Handbook for Embedding International Dimension in the Classroom 2014-2015

Handbook for Embedding International Dimension in the Classroom 2014-2015

www.britishcouncil.in

CONTENT Foreword About the Handbook, Purpose and How to Use it List of Contributors Life Skils, Global Citizenship and International Dimension

Handbook for Embedding International Dimension in the Classroom

Class 6: Subject Maps Examples of International School Award Projects Class 7: Subject Maps

2014-2015

Examples of International School Award Projects

Class 6 to Class 10

Class 8: Subject Maps Examples of International School Award Projects Class 9: Subject Maps Examples of International School Award Projects Class 10: Subject Maps Examples of International School Award Projects Using Rubrics Effectively

4 6 9 12 14 16 26 28 38 40 50 52 62 64 74

4

Foreword

The International School Award is an immensely popular programme with schools in twenty-eight countries across the world including UK. Outside the UK, India currently has the most number of schools working on adding an international dimension in the curriculum. The reason for this popularity is the constant endeavour British Council makes to keep the programme relevant and innovative. It strives to support the mission of every school to provide the best education for their students.

This Handbook for Embedding International Dimension in the Classroom is the outcome of a review carried out by British Council India to improve the quality of International School Award action plans. It is designed to help teachers and curriculum specialists in Central Board of Secondary Education schools embed international dimension in their classroom and achieve maximum impact from every learning project they undertake. Though confined to classes six to ten at the moment we will expand it to other classes shortly.

Handbook for Embedding International Dimension in the Classroom |

A large number of schools, head teachers, and teachers have contributed to the development of the Handbook and so it is largely your work. The idea was not to create a large prescriptive list of activity plans but to give some examples that will help generate new ideas, stimulate creativity and develop lessons that bring the best of international dimension to every classroom whatever be their context, resources, access to technology, and experience.

We aim to run a series of lesson planning competitions and to keep adding to and refreshing the Handbook each year making it a living, handy resource for easy reference. So look out for the announcements on our website, participate enthusiastically and send us your feedback and comments to connecting.classrooms@in.britishcouncil.org as we are always eager to hear from you.

Richard Everitt Director—Education and Society British Council India

A large number of schools, head teachers and teachers have contributed to the development of the Handbook and so it is largely your work.

5

6

Using the Handbook Introduction Each day the teacher in the classroom is being asked to take on greater responsibility for the development of their pupil. No longer is the teacher only responsible for imparting knowledge and content but is also expected to develop values, attitudes and skills. There is growing consensus now that just marks and good scores in examinations will not help

students succeed. They must also learn how to be skilled, confident and internationally aware global citizens.

The purpose of this Handbook is to help teachers plan smarter so that they are able to achieve all of the above and still keep their students on track to cover the content required in the curriculum. Though it is directed at schools planning to embark on their International School Award journey it is will be useful for those seeking to find ways to work across curriculum, develop life skills and give their students an enriched learning experience.

We would like readers to note that the curriculum as proposed by the NCERT and the CBSE can be interpreted in a vast number of ways and the approach depicted here is but one view. The lessons or projects and activities suggested are not prescriptive but suggestive and the teachers are encouraged to tailor them to suit their needs and objectives. We believe schools are the ultimately experts in transacting the curriculum and so the activities suggested here have been compiled by teachers and head teachers of a large number of CBSE schools who have worked towards the International School Award programme.

Handbook for Embedding International Dimension in the Classroom |

Cross Curricular Approach The Handbook for Embedding International Dimension in the Classroom has been created through the process of mapping classroom learning activities to the prescribed CBSE curriculum, the global citizