitled according to the transfer certificate.
22
3.
Admission to Examinations
No candidate who has been expelled or is under the punishment of rustication or is
debarred from attending regular school for any reason whatsoever shall be admitted to
any Assessment of the Board for CBSE-i.
4.
5.
(ii)
The evaluation for subjects under Scholastic Area and Co-Scholastic Areas shall
be based on cumulative record of the candidate during his/her continuous
assessment in the school.
(iii)
For classes VI-VIII under CBSE-i, the assessment of subjects under Scholastic Area
shall be in numerical scores to be converted to Grades on a nine-point scale which
shall be indicated in the Statement of Subject-wise Performance of School-Based
Assessment. Assessment in subjects under Co-Scholastic Areas shall also be in
grades.
23
(ii)
The qualifying grade in each subject under Scholastic Area shall be minimum
Grade D.
(iii)
The students shall be assessed in subjects under Scholastic Area using the
conventional numerical marking and later converted into the grades and the same
shall be awarded as under:
(iv)
MARKS RANGE
GRADE
GRADE POINT
91-100
A1
10.0
81-90
A2
9.0
71-80
B1
8.0
61-70
B2
7.0
51-60
C1
6.0
41-50
C2
5.0
33-40
4.0
21-32
E1
--
20 and below
E2
--
Cumulative Grade Point Average (CGPA) shall also be reflected in the Statement
of Subject wise Performance.
Note: Cumulative Grade Point Average (CGPA) is the average of Grade Points obtained in all
the subjects. Subject wise and overall indicative percentage of marks can be assessed as under:
24
Scheme of Studies
Classes VI - VIII
The learning areas will include:
Core Areas:
Perspectives
1. Language I-English
SEWA
2. Language II-Indian languages/Mother
Life Skills
Tongue/Local language/Foreign
Research
Language
3. Language III-Any other language besides
Language I or II
4. Mathematics
5. Science
6. Social Science
7. I n f o r m a t i o n a n d C o m m u n i c a t i o n
Technology (ICT)
8. Visual Arts
9. Performing Arts
10. Physical and Health Education
Note:
(i) It is expected that all the students would study three languages upto class VIII. Those students who do not
clear the third language in class VIII and are promoted to class IX shall be examined by the school concerned
at the end of class IX in the same syllabus prescribed for class VIII. Those who are still unable to clear the third
language at the end of class IX may be given another opportunity in class X itself again. No student shall be
eligible to appear at the Secondary School Examination of the Board at the end of class X unless he/she has
cleared the third language.
(ii) English must be one of the first two languages of the three to be offered as stated above.
25
Instructional Time:
Classes VI-VIII
Language I
5 periods
3 hours 45 minutes
Language II
5 periods
3 hours 45 minutes
Language-III
5 periods
3 hours 45 minutes
Social Science
6 periods
4 hours 30 minutes
Mathematics
6 periods
4 hours 30 minutes
Science
6 periods
4 hours 30 minutes
1 period
45 minutes
1 period
45 minutes
Perspectives
1 period
45 minutes
SEWA
1 period
45 minutes
Research
1 period
45 minutes
Visual Arts
1 period
45 minutes
1 period
45 minutes
Life Skills
1 period
45 minutes
Total 40 periods
Note: The Scheme of Studies has been worked out keeping in view that a school works for 40 periods of 45
minutes each for atleast 180 days. The schools can marginally modify the allocation of periods in the event of their
having 45 periods of 40 minutes each. It must be ensured that adequate opportunities are given to all disciplines
of learning. The school, keeping the overall number of periods in each subject/ area the same, may assign more or
less number of periods to individual units according to their relative importance, if thought necessary.
The Core consists of the elements, Perspective, Life Skills, SEWA (Social Empowerment through Work and
Action) and Research. All the elements of the Core will be commented upon and are not examinable.
Schools are expected to give adequate time for SEWA and Research projects outside the school hours, the
minimum being equivalent of two-three periods a week. This must be done under the direct supervision of the
teacher.
Medium of Instruction
The medium of instruction, in general, in all the schools affiliated with the Board for CBSE-i shall be English.
26
Languages
CBSEi views English language development as key element of the curriculum; it is a critical
tool for the learning of all other subjects that the learner is required to study at all the levels.
Learners need to be aware of the many purposes of the use of English as well as the diverse
forms that it takes and to serve this end they begin to learn to use the appropriate forms of the
language suited to the variety of audiences and purposes. They learn to distinguish the formal
language of an official letter, the figurative language of a poem and the technical language of a
lab report. The English Curriculum at Middle is aimed at developing language skills to
analyse and interpret ideas and information in order to enable them to communicate
effectively. At the same time the study of literature is also meant to understand other people,
cultures vis--vis themselves and to appreciate the power of many different uses of language
on one hand and to use literature as a tool to teach language on the other.
Broad Objectives of Curriculum at Middle
The student will develop the ability to :
v
interpret, analyse, infer and evaluate written work linking it with personal
experiences and knowledge
express and respond to a range of ideas and opinions concisely, clearly and
appropriately
27
2.
a.
b.
c.
d.
e.
skim (gist of the text) and scan (specific details of the text)
f.
understand the explicit point of view of the speaker in the given text
g.
Listening to communicate:
Listening is an important part of oral communication, hence student at this level will be
able to participate in informal and semi-formal discussion and develop the ability to:
a.
b.
c.
d.
e.
refer to ideas in order to take turns and participate effectively in the discussion
f.
make simple predictions about what is going to come next while listening
28
3.
understand the syntactic forms of both - the concrete and somewhat abstract
spoken text
b.
c.
understand the tone of spoken text by identifying the discourse markers used in
the text
d.
e.
set personal goals with the help of seniors to enhance communication based on
effective listening
f.
learn to use the simple strategies to understand the spoken meaning before,
during and after listening
g.
Reading Skills:
Students will be able to read and comprehend a variety of genres of literature as well as
themes on familiar topics regularly encountered in school and at home. In general, a
student at this stage will read for following purposes:
1.
b.
c.
gather information
d.
e.
29
2.
f.
understand largely explicit point of view of the speaker in the given text
and make an effort to understand some of the implicit messages for a given
situation.
g.
h.
i.
Reading to Communicate:
Reading is an important skill to internalise the language for effective communication,
the student at this level will develop ability to:
3.
a.
b.
c.
identify and understand the explicitly stated ideas and information in the given
text
d.
e.
display a good sense of local and global comprehension of the literary text
b.
c.
d.
e.
f.
g.
h.
know about the author to correlate his work with the background that he/she
lived in
30
4.
understand the syntactic forms of both - the concrete and somewhat abstract text.
b.
c.
d.
e.
b)
understand the need for the acquisition of new vocabulary, in order to increase
effectiveness in communication.
c)
understand the need to adapt and suit language to audience and purpose in oral
communication.
d)
learn to organise thought and present their point of view in a variety of contexts.
e)
f)
progressively become aware of the need for correct pronunciation for greater
clarity.
31
Specifically a student can at this stage displays speaking ability in the following contexts:
1.
2.
speak with some degree of accuracy, gradually becoming aware of errors, and
correct some of their own mistakes while speaking.
describe experiences and events and briefly give reasons and explanations for
opinions and plans.
3.
use some verbal and non-verbal techniques to make talk interesting for listeners.
use connected speech and a range of age appropriate vocabulary to clarify ideas.
Debating skills:
It is expected that the student will
v
Writing Skills
At this stage the students will develop the ability to write :
v
different forms/genres: letters, articles, essays, reports, diary entries and poems,
to express their thoughts, feelings and ideas.
Specifically, at this stage, students will demonstrate their writing skills in the following
areas:
1.
2.
33
Class - VI
English
Term-wise Syllabus
Term - I
Sr. No.
Units
1.
Adventure
2.
Friends
3.
4.
Term - II
Sr. No.
Units
5.
6.
The Environment
7.
8.
Explorer
34
35
Listening skills
Description/ rationale
They will:
Reading skills
They will:
Writing skills
Use literary
devices like
similes and
metaphors to
improve their
writing
Write with
logical
continuity
Participate
actively in
group
discussions
They will:
Speaking skills
Syllabus - Matrix
English Class-VI
Simple phrasal
verbs
Antonyms
Synonyms
Vocabulary
Revision of
Articles
Revision of
Pronouns
Figures of
Speech
alliteration
Tenses of the
Verb, irregular
verbs
Language structure
and conventions;
literary devices
36
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Participate
actively in role
play
Listen and
respond to a
popular song
They will:
Reading skills
They will:
Writing skills
Use literary
devices like
similes and
metaphors to
improve their
writing
Write with
logical
continuity
They will:
Speaking skills
They will:
Listening skills
Learn use of
proverbs
Learn use of
idioms
They will:
Vocabulary
Perfect Tense
Tenses of the
Verb, Simple
Past and
Simple Present
Language structure
and conventions;
literary devices
37
Description/ rationale
Conduct an
interview
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Learn new
words through
puzzle
Vocabulary
Appreciate a
given poem
Read for
understanding
and Literary
appreciation
Use literary
devices like
similes and
metaphors to
improve their
writing
Write
an
e-mail
Complete
Read to
information
experience
Write
an
crossword
understand
the
logically
and
Listen to tone
itinerary
gist
of
the
texts
with
coherence
Antonyms
and rhythm for
Rewrite the
Read for
punctuation
end of a story
specific
information
Write with
logical
Be able to think
continuity
critically
They will:
Speaking skills
They will:
Listening skills
Adjective order
Rewriting
sentences in
simple present
tense
Nominalisation
Language structure
and conventions;
literary devices
38
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
to resolve
conflict
Create a
timeline
Write a report
Be able to think Write with
critically
logical
continuity
Read for
understanding Use literary
and Literary
devices like
appreciation
similes and
metaphors to
Appreciate a
improve their
given poem
writing
Read for
specific
information
They will:
Speaking skills
They will:
Listening skills
Phrasal verbs
Vocabulary
Language structure
and conventions;
literary devices
39
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Synonyms
Vocabulary
to resolve
conflict
Create a
timeline
Write a report
Be able to think Write with
critically
logical
continuity
Read for
understanding Use literary
and Literary
devices like
appreciation
similes and
metaphors to
Appreciate a
improve their
given poem
writing
Read for
specific
information
They will:
Speaking skills
They will:
Listening skills
Listen to grasp
the main idea
Note: a wide selection of
activities have been
Listen for
provided to help any
specific
teacher wishing to extend
information
their students beyond the
learning outcomes/
expectations outlined here.
Description/ rationale
Unit 5: Theme:
The World of Sports
Subject-verb
concord
Language structure
and conventions;
literary devices
40
Throughout history,
people have imagined and
then created new things to
make their lives better,
easier, and more enjoyable.
From the wheel to
penicillin to the computer,
inventions continue to
change the way we live.
This theme/unit
introduces students to the
amazing world of
inventions they'll learn
about famous inventors,
explore everyday
inventions, discuss the
most important inventions
of all time.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song/
poem
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
Use literary
devices like
similes and
metaphors to
improve their
writing
Write with
logical
continuity
They will:
Speaking skills
They will:
Listening skills
One word
substitution
Use of phrasal
verbs
Vocabulary
Use of
conditionals
Language structure
and conventions;
literary devices
41
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
They will:
Speaking skills
They will:
Listening skills
Understand
and use idioms
and phrases
They will:
Vocabulary
Use of modals
Language structure
and conventions;
literary devices
42
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
historical
speech
They will:
Reading skills
They will:
Writing skills
They will:
Speaking skills
They will:
Listening skills
Expand
headlines into
news items
Antonyms
Write headlines
Study of
passives
Language structure
and conventions;
literary devices
Use of phrasal
verbs
Vocabulary
Class - VII
English
Term-wise Syllabus
Term - I
Sr. No.
Units
1.
Friendship
2.
3.
4.
5.
Term - II
Sr. No.
Units
6.
7.
8.
Music
9.
43
44
4. Friends share.
3. Friends care.
1. Friends do things
together.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Participate
actively in
group
discussions
Listen and
respond to a
popular song
for specific
information
and
comprehend
the message
conveyed
They will:
Reading skills
They will:
Writing skills
Use literary
devices like
similes and
metaphors to
improve their
writing
They will:
Speaking skills
They will:
Listening skills
Syllabus - Matrix
English Class-VII
Simple
phrasal verbs
Antonyms
Synonyms
Vocabulary
Revision of
Articles and
Determiners
Language structure
and conventions;
literary devices
45
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Participate
actively in role
play
Listen and
respond to a
popular song
They will:
Reading skills
They will:
Writing skills
Debate for
and against an
idea and come
to a consensus
Identify the
main points of
the poem
Use literary
devices like
similes and
metaphors to
improve their
writing
Write with
logical
continuity
Write a diary
entry
They will:
Speaking skills
They will:
Listening skills
Learn use
of idioms and
proverbs
related to
animals
They will:
Vocabulary
Sentences:
simple,
compound
Language Structure
and conventions;
literary devices
46
They will:
Conduct an
interview
Listen and
respond to a
passage
Speaking skills
They will:
Listening skills
They will:
Reading skills
They will:
Writing skills
given poem
Language structure
and conventions;
literary devices
Learn
Phrases and
new words
clauses
through puzzle
Vocabulary
Write
an
e-mail
experience
Complete
information
Read to
Write
an
logically
and
crossword
understand
Listen to tone
itinerary
with
coherence
the
gist
of
the
Antonyms
and rhythm for
texts
Send a
punctuation
Narrate an
telegram
experience
Read for
specific
Note: a wide selection of
Write
Make a PPT
information
activities have been
with logical
provided to help any
continuity
Be able to think
teacher wishing to extend
critically
Use literary
their students beyond the
devices like
Read for
learning outcomes/
similes and
understanding
expectations outlined here.
metaphors
and Literary
to improve
appreciation
their writing
Appreciate a
Description/ rationale
47
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Phrasal verbs
Vocabulary
They will:
Speaking skills
They will:
Listening skills
Transitive and
intransitive
verbs
Language structure
and conventions;
literary devices
48
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Synonyms
Vocabulary
They will:
Speaking skills
They will:
Listening skills
Modals
Language structure
and conventions;
literary devices
49
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song/
poem
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
Use literary
devices like
similes and
metaphors to
improve their
writing
Write with
logical
continuity
They will:
Speaking skills
They will:
Listening skills
One word
substitution
Use of phrasal
verbs
Vocabulary
Future Time
Reference
Language structure
and conventions;
literary devices
50
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
Discuss ways
to resolve
conflict
experience
Read and
appreciate a
biographical
account/
narrative
Write with
logical
continuity
They will:
Speaking skills
They will:
Listening skills
Listen for
Note: a wide selection of
specific
activities have been
information
provided to help any
teacher wishing to extend
their students beyond the
learning outcomes/
expectations outlined here.
Description/ rationale
Antonyms
Synonyms
Idioms and
phrases
Vocabulary
Reported
speech
Language Structure
and conventions;
literary devices
51
Description/ rationale
Discuss ways
to resolve
conflict
Listen for
specific
information
Debate for and
against an idea
and come to a
consensus
Make and
present a PPT
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
historical
speech
They will:
Reading skills
They will:
Writing skills
Appreciate and
compare
poems in given
context
devices like
similes and
metaphors to
improve their
writing
They will:
Speaking skills
They will:
Listening skills
Antonyms
Use of phrasal
verbs
Vocabulary
Study of linkers
Language structure
and conventions;
literary devices
52
Never be mean or
hurtful.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
historical
speech
They will:
Reading skills
They will:
Writing skills
Use of phrasal
verbs
Vocabulary
They will:
Speaking skills
They will:
Listening skills
Revision of
Perfect Tenses
Language structure
and conventions;
literary devices
Class - VIII
English
Term-wise Syllabus
Term - I
Sr. No.
Units
1.
Magic
2.
Amazing Plants
3.
4.
5.
In the News
Term - II
Sr. No.
Units
6.
7.
8.
School Days
9.
53
54
Magic is defined by
Aleister Crowley as "the
art and science of causing
change to occur in conformity
with the will." Magic is a
topic that naturally
interests and amazes
students. In this unit,
students read about
magicians and magic
tricks, they follow
instructions to perform a
magic trick, critique its
directions, and teach
another student what they
have learned.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
given piece for
specific
information
and comprehending the
message
conveyed
They will:
Listening skills
They will:
Reading skills
Writing skills
Vocabulary
They will:
Synonyms
Write
a
story
Participate
Understand the
Antonyms
actively in
meaning of
Write a notice
Simple phrasal
group
new words in
Write a
verbs
discussions
context
character
sketch
Present their
Understand the
Write an
viewpoint with
elements of a
informal letter
clarity
short story
Write a
Stage a magic
Draw
postcard
trick
inferences
Write
an
Describe a
Identify the
advertisement
character
main points of
Design a poster
the poem
Write a
magazine
report
Write with
logical
continuity
Write a
biosketch
Write a process
Use literary
devices like
similes and
metaphors to
improve their
writing
They will:
Speaking skills
Syllabus - Matrix
English Class-VIII
Figures of
Speech
alliteration
Tenses of the
Verb, irregular
verbs
Language structure
and conventions;
literary devices
55
outlined here.
outcomes/expectations
learning
This is a comprehensive,
standard-based unit on
plants that includes:
poetry, word play, writing
activities which are
focused on the parts of a
plant and the plant lifecycle, amazing plants that
eat insects, rainforests,
recipes, bulletin board
ideas, student incentives,
and themed learning.
These activities may be
used as a concentrated
unit of study.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Participate
actively in role
play
Listen and
respond to a
popular song
They will:
Reading skills
They will:
Writing skills
Use Mechanics
of writing,
punctuation
Use literary
devices like
similes and
metaphors to
improve their
writing
They will:
Speaking skills
They will:
Listening skills
Learn use of
proverbs
Learn use of
idioms
They will:
Vocabulary
Tenses of the
Verb Perfect
Tense
Language structure
and conventions;
literary devices
56
Description/ rationale
Conduct an
interview
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Appreciate a
given poem
and enjoy it
Read for
understanding
and appreciate
literature
critically
Use of
porenthesis
Use literary
devices like
similes and
metaphors to
improve their
writing
They will:
Speaking skills
They will:
Listening skills
Antonyms
Complete
crossword
Rhyming
words
Identify
meanings in
context
Learn new
words through
puzzles
Vocabulary
Clauses and
complex
sentences
Language structure
and conventions;
literary devices
57
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Organize a
symposium
against an idea
and come to a
consensus
They will:
Speaking skills
They will:
Listening skills
Listen to grasp
Note: a wide selection of
the main idea
activities have been
provided to help any
Listen for
teacher wishing to extend
specific
their students beyond the
information
learning outcomes/
expectations outlined here.
Description/ rationale
Phrasal verbs
Vocabulary
Finite and
Non-finite
Verbs
Transitive and
Intransitive
Verbs:
Language structure
and conventions;
literary devices
58
News is the
communication of selected
information on current
events which is presented
by print, broadcast,
Internet, or word of mouth
to a third party or mass
audience. This unit aims to
introduce students to
events and incidents that
are newsworthy- or, in
other words have
sufficient relevance to he
public or a special
audience to warrant press
attention or coverage.
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
song
Listen and
respond to a
poem
Participate
actively in role
play
Listen and
respond to a
passage
They will:
Reading skills
They will:
Writing skills
Synonyms
Vocabulary
to resolve
conflict
Use literary
devices like
similes
metaphors to
improve their
writing
Write with
logical
continuity
Create a school
newspaper/
news bulletin
They will:
Speaking skills
They will:
Listening skills
Sentences
Subject- verb
concord
Language structure
and conventions;
literary devices
59
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song/
poem
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
Use phrasal
verbs
Vocabulary
Discuss ways
to resolve
conflict
Participate in
group
discussions
They will:
Speaking skills
They will:
Listening skills
Use of
conditionals
Language structure
and conventions;
literary devices
60
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
They will:
Speaking skills
They will:
Listening skills
Use of modals
Language structure
and conventions;
literary devices
Understand
Connections
and use idioms
and phrases
They will:
Vocabulary
61
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
historical
speech
They will:
Reading skills
They will:
Writing skills
They will:
Speaking skills
They will:
Listening skills
Antonyms
Use phrasal
verbs
Vocabulary
Write headlines
Expand
headlines into
news items
Passive voice
Language structure
and conventions;
literary devices
62
Description/ rationale
Listen for
specific
information
Listen to grasp
the main idea
Listen and
respond to a
popular song
Participate
actively in
group
discussions
Listen and
respond to a
given text
They will:
Reading skills
They will:
Writing skills
They will:
Vocabulary
They will:
Speaking skills
They will:
Listening skills
Use of relative
clauses
Language structure
and conventions;
literary devices
1
6
63
64
65
66
67
68
69
70
71
72
73
74
75
76
(Feedback)
77
78
79
80
81
82
(8)
83
PPT)
84
85
86
87
88
89
90
Social Science
The Social Science curriculum aims to develop in students an understanding and evaluation
of the social, political, economic and environmental dimensions of the world, and helps them
to formulate and justify arguments in response to a diverse range of issues.
In classes VI to VIII, it crystallizes into various disciplines of learning such as the study of
History, Political Science, Geography and Economics, with a provision to include local element in
all the disciplines.
Broad Objectives of Social Science Curriculum:
Students through this curriculum will develop the ability to :
v
appreciate the value of sources , its nature, origin, value and limitations.
correlate events of the past to happenings in the present day and to their own
lives.
comprehend why the study of history is important and how geographical factors
influence it.
appreciate the skill and knowledge of hunter and gatherers to understand the
concept of stone age and its division.
91
show the usage of metals in the history of mankind through a time line.
understand the desire of the people to form nations based on common aims and
aspirations.
Geography
Students through this curriculum will develop the ability to
v
analyze the two motions of the Earth-Rotation, Revolution and their effects.
classify the different realms of the Earth which will help them to understand the
co-relation.
Political Science
Students through this curriculum will develop the ability to
v
92
Economics
Students through this curriculum will develop the ability to
v
acquire the analytical skills with regard to Economy at a very young age.
93
Social Science
Term-wise Syllabus
Class - VI
Term - I
Term - II
Unit-5: My Home... My
City...where I Live
Unit-6: Earth and its History
Unit-7: The Earth and its
Movements in Solar System
Unit-8: Landforms-IMountains
Unit -9: Landforms-II- Plains
and River Valleys
Unit -10: Landforms-IIIPlateaus
94
95
Unit -3.
Unit -2.
Skills/Learning Outcomes
Concepts
Topic
Syllabus - Class VI
Social Science
96
Concepts
Cardinal Directions
Basic skills of Map Reading
My home... My city
...where I Live
Location of a Place
Concepts
Unit-5.
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
Unit -4.
Topic
97
Continent Building
Concepts
Types :-
Landforms-I-Mountains
Conservation of mountains
Conservation of mountains.
Skills/Learning Outcomes
Waterfalls
Passes
Features :-
Fault Mountains
Fold Mountains
Mountains
Unit-8.
Unit-7.
The Earth and its Movements in solar system
The Earth and its
Rotation
Movements in Solar System
Revolution
Unit-6.
Earth and its history
Topic
98
Concepts
Plateaus
Classification and Location
Types:Intermontane
Piedmont
Continental
Importance and Conservation of Plateaus
Plains
Types of plains on the basis of the process of their
formation- Structural, Erosional and Depositional
On the basis of the agents that form them-river , wind,
sea and snow
Usefulness of Plains
Location of river plains
Conservation of plains
Concepts
Unit-11.
Topic
Landforms-III - Plateaus
Unit-10.
Landforms-II
Unit-9.
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
99
Money as a medium of exchange
Barter Economy
Role of money in our day to day life
Unit-15. Money as a
Medium of Exchange
'Integrated project'
Skills/Learning Outcomes
Concepts
What is Economics?
Economics in daily life
Skills/Learning Outcomes
Concepts
Unit -14.
What is Economics?
Topic
(Part-II)-Governance
Unit -13.
Urban Societies
Society-( Part-I)
Unit -12.
Topic
Social Science
Term-wise Syllabus
Class - VII
Term - I
Term - II
Unit-11: Governance:
Different Kinds of Governance
Unit-12: Distribution of Power
and Centers of Power
100
101
Unit-3
the Crusades
Unit-2
Unit-1
Topic
Abbasids
Skills/Learning Outcomes
Concepts
102
Ages: Feudalism
Asia-The Mughals in
India
Land/Soil degradation
Types of soil
Land as a resource
Land Resource
Concepts
Unit-6
Topic
Babur's invasion
Unit-5
Feudalism
Music.
Concepts
Unit-4
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
103
Formation of Rocks
Natural vegetation
Conservation of water
Unit - 9
- Mountain
- Desert
- Polar
- Temperate
- Tropical
Concept of vegetation
Unit - 8
Uses of Rocks
- Metamorphic
- Sedimentary
- Igneous
Types of Rocks
Conservation measures
Concepts
Unit - 7
Topic
conservation.
Skills/Learning Outcomes
104
c)
Bi-polarity
Multi-polarity
b)
c)
Features of Democracy
Emergence and Expansion of Democracy
Democracy
Demerits of Democracy
Merits of Democracy
Meaning of Democracy
Uni-polarity
Skills/Learning Outcomes
b)
capitalism,
a)
Kinds of governance
Meaning of governance:
Concepts
Unit-12
Distribution of Power
Unit-11
Governance
Different Kinds of
Governance:
Unit-10
Topic
105
Concept of an Economy
Types of Economics-
Unit-15
Types of Economics
Mixed economy
Socialist economy
Capitalist economy
Concepts
Types of democracy-
Concepts
Economic and
Unit-14
Topic
Government
Forms of Democratic
Unit-13
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
Social Science
Term-wise Syllabus
Class - VIII
Term - I
Term - II
Unit-12: Constitution:
Unit-13: Kinds of Constitutions
(Case Studies)
Unit-16: Importance of
Economics in Human Life
106
107
Renaissance in Europe
Unit-3
Literature
Scientific revolution
Unit-4
Humanism
Renaissance and
Skills/Learning Outcomes
Unit-2
Concepts
Unit-1
Topic
108
Religious Growth
D. Imperialism
C. Colonization
B. Capitalism
Concept of Colonization
Changing Economy
Urban Migration
A. Industrialization of
Revolution
Industrial Revolution
Unit-6
Protestant Movements
Protestant Reformation
Concepts
Unit-5
Topic
Skills/Learning Outcomes
109
Classification of resources based on utility,
renewability and sustainability
Savannah Region
Hot Desert Regions
Natural Regions of
the World - I
- Human response
- Animal life
- Natural vegetation
- Climate
- Location
Equatorial region
Unit-9
- Human
- Water
Types of resources
Resources
Unit-8
Chief characteristics of
Polar regions
- Pressure
- Temperature
Basic concepts of
Concepts
Unit -7
Topic
Chief characteristics of
Polar regions.
Skills/Learning Outcomes
110
Temperate grassland
Temperate Desert Regions
Natural Regions
of the World - II
- Location
Unit-12
Constitution
Topic
Tundra Region
Natural Regions
Concepts
Human response
- Animal life
- Natural vegetation
- Climate
Coniferous Forests
Unit-11
Human response
- Animal life
- Natural vegetation
- Climate
- Location
Mediterranean Region
Concepts
Unit-10
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
111
Unit-15
Need for Peace
in the Society and
Combating Terrorism
Unit-14
Peace and conflict
resolution:
Meaning; Co-existence;
Causes.
Unit-13
Kinds of
Constitutions
(Case Studies)
Topic
Concept of Terrorism
Causes of Conflicts
Kinds of conflicts:
Kinds of constitution:
Concepts
Skills/Learning Outcomes
112
Unit-17
Why nations trade
UNIT-16
Importance of
economics in human life
Topic
Topic
Skills/Learning Outcomes
Skills/Learning Outcomes
Meaning of trade
- Trade
- Supply
- Demand
Concept of
Concepts
Concepts
Science
Introduction
CBSE-i curriculum in Science at upper primary stage primarily focuses on helping the
students comprehend fundamental concepts in Physics, Chemistry and Biology through
enquiry based and experiential learning. Providing hands-on-experiences and encouraging
them to pursue imaginative questions forms the central aspect of proposed teaching-learning
process. Separate Teachers' notes have been included in the materials to guide the teachers in
curriculum transaction. A large number of web-links have also been provided to take the
students beyond rigid content and guide them explore the unknown through self-learning.
Enough scope has been kept in the curriculum to develop desired scientific skills and
competencies. Some of the key objectives of teaching learning of Science at this stage include:
v understanding basic concepts of Physics, Chemistry and Biology.
v comprehending and explaining natural surroundings and daily life observations in
terms of Scientific concepts and principles.
v acquiring process skills and generating knowledge through exploration and available
resources and sites.
v developing competencies to construct knowledge through questioning, observations
and experimentations.
Large number of suggested activities in different units in the syllabus aim at relating
theoretical concepts to real life situations and strengthen understanding of fundamental
concepts. Conduct of these experiments and activities in the classroom or the laboratory will
also make the subject more interesting and enjoying for the students. Providing active
learning experiences can go a long way in laying a sound foundation for further of the subject
at later stage as well as develop liking for the subject.
113
Science
Term-wise Syllabus
Class - VI
S.No.
1
2
3
4
5
6
TERM I
S.No.
7
8
9
10
Measurement
Classification of Materials
Food and Nutrition
Light
The Living Organisms and their
Surroundings
Separation of Mixtures
TERM II
Magnetism
Variation, Classification and inheritance
Electric circuits
Changes Around us
11
12
Air
Class - VII
TERM I
S.No.
1 Understanding Motion
2 Heat
3
4
5
6
7
8
Understanding Matter
TERM II
S.No.
9 Exploring Light
10 Electric Current and its effects
Change in Everyday Life: Physical
11 and Chemical Changes
12
13
14
15
16
Class - VIII
S.No.
1
2
3
4
5
6
7
8
9
10
TERM I
Exploring Forces
Understanding Pressure
Sound
Language of Chemistry
Metals and Non Metals
Chemical Effects of Electric Current
Cell- a Coordinator
Managing Interdependence
Exploring Microorganism
Light Exploration
S.No.
11
12
13
14
15
16
17
TERM II
Some Natural Phenomena
The Night Sky
Synthetic Fibres and Plastics
Coal and Petroleum
Combustion and Flame
Air and Water Pollution
Cell to Organism
18
19
114
115
Class - VIII
Class - VII
Unit - 1 : Measurement
Class - VI
116
Suggested activities
Class - VIII
Suggested Activities
Class - VII
Suggested activities
Class - VI
117
Unit-2 : Heat
Class - VII
Class - VI
Suggested Activities
Class - VIII
118
Unit-4 : Light
Suggested activities
Suggested Activities
Class - VII
Class - VI
Unit - 3: Sound
Class - VIII
119
Suggested activities
Class - VI
Class - VII
Suggested Activities
Class - VIII
120
Suggested activities
Class - VI
Suggested Activities
Class - VIII
Suggested Activities
Class - VII
121
Class - VII
Class - VI
Class - VIII
122
Class - VIII
Suggested activities
Suggested Activities
Class - VII
Unit - 7 : Magnetism
Suggested activities
Class - VI
123
Recognise reproduction as an
important process for living
organisms.
Suggested activities
substances.
Class - VII
Suggested activities
Class - VI
Class - VIII
124
Suggested activities
Class - VI
"Disappearing Rainbow" A
demonstration where a rainbow of
solution colors appear and disappear
as acids and bases are added to a
series of indicators.
Class - VII
Suggested Activities
Class - VIII
125
Class - VII
electric circuit.
Class - VI
Define a 'cell'.
Class - VIII
126
Suggested Activities
Suggested Activities:
Class - VIII
Class - VII
they grow.
Class - VI
127
Suggested activities
Class - VI
Class - VII
Suggested Activities
Class - VIII
128
Suggested activities
Suggested Activities:
Unit - 12 : Air
Class - VII
Class - VI
Group II
Group 1
Group Activity.
Class - VIII
129
Class - VI
Class - VII
d) amoeba
c) algae
b) spirogyra
Suggested Activities
Class - VIII
130
Class - VI
Suggested Activities:
Class - VII
milk refrigerated
milk +inoculum+ tablet of
antibiotic
o
o
milk heated
o
o
milk + inoculum
Class - VIII
131
Class - VI
Suggested Activities
Suggested Activities
Class - VIII
Class - VII
132
Class - VI
Class - VIII
Class - VII
133
Class - VI
Class - VII
Suggested Activities
Class - VIII
134
Class - VI
Unit-12
Suggested activities:
Class - VII
Unit 12
Class - VIII
135
Class - VI
Suggested Activities
Class - VIII
Class - VII
136
Class - VI
Unit-13
Suggested activities:
Class - VII
Unit-13
Class - VIII
137
Class - VI
Suggested activities:
Class - VII
Suggested Activities:
Class - VIII
138
Class - VI
Respiration in Organisms
Unit-14
Class - VII
Unit-14
Class - VIII
139
Class - VI
Suggested Activities:
Class - VIII
Unit-15
Suggested Activities:
Class - VII
140
Class - VI
Suggested Activities:
As a purifier of blood.
Unit 15
Class - VIII
Class - VII
141
Class - VI
Reproduction in Plants
Unit-16
Class - VII
Suggested Activities:
Class - VIII
142
Class - VI
Suggested Activities:
Class - VII
Unit-16
Class - VIII
143
Class - VI
Class - VII
Suggested Activities:
pollution.
Class - VIII
144
Class - VI
Class - VII
Cell to Organism
Unit-17
on global warming.
Class - VIII
145
Class - VI
Class - VII
Suggested Activities:
Class - VIII
146
Class - VI
Class - VII
Unit18
Class - VIII
147
Class - VI
Class - VII
Unit-19
Suggested Activities:
Class - VIII
148
Class - VI
Class - VII
Suggested Activities:
Class - VIII
149
Class - VI
Class - VII
Class - VIII
Mathematics
The focus of Learning Mathematics at the middle school is to develop core mathematical skills
in all learners. The curriculum will help students to develop strategies that improve their
logical thinking and analytical ability. These include the ability to approximate and estimate,
to use trial and improvement techniques, look for patterns and make hypotheses. The
Mathematics Lab activities will be an integral and a compulsory part of the curriculum.
Specific learning objectives
Students will develop the ability to :
Number System
v
Make exponential notation for simple integral number powers of 10, (standard
(scientific notation) laws of exponent
Understand squares, square roots, cubes, cube roots: exponential notation and use of
radical sign
Make prime factorisization to find square and cube roots, division method for square
roots, estimation of squares and cube roots
Find percentages, knowing that percentage means `number of parts per 100,
understand the multiplicative nature of percentages
Solve simple problems on inverse variation including time and work, speed and
distance
150
Algebra
v
Appreciate the differences between the words equation, formula, identity, and
expression
Geometry
v
Use notation and symbols and vocabulary related to line, line segment, ray, open
and closed figures, interior and exterior of closed figures, curvilinear and linear
boundaries, angles, triangles, quadrilaterals, circle, polygon
Understand, prove and use Pythagoras theorem for right angled triangle
Understand the concept of perimeter and area: rectangle and square, triangle,
parallelogram, trapezium, rhombus and conversion of units to area measure
Acquire knowledge about volume and surface area cube, cuboid, cylinder
151
Convert area measures including cm2, m2 and km2 and volume measures cm3
3
and m
Data Handling
v
Interpret tables, lists, charts and graphs, explaining and justifying inferences and
deductions.
Identify the primary data, collect, organize, tabulate data. Specify a problem and
plan and carry out the four stages of the data handling process: plan, collect,
organize, interpret; identify what further information may be needed to answer
the enquiry
Listing outcomes for single events in probability and notation of an event as P(E)
152
SYLLABUS BIFURCATION
Mathematics
CLASS-VI
S.NO.
TERM - I
S.NO.
TERM - II
Basic Geometry
Mensuration
Data handling
Algebra
Syllabus
Unit 1: Knowing our Numbers
Numbers up to 5 digits
Application of number
operations
Approximation of large
numbers
153
Types of Numbers
H.C.F. , L.C.M.
Patterns
Introduction to Integers
Operations on Integers
154
Representation of a Fraction
Types of Fractions
Operations on Fractions
Introduction to Decimals
Operations on Decimals
Estimation
Word Problems
Application of Decimals
155
Unit 5: Algebra
Introduction to Variables and
Constants
Introduction to Algebra
Operations on Algebraic
Expressions
Introduction to a Line
Introduction to an Angle
Constructions
156
its components
Defining a Polygon
Triangle
Elements of 3D Figures
Nets of 3D Figures
Symmetry
157
Unit 8: Mensuration
Concept of Perimeter and Introduction to Area
Introduction to Perimeter
Introduction to Area
Units of Measurement
Pictograph
Bar Graphs
158
SYLLABUS BIFURCATION
Mathematics
CLASS - VII
S.NO.
TERM-I
S.NO.
TERM-II
Integers
Symmetry
Introduction to Rational
Numbers
Powers
10
Algebra
11
Mensuration
12
Data handling
Syllabus
Unit 1: Integers
Content
Learning Objectives
Properties of Integers
Application of Number
Operations
BODMAS
Learning Objectives
Multiplication of Fractions
Fraction as an Operator
Division of Fractions
Applications of Fractions in
Problem Solving
Multiplication of Decimals
Conversion of Units
Applications of Decimals in
Problem Solving
Learning Objectives
Introduction to Rational
Numbers
Operations on Rational
Numbers
Representation of Rational
Number as Decimal
Representation of Rational
Numbers on the Number
Line
Applications of Rational
Word problems involving rational numbers using all
Numbers in Problem Solving the operations.
160
Unit 4: Powers
Content
Learning Objectives
Exponents
Laws of Exponent
Applications of Laws of
Exponents
Learning Objectives
Formation of Algebraic
Expressions
Operations on Algebraic
Expressions
Linear Equations
161
Learning Objectives
Definition of Ratio
Definition of Proportion
Unitary Method
Percentage
Conversions Into/from
Percentage
Applications in Problems
Solving
Learning Objectives
Angles
Parallel Lines
Triangles
Unit 8: Symmetry
Content
Learning Objectives
Definition
Introduction Rotational
Symmetry
Unit 9: Representing 3D in 2D
Content
Learning Objectives
2D and 3D Figures
Identification 3D figures
Components of 3D figures
Learning Objectives
Properties of congruence
Constructions
Learning Objectives
Perimeter
Area
Learning Objectives
Bar Graph
Case Study
Probability
164
SYLLABUS BIFURCATION
Mathematics
CLASS - VIII
S.NO.
TERM-I
S.NO.
TERM-II
Rational Numbers
10
Representing 3D in 2D
Understanding Quadrilaterals
and Constructions
11
Mensuration
12
Data Handling
Syllabus
Unit 1: Rational Numbers
Content
Learning Objectives
Properties on Rational
Numbers
Representation of rational
numbers on number line
165
numbers.
BODMAS
Applications of rational
numbers in problem
solving
Learning Objectives
Exponents
Laws of exponent
Applications of Laws of
Exponents
Learning Objectives
Introduction to squares
Properties of squares of
166
natural numbers
Introduction to Cube of a
number
Properties of cubes of
natural numbers
Learning Objectives
Recapitulation of Linear Equations in one variable.
Solution of a linear equation with linear
expression on one side and numbers on the other
and extending the concept to variables on both
sides of the equation.
Extend the concept to solution of linear equations
expressed in terms of rational expressions. Solution
of equations reducible to linear form.
167
Applications of Linear
Equations
Learning Objectives
Types of parallelograms
Unit 6: Mensuration
Content
Area of 2-dimensional
Learning Objectives
Recapitulate the concept of area, area of a square,
168
figures
Area of 3 dimensional
figures
Volume of 3 dimensional
figures
Learning Objectives
Algebraic expression
Multiplication of algebraic
expressions
Algebraic Identities
Factorization
169
i.
ii.
iii.
Learning Objectives
Percentage
Compound Interest
Learning Objectives
Direct Proportion
Inverse Proportion
170
Mixed problems
Learning Objectives
Different views of 3 D
objects
Introduction to Map
Polyhedron
Eulers Formula
Learning Objectives
Divisibility tests
Learning Objectives
Recapitulate the representation of ungrouped data
in a bar graph. Introduction to double bar graph
and reading the same
171
Grouped data
Histogram
Pie Chart
Probability
172
Information and
Communication Technology
Globalization and technological change processes have created a new global economy
"powered by technology, fueled by information and driven by knowledge." The emergence of
this new global economy has serious implications for the nature and purpose of educational
institutions. As the half-life of information continues to shrink and access to information
continues to grow exponentially, schools cannot remain mere venues for the transmission of a
prescribed set of information from teacher to student over a fixed period of time. Rather,
schools must promote "learning to learn,": i.e., the acquisition of knowledge and skills that
make possible continuous learning over the lifetime. "The illiterate of the 21st century,"
according to futurist Alvin Toffler, "will not be those who cannot read and write, but those
who cannot learn, unlearn, and relearn."
Information and communication technologies (ICTs)- have been touted as potentially
powerful enabling tools for educational change and reform. When used appropriately,
different ICTs are said to help expand access to education, strengthen the relevance of
education to the increasingly digital workplace, and raise educational quality by, among
others, making teaching and learning into an engaging, active process connected to real life.
ICT Policy
Integrating ICT in a school environment is a mindset towards preparing students for the
global challenges of life. It is an approach and a strategy which equips a learner with a tool to
learn. The effective integration of ICTs into the educational system is a complex, multifaceted
process that involves not just technology but also curriculum and pedagogy, institutional
readiness, teacher competencies, and long-term financing, among others.
Implementation of Technology
l
providing a time-table for the subject called technology, which is taught by teachers with
particular knowledge and skills. These teachers may come from a range of disciplines;
173
The pedagogic rationale asserts that computers assist the teaching-learning process and
enhance the instruction of traditional subjects in the curriculum.
The catalytic rationale sees the introduction of computers as improving the overall
performance of schools, thus giving a positive impact to the education system in general.
The social rationale is concerned with the overwhelming importance of the computer in
modern society that seems to make it imperative for all students to become familiar with it
and accept it in everyday use.
The vocational relates the need for computer education to the possibility of better access to
the job market. This sees the teaching of computer applications or programming as
providing skills vital for employment.
Teaching tool for the development of intellectual and thinking skills - Computers may
be used for interactive games and real world simulations i.e., Interdisciplinary
comprehensive explorations that cannot be provided by any medium other than the
computer.
Communication tool - The use of computers in the classroom help students get used to
email and facilitates communication among students, teachers, etc., both within the class
and outside the class. They learn to communicate via Internet, be it for emailing with
another class working on similar subjects/projects, especially if a school network exists, or
be it for consulting an expert or another "significant person" on issues that arise during
coursework.
Gaming tool - Computers are used for games, especially in primary education where a
playful approach to computers helps students prepare for future computer use and
stimulates their creativity and imagination.
Research tool - Computers are used to provide students with access to information on the
Internet. The Internet facilitates gathering data for class projects, taking online excursions
to travel reports and photos from various countries, reading work written by other
students, following up on current news and issues, reading fiction, taking virtual field trips
to institutions such as museums on the Internet, etc.
174
Training tool for repetitive tasks - This includes the use of drill and practice programmes
in the fields of reading, grammar, or simple arithmetic. This also includes solving
equations, studying irregular verbs, learning vocabulary in a foreign language, spelling,
recalling historical dates, etc.
Administrative Tool - Teachers themselves may use computers for administration tasks,
production of documents, and the creation of lessons.
This includes keeping of records, manipulating information, producing individual letters
to parents or a class newsletter, creating customized follow-up work for lessons, making
personalized certificates of achievement, creating student lists or name tags, etc.
Teaching tool for computer use in itself - Students have to be prepared for computer used
in their future lives, i.e., develop easiness in dealing with both software and hardware
tools. The former includes word processing, and dealing with spreadsheets, databases as
well as graphics applications that they are likely to encounter at their future work place.
The curriculum for Classes VI to VIII includes the basics of computer science, understanding
of the paid and free software along with the Website Designing, Photo Editing Software,
Animation Software and Programming Languages such as QBasic and Visual Basic.
Moreover, student will be apprised with the networking technologies and societal impacts of
ICT.
The contents are based on extensive feedback from teachers and on the latest trends in
computer education. A special care has been taken to update facts and figures and to include
information about latest terminologies, packages and technologies. We have included
presentations to aid the teachers in delivering the content. For students there are assignments
at the end of each unit. Moreover, different kinds of activities such as transdisciplinary
activities, Life Skill activities and Critical Thinking activities are included to enhance the
logical understanding of the concepts.
175
Class VI
Term II
Unit
Let us Explore
Animations in Slides
Operating Systems
Reviewing Presentations
Application Software
Problem Solving
Learning Impress
Project
Class VII
Term II
Unit
Let us Explore
Spreadsheets-I
Project
Class VIII
Term II
Unit
Let us Practice
HTML-I
Network security
HTML-II
Cyber World
Let us Integrate
Spreadsheets II
176
Pedagogy
Abilities
Build MyComputer
and specify hardware
and software.
Operating System to
manage computer
resources.
Application Software
TuxPaint, Writer,
Impress, and more
(explore).
Impress: Design
Impress: Animation
Custom Animation
Effects, Advance slide
on click, automatically
after specified time.
Review Presentation
Spell Check, Insert
Comments, Protect
presentation with
password.
Elementary Problem
solving skills using
Flowcharts.
Creating a project
using-Impress and
E-mail to a friend for
peer review and
collaboration.
1. Creative
thinking
2. Psychometric
Progression
3. Exploratory
learning
4. Communicating
with ethics
5. Logic for
problem solving
6. Project based
learning
177
Tools
Technology
Pedagogy
Tools
Technology
Abilities
1. Networking computerswired, wireless.
Networking devicesModem, Ethernet card,
Router, switch, Repeater.
Connectivity: Wi-Fi, Wimax,
Broadband, leased line
2. Use domain name, URL,
Mac Address, IP Address,
3. Programming skills using
QBasic PRINT, REM,
LET, INPUT, IF, IF ELSE,
FOR.
4. Use QBasic for Graphics
SCREEN, LINE, PSET,
PRESET
5. Use Calc - Creating and
Saving a workbook.
Working with a
worksheet: entering
numbers, text, date/time,
series using AutoFill.
6. Using - Calc - Editing and
formatting a worksheet changing colour, size,
font, alignment of text,
changing cell contents,
Inserting or Deleting cells,
rows and columns,
Formula-Entering a
formula in a cell, using
operators(+,-,*,/) in
formulae, , Printing a
worksheet.
7. Creating a project using
Calc/QBasic and E-mail
to a friend for peer review
and collaboration.
1. Creative
thinking
2. Psychometric
Progression
3. Exploratory
learning
4. Communicating
with ethics
5. Logic for
problem solving
6. Data Planning
7. Project based
learning
1. Topic based
educational
software
2. Tuxpaint
software
3. Writer
4. Impress
6. QBasic or
equivalent
such as
FreeBASIC,
QB64
5. OoCalc
6. Sample
creative
works
Computer
System with
1. Internet
connectivity:
wired and
wireless
2. Preloaded
OS and
requisite
software
178
Smartboard+
Projector
Pedagogy
Tools
Technology
Abilities
1. Formatting
computer,
defragmenting a
disk, scanning for
malware.
2. Securing network
operations: Firewall,
Antivirus,
Authorization and
authentication.
3. Explaining basic
Cyber crimes and
cyber laws.
4. Calc: Relative,
Absolute, and mixed
referencing. Use
simple Statistical
functions: SUM(),
AVERAGE(), MAX(),
MIN(); IF()(without
compound
statements); Creating
Charts (Line, Pie, Bar)
in a worksheet.
5. Designing web pages
using HTML
elements: HTML,
HEAD, TITLE, BODY
(Attributes:
BACKGROUND,
BGCOLOR, TEXT,
LINK, ALINK,
VLINK),
FONT(Attributes:
COLOR, SIZE, FACE),
1. Creative
thinking
2. Psychometric
Progression
3. Exploratory
learning
4. Communicating
with ethics
5. Logic for
problem solving
6. Data Planning
7. Integration
Skills
8. Project based
learning
1. Topic based
educational
software
2. Tuxpaint
software
3. Writer
4. Impress
7. QBasic or
equivalent
such as
FreeBASIC,
QB64
5. OoCalc
6. Sample
creative
works
1. Computer
System with
Internet
connectivity
wired and
wireless
2. Preloaded OS
and requisite
software
179
Smartboard+
Projector
6.
7.
8.
9.
BASEFONT(Attribute
s: COLOR, SIZE,
FACE), CENTER, BR,
HR (Attributes: SIZE,
WIDTH, ALIGN, NO
SHADE, COLOR),
COMMENT, ! for
comments, H1..H6, P,
B, I, U, IMG
HTML elements: A,
UL and OL
(Attributes: TYPE,
START), LI.
Photo Story 3: Image
/ picture editing tool.
Create a presentation
using Impress with
content created in
TuxPaint, Writer, and
Calc. Create a web
page with a link to
this integrated
document.
Build
MyFutureComputer2020 specifying
hardware and
software
requirements and
features.
180
Class VI
Information and Communication Technology - Syllabus
Unit
Topic(s)
Learning Objective(s)
Estimated
Time
(Periods)
What a computer
does
2. What a computer
needs
3. Hardware and
Software
Learn to think
independently and
innovate
Learn the concept of
hardware and software
Operating System to
manage computer
resources
Application Software
TuxPaint, Writer,
Impress, and more.
Differentiate between
Application software
and other software
Impress: Design
12
Animation Custom
Animation Effects
Advance slide on click,
automatically after
specified time
12
Using SpellCheck
Inserting Comments
Protect presentation with
password
Elementary Problem
solving skills
Basic symbols used in
flowcharts
Drawing flowcharts to
12
1
Let us explore
(Term I)
1.
2
Operating Systems
(Term I)
1.
2.
3
Application Software
(Term I)
1.
What is an OS
Why an OS
What is
Application
Software
2. Examples of
Application
software
4
Designing in Impress
(Open source)
/ MS PowerPoint***
5
Animations in slides
(Open source)
/ MS PowerPoint***
1.
6
Reviewing
presentations (Open
source)
/ MS PowerPoint***
1.
2.
3.
7
Problem Solving
(Term II)
1.
Custom
Animation
2. Controlling the
slide movement
SpellCheck
Comments
Protecting
presentations
Defining a
problem
2. Steps to solve the
problem
3. Introduction to
181
Flowcharting
4. Standard
Flowcharting
symbols
8
Project
(Term II)
1.
Sample Projects
10
*** Oo Impress is available as open source. Schools may choose between Oo Impress or MS
PowerPoint as per availability in their country. However if schools intend to cover both they
may take up both software and do the comparative study.
Class VII
Information and Communication Technology - Syllabus
Unit
Topic(s)
Learning Objective(s)
Estimated
Time
(Periods)
1
Let us explore
(Term I)
1.
What is a
computer
network
2. Networking
devices
3. Connectivity
2
Identifying networked
resources and
computers
(Term I)
1.
Domain names
and URLs
2. MAC address
and IP address
Concept of programming
Concept of control flow
Decision making in a
program
Loops in a program
18
3
Programming with
QBasic-I
(Term I)
1. Introduction to
programming
2. QBasic
o PRINT
o REM
o Concept of
variables and
constants
o LET
182
o INPUT
3. Control flow in a
program
4. Decision making:
IF and IF..ELSE
5. Loops: For
4
Programming with
QBasic-II
(Term I)
1.
2.
Graphics
Screen modes
SCREEN
LINE
PSET
PRESET
Concept of graphics
Concept of screen modes
and resolution
Graphics in QBasic
SCREEN, LINE, PSET,
PRESET
12
5
Spreadsheets-I
(Term II)
1.
What is a
spreadsheet
2. Why a
spreadsheet
3. Calc
Workbook and
worksheet
4. Entering data in
a spreadsheet
10
6
Editing and
Formatting
(Term II)
1.
Formulae in a
worksheet
2. Editing a
worksheet
3. Formatting a
worksheet
4. Printing a
worksheet
Formula-Entering a
formula in a cell, using
operators(+,-,*,/) in
formulae
Editing a worksheet Changing Cell contents,
Inserting or Deleting cells,
rows and columns
Formatting a worksheet changing colour, size,
font, alignment of text
Printing a worksheet
12
7
Project
(Term II)
1.
Sample Calc
projects
2. Sample QBasic
projects
3.
4.
5.
6.
183
Class VIII
Information and Communication Technology - Syllabus
Unit
Topic(s)
1
Let us
practice
(Term I)
1.
Formatting a
computer
2. Disk management
3. Protecting
Computer
2
Network
security
(Term I)
1.
2.
3.
4.
3
Cyber World
(Term I)
1.
2.
4
Spreadsheets
II
(Term I)
1.
2.
5
HTML-I
(Term II)
1.
Learning Objective(s)
Estimated
Time
(Periods)
Formatting computer
Defragmenting a disk
Scanning for malware and
removing it
Threats to networks
Firewall
Antivirus
Authorization and
authentication
Cyber crimes
Cyber laws
Cell references
Functions
3. Decision making
4. Charts
16
16
2.
3.
4.
5.
Websites and
WebPages
Creating webpages
using HTML
HTML elements
and tags
Tags and attributes
Inserting images in
a web page
184
1.
2.
Creating hyperlinks
Creating lists
3. Unordered lists
4. Ordered lists
5. Nested lsits
12
7
Let us
integrate
(Term II)
1.
Use of available
resources
2. Creating
presentations with
resources from
other software
3. Exporting
presentations as
HTML or PDF
document
8
Photo Story 3
1.
2.
3.
4.
9
Create the
future
(Term II)
1.
2.
Photo Story 3 as
image editor.
Editing
Pictures/images.
Creating stories
through Photo
Story 3.
Inserting stories in
the webpage.
Let us think
My Future
Computer-2020
Assessment: 1 period at the end of each month is reserved for assessment based on the
unit/topic covered in that month.
185
Physical Education
Introduction to School Health
Rationale
For most children, going to school' is a historic milestone in their lives. It is a place that plays
one of the most important roles in their physical, mental and emotional development. Schools
are settings where children learn, where character is moulded, where values are inculcated
and where the future citizens of the world are groomed to face life's challenges.
Schools can be dynamic settings for promoting health, for enabling children to grow and
mature into healthy adults, yet the potential of the school to enhance health is often
underutilized. 'School Health' has largely remained confined to medical check-ups of children
and /or some hours of health instruction in the curriculum.
Today, schools present an extraordinary opportunity to help millions of young people acquire
health supportive knowledge, values, attitudes and behaviour patterns. The students can
serve as a means of promoting health of other children, their families and community
members. Health is a multidimensional concept and is shaped by biological, physical,
psychological, social, economic, cultural and political factors. There is a growing recognition
that the health and psychosocial well-being of children and youth is of fundamental value and
that the school setting can provide a strategic means of improving children's health, selfesteem, Life Skills and behaviour.
There are various initiatives in school health at present, but most of them are topic based and
age group specific and often rely on the initiative of the individual school or an agency. The
comprehensiveness and sustainability in these initiatives are not clearly laid out.
The need of the time is a Comprehensive School Health Policy integrated within the
educational system at the National and State levels. This will harmonize the effective
partnership of health and education sectors to facilitate the holistic approach to child and
adolescent development in schools.
186
In 1960, the Government of India set up a Committee on School Health (Renuka Ray
Committee) which recommended that Health education should be included as part of
general education in the primary, middle and secondary schools. The report of the Renuka
Ray Committee (1961) provided guidelines and recommendations for both the content and
the appropriate transaction of health education at various stages of schooling. In the wake of
the National Policy on Education (1986, Revised 1992) and the National Health Policy 1983,
steps were initiated to look at school health education in a more comprehensive manner. The
National Health Policy, 2002 envisages giving priority to school health programmes which
aim at preventive-health education, providing regular health check-ups, and promotion of
health-seeking behaviour among children. The policy suggests that school health
programmes can gainfully adopt specially designed modules in order to disseminate
information relating to 'health' and 'family life'. This is expected to be the most cost-effective
intervention as it improves the level of awareness, not only of the extended family, but the
future generation as well. The noteworthy initiatives under this 2002 policy were setting up a
well-dispersed network of comprehensive primary health care services linked with extension
and health education. It is widely accepted that school students are the most impressionable
targets for imparting information relating to the basic principles of preventive health care. The
policy attempted to target this group to improve the general level of awareness with regard to
'health promoting' behaviour. The girl child in the rural belt needs to be targeted right from
school level. The policy recognized that the overall well-being of the citizen depended on the
synergistic functioning of the various sectors in the society. The health status of the citizens
would, inter alia, be dependent on adequate nutrition, safe drinking water, basic sanitation, a
clean environment and primary education, especially for the girl child.
The National Curricular Framework 2005 by NCERT has categorically stated that health is a
critical input for the overall development of the child and it influences significantly enrolment,
retention and completion of school. It advocates a holistic definition of health within which
physical education and yoga contribute to the physical, social, emotional and mental
development of a child. Undernutrition and communicable diseases are the major health
problems faced by majority of children in this country from pre-primary through to the higher
secondary school stage. Thus, there is a need to address this aspect at all levels of schooling
with special attention to vulnerable social groups and girl children. It has proposed that the
mid-day meal programme and medical check ups be made a part of the curriculum and
education about health be provided which address the age specific concerns at different stages
of development.
187
188
lives. There can be more emphasis on the inclusion of sports and games from the local area.
Indigenous knowledge in this area must be reflected at the local level.
Policies make a difference. Appropriate and effective school health policies can have an
impact on health behaviors, short-term health outputs, learning/academic achievement and
social development. There is a need to develop a uniform, effective code of practice for school
administrators and educators undertaking health promotion in schools.
views health holistically, addressing the inter-relatedness of health problems and the
factors that influence health within the context of the human and material environment
and other conditions of life.
utilizes all educational opportunities for health: formal and informal, standard and
innovative approaches in curriculum and pedagogy.
strives to harmonize health messages from various sources that influence students,
including messages from the media, advertising, the community, health and development
systems, family and peers and the school.
empowers children and youth, as well as their families to act for healthy living and to
promote conditions supportive of health.
ensure that school health programmes are based on formally assessed and evidence based
practice.
advocate the value of a comprehensive and planned approach to school health through
education sector.
encourage partnerships for school health promotion with key stakeholders, viz., students,
parents, health professionals, teachers and counselors.
The overall objective of the Policy is to equip the educational sector to develop Health
Promoting Schools.
emotional, and social health and whose services are provided for by well-qualified and
well-supported professionals;
7. Integrated Family and Community Involvement activities that are designed to engage
families as active participants in their children's education; that support the ability of
families to support children's school achievement; and that encourage collaboration with
community resources and services to respond more effectively to the health-related needs
of students; and
8. A Staff Health Promotion Policy that provides opportunities for school staff to improve
their health status through activities such as health assessments, health education and
health-related fitness activities.
A.
B.
C.
D.
E.
The school administration should provide the lead for health promotion as a major initiative
and should include all the stakeholders including parents, teachers, students and the
community.
The Global School Health Survey aims at providing the profile of the students as Baseline in
the following areas;
Respondent demographic
Hygiene
Clean drinking water
Protective factors
Tobacco use and smoking
Sleep patterns
Dietary behaviors
Personal health
Physical activity
HIV Infection or AIDS Awareness
Alcohol and Drugs
Leisure Activities
The Central Board of Secondary Education is involved with a Comprehensive School Health
Programme and has collaborated with WHO on a Global School Health Survey. A total of 75
schools under various categories were selected under this scheme by WHO on a random
sampling basis.
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The Survey was conducted through a questionnaire which had various components related to
physical growth, drinking and eating habits, personal health, safety concerns feelings and
emotions, substance abuse, physical fitness and personal experience.
The school administration can then take up various initiatives as per the Health Promotion
Manual specifically designed for the three major age groups, classes 1-5, 6-8 and 9-12. The
checklist can be used to understand the current status and to guide the activities. A School
Health Club can be formed and can become the focal point of school health promotion. In
addition to specific classroom based activities and revising school health curriculum, the
health promotion programme should encompass the entire school environment and should
become a school campus activity. The health promotion programmes should inspire and
motivate the teachers, students and parents, and should be conceived in a participatory
manner. The school should also strive to provide healthy living habits through a conducive
environment. The health promotion initiatives can be assessed and based on a scoring system
and the school can be declared as a Health Promoting School.
Once the school achieves the status of a Health Promoting School, it should strive to maintain
and excel in its initiatives and should become a model for other schools .
What is the status of health education activities in the classroom, school and community?
Does the school have a clear policy on health promotion, jointly prepared by staff and
parents?
environment health
personal health
drug abuse
physical education
emotional health
Are the health topics taught at school based on the needs of the community?
Are teaching methods learner-centred using the environment as well as the school?
Are educational materials including visual aids and books available and are they based on
health topics?
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Are the water and sanitation facilities adequate, clean and well maintained?
Is there at least one teacher in the school trained to give first aid, detect simple health
problems and refer children to health services?
Are there well-developed links with the community and local health workers?
Do policy makers within health, education and other services provide support to school
health promotion?
Preparing a Comprehensive School Health Plan using eight elements of the co-ordinated
School Health Program with input from students and their families;
Ensuring that the various components of the School Health Program are integrated within
the basic operations of the school, are efficiently managed, reinforce one another, and
present consistent messages for student learning;
Reporting on program implementation, results, and means for improvement (to whom
and how) regularly.
Ensuring that the instruction and services provided through various components of the
School Health Programme are mutually reinforcing and present consistent messages;
Facilitating collaboration among School Health Programme personnel and between them
and other school staff;
193
Assisting the administrator/school principal and other administrative staff with the
integration, management, and supervision of the School Health Program;
Facilitating collaboration between the school and other agencies and organizations in the
community who have an interest in the health and well-being of children and their families;
and
Conducting evaluation activities that assess the implementation and results of the School
Health Program, as well as assisting with reporting evaluation results.
194
The shared involvement of Government and NGOs from health education and other
community services
The main resource comes from teachers, children and parents. There is no school, however
poor, that lacks the resource of children.
fosters health and learning with all the measures at its disposal.
engages health and education officials, teachers, all students, parents, health providers
and community leaders in efforts to make the school a healthy place.
strives to provide a healthy environment, school health education and school health
services along with school/community projects and outreach, health promotion
programmes for staff, nutrition and food safety programmes, opportunities for physical
education and recreation, and programmes for counselling, social support and mental
health promotion.
implements policies and practices that respect an individual's well being and dignity,
provide multiple opportunities for success and acknowledge good efforts and intentions
as well as personal achievements.
strives to improve the health of school personnel, families and community members as
well as pupils; and works with community leaders to help them understand how the
community contributes to or undermines health and education.
Creating conditions that are conducive to health (through policies, services, physical / social
conditions).
Building capacities for peace, shelter, education, food, income, a stable ecosystem, equity,
social justice and sustainable development.
Preventing leading causes of death, disease and disability: tobacco use, HIV/AIDS/STDs,
sedentary lifestyle, drugs and alcohol, violence and injuries, unhealthy nutrition.
Influencing health-related behaviours: knowledge, beliefs, skills, attitudes, values and support.
195
196
weight and physical inactivity, sun protection and risks of skin cancer, drug and alcohol
abuse, bullying and violence, etc. A planned and co-ordinated approach to tackling any of
these is crucial. Resources need to be better designed and utilised, funds must be targeted and
spent effectively. Projects and programs need to be co-ordinated, linked or joined together. An
issue can galvanise a team into action but instead of being in a reactive mode, a planned and
co-ordinated co-ordination approach is far better. You could say that the Health Promoting
School approach is an organisational tool.
Which organisations in the local community can help with our health
programmes and plan ?
Through the links to local health promotion sites you can find contacts to a wide range of
organisations and agencies that support School Health Programs. The Health Promotion
Schools Officers can help too with contact information if you don't know where to start.
and businesses can be a source of support. Staying in touch with information through the
networks can keep you abreast of current funding opportunities.
The Curriculum
1. Environment-Centred Approaches
In this approach, the aim is to improve the educational climate of the school and to provide
opportunities for child to utilize the School Health Programme. The positive mental health
atmosphere includes the amount of time spent in school, the structuring of playground
activities, the physical infrastructure of the school and the classroom decoration.
National campaigns to reduce the incidents of certain mental health damaging behaviours
e.g., bullying, ragging, corporal punishment etc.
The mental health team can include representatives from the governing body,
teachers, support staff and parents. The governing body can identify problems and
opportunities within the school.
g The school mental health team can monitor and evaluate the outcome and
provide feedback so that appropriate modifications can be made to the programme.
198
h School can be the centre for community enhancement projects including programmes to
improve physical and emotional health. They can serve as training centres for parenting
skills where parents learn more about child development and parent effectiveness skills
and receive support to enhance feelings of self worth and competence.
Such a programme provides a co-ordinated, collaborative effort to improve communication,
understanding and respect between staff, students and parents. This provides a sense of
direction and ownership of the programme.
d The use of parents as teacher's aides can be a helpful learning experience for the parents,
the teacher and the child. Working in the classroom provides parents with perspective of
their child as they observe other children and talk with other parents and the teacher.
e Early intervention programmes with high risk behaviours such as aggressiveness,
smoking, excessive shyness, worsening of interpersonal relationships, poor school
attendance, declining academic performances, irritable and fluctuating moods and
changes in peer groups can prevent serious consequences.
f
School can also use screening tools for identification of psycho-social problems and mental
disorders. This can help the schools in determining if children have (or are at risk of
having ) significant mental health problems. Although, there is a danger of labelling and
stigma nevertheless the instruments can be very useful in planning management
strategies.
199
g School based Health Centres located within the school have an important role in
supporting better health care for children and adolescents. The mental health services in
these school-based health clinics can provide screening, c o u n s e l l i n g f o r c o m m o n
adolescent concerns, information about substance abuse, HIV / AIDS, reproductive
health, depression, stress, anxiety, etc. Because these clinics are located within the daily
environment of the children mostly youth, they offer particular benefit to young people
who might not otherwise receive assistance.
in a way that can be measured reliably. The evaluation process is then planned, implemented
and the outcome data analyzed and disseminated. The initial planning team meets again and
discusses whether or not the goals were met and makes appropriate modifications.
Health Intervention is Accepted and Most Effective if it is:
Fosters health and learning with all the measures at its disposal.
Engages health and education officials, teachers, teachers' unions, parents, health
providers and community leaders in efforts to make schools a healthy place.
201
Strives to provide a healthy environment, school health education health services along
with school/community projects and outdoor promotion programmes for staff, nutrition
and food, safety opportunities for Physical Education and recreation and programmes for
counselling, social support and mental health promotion.
Implements policies and practices that respect an individual's welfare, dignity, provide
multiple opportunities for success and acknowledge intentions as well as personal
achievements.
Strives to improve the health of school personnel, pupils as well as families and works with
community leaders to understand how the community contributes or undermines
education.
Graded across the year based on student participation and teacher observations
Physical Education Cards (PEC) will be a part of the curriculum from Classes I V
During middle school years students become more able in their skills and techniques.
They also learn to apply them to different activities and sports. Having experienced all the
games till junior school, this is the time when they begin to lean towards specialization.
They start to understand what makes a performance effective and how to evaluate not just
their performance but that of their peers as well. They learn to take the initiative and make
decisions for themselves about what to do to improve performance. They start to identify the
types of activity they prefer to be involved with, and to slowly begin to take on leadership
roles.
Scope of study
During middle school, students will do the following games/activities (this is essential and
compulsory)
At least three out of the following four options should be taken by students:
202
gymnastic activities
swimming activities
athletic activities
Teacher should ensure that, while evaluating and improving performance, connections are
made between developing, selecting and applying skills, tactics and compositional ideas, and
fitness and health.
Acquiring and developing skills
1.
b)
develop them into specific techniques that suit different activities and perform
these with consistent control.
b)
c)
be clear about what they want to achieve in their own work, and what they have
actually achieved.
b)
take the initiative to analyse their own and others' work, using this information to
improve its quality.
b)
understand how different types of activities affect specific aspects of their fitness.
c)
d)
involve in activities that are good for their personal and social health and wellbeing.
Games activities
5.
play competitive invasion, net and striking/fielding games, using techniques that
suit the games.
203
b)
use the principles of attack and defence when planning and implementing
complex team strategies.
c)
Gymnastic activities
6.
create and perform complex sequences on the floor and using apparatus.
b)
c)
Swimming activities
7.
set and meet personal and group targets in swimming events, water-based
activities, personal survival challenges and competitions.
b)
use a range of recognised strokes, techniques and personal survival skills with
technical proficiency.
Athletic activities
8.
set and meet personal and group targets in a range of athletic events, challenges
and competitions.
b)
b)
c)
d)
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Visual and
Performing Arts
Visual and Performing Arts
Visual and Performing Arts is given a significant role to play in the curricular architecture of
CBSE-i. The role of art as an expression of human ingenuity, creativity and innovation can
hardly be debated. The last few decades have witnessed an over-emphasis on science and
technology, marginalizing the role of arts especially at the school curriculum though there are
some isolated evidences to the contrary. The utilitarian demands of existence have
underplayed the role of aesthetics, appreciation and expression. It is in this context the
curriculum envisages a more meaningful role of Visual and Performing Arts in the classrooms
so that the future generation is able to balance between tacit knowledge and external
knowledge. The schools need to liaison with institutions of Visual and Performing Arts and
bring home the nuances of the subjects right from the primary level. The classrooms for these
subjects should not be deemed as add-ons to a curriculum, but as centers which appeal to the
inner spirit of every learner yearning for an expression.
A.
VISUAL ARTS
At this stage of school education, the students develop reasoning abilities, therefore they
look forward for help from the teachers. The children are to be encouraged to mobilize
their own resources and creative expressions. A wide variety of media and techniques
are to be provided at this stage for exploration and experimentation for various
permutations and combinations. Indirect and inductive guidance in various art
techniques through the discovery, exploration, improvisation and experimentation on
methods are to be provided. Through these methods, gradual awareness of aesthetic
and expressive qualities of various art media and techniques could be developed. Some
preliminary rudiments of formal art forms in visual arts, may be introduced indirectly.
Students need the opportunity to work together collectively to foster team spirit and to
build a sharing and caring society. Instead of selecting a few students with special
talents, the interests of all students must be identified and they must be encouraged to
participate in various art activities in one way or the other. At this stage, students can
handle a little more complex materials and themes. So far whatever they have grasped,
developed and experienced earlier can be developed further.
205
The aim of visual arts education is to develop aesthetic sense among the school children,
so that they may creatively respond to the beauty in lines, forms and colours.
OBJECTIVES
To sensitize the students to keep their materials in order and to organize their Art
activities systematically, which will become a habit in due course.
To acquaint students with the grammar of visual arts i.e., fundamentals of Visual
Arts (Elements and Principles).
SYLLABUS
What is taught at this stage has a particular significance bearing in mind the rapidly
changing physical and intellectual development of students of this age and the mass
culture to which they are extremely vulnerable. The aims and objectives of Art work
need to be thought out very clearly and realization carefully planned in relation to the
administrative support and physical resources that can be obtained. The purpose of
providing a wide variety of activities which are to be offered as a means of reaching the
objectives, is to provide opportunities to develop the ability to perceive and interact with
varied situations. The creative art activities should provide opportunities to students to
come out with their day-to-day experiences, inner emotions and feelings. This will lead
them to be articulate in expression and their presentation to reflect the cultural, moral
and social values of the time.
206
CLASS - VI
PRACTICALS
1.
2.
Crayon Resist:
Drawing picture or design with wax crayon and applying water colour over it. Water
colour painting with wet colours (powder, poster, etc.) felt pens, crayons and also its
combination to be attempted.
Printing (stamping) with the help of small carved clay-box, wood-blocks, plain or
carved cut vegetables and other similar material and objects having low-relief,
surfaces e.g., tree-leaves, bottle caps made of cork, wood or tin; keys of different
designs, buttons and coins, etc., threads and chords of varied thickness dipped in
colours and pressed between two papers, etc., and combination use above.
(b)
(c)
Paper marbling/dyeing i.e., crumpling the paper into a ball, dipping it in colour(s)
made in shallow plates for colouring the outer surface, unfolding paper ball thus
coloured and allowing it to dry. The process may be repeated for further
interesting effects.
(d)
Stencilling i.e., cutting form or pattern on paper cardboard sheet. Obtaining its
print(s) in various formations. Colour application by spraying with tooth brush
or dabbing with cloth/cotton ball.
207
THEORY
(a)
(b)
(c)
Understanding important terms used in the field of Visual Arts during the process
of practical activities.
(d)
(e)
(f)
(g)
CLASS VII
PRACTICAL
1.
Collage:
(a)
(b)
208
2.
3.
Applied Designing:
(a)
(b)
Freehand writings and calligraphy to be practiced by use of ink and different pens,
ribs or brushes. The exercises are part of designs made for personal use of
belongings.
THEORY
(a)
(b)
(c)
Understanding important terms used in the field of Visual Arts during the process
of practical activities.
(d)
(e)
(f)
(g)
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CLASS VIII
PRACTICALS
1.
2.
Rendering simple forms based on nature and man-made objects and carving
designs on them in low-relief. The work should have a limit of one or two forms or
figures. The topic for clay-work should be such that it should not cause frustration
to the learner by having to make many figures or panoramic scenes with too many
details.
(b)
(c)
Carving out patterns or simple forms from clay, plaster of paris , wood or soft
stone blocks, etc.
Constructions:
(a)
3.
THEORY
(a)
(b)
(c)
Understanding of important terms used in the field of Visual Arts during the
process of practical activities.
(d)
(e)
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(g)
PERFORMING ARTS
Objectives
As students enter the middle school they continue their engagement with the
Performing Arts and build on all the basic concepts that they have learned throughout
the junior school. Each student can opt for one of the Performing Arts options, i.e.
Music, Dance or Drama. The learning now becomes more rigorous and there is a greater
emphasis on the application of skills.
Students begin to acquire the skills of self confidence, creative expression and increase
their understanding of culture and arts. They learn more about the nuances of aesthetics
and through the arts achieve a balance leading to a healthy and creative transition to the
increasingly complex academic life in the years ahead.
The focus now shifts to greater specialization since students will be instructed by arts
specialists. Wherever possible, the performing arts need to be interrelated with various
subjects, and students begin to appreciate the role the arts have played and indeed
continue to play in various cultures and at different times in history.
Over the three years of middle school students learn to explore the arts in depth and to
express their opinions as individuals. They also learn to evaluate, critique their work
and that of others and learn to work in ensembles and groups. By continually reflecting
211
on their work and providing valuable feedback to other members of their group they
learn the valuable skills of giving and taking feedback which will hold them in good
stead through their lives.
They now engage in much more detailed research and analysis and examine different
dance styles, musical traditions and theatre traditions. They also learn to analyze the
elements of performance in music, dance and theatre. As they move through middle
school their repertoire of dance movements, theatre techniques and musical styles
continue to grow.
1.
MUSIC
Music is an incredibly vital part of society, and everyone has the potential to 'be musical',
i.e., understand the basic principle of music and the confidence to perform, analyse or
discuss music. All students, therefore, must be able to have a basic understanding and
appreciation of music in many cultures, both Eastern and Western.
In Eastern music traditions, the focus could be on Indian music and the syllabus would
include both vocal and Instrumental music. Vocal music would include the introduction
of basic terms like raga, swara and the student would be introduced to voice modulation
techniques. The students would study rhythm and taal and understand the differences
in the Western music approach and the Indian music approach to rhythm. The students
would also be introduced to the notation system of Indian classical music and enjoy
learning different songs relating to different occasions/festivals.
Whilst learning about the Western classical tradition, students would be able to name
the notes on a piano, have an understanding of the principles of Rhythm, Melody,
Harmony and Texture. In addition, students would be encouraged to talk about music
and explain what is happening in a piece of music, describe why they like (or dislike) it
and have some idea of the history behind the style.
The teaching therefore could be divided into Music Theory, Music Appreciation and
Musical Performance. Over the three years students understand the differences
between Western music notation and Indian music; begin to improvise short, simple
melodies and understand how music can convey emotions, feelings and images. As
they gain experience in performance, they gain greater self confidence and hone their
abilities. They are also able to distinguish between exemplary works of music across
different cultures and at different times in history. This study becomes more complex as
they progress through middle school. They also begin to apply their skills of aesthetic
evaluation and artistic perception.
212
Through the Music program students will develop the ability to:
listen to music and be able to describe the instruments and the elements.
identify musical instruments from different cultures both visually and aurally.
appreciate the difference between musical notation in the western tradition and
the raga system of India.
listen to and describe the role of music in ancient civilizations - Chinese, Indian,
Greek, Roman and Egyptian.
understand different genres of music, styles and the cultures within which they
operate.
understand the criteria for evaluating the quality and excellence in musical
performance and composition and apply this while performing or listening.
understand how music is composed and used in film, radio and TV.
learn about career paths in the field of music and explore their interests in
pursuing any of them.
213
CLASS VI
S.NO.
1.
2.
3.
TOPICS
Introduction of Indian Music tradition and
its definition
Music in vedic period
Music, dance and instruments
Classification of Indian Music
Classical, folk and light music
Terminology of Music
Naad
Shruti
Swar-Shudh and Vikrit Swar
Saptak - Madhya, Mandra and taar
Aaroh Avroh
Varjit Swar
Alankaar
That
Rag
Jati-Audav,Shadav, Sampoorna
Vadi, Samvadi
Pakad
4.
Introduction of 7 swaras
5.
Alankar
6.
7.
8.
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SUB-TOPICS
Sa Re Ga Ma Pa Da Ne Sa
Sa Re Ga Ma Pa Da Ne Sa / Sa Ne
Da Pa Ma Ga Re Sa
Sa Re Ga ,Re Ga Ma/Sa Ne Da,
Ne Da Pa
Sa Re Ga Ma, Re Ga Ma Pa/Sa Ne
Da Pa, Na Da Pa Ma
Sa Re Sa Ra Ga, Ra Ga Re Ga
Ma/Sa Ne Sa Ne Da, Na Da Na
Da Pa
Sa Ga, Re Ma, Ga Pa/Sa Da, Ne
Pa, Da Ma
Bhopali, Yaman
Kaharva, Dadra, Teentaal with
Theka, Sam, Tali, Khali
Vande Mataram
CLASS VII
S.NO.
TOPICS
SUB-TOPICS
1.
Definition of Raag
2.
Definition of Alaap
3.
Definition of Taan
4.
5.
6.
Definition of Swarmalika
7.
8.
Taal
9.
Alankaar
Sa Re Ga Ma Pa Da Ne S'a/ S'a Ne
Da Pa Ma Ga Re Sa
Sa, Sa Re Sa, Sa Re Ga Re Sa /S'a,
S'a Ne S'a, S'a Ne Da Ne S'a
Sa Re ,Re Ga, Ga Ma /S'a Ne, Ne
Da, Da Pa
Sa Re Sa, Re Ga Re,/S'a Ne S'a, Ne
Da Ne
Sa Re Ga Sa Re Ga Ma, Re Ga Ma
Re Ga Ma Pa/S'a Ne Da S'a Ne Da
Pa
Ne Da Pa Ne Da Pa Ma
Sa Ga Re Sa, Re Ma Ga Re/S'a Da
Ne Sa, Ne Da Da Ne
Sa Re Sa Ga, Re Ga Re Ma/S'a Ne
S'a Da, Ne Da Ne Pa
Alaap, Taan
Taal
Jhaptaal, Ektaal with Thekha,
Sam, Tali, Khali
215
CLASS VIII
S.NO.
TOPICS
1.
2.
3.
4.
5.
6.
Alankaars
7.
Taal
216
SUB-TOPICS
Bhatkhande notation system
Vishnu Digamber Paluskar
system
Western beats and writing
the staff notation
Ghan Vadya
Avanadh Vadya
Sushir Vadya
Tat Vadya
Meend, Gamak, Kann,
Murki,Zamzama
Dhrupad
Dhamar
Khyal
Tarana
Thumri
Dadra
Ghazal
Lok geet
Alaap, Taan
Sa Re Ga Re Ga Sa Re, Re Ga
Ma Ga Ma Re Ga/ S'a Ne
Da, Ne Da S'a Ne, Ne Da Pa
Da Pa Ne Da
Sa Re Ga Re Sa, Re Ga Ma
Ga Re/S'a Ne Da N'e Sa,
Ne Da Pa Da Ne
Rupak
Chautaal
Music teaching in both vocal and instrumental should be supported by audio and visual
recordings in the full duration of the course. There should be a rich collection of pictures of
singers, instruments and performance. There should be facility to visit museums and music
schools.
2.
DANCE
Dance is a form of art that uses the body in movement to the rhythm of music and beat.
Dance is a predominant expression through the body performing series of movements in
response to music. The movements vary in tempo and to different melodies. There are
many forms of dance which follow a system of set rules for hand movements and body
postures. Students who opt for dance will learn the skill of performing within different
rules of the dance forms. The curriculum would aim to orient the body to movement,
mood and rhythm possible to create images that capture the eye, and are aesthetically
pleasing. In the primary school, children experience the joy of rhythm by dancing to
music in slow and fast speed. The experience of free association of the body with music
allows children a focus in the use and coordination of movements. Further exposure to
dance and its classical and folk traditions will give students opportunity to understand
that dance is a part of heritage and requires training and practice besides joyful
choreography. The performing art of dance has two major forms, the classical and the
folk.
Students will learn about classical Indian dances and performers. They will learn skills
of movements and the basic grammar of hand gestures with body movements. The
dancer develops grace, rhythm and expressions which are essential parts of this
performing art. Students will also learn that there are different styles and how to identify
the features of specific dance forms. Along with appreciation of dance and how different
dances differ, the many similarities in the performing arts will become clear.
The lessons will also provide information about how the different dances are spiritual,
originated in temples and have a history of growth, progress and change.
Dance in India has a rich past that has given many styles with strong roots in the Natya
Shastra, that is a book about the different arts written in ancient times. This book is a
treatise for all the performing arts and contains information about grammar of the arts,
where to perform and how to perform. In contemporary times the classification of
classical Indian dances has been endorsed by the Sangeet Natak Academy. The different
names of the dances are:
Bharatnatyam
217
Kathak
Manipuri
Odissi
Kathakali
Kuchipudi
Mohiniattam
While classical dances are spiritual, folk dances are intricate part of people's everyday
lives and provide celebratory moments. Folk dances are related to festivals and rituals
and are direct expressions of people's collective joy. Folk dances also will enable
students to work in a team and learn to work together. Since folk dances are largely
group performances, students learn that to put together a well coordinated dance,
practice and cooperation is very necessary. Most regions and communities have their
own traditions of folk songs, dances and different instruments that relate to specific
occasions. Often students are able to learn small details about customs, traditions of
community life through folk dance and songs.
In fact classical dancers also use poetry as part of abhinaya dance. Dance is the able use of
the body as well as a course of expressing and learning to give meaning to expressions.
The students will also learn some aspects of modern and contemporary dance.
The following objectives of the course in dance will enable the students to:
learn that all dances have a language of dance and specific body positions.
understand that most communities have a system of folk dances and folk songs.
learn that classical dances are more often spiritual while folk dances are linked
with people's lives.
218
create simple stories in dance form conveying meaning through hand mudra and
dance positions.
CLASS VI
TOPIC
1
ACTIVITY
Introduction to dance:
Definition of dance
Understand the concept of taal and the cycle of Children can clap in cycles of 123 in
slow and fast pace varying the claps
beats.
to 12,123 or 1..2-12
3
Bharatnatyam: Adavu
Body positions in dance such as
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CLASS VII
TOPIC
1
ACTIVITY
CLASS VIII
TOPIC
1
ACTIVITY
Modern dance:
221
Dance teaching should be accompanied with film and video recordings as well as a rich
collection of pictures of dances.
Encourage interviews with performing artistes.
3.
THEATRE
Students who opt for drama at this stage will develop their understanding and
appreciation of theater as an art form which gives us the critical skills of observation,
empathy, analysis, communication, and control over our physical movements and voice
modulation.
Students also learn the vocabulary of drama, understand its elements, learn to describe
their theatrical experiences and hone their performance skills.
They develop the additional skills of improvisation leading to writing short pieces for
performance, understanding the nuances of character and plot and appreciating the role
that the technical elements like stage, costumes, props, sound and light play in a
successful performance.
As in all other art forms they learn the skills of evaluation and are able to develop a
vocabulary to be able to critique performance, their own and live or recorded
performances as well.
They begin to understand how drama plays a vital role in many cultures and study a few
dramatic forms starting with any that might be a feature of the country they live in,
either folk or classical. They begin to understand different styles of theatre and why
certain forms originated in certain pars of the world.
They also work on cross curricular links across subject areas particularly English and
Social Studies. For example, they would be dramatizing poems, and studying the drama
and dramatists of certain periods in history.
They develop a portfolio of work which includes their script notes and directorial
instructions, drawings of set design and written assignments which are a reflection in
their work.
The students will learn to:
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understand how different settings are used for staging a play, from proscenium, to a
thrust stage, to theatre in the round, and what effect this has on the performance and
those who are viewing it.
participate in theatre games to build skills of empathy, response, group work, focus
and concentration.
write and perform small playlets that have been prompted by stimuli such as a short
story, a poem, an event, an emotion, etc.
appreciate that drama originated in different parts of the world and there is a
richness of diversity in the dramatic styles that we can study and enjoy.
understand presence of drama in the local culture, either folk or classical, this will be
the first area of study.
view both live and recorded performances and learn to appreciate them.
develop criteria to evaluate dramatic performance and apply that over the years in
middle school.
understand how drama is a complete art form that uses all the skills of design,
carpentry, lights, sound, props, make up and production management.
research career opportunities which link to theatre arts such as director, writer,
actor, cinematographers, stage manager, arts administrator and the associated
career paths in the areas of radio, film, television, advertising and marketing.
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Class-VI
UNIT
I.
Introduction to Theatre
What is Theatre?
Elements of Theatre
Drama and People
II.
III.
IV.
Enacting a story
Appreciation of Drama
Puppets - An Introduction
SUGGESTED ACTIVITIES
Definition of theatre
Local drama styles (to be explored by
children)
Collect pictures of stage, costumes and
different drama styles
Body controlling exercises such as, walking
in different patterns
Non-verbal Interactive games mirror game,
action reaction game
The world of sounds - observing, imitating
and creating sounds
Exercises of volumes, pitch and intonation
Selecting a theme
Scripting dialogues and presentation
Narrating a story or an incident
Reciting a poem
Presenting different characters (an angry
teacher, surprised child, etc.) - using
physical gestures, voice modulation and
expression to convey characterization
Presenting news/cricket commentary
(Individual/in pairs/ in groups)
Viewing a piece of drama/ Live recorded
performance
Discussions about story, period, acting,
direction, costume, light and sound effects
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Class-VII
UNIT
SUGGESTED ACTIVITIES
III.
Appreciation of Drama
IV.
Puppets - An Introduction
My Own World of Puppets
Expression Through Puppets
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Class-VIII
UNIT
SUGGESTED ACTIVITIES
III.
IV.
Core Areas
SEWA
(Social Empowerment through Work and Action)
SEWA is an integral component of CBSE-i. All students from classes I to X will be part of a
community service program of every year. This is an essential requirement for CBSE-i. The
objective of this programme is to underline the significance of the interdependence of all
human beings in this shrinking global village. Students must acknowledge that they have a
responsibility towards the less privileged, the disadvantaged as well as towards the
differently-abled. The principle of giving to society has to become second nature to them.
Several years ago the noted educationist Paulo Freire pointed out that there is no such thing as
neutral education. Any education, to be meaningful, has to fit into the context of the society in
which it is given and which is relevant to the times. In the context of the multiplicity and the
rapidity of the changes that are taking place, the students need to be enabled to know and
understand the contexts in which they are living today and the demands that will be made on
them, in the immediate future, to fit into the changing patterns of society.
The SEWA Philosophy
SEWA is social or community service; it can include environmental and international projects.
The word 'Sewa' to a large extent inspires SEWA (Social Empowerment through Work and Action)
philosophy, which in the Indian environment refers to the concept of service to the
community.
It enables and inspires each student to develop a spirit of discovery and initiative that has real
benefits and consequences. It encourages students to develop a sense of responsibility and
personal commitment to do what they can to improve the world around them and increase the
well being of others. It prepares students to participate in and contribute to the local as well as
global community by fostering the development of values and attitudes that transcend issues
of politics, religion, class, race, ethnicity and gender. SEWA aims to abet students in becoming
better persons, being more humane and committed citizens, and be future leaders working to
create a harmonious and peaceful world.
Vision
SEWA will involve enhanced choice of engaging with the families and the community in
creating lasting values in the mindset of the youngsters. The activity will give students robust
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knowledge of centred ideas to implement in a relatively regulated setting. We might get to see
different approaches that will give valuable insights to teachers, students and parents. Once
we fine-tune ideas into educational experience through SEWA, it will attract quality education
away from rote learning and would prove to be a catalyst for critical thinking. A project or
module may culminate into other developmental opportunities.
Notes to Teachers
SEWA has been designed to integrate social awareness into the regular curriculum of the
students. There is an urgent need to foster strong mental health amongst today's children so
that they can connect with their peers as well as their elders. The main objective of the projects
is to direct children's mind in constructive activities with positive outcomes. This would help
them develop self-confidence and self esteem. The teacher must be very careful in facilitating
the child's activities so as to provide a suitable learning environment to them. This in result
would also give a boost to a positive school climate.
The teachers need to create opportunities for students to engage learning activities to develop
core competencies such as:
a)
Social Awareness
b)
Self Management
c)
Relationship
d)
e)
Responsible Decision-making
They need to be open-minded about errors committed by learners while implementing the
SEWA programme. The learners may find themselves in ambiguous situations and
sometimes suffer from moral conflicts. As adults we need to facilitate widening the scope for
the child so that they find alternative ways of making informed decisions. Here, one cannot
underline the responsibility of the school as a community. Thus one could develop and
establish a caring community encouraging collaborative learning activities by weaving SEWA
into their daily school activities.
The projects for Classes I-V are general by nature with many options being provided so that
the teachers can plan according to the capacity of the group. The documentation for this group
can be more visual- collection of photographs, scrap book and such tools can be used more
explicitly. However, the activities planned for Class VI-X can be taken up with more
seriousness and documented in proper formats. Teacher might modulate the project activities
and provide creative freedom to learners to plan using other suitable ways without digressing
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from the learning outcomes specified. Visual evidences and testimonials must be given due
importance while compiling and documenting.
SEWA activities are bound to germinate some thought process in young minds.
An activity through which a student attains financial or some other type of benefit
(unless this benefit is passed on in full to a worthy cause).
Getting involved in effortless, monotonous, and repetitive work like returning library
books to the shelves.
Any activity or project, which is already part of the student's Academic Curriculum.
Activities with a bias to any religion or cultural sector which may hurt the sentiment of
any other person in any form.
Students discuss how they can improve/impact the community and choose the focus
area for the project.
Students identify the causes they want to support and choose one/or more ways of
carrying it forward.
Students outline the objectives of the projects they have chosen and present plans for
the implementation as well as ways of measuring the success of the project.
Students seek guidance from the teacher when they need it.
Students learn how to plan, implement, review and take responsibility for their
decisions.
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Students examine the effect of their intervention and support for the causes they have
chosen and present them to the rest of the class/school.
The student Portfolio/dossier captures the hours spent as well as documents evidence
of the impact of their work that is shared as Power Point with the school community
and as part of a special exhibition at the end of the year.
Decide on yearly focus theme for SEWA and class-wise sub themes.
Arrange administrative support for the activities involving government and outside
agencies.
Dedicate day/s for SEWA exhibition or presentation day at the end of the year or as
suitable.
Arrange training and create support structure for all involved as required.
Dear Mentors/Teachers,
The most challenging and important purpose of social empowerment even before we take up
work and action is to hone Social Intelligence (SI) of students in today's electronically wired
world and nuclear families. Social Intelligence world denotes and requires one to one
introduction, real emotions, love, sentiments, caring, sharing compassion and concern in real
situations whereas presently we are engrossed in the virtual world with internet, I-pads,
Palmtops, mobiles and satellite T.V., etc. Let us remember, the human race is designed for face
to face interaction. Such interaction simply perks and comforts us and SEWA activities are the
right answer in that direction.
SEWA PLEDGE
WE AS MEMBERS OF SEWA WILL WALK, TALK, THINK, FEEL, CARE
AND SHARE THE ESSENCE OF SEWA IN MIND, BODY AND SPIRIT TO
BRING POSITIVE CHANGES IN THE WORLD AROUND US. WE SHALL DO
EVERYTHING WITHIN OUR ABILITY TO IMBIBE THE SPIRIT OF SEWA IN
WHATEVER PROJECT WE UNDERTAKE FOR THE WELFARE OF ONE
AND ALL.
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Support students in identification and selection of the causes they want to support and
take up as projects.
Guide students on how to plan, implement, review and take responsibility for their
decisions.
Plan and prepare SEWA exhibition or presentation day at the end of the year.
Procedures
1. Fill out a My SEWA promise form. The description of the activity needs to be in
complete simple sentences and describe the SEWA activity intended to be taken. The
student in consultation with the teacher and parents decide and create an hourly
schedule of activities. This form must be signed by a parent and submitted before the
activity begins to the school's SEWA Mentor.
2. Fill out 'Reflective Musings' at the end of every 5 hours (approx.) given to the project
and keep attaching it to the SEWA dossier. The hours stand here for the clock hours and
not the regular 35-45 minute periods observed in school.
3. SEWA hours will be accounted for both in school as well as out of school activities.
4. It is expected from a SEWA volunteer that they'll be honest in recording their activities.
5. The minimum hours for different groups are as follows:
a. Class 1-3
30 hours
b. Class 4-5
50 hours
c. Class 6-8
80 hours
d. Class 9-10
100 hours
6. Complete your SEWA hours by the due date which should ideally be part of the
'My SEWA Promise Form' or decide along with the initial hourly schedule plan. All the
forms must be completed and signed attached with relevant evidences, together with a
Self-Appraisal Form for classes IV-X and a summary list of the SEWA projects/hours as
items of SEWA dossier/scrapbook (esp. for classes 1-3). The visual evidence
(photographs, videos, etc.), testimonials and certifications must be there to support the
project.
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Approved ( )
Disapproved ( )
SEWA Mentor's Suggestions/ Comments:
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Hour 1
Hour 2
Hour 3
Hour 4
Hour 5
Hour 6
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Activity
Hours
Mentors
Signature
2)
3)
4)
What change do you see in yourself in terms of behaviour, life-skills, etc., after this
project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5)
How did this activity/project benefit others? How did you ensure they continue to get
these benefits even after the project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6)
Details of the beneficiary (ies.) Any significant comment received from them.
__________________________________________________________________________
__________________________________________________________________________
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7)
What were the problems faced? What might you do differently next time to improve?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Volunteer's Signature: ________________________________ Date: ______________
Mentor's Observation
Attendance: _____________________________________________________________________
Involvement: ____________________________________________________________________
Regularity: ______________________________________________________________________
Commitment: ___________________________________________________________________
Additional Comments: ____________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
The activity/project was (circle appropriate response):
Satisfactorily completed
____________________________
____________________________
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Projects
Project-1: "Cleanliness is next to Godliness
Project Focus- Cleanliness and Sanitation
Duration- 10 hours
Target point Our fundamental responsibility as citizens is cleanliness.
Cleanliness is next to Godliness and hygiene is two-thirds of health.
Off shoot of cleanliness is life that is well organized, systematic, healthy in mind and
body.
Key Objectives:
Students will learn to:
identify clean and dirty places.
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238
Students can prepare Street Plays and present them to community members, they can
also use creative medium like-posters, placards for slogan march to generate
awareness about the same.
Go for cleanliness drive to a nearby public place (12 hours).
Don't miss to click the photographs of the area before the cleanliness drive and after
that.
Reflect
Discussions will be held in class on the activities of the project. The students will think,
talk and write about what they have learned and observed.
Questions will be discussed in class about their experiences and response of the
community; e.g.,
o
Describe what have you learned and felt about your project?
What have you learned about yourself and your surroundings from this project?
The students will be given a Proforma to fill in so that they can assess their own learning
from the project.
Share and Celebrate
o
The students will display the charts and models on school notice-board.
The students can make future plans about continuing the activities of paper
picking in the school and the classroom.
The class room can also be decorated with charts and models.
The report of the project will be published in the newspapers and the school's magazine.
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Activity Report:
S. No.
Awareness
Generated
Identified
Locality
Solutions
Recommended
Learning Experience
Activity
Outcome
Proposed date
Month
Time Taken
240
Activities Outcomes
Developed View
Points
241
individuals, understand and respect them. Ironsmith and mason are as important as T V
anchors.
We want our children to grow into successful, confident and happy individuals. We wish to
give them best of everything. We must foster good values and gratitude in them for what they
have.
"Dignity is often a mask we wear to hide our ignorance.
Key Objectives:
Students will be able to understand the value of toil against ease.
Students will understand the importance of different occupations in our social
system.
Students will be able to respect people from different vocations of life.
Students will be able to understand and value Human Rights.
SEWA Components
Be able to respect people despite their nature of work involved in their vocations.
Be able to instill love for labour.
Get an overview of separate vocations and nature of work required for the
occupation.
Role of mentor teacher:
Deducing inferences from comparative study of life situations.
Discussing consequences of disliking a type of work and attitudinal problems
related to it. Suggest remedies.
Instil respect for all types of work.
Be able to support discussions with anecdotes and examples from the life of great
people (M.K. Gandhi, Abraham Lincoln, Martin Luther King, Lal Bahabhur Shastri), who
believed in dignity of labour and practised it as well.
"Take the tools in hand and carve your own best life.
Project Process:
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Collect Newspaper cuttings indicating both - respect for Human Rights and violation of
Human Rights.
Prepare an action plan and roadmap to achieve it. Analyze the action plan.
Act:
One group could contribute to community work by regularizing and motivating the job
of people from different walks of life in their respective areas/ apartment complexes. (14
hours)
Collect funds in cash / kind to recognize and reward the contribution of helpers on
special occasions like New Year / Labour Day.
Organise a discussion in class where people were victimised due to their profession and
how and which all Human Rights were violated in such situations.
Celebrate World Human Rights Day (10th December) and Labour Day (1st May).
Address the issue through creative arts perform street plays, interviews of the school
helpers (getting to know them better).
Reflect:
Why must a human being be seen and treated beyond his/her occupation.
What do they need to change their attitude and behaviour to be more humane?
What are the social or manual problems that arise from lack of respect for labour
in different categories?
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Develop a code of personal behaviour consistent with the social and physical
aspects.
Elucidate the ideas you have gathered from your preparation on the value of the 'Dignity
of Labour.
Interview questionnaires
Name and
address
Occupational
problems and threats
Assistance required
Suggestions
Name and
address
Activity
244
Outcome
Change in attitude
Scheduled
Activity
Time Limit
Time Taken
Achieved
Outcomes
Developed View
Points
In different
Between 30-60%
Took interest
Exceed 60%
"Employers and employees are partners, not enemies. Their interests are common not
opposed, and each is dependent on the other for success.
Project-3: "Empathy
Project Focus- Facilitating inclusivity
Target Point- The concern about the fate of others, the ability to realize others
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tensions, understand others fears and ability to put oneself in their shoes and
willingness to enter others world with dint of sympathy and imagination makes us
realize that we human beings are incapable of having any meaningful dialogue
without empathy.
Our nations, communities, and individuals will not be able to get socially
empowered without EMPATHY. Empathy is the ability to put oneself at others
position and understand what life is like for another person. The communication
gets impacted. It is also the capability to appreciate, understand and accept other
person's emotions. It improves inter-personal relations especially with the people of
different abilities, backgrounds, regions and nationalities.
Key Objectives:
To be sensitive to the needs of others
To be able to support inclusivity and develop a positive attitude about it
To develop compassion and value human life
To console and empathise people in distress
To develop a humane outlook
To be able to express love, care and compassion towards disadvantaged
Empathy is trying on someone else's shoes, Apathy - Wearing Them."
SEWA Component
To be able to communicate the value of empathy
To be able to develop empathy towards disabled
To understand the importance of inclusivity and support it
To be able to sensitize peers as well as community members about the inclusivity and
help prepare a conducive environment for the same
Self awareness, critical thinking towards under privileged
Role of Mentor/ Teacher:
The mentor/teacher should:
help students understand implication of life situations -discrete difference between
sympathy and empathy;
guide students to communicate value of empathy through examples;
246
Project Process
Prepare:
Organise brainstorming sessions with the students
Discuss the scope of project and prepare a road map
Draft an action plan
Make 'who needs my help' worksheet
Act:
Participate in prayer services. Express feelings in form of poem/ story.
Write letters to sick or distressed.
Role-play, creating situations which call for a manifestation of sympathy.
Identify or compose a poem on the subject and read it to the class.
(2 hours)
Ask them to work on their 'who needs my help' worksheets prepared during the
'Prepare' phase. They can depict it through words or drawing thinking about the
needs of others and to provide assistance without being asked. (Show the writings
and pictures)
(4 hours)
Discuss how we can help children who are differently abled, fighting with terminal
diseases like Cancer, belong to disadvantaged groups and with physical challenges.
(1 hour)
Plan their interaction, on rotation, with differently abled children. (Continuous)
Reflect:
Talk all about empathy with students, ask them to discuss it within their peer group
and family.
Discussions will be held in class on the activities of the project. The students will
think, talk and write about what they have learned and observed.
Questions will be discussed in class about their experiences and response of the
community; e.g.
"I believe empathy is the most essential quality of civilization."
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Describe what have you learned and felt about your project?
The students will be given a Proforma to fill in so that they can assess their own
learning from the project.
The teacher will also fill the Proforma to assess and rate the performance of the
students.
Share and Celebrate
o
Students get 'stars' awards from the class teacher for practicing the value after
relating situations and elaborating on them.
The report of the project will be published in the newspapers and the school's
magazine.
Socio Metric Questionnaire:
Name and
address
S. No.
What led to
empathy
Immediate
situation
Fulfillment
quotient
Activity Report:
Date
Activity
Benefits
Realization
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Time frame
Achievement
In different
Between 30-60%
Took interest
Exceed 60%
"Leadership is about empathy. It is about the ability of empathy to relate to and connect
with people for the purpose of inspiring and empowering their lives."
right for special protection and care. Children have the right to an adequate standard of living,
health care, education and services, and to play and recreation.
Key Objectives:
To understand and appreciate every child's right to an adequate standard of living,
health care, education and services, and to play and recreation. These also include a
balanced diet, a warm bed to sleep in, and access to schooling.
To increase awareness about issues of homelessness.
To develop empathy for other children who may be less privileged than them but not
less creative or talented.
To expand their horizon of society.
To assess impact of one's work.
SEWA Component:
ACT
Plan to paint a shelter. The improved aesthetics will add cheer to the House.
Identify needs of various Shelters in the community (Read the concept and complete the
Survey Form). Look up which Shelter has the direst need to be painted. Steps for painting
the Shelter:
a)
b)
Discuss the budget that will be involved in purchasing the paints and discuss
how to arrange for any donation from the community. (1-2 hours)
c)
d)
e)
Purchase paints.
f)
The students would paint the walls (4-6 weekends). Plan the activity well
enough so that it can be distributed among various groups in a planned manner.
Reflect
Discussions will be held in the class on the activities of the project. The students will think,
talk and write about what they have learned and observed.
Questions will be discussed in class about their experiences and response of the
community; e.g.:
i. Describe what you have learned and felt about your project.
ii. How far was the activity beneficial for you?
iii. What have you learned about child rights from this project?
What can be your future plans about continuing to support such children in terms of their
other basic requirements?
Share and Celebrate
An assembly can be arranged to award the outstanding students.
The students will display activity pictures (before and after) on school notice-board.
Certificates can be awarded to the outstanding students.
The report of the project will be published in the newspapers and the school's magazine.
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1.
i)
Low______________High1, 2, 3, 4, 5
Maintenance of rooms
Maintenance of bathrooms
Number of games played
Colour of your room-wall
Classes conducted
ii)
After reading the above service description, how interested would you be in using
the described service?
Not at all interested
Not very interested
Neither interested nor uninterested
Somewhat interested
Extremely interested
iii)
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iv)
v)
How often do you get such opportunities from other community groups?
Once in a year
Once in two years
Less often
Never seen
vi)
Do you want us to do anything more for you in addition to what we are offering?
List any three in order of your preference.
(This is the plan that is given while detailing SEWA initially, so no need to repeat the
entire set.)
Evaluation of the Activity:
Sensitive to the issue
Enthusiastic response
Exemplary effort
Lukewarm response
The students will be divided into four groups for conducting the project. A group leader
will be made who will lead the team. A project manager will also be made to check the
progress of the students for their field work. The project manager will be told to bring a
camera to make video of first aid provision to others.
Act
After collecting data about the topic, the students will discuss various dangers in the
classroom and will come up with life saving and precautionary reactions. They will be
asked the following questions:
o What is your very first response to danger?
o Why is first aid not a common practice?
o How can it be made common practice among citizens and people of the community?
o Can you explain different situations in which first aid is required?
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The students will go to the hospitals in order to attend lectures of the doctors about first
aid. Each group of students will visit 3 doctors. The students will also make videos of the
sessions held with the doctors. First aid videos will be shown to students.
The students will learn how to check temperature and blood pressure of a person.
The students will perform first aid in their real life. They will treat the injured students
and their community members. They will keep a record of those who will be treated.
The students will teach students of lower class about different first aid techniques.
Reflect
The students will share their experience of working on the project with their teachers
and class fellows.
The students will be asked the following questions about their project:
What did you learn after conducting this project?
Did you feel that this project made a difference to your life and the lives of others?
What problems did you face during the project?
Do you think that the project is successful?
The students will be given a proforma to fill in, so that they can assess and judge their
performance.
The teacher will also be given a proforma to assess and rate the performance of the
students.
Health Mela: A Health Mela can be organised to sensitize people about the importance of
first aid. Demonstrations and lectures on administering first-aid can be presented.
Exhibition: An exhibition will be held during the Mela. Charts and models made by the
students can be displayed in the exhibition.
Publicity: The report of the project will be published in the school's magazine and
newspapers.
Learning Outcomes
The students will learn the basics and importance of first aid.
The students will become aware of first aid techniques.
The students will teach other students and their community members about first aid.
Key Messages
Empathize others who are in troubled state
Save others lives by providing timely first-aid
Evaluation of the Activity
Has deep understanding of the issue
Good Initiative
Quality inputs
Luckewarm response
"The Desire for Safety Stands Against Every Great and Noble Enterprise."
Publius Cornelius
Project-6: Reduce, Recycle, Reuse (most important 3R's) and Now Respect
Project focus- Conservation
Target area- It enables children to learn about the original source of material and also which
materials can be recycled.
Every living organism is important in this world an elephant, a banyan tree, a rabbit, an insect,
a mustard plant, and so are inanimate water, air or soil. They are members of one or the other
food chain and are dependent on one another. Every food chain starts from a plant source and
man is the last consumer in almost all the food chains. But with increasing population the
resources are depleting. We need to establish a balance between human populations and
available resources so that renewable sources find sufficient time to renew themselves and
others can be recycled and reused.
Key objectives:
To learn about the original source of material goods such as glass, aluminium, iron,
paper, plastic, petroleum, coal.
To learn the importance of segregating the garbage.
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257
Divide larger areas into smaller target areas, and allot them to each group
accordingly.
(2 hrs)
Do a door to door survey to find out things that are needed to be recycled by the
people living in the neighbourhood and collect data to fill in the provided survey
sheet.
(12 hrs)
Talk to the local area welfare society and arrange a presentation.
(2hrs)
Prepare a presentation to :-
(12 hrs)
make the residents aware about the benefits of segregating the trash.
tell them about the various benefits of understanding the origin of various goods
so that recycling becomes easy for them.
Ask students to prepare two lists by following the steps given below:
o Make a list of all man-made things around them.
o Try to find out where they come from.
o The materials, about which they have a doubt (its origin), will be marked in the
list.
o
The teacher will help them find the origins of these materials.
Share the list prepared by you with the residents and prepare a consent list of those
who would agree to segregate the trash in order to facilitate the garbage disposal.
(12 hrs)
Prepare an evaluation sheet after monitoring and taking feedback from the residents
to make a record of people to know how they have benefitted from the project.
(12 hrs)
Reflect:
After the collection of the data from survey, ask students to assemble all the collected
data at one place.
We have to start caring about our planet. That is why we should recycle.
"Why should we recycle? To talk is good, to act is better."
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Guide students to use the information and prepare two lists- one with the materials
that can be recycled and another one with the materials that cannot be recycled.
Guide students to prepare a presentation highlighting the following:
o
Meaning of Recycling.
Why does man need to control greed and utilise Mother Earth's resources
thoughtfully?
Discussions will be held in class on the activities of the project. The students will
think, talk and write about what they have learned and observed.
Questions will be discussed in class about their experiences and response of the
community; e.g.,
o
Describe what you have learned and felt about your project:
What have you learned about yourself and your surroundings from this project?
How do you think we can sensitize people about conserving and respecting
resources?
The students will be given a Performa to fill in so that they can assess their own
learning from the project.
Share and Celebrate
An assembly can be arranged to award the outstanding students.
The students will display the charts and models on school notice-board.
Certificates can be awarded to the outstanding students.
The classroom can also be decorated with charts and models.
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The students can also keep imparting information regarding cleanliness through
their practical demonstration to other students.
The report of the project will be published in the newspapers and the school's
magazine.
Survey Sheet
S.No Name
Residential
Address
People who
started
segregating
garbage
People who
still didn't
start segregating
garbage
People Benefitted
(Those who changed)
Student Evaluation Sheet to be filled by the mentor after the completion of each activity:Scheduled Proposed
Activity
Date
Suggested
number of
hours
Hours
invested
260
Date of
completion
of the activity
Learning
objectives
achieved
Skills
developed
2)
3)
4)
5)
6)
How could you be prepared better for future involvement in the community?
___________________________________________________________________________
___________________________________________________________________________
"We can help educate our families and communities about the importance of recycling for
our environment, and how each of us can make a difference for a better world by
recycling."
-Robert Alan
261
2)
3)
4)
Number of people responded to the proposal of car pooling:o Less than 30%
o 30% to 60%
o More than 60%
5)
Number of people who switched over from personal vehicle to common transport /
public transport:o Less than 30%
o 30% to 60%
o More than 60%
6)
Perspectives
Introduction
The introduction of Perspectives as a discipline of learning at the core of the
curriculum indicates a need for a deep insight into the subject matter in a particular
context. Perspectives would help schools to enable learners to constructively and
critically evaluate events, materials, situations, ideas and other real life experiences
and take their own stand. The objective of the discipline is to enable every learner
develop competency of independent judgment and take meaningful position while
dealing with other subjects. The students would connect their experiences to various
issues and critically analyze, appreciate or review a subject matter and take a well
informed and well considered position at the individual level. This can be done
both individually as well as collectively in a group. The issues related to the society,
the developments in the field of science and technology, environment issues or any
other national, local or international issue may be considered as subject matter for
perspectives. The issues must not hurt the sentiments of any sects of society.
The objective of this learning area is to encourage the children to have an
independent approach to an issue by substantiating their views with an insightful
study of the same.
The outcome of the study undertaken should act as a means of developing a childs
analytical skills, original thinking, critical thinking and reflective thinking.
The connection between essential learning in the scholastic domain and the core
which includes Perspectives, Life Skills, Research and SEWA (Social Empowerment
Through Work and Action) would help in coherent organization of knowledge. The
selection of content across all areas of pedagogy and assessment practices would be
interconnected and aligned. Learning in this way will add value and meaning to
students much beyond the classroom and the boundaries of the school.
Perspectives: Broad objectives
The study of Perspectives will help learners to:
scaffold learning experiences and to relate tacit knowledge with formal
knowledge.
provide an opportunity to students to think independently and form opinions
beyond stereotypes.
provide an opportunity to reflect, debate, concur and arrive at an informed
decision.
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264
265
Notes to Teachers
The purpose of the given projects is to provide materials which teachers can use in
their classrooms. The material is wide-ranging and it depends on the teachers to
decide when and how to use the materials. They might be used as a routine exercise
or may be used in club activities.
An earnest attempt has been made to make the subject matter comprehensive and
all-encompassing so as to include various subjects that could widen pupils horizon
of critical thinking.
Teachers are required to take printouts of the assessment rubrics and distribute it
amongst students before starting any activity. The CBSE-i gives priority to Peer
assessment and Peer evaluation. The facilitators are encouraged to use them in their
classes. This will in one way help the students internalize the characteristics of
quality work by evaluating the work of their peers. In order to make the students
understand this type of evaluation, the teacher may have a practice session with the
students. Thus, students can benefit from using rubrics or checklists to guide their
assessments.
The rubrics of assessment provided at the end cannot be claimed to be all
exhaustive. The facilitator may improvise on it. However, they should not forget to
link this to learning, which is the primary goal.
PROJECTS
PERSPECTIVES
Project 1: Exploring Economics Young
There is a need for children to recognize the value of money. With increasing
disposable income, children too get more freedom to spend the money that their
parents have given them. They get the independence to decide the desired goals for
that money.
Time required: 90 minutes
Mode: Individual students
266
Learning Objectives:
To enhance confidence in speaking out ones stand backed with reasonable and
rational arguments.
To make them aware of the importance of saving.
Procedure:
Ask the children to choose For and Against saving from the points given
below in the hints and ask them to write in two different columns.
Hints- For and Against:
Children should know that money has to be earned.
Children need not know how money is earned.
Children should know what a bank is.
Children should know that they need to store their money safely and
protect it .
Guardians/Parents are there to calculate the money, why to burden a
child.
Children should know how their parents think about saving and
spending money.
Elders are there to protect money.
Children should know that buying things cost money and they should
know how to pay for something.
They dont need money, parents are there to spend for them.
They dont need to run to the bank, they have parents/guardians.
Debate on Should kids be taught to save money?
Students can choose their side. They must add their own points and develop
ideas. Give the topic 2-3 days before it is slotted to be discussed.
On the declared day and in the slotted time, encourage children to debate For
and Against the topic.
Useful Vocabulary
i.
ii.
267
iii.
iv.
v.
268
For
i)
Natural detoxification
ii)
Colourfully appetizing
iii)
iv)
v)
vi)
Longevity
Against
i)
ii)
269
Useful Vocabulary
i.
ii.
iii.
iv.
v.
270
271
No doubt about it TV, interactive video games, and the Internet can be
excellent sources of education and entertainment for kids. But too much screen
time can have side effects. According to the CDC (Centers for Disease Control
and Prevention), obesity rates for adults have doubled and the rates for
children have tripled just since 1980. I admit that we cannot blame this fact on
video games alone. However, is it just a coincidence that it was during these
same years that the market for video games began to boom? Allowing our
children to sit and play video games for hours on end, in my opinion, cannot
lead to a healthy lifestyle. The American Academy of Pediatrics suggests that
people should spend at least sixty minutes a day exercising. As the obesity
rates indicate, many children would rather play a video game than climb a tree.
It was bad enough when television came out, but now we have another
distraction from physical activity, video games. Thats why it's wise to monitor
and limit the time your child spends playing video games, watching TV, and
on the computer and the Internet. The American Academy of Pediatrics (AAP)
recommends that kids under the age of 2 have no screen time, and those kids
older than 2 should watch no more than 1 to 2 hours a day of quality
programming. If your kids want to watch TV but you want them to turn it off,
suggest alternatives like playing a board game, starting a game of hide and
seek, playing outside, reading, etc. The possibilities for fun without the tube are
endless so turn off the TV and enjoy quality time with your kids.
Should we deprive the child of his right to entertainment by restricting his
video-game time? Discuss.
Prepare chits of two topics-for and against. Allow the students to pick the
chits and group accordingly.
Make groups of 6-8 students. There should be four groups-two groups
talking for the topic and two groups talking against the topic.
The students-audience should be given the rubrics for peer assessment after
the discussion.
Prepare a video of the entire transaction and upload it in YouTube and
share it with other CBSE-i schools.
Trans-disciplinary Approach:
The project highlights essential life skills of thinking along with learning the values
of life.
272
273
Trans-disciplinary Approach:
This project combines scientific research with societal relevance.
Identify motive.
ii.
iii.
274
iv.
ii.
iii.
275
Procedure:
Look at the given pictures
(Source : shutterstock.com)
(Source : austinchronicle.com)
Prepare chits on the topics: Trees, Rivers, Earth, Sun, Birds and Animals.
Divide the class into groups of 4-6.
Ask the team leader to pick up chits.
Ask the children to Role Play on:
a.
Their use
b.
Their misuse
c.
Their restoration
After each participant has presented their viewpoint, invite the group to give
feedback.
Trans-disciplinary Approach:
The project weaves a connection between Environmental Science, Social Science and
Performing Arts.
276
(Source: rsbuddy.com)
(Source: sodahead.com)
277
Project 9: A Wheel-Deal
Are cycles a viable option in this jet age? Does speed matter more than health? Do
cycles pose a challenge to road safety?
Time required:
3-4 days for collecting information
100 minutes for writing the article
Mode: Individual
Objective:
To develop interest in objective thinking and analyse a problem.
To build up ability of proper planning and coherent thinking.
278
Procedure:
Look at the benefits of using a cycle as well as impediments of using a cycle.
Benefits:
Keep fit - Cycling is a fantastic way to keep fit and can help reduce the
risk of heart disease.
Save money - Riding a cycle is significantly cheaper than driving a car.
Once you've bought your cycle it needs no fuel, insurance or tax...and
it costs much less than a car.
Go faster! - Commuter in other UK cities have shown that the cycle is
the quickest mode of transport in congested urban traffic.
Stay young! - Regular cyclists enjoy a fitness level equal to that of a
person ten years younger. (Source: National Forum for Coronary Heart
Disease Foundation, Sharp).
Free repairs It is almost maintenance-free.
Trouble-free -No parking problem.
ImpedimentsAn impediment- It is an impediment, a form of traffic that interferes with
the dominant and proper modes of traffic (vehicular and pedestrian) that
rule the life of the city. Whatever benefits to health and wellbeing the
bicycle might provide to the cyclist or whatever pleasure it might offer to
the same, it is thought that they should be secured away from the main
streets of the city as the streets are intended for the efficient flow of people
and goods.
Ask students to collect information from newspapers, magazines, and
internet.
Guide the students to find out resources.
Facilitate the students in developing the article.
279
Trans-disciplinary Approach:
The project will engage children across Physical Education, Language Development
and Health education.
280
281
Research
"In the broadest sense of the word, the definition of research includes any
gathering of data, information and facts for the advancement of knowledge.
-
Martin Shuttleworth
282
283
Students will be provided with topics from a variety of subject areas and will be
asked to choose. They will work under the guidance of a supervisor who will
monitor progress closely, evaluate methods and suggest alternatives.
Teacher Guided Research
The research is to be teacher guided where teacher will be providing regular
scaffolding to the student. It will be in the form of group work and the teachers role
here will be of a facilitator. The Students will:
choose an idea or concept to work on from the given choices;
make a timeline for research/experiment with the first draft, second draft and
final draft under guidance;
organize their time to ensure sufficient time for the review of data/literature;
use sufficient number of data sources for gathering information;
interpret the data/information correctly;
voice their own opinion in the final evaluation;
acknowledge sources, attach bibliography.
The research project should be present in the prescribed format.
The research that we are focusing here differs somewhat from the traditional
approach to research. Rather than focusing on issues and questions of a broad or
theoretical nature, this method is basically a classroom enquiry or teacher guided
research and requires the researcher to identify and document the existence of a
problem in his/her own setting. Based on a scholarly review of current literature,
the researcher must then propose and implement a plan to solve or improve the
problem. Finally, the researcher develops a system to evaluate the effectiveness of
his/her solution. The process will be divided into the following parts:
Selection of a problem (Focus of research)
Collection of data (how can you prove a problem exists and what does the literature
or other relevant data say about the problem?)
Organization of data (what is the most effective method for presenting your
findings?)
Analyses and interpretation of data (what are some possible causes of the problem?)
Suggesting actions to be taken (what can be done to improve the problem?)
284
The span of research should be such that it can be improved within a realistic time
frame; and the researcher (student) should keep in mind that he/she, personally, has
the ability to make an impact.
Research Outline
Chapter I: Introduction
1. Problem statement
2. Purpose
Chapter II: Study of the Problem
3. Problem description
4. Problem documentation
5. Review of Literature
Chapter III: Outcomes and Evaluation
6. Goals and expectations
7. Expected outcomes
8. Measurement of outcomes
9. Analysis of results
Chapter IV: Solution Strategy
10. Statement of problem
11. Solution description
12. Conclusion
References
285
How Can it Be
Documented?
Documentation can be
performed by either report
card grades, grades on
assignments and tests, or
teacher/student surveys.
1.
2.
3.
286
Planning Matrix
Problem
Goal
1. Twenty (20) of the 62 L.D. students are 4. Sixty (60) of the 62 L.D. students will
receiving failing grades on daily
receive passing grades (70% or above)
assignments and tests in one or more of
on daily assignments and tests in
their inclusion classes.
inclusive classrooms.
2. Thirty (30) of the 62 L.D. students
complete less than half of their
assigned homework.
3. Fifteen (15) of the 62 L.D. students
received failing grades on their report
cards in one or more inclusion classes.
Causes
287
Planning Matrix
Problem
Goal
Evidence
Outcomes
Causes
Solutions
288
PROJECTS
Understanding Peer Pressure and its Impact
Introduction: Peer pressure refers to the influence of the peer group that pressurises
a person to change his or her attitudes, values, or behaviour in order to conform to
the group norms. Among young people, peer pressure is considered as one of the
most influential factors. It is particularly common because most of the young people
spend considerable amount of time in fixed groups (schools, classrooms and
subgroups within them). Generally they may lack the maturity to handle pressure
from 'friends' and might not have an independent opinion in the group. Also, young
people are more inclined to behave negatively towards those who are not members
of their own peer groups. However, peer pressure can also have positive effects and
youth may yield effective results conforming to groups.
Focal points:
A.
(ii)
(ii)
Working parents
(iii) Spending large amount of time in fixed groups (School, Class, etc.)
C.
289
Presentation:
Panel Discussion, PowerPoint Presentation
Suggested Research Tools:
Interview/ Questionnaire/ Case Studies/Survey
Estimated time required:
One period for discussion with teachers on focal points related to peer
pressure.
One week for completion of project.
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand the influences exerted by Peers
develop skills related to collection of data
develop Presentation Skills
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like interviews, questionnaires and case
studies.
Analyse the collected data and responses.
Organise data and prepare notes.
Prepare PowerPoint Presentation to present project analysis.
Compose bibliography or cite work used for research.
Findings of the research can be presented in front of community as street
play/poem.
290
Ecological balance
(ii)
Extinction
Entertainment
(ii)
Fur/ Skin
Rising awareness
(i)
Need
(ii)
Methods
(iii) Effects
D.
Presentation:
PowerPoint Presentation, Poem/ Street play for community sensitisation
291
292
Life on a Planet
Introduction- Life can be found in almost every nook and corner of our planet
Earth. Leaping, swimming, flying, sprinting, slithering, crawling or rooted firmly in
place, organisms appear, die and are replaced by new generations and new species.
Whether a similar bounty of life exists elsewhere in the universe is one of the oldest
and most tantalizing questions of science. Considering wide breadth of the universe
and countless stars it contains, odds would seem in favour of answer being "yes."
What is required for life to thrive and survive?
Lets explore that here and list out the possibilities.
Focal points:
Plan life on ANY ONE planet other than Earth.
A.
Planet
(i)
Landform
(ii)
Temperature
(iii) Atmosphere
(iv) Flora/ Fauna
(v)
B.
Inhabitants
(ii)
293
294
Focal points:
A.
B.
Impact on life
(i)
Entertainment
(ii)
As an art form
C.
D.
Magic as a Profession
Presentation:
Plan and Present a magic show/ an advertisement to promote a magician, Power
Point Presentation
Suggested Research Tools:
Interview, Questionnair, Movies/Films, Print and Electronic Media Support
Estimated time required:
One period for discussion with teachers on focal points related to Magic and
Magicians.
One week for completion of project
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand about Magic and Magicians
develop skills related to collection of data
develop Presentation Skills
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like Interviews, questionnaires and case
studies.
295
Impact of Films
Introduction- The impact of Films is tremendous in the life of human beings and no
one can deny this. It is considered as the most powerful medium of communication.
It is the most popular form of amusement. It is a universal teacher. It influences
every aspect of a mans life. Sometimes it teaches great lessons of life. Our film
producers have made very purposeful films to collect public opinion against some of
the social evils such as dowry system, exploitation of the labourers, female foeticide,
filial ingratitude, etc. It can teach us natural history, geography, botany, chemistry,
etc. Documentary films lead us to a street in New York or to a park of Tokyo.
These films increase our knowledge and broaden our outlook. Cinema has a great
commercial value also. It is a great industry in itself, hundreds of men and women
are directly or indirectly employed in this industry. It is a good and easy means of
advertisement. How anything or article is useful, can easily be shown through films.
Focal points:
A.
Growing Industry
(i)
(ii)
(iii)
(iv)
B.
Increasing violence
(ii)
Consumerism
296
C.
Presentation:
Powerpoint
Suggested Research Tools:
Print and Electronic Media
Interview/ Questionnaire
Estimated time required:
One period for discussion with teachers on focal points related to Impact of
films.
One week for completion of project
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand about the Impact of Films
develop skills related to collection of data
develop Presentation Skills
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like Interviews, questionnaires and case
studies.
Analyse data and responses collected.
Organise data and prepare notes.
Prepare PPT to present project analysis.
Compose bibliography or cite work used for research.
Research findings can be presented in front of community as street play/poem.
297
Unusual Plants
Introduction: In order to survive, every living organism must develop some sort of
adaptation to their environment and plants are no exception. As a matter of fact,
some plants have adapted so well that some of them are carnivorous, a phenomenon
not usually associated with plants. There are many other strange kinds of plant
adaptations like plants that can move, plants that are like stone and some other that
can emit foul smell when required.
Focal points:
A.
B.
Plant adaptations
(i)
Unique adaptations
(ii)
Presentation:
Story, PowerPoint Presentation with lots of visual inputs
Suggested Research Tools:
Print and Electronic Media
Estimated time required:
One period for discussion with teachers on focal points related to Adaptations
in plants- Unusual Plants.
One week for completion of project
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand about Adaptations in plants- Unusual Plants
develop skills related to collection of data
develop Presentation Skills
298
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like Interviews, questionnaires and case
studies.
Analyse data and responses collected.
Organise data and prepare notes.
Prepare PPT to present project analysis.
Compose bibliography or cite work used for research.
Research findings can be presented in front of community as street play/poem.
International
(ii)
National
(iii) Regional
299
B.
Political
(ii)
Sports
D.
Presentation:
Newspaper (complete with Advertisements)
Suggested Research Tools:
Print and Electronic Media
Estimated time required:
One period for discussion with teachers on focal points related to News
Reports and News Media.
One week for completion of project
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand about News Reports and News Media
develop skills related to collection of data
develop Presentation Skills
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like Interviews, questionnaires and case
studies.
Analyse data and responses collected.
300
B.
(ii)
Reasons
(i)
Insensitivity
(ii)
301
302
Time Travel
Introduction- Time travel is concept of moving between different points in time in a
manner similar to moving between different points in space. Time travel could
hypothetically involve moving backward in time to a moment earlier than the
starting point, or forward into the future of that point without the need for a
traveller to experience intervening period (at least not at the normal rate). Any
technological device whether fictional or hypothetical -used to achieve time travel
is commonly known as time machine. Lets do a research on an era 100 years before
or after today, exploring it through time travel.
Focal points:
(At least 100 years back/ future)
A.
Discuss infrastructure
(i)
Houses
(ii)
Cities
(iii) Roads
(iv) Transport
B.
Discuss Family
(i)
Structure
(ii)
Size
(iii) Living
C.
Culture
(i)
Material
(ii)
No-material
Presentation:
Story, PowerPoint Presentation
Suggested Research Tools:
Print and Electronic media
303
304
Abacus to Computer
Introduction- Today, it's hard to imagine life without computers. They help us in
every part of life whether it's writing an assignment for school or buying things
from grocery store. They are integral and important part of life. But it took
thousands of years for humankind to develop sophisticated machines we take for
granted these days. Abacus can be termed as world's first computer. This simple
device was invented in China around 500 B.C., and was also used by the ancient
Japanese and the Aztec civilisations. The abacus is still used by schoolchildren today
around the world for mathematical calculations. Lets check the journey of
mathematics from simple abacus to complex computers available these days.
Focal points:
A.
History of Computers
B.
C.
D.
Latest breakthroughs
E.
Presentation:
PowerPoint Presentation
Suggested Research Tools:
Print and electronic media support
Estimated time required:
One period for discussion with teachers on focal points related to
journey/timeline from Abacus to Computers and the process of change and
development.
One week for completion of project
Expected Learning Outcomes:
After completion of the project, learners will be able to:
understand about the Journey/timeline from Abacus to Computers and
process of change and development
develop skills related to collection of data
develop Presentation Skills
305
Procedure:
Discuss the focal points with learners.
Brainstorm on topic addressing all focal points listed and also on points
generated during discussion process.
Get background information on topic through different sources.
Identify the best sources to use and authenticate information being used.
Select appropriate research tools like interviews, questionnaires and case
studies.
Analyse data and responses collected.
Organise data and prepare notes.
Prepare PPT to present project analysis.
Compose bibliography or cite work used for research.
Research findings can be presented in front of community as street play/poem.
One period for discussion between teacher and learners for introduction,
planning and clearing doubts. Explaining importance of the topic and
expected learning outcomes.
(b)
306
Learning Objectives:
After completion of the project, learners will be able tocomprehend the various stages of human evolution.
identify the unique features of each stage of development.
deduce information from the artifacts found in excavated regions.
understand the reasons of slow progress of development in earlier stages
than later.
develop the concept of time span and visualize the remote past thus
understanding legacy of the past.
understand chronological and logical presentation of each stage of
development.
Suggested Research tools
Visit to museum or if possible to any excavated site.
Explore the internet, Libraries and other information sources.
Procedure and strategy
Use of encyclopedia and internet to collect information about early humans at
various stages.
Download pictures, graphs, etc., from internet to be used in the project.
Visit to local museum to have first hand information about the various
artifacts including beads, jewellery, utensils, etc., used by early humans, and
to get an idea of physical features, bone, teeth, etc., of early humans.
Compare the gradual changes in their physical features like size of the skull
and change in the facial features.
Trade the similarities between Cro-Magnon man and Homo-Sapiens and
modern human.
Analyze the gradual development of agriculture, art and painting as well as
of technological processes.
307
Compile all data and information in the form of a project with an analytical
concluding report.
Prepare bibliography.
Suggested criteria for Assessment
Ability to comprehend the development of early humans at various stages of
development.
Ability to deduce the main features of the way of life of the early humans,
from the available sources of information.
Effective use of various tools of research.
Ability to identify the specific features of Australopithecus, Cro-Magnons and
Homo-Sapiens.
Ability to appreciate creativity.
Ability to compare life at each stage, analyse, draw conclusions.
Quality of presentation of the project.
Additional credit should be given to cross curricular references, e.g., carbon
14 dating used by physicists in determining the age of bones, skulls, etc., or
for mentioning the role of archaeology, etc.
308
Time allotted
(a)
One period for discussion with teachers on the main aspects of the topic,
learning Objectives and guidelines for collating information and format of the
project.
(b)
Seven to ten days given to the learners for completion and submission of
Report.
Learning Objectives
After completion of the project, learners will be able to:
comprehend and understand nature of kingship, court etiquettes and norms
of Mughal court.
identify the Persian influence on Mughals, their court and way of life.
trace process of assimilation of the two cultures in shaping medieval Indian
culture.
develop creative and analytical skills.
determine the legacy of Mughals towards Indian culture especially in art,
architecture, literature, calligraphy, etc.
Suggested Research Tools:
Encyclopedia/Journals, Mughal chronicles, Electronic Media like internet, Visit to
museum/archives
Procedure
Watch movies, films based on Mughal India such as Mughal-e-Azam,
Anarkali, Jodha-Akbar, etc.
For gathering information visit to museums, etc., can be organised e.g.,
National Museum in Delhi which displays original dresses, jewelleries etc.,
used by the Mughal Emperors and Nobles.
Plan a trip to Delhi/Agra/Fatehpur Sikri, which were the sites where the
Mugal Sultanate flourished.
View the artifacts, vases, carpets, etc., used in Mughal court.
309
Examine illustrations, original and maintained painting, etc., for first hand
experience of Mughal courts.
Visit archives to see original manuscripts, like Ein-e-Akbari of Abul Fazl which
is the primary source of information about Mughal court.
Make effective use of electronic media; explore the internet for relevant
information.
Compile data and information in the form of a project.
Analyze the various aspects and write the concluding report with relevant
bibliography.
Criteria for Assessment
Assessment should be structured keeping the learning objectives in mind.
Ability to comprehend the main aspects of Mughal court nature of kingship,
protocol, hierarchy of Mughal nobility, court etiquette and social means.
Ability to trace the Persian influence on Mughal culture.
Understanding the legacy of Mughal culture and its impact on literature, art,
painting, architecture.
Ability to analyze the process of assimilation between Persian and Indian
culture.
Creativity in presentation.
Quality and presentation of concluding report.
Extra credit should be given to learners who are able to establish cross
curricular linkages for example the splendour of Mughal court can be related
to the economic condition of the people at that time or to literature
emergence of a new language Urdu, Persian literature, etc.
310
311
312
313
Procedure:
(a)
(b)
Visit to the site determining the various aspects / features of the landmark
under study.
(c)
Plan the steps to be taken for completing the task. Photographs can be
taken of the site and building.
(d)
ii.
iii.
iv.
v.
(e)
(f)
(g)
After sorting the questionnaire, collect the information and opinion about
the site. Compile the findings in the form of case study covering all
aspects of the landmark site.
(h)
Assessment criteria
Ability to carry on research independently
Ability to organize, collect material in a logical way
Ability to deduce from opinions and findings
Skill of drawing map and illustrating
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humanism,
315
(b)
Learning Objectives:
After completion of the project, learners will be able to:
know about the drastic changes resulting from industrialization and
discovery of new era routes.
understand the
imperialism.
concepts
of
industrial
capitalism,
colonialism
and
identify the reasons for the spread of colonialism in the countries of Asia and
Africa.
comprehend the reasons for the growth of imperialism and for strengthening
of colonialism.
analyze and establish relationship between industrialism, colonialism and
imperialism.
317
318
(b)
Learners will be given seven to ten days for completing the project and for
submission.
319
presentation
highlighting
the
320
One period is to be allotted for discussion with teacher on the topic and
for clearing of doubts.
(b)
Learning Objectives:
After completion of the project, learners will be able to:
develop understanding about the various forms of pollution.
comprehend the forces and factors responsible for pollution.
create awareness about the threats posed by pollution to the existence of
human life as well as to flora and fauna.
identify the movements and efforts made by people to save environment,
flora and fauna.
develop analytical and critical thinking skills.
develop skill of logical presentation of collated information and data.
Suggested Research Tools:
Print / electronic media.
Reports of various conferences on pollution, deforestation, environment, etc.
Collection of information about individual and collective efforts of people for
saving flora, fauna and environment.
Facts and information about
Movement, etc.
Chipko
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Movement,
Narmada Bachao
Procedure:
Learners will plan the project in advance.
Use internet effectively to collect information from relevant websites and
organize these in a logical manner.
Refer to research documents, reports of conferences, etc., related to the theme.
Download pictures and illustrations for project presentation.
Use details of movements like Chipko Movement or Narmada Bachao
Movement as case study.
Analyze the facts and information for writing concluding reports extending
suggestion for saving environment, flora and fauna.
Compile the report with relevant bibliography.
Assessment criteria
Comprehension of the nature and forms of pollution that destroy flora and
fauna
Clarity of concepts such as acid rain, global warming, green house effects, etc.
Understanding of the various efforts and movements made individually or
collectively to save environment, its flora and fauna.
Awareness about the need for preventing pollution.
Critical and analytical thinking skills.
Organization of thoughts and logical presentation.
Quality of the project and presentation
Interdisciplinary linkages can be established with Geography, History, Physics,
Chemistry, Biology, Literature and Mythology. Love of flora and fauna is closely
associated with our religion and mythology. Indus valley people worshipped
Peepal trees which continues till date. The rivers like Ganga, Yamuna, Saraswati,
and Narmada are considered sacred. Goddess Lakshmi carries lotus in her hand and
so on.
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One period for discussion with teacher and for clearing doubts if any.
(b)
Learning Objectives:
After completion of the project, learners will be able to:
create awareness about the cultural impact of the Industrial Revolution.
identify the changes post Industrial Revolution in fields of Literature, Art,
Economy, Technology and Ideology.
develop ability to comprehend the transformation in family structure as a
result of urbanization and changing role of women.
develop the analytical skills to determine advantages and disadvantages of
culture impact of industrial revolution.
develop ability to explore beyond prescribed text books to gather
information.
develop creative skills in compilation and presentation of project.
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Research tools
Print / electronic media
Novels/films/video
Original sources, if possible
Procedure:
Make effective use of print / electronic media
Explore different websites to gather information and pictures
View relevant film strips, video, etc., to visualize the way of life of the people
in post Industrial Era
Make graphs, flow charts and compile factual data to substantiate the
findings
Analyse various factors and prepare a report
Compile the report and submit in a creative way
Attach bibliography
Assessment criteria
Awareness about the cultural impact of industrial revolution
Clarity of thoughts in communicating the findings
Organization of facts in the form of a logical presentation
Relevance of content
Extent of independent research
Quality of the project and presentation
Extra credit for interdisciplinary linkages
The project can be linked with History, Political Science, Geography, Sciences,
Literature, Sociology, Mathematics, etc.
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One period for discussion with teachers for understanding the procedure
and clearing doubts if any.
(b)
About two weeks time is to be given for a survey otherwise 10 days time
is to be taken by learners for preparation and compilation of report.
Learning Objectives:
After completion of the project, learners will be able to:
create awareness about Gender Bias.
identify the importance and role of education in changing attitude towards
women.
develop critical thinking skills in analyzing causes of bias and finding
solution by educating the masses.
develop the ability to interact with people, interview them and collate data
about the problem.
organize as well as develop mathematical/ statistical skills
develop creative skills in presenting the report
Research tools:
Case study
Interview
Print / electronic media
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(b)
(c)
How many members are there in the family men / women / boys / girls
etc.?
(f)
(for girls) How are you treated in the family? Do you get same treatment /
opportunities as male members of the family?
(g)
(h)
(i)
(j)
Note: These are just samples learners are free to ask other relevant questions.
Interview people of your group and get the questionnaire filled. Sort out the
collected information and place these in the right column prepared beforehand.
Sample
Combination of data
Preparation of survey report
Presentation in the format planned in advance
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Assessment criteria
Awareness about gender bias, gender stereotypes, etc.
Clarity of concepts
Ability to interact and interview
Skill of preparing relevant questionnaire
Analytical skills for coming to conclusion
Understanding role of education in solving problem of gender bias
Ability to prepare the survey report presenting logical organization of facts
(b)
Learning Objectives:
After completion of the project, learners will be able to:
create an awareness about the role of a citizen in a democratic country.
understand that rights and duties are two sides of the same coin. Rights can
be enjoyed only when responsibility are shouldered by citizens.
develop the ability to collect information about rights and duties specified or
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328
One period for discussion with teacher regarding procedure and for
clearing doubts if any.
(b)
Research tools:
Inputs from print / electronic media
Visit to some rural and urban places
Interview people from sample localities
Explore details given in various economic reports
Facts collected from history of some countries
Learning Objectives:
After completion of the project, learners will be able to:
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330
ability to interview and interact freely with people and learn about their
experiences.
ability to explore beyond books and materials by visiting places, exploring
various websites for collecting information.
skill of preparation of comparative analysis by comparing and contrasting
relevant points.
ability of learners to make cross curricular reference.
(b)
Learning objectives:
After completion of the project, learners will be able to:
create an understanding about the modes of transport through ages.
create awareness about need of transportation for trade, travel, adventure,
missionary activities, etc.
establish relationship between industrial revolution and invention of new
modes of transport.
331
332
The students will then draw these angles (one of each type) using Geogebra.
Suggested Research Tools: Internet access, Encyclopedia defining various types of
angles
Mode of Presentation: Access to internet for net surfing, powerpoint presentation,
project report
Time Requirement:
One period for explanation and demonstration of the example.
Two days to complete the report
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334
Names of roads
Straight Angle
Perpendicular Roads
Parallel Roads
The students are expected to list down five pairs for each set of angles. They may
choose the area of their convenience.
Trans-disciplinary Approach:
Geography: The students get to know about the geography of their area and
learn to read a map. They can make a virtual tour of their city.
History: Students may be asked to find out the history of any one of the roads
they choose.
English: The above can be discussed in the class in groups.
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Suggested Research Tools: Internet surfing to learn about fractals and its
applications.
Mode of Presentation: Drawings of different stages of the fractal and project report
of the analysis.
Time Requirement: Two periods to explain the process and one week to complete
the project
Expected Learning Outcomes:
The students are expected to:
find out the area and perimeter of a square.
find out the area and perimeter of squares formed at different stages and the
total area and perimeter of the figure thus formed.
generalize the area and perimeter at nth stage.
identify a fractal and define it.
Procedure: The teacher shall divide the class into groups of five. Each group shall
draw Sierspinskis Carpet to a stage 0 through 4. They shall find the area and
perimeter of figures formed after each stage and then generalize the formula for the
nth stage. The teacher shall encourage the students to find relationship between the
areas and perimeters at different stages and reach a conclusion.
Trans Disciplinary approach:
Find the use and existence of fractals in nature and human body.
Appreciate the use of mathematics in nature and everywhere around us; even
in the human body.
They shall make a digital collection of the pictures and tabulate the
geometrical figures they found in those monuments, along with the properties of
that figure. They shall also identify the most frequently used and the least used
geometrical shapes in the pictures.
The above shall be presented using photo story or auto collage (download links
given above). The teacher shall also encourage a student from each group to present
their work in front of other students.
337
Transd-isciplinary Approach:
The students shall learn about various buildings/monuments in the world.
They shall be encouraged to read a brief history of the monument and about
the architecture involved in building it.
Artistic and aesthetics skills to make auto collage and photo story.
introduction of slope of a line as the ratio of rise is to run. The students shall be
asked to recapitulate Pythagoras theorem. They shall collect various shoe sizes and
find out which of them form a right angled triangle; as such heels are best suited for
the body. They may also be introduced to the fact that slope of a line is defined as
the ratio of rise and run as shown below.
Rise
Run
Suggested Research Tools: Internet access, data collection by visiting the market
Mode of presentation: The students shall present a project report of the data
collected and give their interpretation.
338
Time Requirement: One period for explanation and one week for the preparation of
the project report
Expected Learning Outcomes:
The students will be able to
identify right triangles
apply Pythagoras theorem in real life scenario
define the slope of a line
appreciate the use of mathematics in simple things
Procedure: The students shall be introduced to the project and shall be shown how
to find the triangle formed in the shoe heel as shown above. They shall be asked to
collect the data from a shoe shop in the nearby market, or friends and family. A set
of 10 observations may be collected.
The students shall be asked to determine if the height of the heel follows the
Pythagoras theorem. If it does, the height of the heel is appropriate, otherwise not.
They may be asked to tabulate the data.
The second application of the same project is based on a study in London, that the
ratio of rise to run of the shoe should be 0.27. The students shall be asked to find
out this ratio and find out if the heel size is appropriate.
The students may be encouraged to use MS excel to tabulate the data for
calculations.
339
The teacher may finally ask the students to tabulate as below (record for ten
observations)
Rise
Run
Slope/hypotenuse
Pythagoras
Ratio of rise
theorm (yes/no)
to run
(yes/no)
Trace the Map of the Route from your Home to your School
(or any other place), Find the Various Possible Routes and Identify
the Shortest Route
Introduction: The students are required to draw a map of their area, from home to
school (or some other place) and find the various possible routes to that place and
identify the shortest route. They shall list down the various possible routes that are
there while going and coming back to the place. They shall be expected to be as
detailed as possible in their presentation. They would also mark the important
places on their way.
Suggested Research Tools: Google maps/bing maps to identify the areas and routes
to be drawn.
Mode of Presentation: Project report and a sketch of the map, analysis of the data
340
Time Requirement: One period for introduction to the project and one week for
working of the project.
Expected Learning Outcomes:
After the completion of the project, the students are expected to:
learn the approximation of scales.
identify the shortest route for a given map.
find out the number of possible routes that are possible to and fro a place
when the number of routes to a place and from a place are known. The
teacher may encourage the students to generalize the concept of finding the
number of routes to and fro for any number of routes.
Procedure:
The students shall be instructed for the project details and the expected outcomes.
They shall be asked to refer to the online maps of
Trans-disciplinary Approach:
Identification of areas
Drawing skills
Identifying the geographical conditions of an area to identify the feasibility of
a route.
and be as creative as possible. The students, while doing so, get a clear idea about
the different types of numbers, both while performing and observing. A sample
dialogue may be viewed at http://nrich.maths.org/1510.
Suggested Research Tools: Internet surfing, encyclopedia of numbers, refer to the
websites of history of number system
Mode of Presentation: Script in the project work shall be submitted and the play
shall be enacted in the class in groups
Time Requirement: One week for the preparation of the script. One week for the
preparation of the act.
Expected Learning Outcomes:
After the project presentation, the students are expected to:
understand the importance of different types of numbers.
understand various operations on different numbers.
understand the properties of various arithmetic operations on different
numbers.
know the history of different types of numbers.
Procedure:
The class may be divided into groups of 8 to 10 students each. Each group
shall be given a certain sub-topic, say history and need of numbers,
explaining different types of numbers, properties of numbers.
The students will be asked to write a script, being as creative as they can. The
teacher may help them in the concept building.
The students will then present the play in front of the class in groups.
Trans-disciplinary Approach:
While writing the dialogue, the power of language is important. The students
develop the language and use their vocabulary extensively.
While reading the history of numbers, they learn a lot about the history of
other things including the socio-economic status of the country and lives of
the people.
343
Area
Area
The students may be encouraged to extend this activity to find out the results when
a square has a hole of dimension 1 unit, 2 units and so on. A figure for reference to
the above is shown below:
344
a)
345
b)
Make pie chart of the portion of the annual income that your
family spends at school fee, house rent/installments, food,
books, clothes, entertainment, annual savings and other misc.
expenses.
Introduction: The students are required to make a histogram of the data they collect
by measuring the heights and weights of the students of the class and a pie chart of
the family budget of each of them. The teacher may expand/reduce the above list
for the pie chart. The students shall also prepare five questions and their answers on
each of the histogram and pie chart.
Suggested Research Tools: Encyclopedia/books for the definitions of pie chart and
histogram.
Mode of Presentation: Project report including the questions and answers
Time Requirement: One period to explain the project and one week for completion.
Expected Learning Outcomes: The students use the concepts of histogram and pie
chart to make the charts and frame questions on them. So, after the completion of
the project, they will be able to
understand the meaning of class intervals.
understand how to make a frequency distribution table.
make a histogram keeping in mind all its properties.
analyze a histogram to make questions on it.
understand that central angle of a sector is a fraction of the area of the circle
while constructing a pie chart.
make a pie chart and analyze it.
Procedure: The class may be divided into groups of five. The students discuss the
problem and make a framework to go about it. Each student gives an individual
report. Each group may measure the height and weight of the group members and
then share it with the other groups. The pie chart activity shall be carried out
individually by everybody. A sample pie chart construction may be viewed at
http://www.mathsisfun.com/data/pie-charts.html
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347
Do the litmus paper test with each of your selected items and group them into
acidic/basic category on the basis of your test.
Look for the possible uses of your selected items and check whether your
classification is in accord with the usual uses to which these items are put.
Suggest other possible uses of the different items on the basis of the
classification done by you.
Extension:
A better test of the acidic/basic nature (which also gives a kind of quantitative
estimate of the degree of acidity/basicity of a substance) is through
measurement of the pH values. Look for the methods used for this purpose and
find out the range of pH values for acidic/basic substances.
Compare the pH values of the food items/commonly used substances, tested
by you, with the listed pH values of strong acids (like HCl, HNO3, H2SO4) and
strong bases (like NaOH, KOH) and estimate their relative values.
Look for some substances that are neutral (neither acidic nor basic) and look for
their uses in day-to-day life.
Trans-disciplinary ApproachGeneral Health/Medicine: The project can also be used to assess the role and use of
different types of acidic/basic foods and plants vis-a-vis our health. Students can
also look into the role of edible/organic acids and bases in the process of digestion
and other body functions.
348
Assessment
S.
No.
Parameters
Excellent
Above
Average
Average
(5)
Ability to do litmus
Test
Interpretation of
litmus Test results
Collation of inferences
with daily life
observations
Quality of presentation
of the result
(4)
Below
Poor
Average
(3)
(2)
(1)
349
Get familiar with the correlation between sound and vibrating objects.
Learn assembling of simple set-ups
Develop photographic skills and get familiar with different types of cameras.
Know the difference between music and noise.
Collate observed sound patterns with different sounds.
Procedure:
Take a plastic or cardboard tube of small radius.
Take a part of a balloon and use it to cover one end of the tube using rubber
band or tape.
Cut a small circle of aluminium foil. Stick the foil on the part of the balloon
mounted on the tube.
Go to a dark room, throw a narrow beam of light, light from a strong source on
the mounted aluminium foil. The reflected light will appear as a shining spot
on a screen/wall.
Produce a sound at the open end of the tube. The spot on the wall will be seen
to move. Record the movement of the spot using a video camera, mobile
phone.
The movement of the spot depends on the nature of sound produced. We are
thus observing the sound in terms of the movement of the spot.
Use different sounds and the difference in the movement of the spot on
screen/wall.
Extension: If possible, use a microphone and feed its output to a CRO. The CRO can
give a visual display of the nature of sound produced by different sources.
Trans-disciplinary Aproach:
Music: The project can be used to correlate the musical sounds of different
instruments/devices with their observed sound patterns.
Differences between musical sounds and noise can be highlighted.
350
Forensic Sciences: Attempt can be made to look the differences in detail, of the
sounds of different persons/different sources and devices.
Assessment
S.
No.
Parameters
Excellent
Above
Average
Average
(5)
Quality of assembly of
the set-up used
Number of
Photographs taken
Quality of Photographs
taken
Nature of sound
sources varying from
noisy to musical used
Compilation and
presentation of results
(4)
351
Below
Poor
Average
(3)
(2)
(1)
(ii)
method of manufacture
352
Assessment
S.
No.
Parameters
Excellent
Average
Average
(5)
Collection of data
Analysis of data
Conclusion
Above
(4)
Report
353
Below
Poor
Average
(3)
(2)
(1)
354
Suggest any changes in the percentage composition of different alloys that may
lead to an improvement in their properties.
Trans-disciplinary Approach:
Social Sciences and Metallurgy: Students can look for the reasons of the use of
different alloys rather than pure metals in historically significant structures /
situations. They can also look for their uses in different practical situations.
Assessment
S.
No.
Parameters
Excellent
Above
Average
Average
(5)
Listing of differences
between metals and
alloys
Number of alloys
selected
Listing of the
composition of different
alloys
Listing of the
differences between
alloys and the metals
they are made up of
Quality of Presentation
of the compiled reports
(4)
355
Below
Poor
Average
(3)
(2)
(1)
356
Procedure:
Collect data/information about the common sources/causes of water pollution.
Look for, and suggest, methods/techniques that may be used to minimize the
effects of these sources/causes of water pollution.
Collect data/information about the different methods/techniques used for
purification of water. In particular, look for the role of filter, ultraviolet rays
and phenomenon of reverse osmosis in the water purifiers used in
households, offices and commercial establishments.
Get information about the tests/measurements/checks through which the
suitability, or otherwise, of water, for use as potable water, is decided.
Make a simple improvised water filter of your own. A simple method of
doing the same is to use a set of four earthen pitchers, with the first three
having a (plugable) hole at their bottom. Fill the top pitcher with impure water,
the next below it with gravel and charcoal and the third one with coarse sand.
The last pitcher is for collecting the filtered out water.
Let the impure water go through the other two pitchers before reaching the
collecting pitcher. You will be able to see a marked difference in the water
collected, with respect to the initial impure water.
Chlorination (in specified amounts) can help to improve the suitability of this
filtered water for use as potable water.
Extension:
Suggest ways and means for bringing an increase in the level of awareness
for conservation of water.
Look for the methods/techniques used for harvesting of rain water. Make
suitable suggestions of your own for this purpose.
357
Trans-disciplinary Approach:
EVS and Social Science: The project can also help to sensitize students about the
need and importance of potable water and the need for conservation of water and
avoiding its wastage.
Assessment
S.
No.
Parameters
Excellent
(5)
Information/Data
about the common
sources/causes of water
pollution relevant to the
place of project
Information/Data
about the general
common
sources/causes of water
pollution
Familiarity with the
basic ideas of water
purification used by
villagers
Knowing the basic
features of the City
Power Plant
Data about the methods
used in different
household water
purifiers
Information about the
need and importance of
providing Potable
water to one and all
Quality of presentation
of the results
358
Above
Average
(4)
Average
(3)
Below
Average
(2)
Poor
(1)
359
360
Assessment
S.
No.
Parameters
Excellent
Above
Average
Average
(5)
Calculation of the
relative lengths of the
(4)
361
Below
Poor
Average
(3)
(2)
(1)
shadow of different
rods
5
Extent of variation in
the relative lengths of
the shadows of
different rods
Drawing of the
calibration graph
Observe the variations in the buoyant force (i) through change in the
nature of material (same submerged volume and same liquid), (ii)
through change in the volume of the submerged part (same material,
same liquid) and (iii) through changes in the density of liquid (same
material, same submerged part)
Introduction: This study aims to make us appreciate how/why one needs to take a
careful look at a variety of factors that may be associated even with a chance/simple
observation. We are sensitized about taking a whole and complete view of a given
problem and the ways and means we can adopt to analyze it. The importance of
the loss in weight, when an object is submerged in a fluid, also gets appreciated
and associated, with different day-to-day life situations.
Suggested Research Tools: Suitable container/s, spring balance/s, different liquids
Mode of Presentation: Observations; Inferential/Analysis, PowerPoint Presentation;
Report
362
Estimated Time Requirement: Two Periods for discussion by teacher in the basic
concepts of buoyant force, the set-ups for measuring loss-in weight and the role of
the buoyant force in day-to-day life. Ten days for completion of the project.
Expected Learning Outcomes:
The students will be:
familiarised with the concept of buoyant force.
assembling simple set-ups.
using the spring balance.
understanding the factors that could affect the buoyant force.
knowing the Archimedes Story and the Archimedes Principle
Procedure:
Set up a suitable apparatus using an appropriate container, suitable stands,
and a spring balance.
Measure the buoyant force through the loss in weight when the given object
is submerged in the liquid.
Study the variations in the buoyant force in the suggested sequence. Think
of any other variations that can be relevant to these investigations.
Analyse your observations and try to come to conclusions about the factors
on which the buoyant force may depend.
Look for practical situations where the conclusions about the buoyant force
become relevant.
Extension:
Look for the possibilities of representing your observation data through
appropriate graphs.
See whether the buoyant force shows any further change with the depth, (to
which the object is submerged), after the object has just been fully submerged
under the liquid.
363
Take objects of the same volume but different shapes and materials and
observe whether these changes bring any change in buoyant force when these
objects are fully submerged.
Try measuring the density of different liquids used through a simple method of
your own.
Look for the co-relation, if any, between the buoyant force and the weight of
the liquid displaced by the submerged part of the object.
Make a list of different practical situations where buoyant force helps objects
to stay afloat.
Try making a list of different liquids that may be used for different categories
of materials so as not to cause any damage to the material or any dangerous
chemical reaction.
Trans-disciplinary Approach:
Social Science (Daily Life): Understanding and using the concept of buoyant
force/loss in weight for practical daily life applications like:
(i)
(ii)
(iii) checking the purity of a given Piece of gold jewellery and other similar
applications.
364
Assessment
S.
No.
Parameters
Excellent
Above
Average
Average
(5)
Estimation of the
factors affecting the
buoyant force
Nature/extent of the
observations taken
Presentation of the
results obtained
(4)
Below
Poor
Average
(3)
(2)
(1)
Observe the effect of change in the (i) length of the string, (ii) material
of the bob, (iii) size of the bob, (iv) amplitude of swing, (v) nature of
the string material, on the time period of a simple pendulum
Introduction: This study aims to make us appreciate how a variety of factors, that
may appear relevant to a given measurement, need not be so when this
measurement is actually carried out. We are thus sensitized about the importance of
observations and measurements, over mere guess work in arriving at scientifically
valid conclusions. We also get to know how to look, and search for, the pair of
variables that may be proportional to each other.
365
Suggested Research Tools: Bobs (of different materials and sizes), different types of
strings, stop clock/ stop watch/ Digital watch
Mode of Presentation: Observations; Inferential Analysis; graphical representation;
Report
Estimated Time Requirement: Two Periods for discussion by teacher concerning
the history of the concept of the simple pendulum and introduction to the scientific
approach of identifying and checking the effects of different parameters on a given
physical; quantity. One week for completion of the project.
Expected Learning Outcomes:
Knowing about the Galileos observation on the swinging chandelier.
Identifying the factors on which the time period of a simple pendulum may
depend.
Setting up of the simple pendulum set-up.
Counting of complete oscillations and measurement of time period.
Knowing about the least count of the stop clock/stop watch used and its
association with the precision of time measurement.
Collection of data and analysis and inferencing on the basis of the same.
Graphical representation of the inferred results.
Listing the factors on which the time period of a simple pendulum depends.
Procedure:
Set up a conventional simple pendulum apparatus using a cotton string and
an iron bob of size (diameter) about 2cm.
Adjust the bob to lie about 5cm from the floor, mark its mean position on the
floor; draw a line through its mean position and mark points on it at distances
of 10 cm, 20 cm, 30 cm, 40 cm and 50 cm (from the mean position) on either
side.
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Keeping the amplitude of swing constant (10 cm from the mean position), vary
the length of the simple pendulum and, for each length, measure the time of 20
oscillations in each case. Hence, calculate the time period value for each case. (2
to 3 length values below 100 cm and an equal number above 100 cm)
Repeat observations (for the same values of length) by adjusting the amplitude
of swing to be 20cm (30cm, 40 cm, 50cm).
Repeat again all the above steps by using a bob of different size and then of a
different material (say brass).
Repeat all the above steps using a string of a different material (say jute, a
thin wire, etc.).
Observe the factors on which the time period of a simple pendulum depends.
Do we observe any change in time period (for the same length) with a change
in the:
(i) Size of the bob?
(ii) Amplitude of the bob?
(iii) Nature of string material?
Draw a graph showing the co-relation between the length of a simple
pendulum and its time period. Do we get a straight line graph?
Extension:
Find out the length of the simple pendulum for which the time period is 2s. A
simple pendulum of this length is known as a seconds pendulum.
Draw graphs between
which of these is (nearly) a straight line graph. Hence try deducing the
possible co-relation between the length of a simple pendulum and its timeperiod.
367
Trans-disciplinary Approach:
History: The project may be associated with the life and works of Galileo and his
role in shaping the scientific approach and developing the scientific method.
Social Science (Daily Life): Measurement of Time can be associated with Time
once lost can never be regained. Sensitization about making full use of available
time can be explained and explored.
Collected
Texture
pH
Sample
from
and
value
(Regions
colour
Density
Water
Crops
holding
growing
capacity
name)
A
B
C
D
E
369
Extension:
What type of crops/plants are found growing in your region?
Which type of crops grow in other regions you collected samples from?
Do you find any preferences shown by plants in terms of the soil type?
Which plants grow in all soils irrespective of the soil type? Comment upon
the advantages such plants have over the others.
Make a list of plants/crops that grow only in specific regions you collected
samples from.
What effect fertilizers have on the nature of soil? Take the help of local
farmers for collecting the relevant information.
Trans-disciplinary approach: Geography Study of types of soil and the crops
growing in different regions of India.
Chemistry: Chemical properties of soil.
Microbiology: To study soil microflora.
Assessment
S.
No.
Parameters
Excellent
(5)
370
Above
Average
(4)
Average
(3)
Below
Average
(2)
Poor
(1)
Whether concluded
correctly regarding
acidic/basicity of given
soil samples.
Calculation of soil
moisture and arranging
the given soil samples
from less to more soil
moisture.
Calculation of water
holding capacity and
arranging the given soil
samples from less to
more in terms of water
holding capacity.
of
Presentation:
Data/Information
collection;
Discussion
with
371
372
List the traits you inherited from maternal grandfather/mother and paternal
grandfather/mother.
List the features in which you resemble your parents (father or mother).
How many traits you share with your siblings?
Which traits are very common in the family?
What is a (i) dominant and (ii) recessive trait? Give example from your
collected data.
Is there any trait that is present only in the male members of the family? What
are such traits called?
Trans-disciplinary Approach:
Mathematics: Students will learn to do mathematical calculation and find the
frequency of trait in percentage and draw its bar graph.
English: Students will improve their power of expression while writing all the
steps of the project.
Assessment
S.
No.
Parameters
Excellent
(5)
Collection of data
Analysis of data
Conclusion
Report Presentation
373
Above
Average
(4)
Average
(3)
Below
Average
(2)
Poor
(1)
Extension:
Once all the data have been collected and finalised in the observation sheet,
they can make bar graph.
Choose few traits listed in the observation table to calculate the frequency of
traits in the family.
374
ProcessMilestone I
(A)
Time- 4 days
Date of submission_________
Milestone II
(i)
(ii)
Time- 3 days
Date of submission_________
Students will study the data carefully and will be able to identify
whether attached or unattached earlobes are inherited traits or not.
Students will calculate the frequency of each trait in the following way:
(iii) Students will prepare bar graph to show the frequency of trait in the
family. (A tree of inherited traits as shown in the sample trees). Students
will put a tick mark of the traits present and optional.
(iv) Students can also do Pedigree Analysis as shown in the sample.
B and C. Similarly students will observe other traits mentioned earlier
(page 1) and enter their observation in the sheets given to them.
(i)
Students will write all the steps along with observation sheet for
submitting to their teachers.
(a) Graph (b) Family Tree
Trans-disciplinary Approach:
(i)
375
(ii)
References:
Website:
www.agclassroom.org/nt.
http://gslc.genetics.utah.edu
www.carolina.com
Name of the
student/child
Siblings
Boy
Sister
Girl
Parents
Brother
Mother
Grand Parents
Father Grand
Mother
Grand
Father
Attached
Unattached
Name of the
student/child
Siblings
Boy
Sister
Girl
Parents
Brother
Brown
Eye
Green Eye
Grey Eye
376
Mother
Grand Parents
Father Grand
Mother
Grand
Father
Name of the
student/child
Siblings
Boy
Sister
Girl
Parents
Brother
Mother
Grand Parents
Father Grand
Mother
Grand
Father
Very Fair
Wheatish
Dark
377
Procedure:
Collect soil sample from your neighbourhood where you find plants growing.
Note down the texture, colour, pH, its density and water holding capacity.
List the types of crops/plants growing in the soil.
Similarly collect four more samples from other regions. You may ask your
friends / relatives to send samples.
Perform the same set of tests on all the soil samples
Tabulate your observation.( or make your own)
Soil
sample
Collected
from
(Regions
Name)
Texture
and
colour
pH value
Density
Water
holding
capacity
Crops
growing
A
B
C
D
E
Extension:
What type of crops/plants is found growing in your region?
Which type of crops grow in regions you collected samples from?
Do you find any preferences shown by plants in terms of the soil type?
Which plants grow in all soils irrespective of the soil type? Comment upon
the advantages such plants have over the others.
Make list of plants/crops that grow only in specific regions you collected
samples from.
What effect fertilizers have on the nature of soil? Study with the help of local
farmers.
Trans-disciplinary Approach:
378
Geography- Study of types of soil and the crops growing in different regions of
India.
Chemistry- Chemical properties of soil.
Microbiology- Study soil microflora.
Assessmenta) Whether soil from different locations have been categorised into different soil
classes based on the given characteristics.
b) If soil samples have been identified after matching with the given soil colour
chart.
c) Whether concluded correctly regarding acidity/basicity of given soil samples.
d) Calculation of soil moisture and arranging given soil samples from less to more
soil moisture.
e) Calculation of water holding capacity and arranging given soil samples from less
to more in terms of water holding capacity.
Reporting of kind of crops:
(i)
(ii)
Conclusion:
Comparative analysis of different soil samples with respect to physical properties.
the students should conclude:
(i)
(ii)
about the quality of soil and which crops can be grown in it.
its acidity/basic nature thereby helping the farmer in deciding the kind of
fertilizers to be used to make it natural for growing a variety of crops.
(iii) whether it has high/how water holding capacity and moisture content on the
basis of which it may be decided which crops will grow suitably and more
importantly that excessive irrigation is not done which may lead to (a) wastage
of water and electricity and (b) increased of salinity of the soil.
References:
1. Practical Manual in Biology Class XII
2. Text Book in Biology Class XII
3. Internet : Google Search
379
Rubric of Assessment
Excellent
1
Division of work
in the group
Completion of
tasks
Procedure
followed stepwise
Completed
observation table
Presentation to
documentation
Analysis
Guidance of
farmers/gardeners
Very
Good
Good
Average
Below
Average
380
Process
The students will collect information about the natural and man-made fibres
from the NCERT books of class VII and VIII, Reference Books, magazines and the
internet. They will record their data on a worksheet.
They will collect samples of different types of fibres from tailor shops, cloth
shops, factories, hosiery, home, etc.
Visit to a factory manufacturing silk cloth/jute/hosiery, etc.
On a map of India they will mark the jute, cotton, wool factories. On map of
world they will mark the wool rearing animals.
Worksheet
S. No.
Natural / Artificial
Source
Use
1
2
3
4
5
6
Now identify the cost, maintenance and durability of the above fibres with the
help of parents, shopkeepers, and your teacher.
S. No.
Cost
1
2
3
4
5
6
381
Maintenance
Durability
The students will identify the fibres which are cost effective, easy to maintain
and are durable. Then find the tensile strength of the fibre and write observations
as follows:
Observation Table
S. No.
Type of Threads/Fibres
Cotton
Wool
Silk
Nylon
Observation
Material (Fabric)
1
2
3
4
Then they will find out the fabrics which are biodegradable/non-biodegradable and
make observations as follows:
382
S. No.
Type of Fabric
Approximate time to
degenerate
Nature of material
biodegradable/ non-bio
degradable
From the above table identify the fabrics which are ecofriendly.
Analysis Table
From the above four activities students will compare the properties of natural and
artificial fibres.
Material
Natural
Artificial
Property
1. Tensile strength
2.
Moisture absorption
3.
Biodegradable
4.
Action of heat/flame
Trans-disciplinary approach:
Social Science: On the map of the world students can mark the places and countries
where the animals are reared for wool.
On the map of India they can mark the places where the cotton, jute and wool
industries are located.
383
Environmental Studies: The students can identify the fabrics which are non
biodegradable.
English-Recall the nursery rhymes Baa baa black sheep, Mary had a little lamb.
ReferencesWebsites
www.indiansilk.kar.nic.in/
www.psic.ws/macrog/index.htm
www.edugreen.teri.res.in
www.nationalgeographic.com/resourcees.
Books Science Text Books Classes VII, VIII - NCERT
Science Power Class VII Srijan Pubilshers
Basic Science for Class VIII Bharti Bhawan
S.
No.
Marks
Students
Date of
Name
Submission
Collection
of dataworksheet
3
Observation
(Activities)
Act
1 2 3 4
22 2 2
384
Analysis
(Table)
Conclusion
Documentation
Total
20
385
International is to provide accurate, objective and scientific knowledge keeping in mind that
the content should be age appropriate and directed towards the sensitivity of young minds.
The process of transfer is made simpler through the KAVELS approach.
(Knowledge, Attitude, Value Enhanced Life Skills)
A positive attitude is essential to cope with the rapid changes which happen in the life of a
young learner in the areas of body, mind and soul. Different values need to be experienced at
different levels and internalized through development of appropriate expression. Social-skills
are needed to use values throughout the day.
Young people need to think about Life Skills, reflect on them and carry them into their
personal and social lives. They need to be able to see the effect of their behaviour and choices
and develop socially conscious Decision-Making Skills. One can develop reflection points for
value enhanced Life-Skills such as 'Everyone in the world has the right to live with dignity and
respect' including myself. (Values : Respect, Life-Skills : Critical-Thinking, Decision-Making).
'Tolerance is being open and receptive to the beauty of differences'. (Value : Tolerance, Life-Skills :
Interpersonal-Skills, Communicative-Skills). One can also add sayings from the local culture,
bring in local role models and learning gleaned from historical figures.
In addition to enhancing knowledge, the focus of the modules is on development of value
enhanced Life-Skills in students which would help them in resisting peer-pressure, taking
informed decisions and making healthy choices.
To create awareness about the ten core Life-Skills and their inter-relatedness.
Relationship-Management
Gender Concerns
Professional-Communication
Process of Growing up
Consumer Education
Social-Communication
Environmental- Awareness
386
In short, Life-Skills empower young people to take positive action to protect them and
promote their health and positive social-relationships.
Vision
Nurturing...
Aware, Responsible and Empowered Adolescents
Life-Skills are essentially individual abilities that help to promote mental well-being and
competence in young people when they face the realities of life. Most development
professionals agree that Life-Skills are generally applied in the context of health and social
issues of concern.
Social-Skills
InterpersonalRelationships
EffectiveCommunication
Empathy
Emotional-Skills
Managing Feeling/
Emotions
Coping with Stress
Self Esteem
Self Awareness
Note: Most of these skills are interdependent and overlap with each other.
Thinking-Skills
These include decision-making/problem-solving skills and information gathering skills. The
individual must also be skilled at evaluating the future consequences of their present actions
and the actions of others. They need to be able to determine alternative solutions and to
analyze the influence of their own values and the values of those around them.
387
Social-Skills
These include verbal and non-verbal communications, active listening and the ability to
express feelings and give feedback. Also in this category, are negotiation/refusal-skills and
assertiveness skills that directly affect one's ability to manage conflict. Empathy, which is the
ability to listen and understand others' needs, is also a key interpersonal-skill. Teamwork and
the ability to cooperate include expressing respect for those around us. Development of this
skill set enables the adolescent to be accepted in society. These skills result in the acceptance of
social norms that provide the foundation for adult social behaviour.
Emotional-Skills
These refer to skills to increase the internal locus of control, so that the individual believes that
s/he can make a difference in the world and affect change. Self-esteem, self-awareness, selfevaluation skills and the ability to set goals are also part of the more general category of selfmanagement skills. Anger, grief and anxiety must all be dealt with, and the individual learns
to cope with loss or trauma. Stress and time management are key areas of focus, as are positive
thinking and relaxation techniques.
Social-Skills
Social-skills help a person
to demonstrate the ability to
identify, verbalize and
respond effectively to
others' emotions in an
empathetic manner. Along
with this s/he gets along
well with others without
prejudices. S/he also takes
criticism constructively and
reflects, listens actively and
communicates using
appropriate words,
intonation and body language.
388
Emotional-Skills
With enhanced emotional
skills an individual is able to
identify causes and effects
of stress on oneself and
develop and use multifaceted strategies to deal
with it. As and when
required, the person is also
able to express and
respond to emotions with
an awareness of the
consequences.
Improved Self-Esteem
Self- confidence
Assertiveness
389
relations with family members, which are an important source of social support. It may
also mean being able to end relationships constructively.
7. Effective-Communication means that we are able to express ourselves, both verbally and
non-verbally, in ways that are appropriate to our cultures and situations. This means
being able to express opinions and desires, but also needs and fears. And it may mean
being able to ask for advice and help in a time of need.
8. Empathy is the ability to imagine what life is like for another person, even in a situation
that we may not be familiar with. Empathy can help us to understand and accept others,
who may be very different from ourselves. So this skill can improve social interactions, for
example, in situations of ethnic or cultural diversity.
9. Managing-Feelings and Emotions includes skills for increasing internal locus of control
for managing emotions, anger and stress.
10. Coping with Stress means that we take action to reduce the sources of stress, for example,
by making changes to our physical environment or lifestyle. It also means learning how to
relax, so that tensions created by unavoidable stress do not give rise to health problems.
The various Life-Skills work best in conjunction. Many Life-Skills are required to manage a
particular situation and cope with it effectively. One particular skill may be effectively utilized
in diverse situations. The appropriate combination of Life-Skills at a given moment is an art.
Adolescents learn their Life-Skills from parents/teachers / significant others who act as role
models.
There are two ways of incorporating the concept of Life Skills in various disciplines.
a) By emphasizing the importance of a particular Life-Skill in the text, one can at least, create
the necessary awareness among young boys and girls about certain Life-Skills, which
would ensure a healthy life for them. For instance, while discussing the needs and
concerns of young adolescents the importance of developing among them the skill of
firmly saying 'NO' to eating Junk food or going out for late night parties.
b) The second way to incorporate Life-Skills in text-books is to include a few meaningful
questions or activities in the text. The purpose is to motivate children to critically think and
decide for themselves what safe and responsible behaviour is.
390
Assessment
Introduction
Assessment is an integral part of the teaching learning process. It is continuous like both
teaching and learning and addresses two basic questions How are we doing? How can we
do better? An assessment is a diagnostic process that measures an individual's behaviour, life
skills, attitudes, or other selected qualities and aspects of students growth and development
in addition to the cognitive domain reflected in scholastic aspects. An assessment should be
accurate and objective so that students know what is expected of them. In addition, it must
meet scientific criteria, as well as provide meaningful insight. More than providing just data
and information it should open doors to strategic change and measure progress. Assessment
can lead to increased self-awareness and inspire people to learn and grow. As a sequel to the
development of curriculum of CBSE-i, there is an exigency of developing an assessment
framework for the CBSE-i. CBSE-i has to have clearly spelt out guidelines for schools on
assessment framework to oversee the quality of transaction in CBSE-i schools. It needs to be in
harmony with pedagogy prescribed for the transaction of the international curriculum by
CBSE-i.
1.
Assessment in CBSE-i
The educational assessment in the CBSE International (CBSE-i) shall have the following
guiding principles:
Assessment shall focus on all key areas of student learning and development:
Scholastic, Life Skills, Performing Arts and Visuals Arts, Physical Education,
Critical thinking, etc.
391
2.
3.
392
The term 'continuous' is meant to emphasize the evaluation of identified aspects of students
'Growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. It means
regularity of assessment, diagnosis of learning gaps, use of corrective measures and feedback
of evidence to teachers and students for their self evaluation.
The second term 'comprehensive' means that the scheme attempts to cover both the scholastic
and the co-scholastic aspects of students' growth and development. Since abilities, attitudes
and aptitudes can manifest themselves in forms other than the written word, the term refers to
application of a variety of tools and techniques (both testing and non-testing) and aims at
assessing a learner's development in area of learning like:
Knowledge
Understanding/ Comprehension
Application
Analysis
Evaluation
Creativity
393
4.
Summative
Teacher judges what has been learnt (and what has not)
Assessment as Learning
Assessment as learning is perhaps more connected with diagnostic assessment and can
be constructed with more emphasis on inform learning. Assessment as learning
generates opportunities for self assessment and peer assessment. Students take on
increased responsibility to generate quality information about their learning and that
of other.
Features:
5.
Scholastic Assessment
The desirable behaviour relate to the learner's knowledge, understanding, and
application. Evaluation, analysis and creativity in subjects and the ability to apply it in
an unfamiliar situation are some of the objectives in scholastic domain.
In order to improve the teaching learning process, assessment should be both formative
and summative.
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 students to reflect on their 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.
Features of Formative Assessment
395
Provides the platform for active involvement of students in their own learning.
Enables teachers to adjust teaching and take into account the results of
assessment.
Recognizes the profound influence assessment has on the motivation and selfesteem of student, both of which are crucial influences on learning.
Recognizes the need for students to be able to assess themselves and understand
how to improve.
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.
396
decide about the development of a child is not only unfair but also unscientific. 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.
Features of Summative Assessment
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate the sum
of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating student
work.
Summative Assessment
397
Scholastic Assessment
Formative Assessment (Periodic variety of tools)
(Flexible Timing)
Summative Assessment
Written-End of term
(Practical)
Techniques
Tool
Objective type
Tests
Objective type
Assignments
Quizzes
Competitions
Practical Skills
Interview schedule
Checklist
Projects
Debates/ Panel Discussion
Rating scale
Anecdotal records
Elocution
Group discussions
Document Analysis
Club activities
Mind maps
Portfolio
Role plays
For assessment in scholastic areas the CBSE-i schools will undertake both Formative and
Summative Assessment in classes VI to VIII.
A broad distribution of weightage to various types of questions is given below for Summative
Assessment which may be adhered. This weightage has been decided keeping in view the
essence and spirit of the CBSE-i curriculum. The Performance Profile for classes VI-VIII is
attached at Annexure I.
398
Types of questions:
Weightage to be given
Types of Questions
Based on Conceptual Understanding
40%
Inferential type
20%
20%
Multidisciplinary
10%
10%
Weightage to be given
Types of Questions
Multiple Choice Questions
10-20%
30-40%
20-30%
10-40%
Types of questions:
MCQs (Multiple Choice Questions)
Multiple choice items are typically composed of questions that require students to select one
correct or best option from those provided. They consist of a stem that ask the question or
sets of the situation for response, followed by a series of one correct and several (generally
around three) incorrect options (distractors).
SAQs (Short Answer Questions)
Short answer questions are constructed- response or open ended questions that require
students to create an answer. Short answer items typically require responses of one word to a
few sentences.
SAQs assess unassisted recall of information rather than recognition. A short question has to
be worded carefully so as to elicit the desired response.
LAQs (Long Answer Questions)
Questions requiring long answers which include explanation, description expression of
opinion, arguments, etc., are LAQs. The length of answer varies from class to class. Similarly
weightage of marks will also determine the length of the answer. Students are expected to
write with fluency and accuracy. The text type under LAQs could be writing of an article,
short essay, report, speech or any other sustained piece of writing.
399
Teaching the text book will not be the main mode of classroom practices. Value addition in
terms of interactive tasks, co-operative assignments and projects and integration of new
content will be required to involve all the learners in the teaching-learning process.
Since formative assessment requires the teacher to devise appropriate tools and
procedures that are specific to a unit or lesson taught, it will become imperative for the
teacher to constantly add new materials and strategies to his/ her repertoire. It will also
mean that the lesson plan becomes dynamic and constantly changing according to the
needs of the lesson and the learners.
The teacher has to become a true knowledge worker, referring to sources, reading new
materials, discussing curriculum-related issues with colleagues and experts, writing
materials and taking up research.Teaching can no longer be a six or seven hours job. It is a
profession and the practitioner has to prepare himself / herself every day not only in the
school but also outside the school.
Recording and reporting will necessarily become more detailed because a number of
parameters sometimes ignored or only weakly attempted have to be included effectively.
Teachers will be required to devote adequate time on a regular basis for formative
assessment and its recording. It also means that teachers should develop tolerance for
complexity and ambiguity.
Please find enclosed a case study for Class VIII Social Science. These are detailed
guidelines for teachers to look at and frame appropriate documents accordingly.
400
Case - Study
Class-VIII : Social Science
Subject :
Social Science
Topic
Task
Dramatization
Procedure:
1. Students will be divided into groups. They will, in their groups, discuss and prepare a
short skit on any of the social ills prevalent in the Indian Society at different periods of time.
2. The social ills may include Sati, Child - Marriage, Female - Infanticide, Denial of Education
to Women and Gender Disparity.
3. Each group will prepare a small skit and perform it. Each student will be asked to speak
some dialogue.
4. After the presentation, students will have a discussion.
Learning Objectives:
To enable the learners to gain an insight into the social evils prevalent in India at different
periods of time.
To provide an opportunity to the learners to reflect on social evils and verbalize their
feelings.
Skills:
To develop in the students the ability to:
Write scripts
Work in teams
Deliver dialogue
Act
Assessment
The performance of the groups will be assessed on the basis of content, dialogue-delivery and
clarity of concept.
Time:
401
Follow up:
The presentations could be discussed in the class. Wherever the concept is not clear, teacher
could encourage students to give their comments. The teacher could also revisit any part of the
lesson that has not been clearly understood by the students.
Key features :
The main objective is to enable the learners to gain an understanding of the concept of
social evils perpetrated against the girl child and the woman in India at different periods of
time.
The task is part of the teaching-learning on the topic of women, caste and reform.
After the task is completed, the teacher gives feedback for improvement. Also, if needed,
the lesson may be reviewed.
The main purpose is not to measure the knowledge of the learners. The task aims to
provide conceptual clarity to the learners through experiential learning.
These attributes are at the heart of Formative Assessment. Let us now look at the following
questions given in a test:
What are the different social evils prevalent in Indian society at different times? How have
they affected girl children and women? Write your answer in about 200 words.
This is a typical question that figures in a summative test or examination. Here the main aim is
to measure the extent of knowledge of the learners in the lesson tested. The answers of the
learners will be marked or graded on the basis of value points and a marking scheme. The
information collected by the teacher may not be used to diagnose the problems faced by
learners or for remediation since the test is usually conducted after completing the unit or
lesson.
However, if a short quiz or test is conducted on the topic when the lesson is in progress to
ascertain the learning gaps for the purpose of providing further help to learners, it will be
formative in nature. So, by and large the way in which a tool is used, i.e. for enhancing learning
or for ascertaining and measuring the extent of learning, decides whether it is to be used for a
formative or a summative purpose.
402
30%
30%
30%
30%
= FA 1 + FA 2 + FA 3 + FA 4 = 40%
Summative Assessments
= SA 1 + SA 2 = 60%
There are two formative assessments each in the first and second term.
Each formative assessment has a weightage of 10% which can be arrived at by taking an
average of all tasks or the best three or four.
Unit/Lesson
403
Task specifications
Teachers, however, have the freedom to make minor modifications in the overall design of the
task to suit their requirements.
The most important aspect to be kept in mind is that these tasks are meant to be integrated
with the teaching-learning process, i.e., while teaching a unit on a lesson (and NOT after).
Also the follow-up in terms of providing further help to clear doubts, remove problems
faced by learners and make modifications in teaching methods and strategies, has to be
given utmost importance. Hence FA tasks will figure in the teaching plans developed by
teachers.
Procedure for Formative Assessments
The performance of students in each task will be assessed on the basis of assessment criteria
to be clearly defined by the teacher.
The total of marks obtained by each student in the formative tasks will be calculated and
reduced to 10 marks. For instance, if three tasks of 5 marks each have been given for FA-1
and a student obtains 3, 3 and 2 in these tasks, the total marks obtained by the student will
be 8 out of 15. The weightage of 10% will be (8/15) x 10 = 5.33 = 5 = Grade C (The total will be
rounded off to the next whole number if the decimal is 0.5 or more. If less, it will be
ignored). Similarly the marks for FA-2, FA-3 and FA-4 will be calculated and a total of 40%
weightage for the whole academic session can be calculated.
Formal Paper Pencil tests are not always suitable for formative assessment because schools
tend to make use of them more for summative rather than for formative purposes.
Projects and Assignments that need much work outside the school and class hours may not
be ideal for formative assessment. The reasons are obvious.
Without proper monitoring, these tasks may lose their validity and credibility.
(Students may just copy or download from the internet. Parents and others may
actually do the projects and assignments!)
On account of these reasons, projects and assignments should be very carefully used as tools
of formative assessment. However, in the hands of imaginative and resourceful teachers, they
may become effective formative assessment tools.
Write a brief report in about two pages giving the following details:
- Name of the Monument
- Period, when was it built
- Who built it
405
Record Keeping
It is absolutely essential that teachers maintain a clear record of the formative assessments
conducted because they will be verified by officials and peer assessors appointed by CBSE-i
from time to time. The following points have to be kept in mind while recording FA:
A separate consolidated marks register must be maintained by the teacher for his/her
own record.
As of now, the marks will be converted into grades and only grades will be reflected on
the Report Card and Continuous and Comprehensive Evaluation Certificate of School
Based Evaluation.
Schools may devise a suitable format for the marks register. Many schools are
computerising the entire process of recording the assessments. While evolving such a
programme, care may be taken to ensure that all the relevant particulars are included in the
programme.
Maximum marks, marks obtained and weightage for 10 marks for each of the four
formative assessments must be maintained.
It is to be noted that the assessment has to be reflected in the Report Book only as grades.
406
A1
81-90
A2
71-80
B1
61-70
B2
51-60
C1
41-50
C2
33-40
below 33
The marks in the consolidated marks register will be calculated to arrive at the weightages
for different FAs and SAs, and the equivalent grades will be entered in the Report Book.
What it means is that the assessment of each task in FA and each SA test will be carried out
in terms of marks which will be entered in the consolidated Marks Register. Grades to be
entered in the Report Book once in each term will be calculated accordingly from the
consolidated Marks Register.
Apart from the above records, schools will also maintain a Results Register for each section
which could be consolidated for classes at the end of the academic session.
b) It is not enough if we make the project or assignment simple and realistic. In order to ensure
that further learning has taken place and that the students are able to link new knowledge
with what they have learnt in the class, the teacher could interview each student on the
project. The interview, if conducted imaginatively, could be very brief but at the same time
give evidence of the student's own research and presentation.
c) Making projects a group activity so that it can be done in the classroom itself is an excellent
idea. Groups will decide, with the teacher's help, what projects they will work on, division
of the project into smaller units, allotment of smaller units among members, etc. It means
that project work should be discussed in the class to make it work.
d) Fixing a time frame and interact with groups to see where they are at different stages, what
they are doing and whether they need any help to monitor the progress of work as well as
learn to allocate time objectively. This will instill seriousness of purpose, besides
motivating the students to take up their work with keen interest.
5. As pointed out earlier, the formative and summative tools are determined by the purpose
for which they are used.
407
a. If the purpose is to formally ascertain at a given point in time what students know and
do not know, then it is summative.
b. If the purpose is to informally get information regarding how the course is going, how
learning can be improved during the course itself, what are the challenges faced by
individual learners and how the teacher should address them, then it is formative.
So it is the purpose of the tools that usually determines whether it is for formative or
summative assessment. Having said this, we can still make an attempt to identify assessment
tools that are more suitable for formative assessment than for summative assessment. Since
summative assessment is formal and is usually a paper-pen test, what cannot be assessed by
such means can be assessed only through formative assessment tools.
Listening Comprehension
Reading Comprehension
MCQs/ Quiz
Grammar Exercises
Visual Representation
Letter, E-mail, data interpretation, article, bio sketch and dialogue completion
It is suggested that at least one out of four tasks should be used for assessing conversation
skills in the form of listening comprehension or conversation.
Mathematics
Group projects
Problem solving
Experiments
408
Presentations
Visual Representation
Science
Experiments
Model Making
Social Science
Commentaries
Debates
Symposium/ Seminar
Role plays
409
In addition to the tools listed above teachers can devise other informal ways in which
formative assessment can be done. For instance observation of student's performance in the
class (participation, answering questions, etc.) can also be used effectively for formative
assessment. Written tests have not been included in the above list because they tend to become
formal and hence are more suitable for summative assessment. Moreover, if written tests are
also used for formative purposes, there will be a tendency to use them more often as they are
relatively easy to construct and administer. This will lead to an increase in the stress level of
students. They are better used for summative assessment. This, however, does not prevent
teachers from holding one minute tests, open book tests and concept-based questions
expecting written answers during the course of teaching a unit or lesson. The answers have to
be analysed and discussed to provide conceptual clarity and address gaps in learning.
However, they are all to be attempted in the class with scope for feedback.
These specify the learning outcomes for each task and hence help
teachers and learners in developing a focus. They are also meant to be
kept in mind at the time of assessment.
Procedure:
A task may need some preparations on the part of the teacher. These are
included under 'Procedure'. The different steps to be followed,
410
Scarcity of time
With the help of proper planning these challenges could be overcome. Some suggestions are
given below:
Large Class Size
Tasks that require written answers from the learners could be peer assessed.
Answers to MCQs and other objective type questions could be marked by students
themselves by exchanging their work sheets as the teacher calls out the answers.
All the students in a class need not be assessed in one period. It means that the tasks may be
411
distributed among groups of students so that the teacher is able to assess them in different
periods. The implication is that in large classrooms all the students need not be assessed in
all the tasks. By planning the tasks carefully, all the skills can however be covered by
rotating the tasks among groups of students.
It follows from this that all the students need not be involved in the same task at a time. In
order to cater to multiple intelligences, teachers could adopt a flexible approach with
regard to giving tasks to students. For instance, students good in written work may be
given tasks different from students good at practical work.
While framing the time table some double periods could be provided in each subject.
Tasks involving debates, presentations, group discussions, dramatization, role plays, etc.,
could be conducted during the double periods.
c. Time Management
Since the number of teaching periods for each subject is pre-determined, teachers may feel that
conducting formative assessment tasks within the allotted periods may prove to be difficult.
However, it is to be borne in mind that formative assessment is to be built into the teachinglearning process and it only represents a change in the methods to be adopted for curriculum
transaction. By reducing explanations and frontal teaching, adequate time could be found for
tasks and activities. Some other suggestions are:
Complete the preparations for each task well before the class begins so that there is no
wastage of time.
Train learners in the initial part of the term to collaborate with each other and the teacher.
Over a period of time they will be able to maintain efficiency and brisk pace.
It is essential that the scoring sheet with names of students is prepared at the beginning of
the academic session as per the annual plan. Columns for FA-1, FA-2, FA-3 and FA- 4 may
be provided along with details of the tasks selected for each assessment and the maximum
marks so that recording of scores does not take much time.
Train the students in maintaining their portfolios. A folder may be maintained for every
subject in which the best written products could be filled by each student. When students
are helped to take responsibility for record keeping, it will ease some burden on the
teachers besides leading to better time management.
412
Assessment Objectives
Assessment framework contains a range of objectives that may be measured at any given
point of time for Primary, Middle and Secondary levels. The assessment objectives are clear,
concise statements which can be measured at a given point of time. It is very essential to align
these assessment objectives with the learning objectives to know how well the students have
learnt, what it was intended for them to learn.
Develop ability to run, skip and hop with equipments such as rope, etc.
Music
The students develop the ability to:
explore aspects of musical concepts in their singing, playing and moving activities
Drama
The students develop the ability to:
use imagination and the elements of drama in play and dramatic contexts
dramatize personal experience and learn the skill of using movements, space and object
Dance
The students develop the ability to:
acquire a good sense of rhythm and keeps pace with the beat
413
identify and analyse texts in terms of elements and techniques of written language as used
in various literary genres
identify and analyse purposes, structures and elements in case of language texts
gather information in language from a variety of sources, analyse and evaluate the quality
of the information obtained and use it to answer questions
plan for writing in language by building on prior knowledge, generating words and
organising ideas for a particular audience and purpose
Social Science
The students develop the ability to:
promote comprehension of key concepts in History, Geography and Social and Political
Structures
appreciate the value of sources, its nature, origin, value and limitations
correlate events of the past to happenings in the present day and to their own lives
recognise the interaction of human beings on environment, the natural assets in the form of
flora and fauna and develop a disciplined behavior in protecting the natural assets and
sustain it for future
Mathematics
The students develop the ability to:
revisit and consolidate basic concepts and skills learnt at the primary stage
use algebraic notation and its use in solving problems and generalization
acquire ability of measurement and data handling, relevance of number systems to various
facets of human functions and understand the pattern and relationship between number
systems
414
Science
The students develop the ability to:
learn more about the environment and health through activities and surveys
use the scientific method and scientific skills to evaluate ideas and make choices/
decisions
Physical Education
The Students develop the ability to:
acquire skills of hopping, running, throwing, swimming, sprinting, dodging and bouncing
acquire ability to run, skip and hop with equipments such as rope
415
Performing Arts
The Students develop the ability to:
write about characters, plot and situations taken from various kinds of performance such
as live theatre, screen, drama and films
acquire a good sense of rhythm and keep pace with the beat
acquire control over movement and explore movement using the elements of dance in
response to stimulus to express ideas, feelings or emotions
Visual Arts
The Student develop the ability to:
explore an experiment with the range of media and tools such as water colours, oil paints,
crayons, acrylic and computer applications
communicate in verbal and written form and appreciate about different kinds of art work
Glossary
Logistics for Assessment
Photocopying of worksheets may not be feasible in all the schools. Teachers have to adopt a
few strategies to overcome this problem.
Suggestions
Only elaborate worksheets and those with diagrams and pictures need to be photocopied.
416
MCQs and objective type questions could be read out and students instructed to write only
the answers on a sheet of paper.
Instructions for pair work, group work and whole class work could be read out once or
twice.
Share with the Principal and school administration the requirement of photocopies in
advance so that the school makes adequate arrangements.
Always use both the sides of the sheet of paper for photocopying. It may mean that more
than one task is photocopied on a single sheet. After the students complete one task the
sheets may be collected and redistributed for the next task.
Wherever possible group and pair tasks could be broken down into smaller areas and each
member of the group could be assigned an area.
Where the above is not feasible, the contribution of each student to group work has to be
observed and monitored.
Usually after group discussion a presentation is to be made by each group. Care may be
taken to rotate the presentation among all the students so that over a period of time all are
given an opportunity to present the group's views.
Group tasks may be assessed for the entire group/ pair. It means that members of each
group may get the same mark/ grade. However, in pair tasks it is easier to assess the
performance individually.
Since formative assessment is informal, group tasks may be assessed on broad parameters
such as participation, contribution and effectiveness of each member of the group.
It is necessary that the teacher monitors group tasks properly to ensure that every student
is participating and no student dominates.
417
It may be necessary to prepare detailed lesson plans for each unit besides the overall plan for
the first and second term. While the lesson plan should essentially be an innovative tool
evolved by each teacher depending on the concepts to be taught, the needs of the learners and
other socio-cultural factors, it is perhaps advisable to include certain broad areas in the lesson
plan to make it reflect the integration of continuous and comprehensive evaluation. While
these broad areas, along with the format of the lesson plan could be decided by each school, the
following components could be included to ensure holistic planning:
Concepts/ skills
Instructional Objective
Remediation
It is also suggested that the formative tasks may be assessed for ten marks or multiples of ten to
facilitate easy calculation of weightage. Similarly, self evaluation by students could be
encouraged by integrating ICT and developing student self-assessment tools. While it will
provide ample scope for learner autonomy, it will also reduce the burden on the teachers.
Finally a word about projects. This document specifies that projects should, as far as possible,
be done in the school itself. But certain projects that call for extensive research, work involving
hands and using different materials may be difficult to be carried out within school hours.
Since the main concern is about the genuineness and credibility of the work submitted for
assessment by the students, if adequate care is taken by the teacher in monitoring the project
work, students may be allowed to do some part of it outside the schools. By making the
projects realistic and simple, teachers can ensure authenticity of the work of students.
418
A
(Excellent)
B
(Very Good)
C
(Good)
The poster
includes all
required
elements as
well as
additional
information
All required
elements are
included on
the poster
without
additional
information
Some of
the
required
elements
are
included
on the
poster
Few
required
elements
were
included
All graphics
are related
to the topic
and most
make it
easier to
understand
Most of
the
graphics
are related
to the
topic
Some of the
graphics are
related to
the topic
The
graphics
show no
relation to
the topic
Most of the
facts are
accurately
displayed,
appropriate
use of
language
Some
accurate
facts are
displayed,
language
is largely
appropriate
Few
accurate
facts are
displayed,
inappropriate and
inaccurate
use of
language
Very few
facts are
displayed,
inaccurate
language
Content Accuracy
Language
419
D
(Satisfactory)
E
(Needs
Improvement)
Several
required
elements
missing
Attractiveness
The poster is
exceptionally
attractive in
terms of
design,
layout, and
neatness
2.
Criteria
for
Assessment
Title and
Body text
The poster is
attractive in
terms of
design,
layout and
neatness
The poster
is
acceptably
attractive
The poster
is normal in
terms of
design,
layout and
neatness
The poster
is not well
designed
B
(Very Good)
Use of
consistent
formatting
for titles and
body copy
on all slides.
Title and
body text
size clearly
readable.
Font styles
not
distracting
Use of
consistent
formatting
for titles and
body copy
on most
slides. Title
and body
text size
clearly
readable.
420
C
(Good)
D
(Satisfactory)
E
(Needs
Improvement)
Use of
Use of
Consistent
consistent consistent
formatting
formatting formatting
for titles
for titles
for titles
and body
and body
and body
copy not
copy on
copy on few used in
some
slides. Title most of the
slides.
readable
slides. Title
Title and
but body
and body
body text
text size is
text size not
size
not clearly
clearly
readable.
readable.
readable.
Font styles
distracting
Use of
colours
Colours are
used
properly that
is dark
background
/light text or
light
background
/dark text
and graphic
elements
work
coordinated
into the
colour
scheme
above
expectation
Colours are
used
properly
that is dark
background
/light text or
light
background
/dark text
and graphic
elements
work
coordinated
into the
colour
scheme in
usual way
Colours
are used
properly
that is
dark
background/light
text or
light
background/dark
text and
graphic
elements
work
coordinated into
the black
and white
scheme
Sound
and
Transition
Transition
and sounds
are used
appropriately and are
not
distracting to
the content
of the
presentation
Appropriate
transitions
are used but
the sound
used is not
appropriate
The speed
of
transition
does
not match
the
slide
Use of
language
Presentation
free of
spelling and
grammatical
errors, with
creative and
appropriate
Presentation
free of
spelling and
grammatical
errors.
Appropriate
use of
Presentation free
of spelling
and
grammatical
errors.
421
Colours are
not used
properly
that is dark
background
/dark text
or light
background
/light text
and graphic
elements
work
coordinated
into the
black and
white
scheme
Transition
and sounds
used are
distracting
to the
content of
the presentation
Some
spelling and
grammatical errors.
Language is
used
approp-
Colours are
not used
properly
that is dark
background
/dark text
or light
background
/light text
and graphic
elements
were not
coordinated
Transition
used is
inappropria
te. Sound
not used
A number
of spelling
and
grammatical errors.
Inappropriate use of
use of
language
and
narrative
style
3.
Criteria
for
Assessment
Organizati
on and
clarity
riately.
language,
lacks
creativity
A
(Excellent)
B
(Very Good)
C
(Good)
Viewpoints
and
responses
are outlined
clearly
and in order
Completely
clear and
orderly
presentation
Clear and
orderly in
most parts
Clear in
some parts
but not
overall
Working
with
others
Always
listens to,
shares with
and supports
the efforts of
others.
Keeps the
team
members
working
well together
Mostly
listens to,
shares with
and
supports the
efforts of
others
Usually
listens to,
shares
with and
supports
the efforts
of others
Seldom
listens to,
shares with
and
supports
the efforts
of others
but is not
always a
good team
member
Rarely
listens to,
shares with
and
supports
the efforts
of others.
Rarely a
good team
member
Contributi
on
Provides
useful ideas
while
participating
in group
discussion
Most of the
ideas
provided are
useful
Some of
the ideas
provided
are useful
Few of the
ideas
provided
are useful
Rarely
provides
useful ideas
422
D
(Satisfactory)
E
(Needs
Improvement)
Not clear in
most of the
parts
Presentation style
Tone of
voice, use of
gestures,
level of
enthusiasm
are
consistently
convincing
Tone of
voice, use of
gestures,
level of
enthusiasm
are usually
convincing
4.
Criteria
for
Assessment
Organization and
clarity
Tone of
voice, use
of
gestures,
level of
enthusiasm are
sometimes
convincing
Few of
these
features are
used
convincingly
These
features are
rarely used
convincingly
D
(Satisfactory)
E
(Needs
Improvement)
Not clear in
most of the
parts
A
(Excellent)
B
(Very Good)
C
(Good)
Viewpoints
and response
outlined are
clear, orderly
and original
Completely
clear and
orderly
presentation
Clear and
orderly in
most parts
Clear in
some parts
but does
not have
full clarity
Use of
agrguments
All the
Reasons
given are
relevant
Most of the
times argue
with good/
relevant
points
Gives
many
reasons in
support of
the topic
Few
relevant
reasons are
given
Does not
argue at all
Use of
examples
and facts
Gives most
relevant
supporting
examples
and facts
Gives
examples
and facts to
support
reasons
Tries to
find out
facts and
examples
Some
relevant
examples/
facts are
given
Few or no
relevant
supporting
examples/
facts are
given
423
Use of
rebuttal
Arguments
made by
other teams
are
responded to
and dealt
with
effectively
Many
effective
counter
arguments
are made
Some
effective
counter
arguments
are made
to rebutt
arguments
Few
effective
counter
arguments
are made
No effective
counter
arguments
are made
Presentati
on style
Tone of
voice, use of
gestures,
level of
enthusiasm
are
consistently
convincing
Tone of
voice, use of
gestures,
level of
enthusiasm
are usually
convincing
Tone of
voice, use
of
gestures,
level of
enthusiasm are
sometimes
convincing
Few of
these
features are
used
convinceingly
Features are
not used
convinceingly
5.
Criteria
for
Assessment
(Excellent)
(Very Good)
(Good)
(Satisfactory)
(Needs
Improvement)
Delivery
of content
Understands
concept. Is
able to
understand
what to
deliver and
how.
Understands
concept. Is
able to
understand
what to
deliver.
Seems to be
confused
about how.
Understan
ds
concepts
but
doesnt
know how
to deliver
Concept is
partially
understood.
Willing to
clarify.
Has not
understood
the concept.
Seems
disinterested.
Presentation of
character
Is in the skin
of the
character.
Can
communicate
Effectively
communicat
es feelings,
situation
and motive.
Can
understand the
character
and
commu-
Communica Unable to
tes feeling,
emote.
situation
and motive
satisfact-
424
characters
feelings,
situation and
motive
effectively. Is
convincing.
Imagination and
creativity
Use
imagination
and
creativity
effectively to
make a
powerful
impact.
6.
Criteria
for
Assessment
Thesis/
Problem/
Question
Information
Seeking/
Selecting
and
Evaluating
A
(Excellent)
Has
imagination
and
creativity
and use
them for role
play to same
extend
nciate
feelings,
situations
and
motive
satisfactorily
orily.
Has
imaginatio
n but does
not
employ it
for
effective
role play
Does not
have
imagination
but lines to
deliver
Shows little
effort to
improveement
C
(Good)
D
(Satisfactory)
Poses a
thoughtful,
creative
question that
engages
them in
challenging
or
provocative
research.
Poses a
focused
question
involving
them in
challenging
research.
Addresses
a problem
and
searches
for
solutions.
Constructs
a question
that lends
itself to
readily
available
answers.
Gathers
information
from a
variety of
qualityelectronic
and print
Gathers
information
from a
variety of
relevant
sourcesprint and
Gathers
informatio
n from
easily
available
resources.
Gathers
information
from a
limited
range of
sources and
displays
425
E
(Needs
Improvement)
Relies on
teachergenerated
questions.
Gathers
information
that lacked
relevance,
quality,
depth and
sources.
electronic.
Analysis
Carefully
analyzes the
collected
information
and draws
appropriate
and
inventive
conclusions
Shows a
good effort
in analyzing
the evidence
collected
Synthesis
Develops
appropriate
structures
for communicating
products,
incorporating a variety
of quality
sources
Documents
all sources,
including
visuals,
sounds, and
animations.
Effectively
and
creatively
use
appropriate
communication tools.
Effectively
communicates the
results of
research.
Documentation
Product/
Process
minimal
effort in
selecting
quality
resources.
balance.
Conclusions
show
inadequate
analysis
Conclusions
are not
adequately
analysed or
supported.
Conclusions
simply
involve
restating
the
information
Logically
organizes
the product
and makes
good
connections
among ideas
Organizes
the
product
with few
connected
ideas
Organizatio
n is not
upto the
mark
Work is not
logically or
effectively
structured
Documents
sources with
some care.
Manages
to
document
some
sources,
few
errors
noted.
Method of
communication
shows
lapses.
Needs to
use greater
care in
documentting
sources.
Uses
plagiarized
material.
Needs to
work on
communication
more
effectively.
Shows little
evidence of
thoughtful
research.
426
7.
Criteria
for
Assessment
Perception
A
(Excellent)
B
(Very Good)
C
(Good)
D
(Satisfactory)
E
(Needs
Improvement)
Needs to
have focus
and a lot
objectivity
Has
objectivity
and focus
Has focus
but less
objectivity
Has focus
but no
objectivity
Has less
focus and
requires
more
objectivity
Insight
Has deep
insight
Has
understandding
Has less
understan
ding
Needs to
develop
understandding
Needs to
work hard
to develop
understandding
Constructive
approach
Has
constructive
approach
Has
constructive
approach
but does not
bring it into
practice
Has mixed Is
approach
vulnerable
and is easily
influenced
Needs to
develop
constructive
approach
8.
Criteria
for
Assessment
Sensitivity
commitme
nt to social
issues
A
(Excellent)
Is highly
sensitive and
committed
to social
issues
Is sensitive
but less
committed
427
C
(Good)
D
(Satisfactory)
Is
sensitive
but
requires
commitment
Needs to be
more
sensitive
and
requires
commitment
E
(Needs
Improvement)
Needs to
develop
sensitivity
towards
social issues
and is least
committed
Initiative
and
leadership
Is highly
motivated
and takes
initiative
Is motivated
and
sometimes
takes
initiative
Is
Requires
motivated motivation
but
requires to
take
initiative
Requires a
lot of
motivation
and a lot of
initiative
Righteous
ness and
sense of
responsibility
Is able to
differentiate
between
right and
wrong and
act with
responsibility
Can
differentiate
between
right and
wrong but is
not sure of
his
responsibility
Requires
training in
developping
righteous
attitude
and a
sense of
responsibility
Requires a
lot of
pursuation
to develop
righteousesss
428
Needs to
develop an
insight into
right and
wrong and
needs
pursuation
to shoulder
responsibility
CBSE-i
ANNEXURE - I
429
SCHOOL LOGO
Performa n ce - Profile
CBSE- i
Classes VI - VIII
Session: 2012-13
430
Photograph
Mission
&
Vision
431
Photograph not
to be attested
432
Part I
Scholastic Areas
(To be graded on a 9 point scale)
S. No.
Subjects
Term -I
FA-1
FA-2
SA-1
Term -II
(Term -I)
FA-1&2 +
SA-1
01
Language I
02
Language II
03
Mathematics
(Core/Elective)
04
Science
05
Social Science
06
Language III
07*
Information and
Communication
Technology
08*
Home Science
09*
Painting
10*
Music
11*
Commerce/
Accountancy
12*
Addl. Optional
Subject
FA-3 FA-4
SA-2
Overall
Grade
(Term-II)
FA-3&4
+SA-2
Subjects listed from Sr. No. 07 to 12 are prescribed by the CBSE-i for Differently Abled Students
433
(Term
I+II)
Part II
A : Co-Scholastic Areas
(To be graded on a 5 point scale)
S.
No.
Term I & II
Descriptive Indicators
Overall
Grade
1.
Performing Arts*
2.
Visual Arts**
3.
Physical Education
S.
No.
Attitudes towards
1.1
Teachers
1.2
School Mates
1.3
School Programmes
1.4
Environment
Value System
Term I & II
Descriptive Indicators
Grade
434
Part III
Core Areas
A : Life Skills
S.
No.
Term I & II
Life Skills*
1.
Self Awareness
2.
Empathy
3.
Critical Thinking
4.
Creative Thinking
5.
Decision-Making
6.
Problem Solving
7.
Effective
Communication
8.
Interpersonal
Relationships
9.
10.
Managing Emotions
Descriptive Indicators**
B : Perspectives*
S.No.
Comments
435
S.No.
D : Research*
Comments
S.No.
E : Learner's Sketch
My Goals
Strengths
My Interests and
Hobbies
Sports/Games
Responsibilities Discharged/
Exceptional Achievements
Signature of Student
436
Signature of Principal
437
438
439
440
441
CBSE-i
ANNEXURE - II
442
Strategies for
Inclusive
Classrooms
443
informally assess the skills a student needs, rather than relying solely on standardized
curriculum;
make appropriate expectations for each student, regardless of the student's capabilities.
learn how to value all kinds of skills that students bring to a class, not just the academic
skills. In doing this, teachers will convey a message that in their classrooms they value all
skills.
If teachers can do this, it allows all students to be included in a class and school.
Also the teachers must be able to:
consult with and develop partnerships with parents and other caretakers.
444
create an inclusive community that extends beyond the boundaries of the school;
Teaching Strategies
The teacher in an inclusive classroom has to accommodate the different learning styles and
rates of learning. She/he has to ensure that educational opportunities are provided to all
students. The first step is to ensure that effective inclusive teaching practices are in place. The
following are the two major strategies that are commonly used in inclusive classrooms:
(a) Cooperative Learning
(b) Peer Tutoring
(a) Cooperative Learning
While using cooperative learning methods, the class has to be divided into mixed ability
groups to achieve a goal. The following factors may have to be taken into consideration while
using this strategy:
Students may be assigned groups. The aim of each group is to study what the teacher has
taught and help each group member to achieve the highest level possible.
Students may start with a partner in a pair and end in a group. Partners or pairs reach an
agreement and share this information with other group members or with the whole class.
Students may form groups. The teacher may provide each group member a piece of
information related to a topic. The group members then come together and collate the
information for the entire class.
Students may form groups to research on various topics. This helps to present the topic in
detail and all students participate in the teaching-learning process.
445
Adapt curriculum materials when required to suit the needs of different students.
Use hands-on approach that maximizes the use of all senses and addresses the need to
include visual, auditory and kinesthetic learners as well as differently abled children.
Collaborate with experts to teach learning strategies and study skills to students.
Sign language helps in communicating with children who cannot understand the
language of instruction well.
Let the light fall on your face and not behind you. This would be helpful in lip reading.
Students who are able to lip read or not able to see should be placed in front rows.
447
working on what makes objects float or sink students with special needs may be
understanding the concept of sinking and floating and the difference between them.
Curriculum overlapping happens when
students have individually appropriate
learning outcomes from different curricular
areas but work on these in a shared activity.
For example, when students are working in
groups some may be achieving the learning
outcomes for social studies while students
with special needs may be working on
development of communication skills.
2. Students with Physical Disabilities may require adaptations to the physical environment
of the school like ramps, proper toilets, etc.
3. Students with severe visual impairments - may require adaptations in the equipment and
the materials like reading material in Braille.
4. Students with intellectual challenges may require modification in the curricular content
to provide less complex information and learning of functional and vocational skills.
5. Students with hearing impairments may require the teacher to use short sentences, look
at the student often while talking and ask peers to help as much as possible.
6. Teachers/special educators may explore the following alternatives in relation to content,
teaching materials, responses expected from the child and methods of assessment:
Omission; for example, omitting very complex work for children with intellectual
disabilities; and
448
2. When a child with a disability first comes to your school, talk with the family
member who is with the child. Find out what the childs disabilities are and what she
or he can do despite the disability. Ask about any problems and difficulties that the
child may have.
3. When the child starts school, visit the parents from time to time to discuss with them
what they are doing to facilitate the childs learning. Ask about plans for the childs
future. Find out how you can best work with the family.
4. Ask if the child needs to take any medicines while in school.
5. If you do not have enough time to give the child all the attention she or he needs, ask
the school or community to find a helper for you. The helper could give the children
the extra help needed during school hours.
6. Make sure that the children can see and hear you when you teach. Write clearly so
that they can read what you are saying. Also, let a child with a disability sit in front of
the classroom so, they can see and hear better.
7. Find out if the child and the parents have problems about schooling. Ask if the family
thinks that other school children are helpful to the child and whether the child gets
on well at school
UNICEF http://www.unicef.org/teachers/protection/access.htm
The persons with disabilities (Dyslexic, Blind, Spastic and candidate with Visual
Impairment) have the option of studying one compulsory language as against two.
Besides one language they can opt for any four of the following subjects - Mathematics,
Science and Technology, Social Science, Another Language, Music, Painting, Home
Science and Introductory Information Technology.
Alternate questions in lieu of questions requiring special skills based on visual inputs
must be provided in Mathematics and Science for Secondary School Examination
(Class X).
449
The visually impaired students may be provided with questions papers with enlarged
print.
Disabled candidates may be allowed an additional one hour (60 minutes) for each paper
or flexible timing as the school deems fit may be adopted.
The Board considers the Physiotherapic exercises as equivalent to Physical and Health
Education component of the Board.
School should whenever possible provide classrooms on the ground floor if there is a
student who suffers from pronounced physical disability.
Exemption from studying third language up to middle school level (i.e., Class VIII).
The amanuensis is paid remuneration as prescribed from time to time by the Board.
The candidate may be permitted to use the services of an amanuensis in all or any of the
papers. Services of same amanuensis is taken for all the papers.
The candidates are permitted to draw the diagrams, etc., themselves, if desired by them.
Services of same amanuensis is taken for all the papers.
60 minutes
50 minutes
40 minutes
30 minutes
The Centre Superintendent makes the sitting arrangements for the dyslexic, visually
impaired, physically challenged and spastic candidates on the ground floor, as far as
possible.
Alternative type questions are provided in lieu of questions having visual inputs for the
blind candidates in English Communicative and Social Science for Class X and History,
Geography and Economics for Class XII.
450
Separate question papers in enlarged print for Mathematics and Science and Technology
in Class X are provided.
The Centre Superintendent(s) are directed to send the answer books of special category
students in separate covers.
To facilitate easy access, a few selected schools are made examination centres for special
students.
Visually impaired candidates have the facility to use computer or a typewriter for writing
answers.
A separate column is provided on the title page of the answer book for indicating the
category of differently abled candidates so that these answer books could be segregated
for sending them separately to the Regional Office of the Board.
The Board has also issued advisory to schools for Inclusive Education of children with
disabilities. These guidelines are as follows :
ensure that no child with special needs is denied admission in Mainstream Education
provide support through assistive devices and the availability of trained teachers
modify the existing physical infrastructure and teaching methodologies to meet the
needs of all children including Children with Special Needs
ensure that all schools are made disabled friendly by 2020 and all educational institutions
including hostels, libraries, laboratories and buildings will have barrier free access for
the disabled
ensure availability of Study material for the disabled and Talking Text Books, Reading
Machines and computers with speech software
451
revisit classroom organization required for the education of Children with Special Needs
The Board has also directed all its schools to provide proper physical facilities like ramps,
toilets for wheel chair users and auditory signals in elevators and lifts in accordance with the
provisions laid down in PWD Act, 1995 for differently abled students. (Ref. Affiliation Bye
Laws)
452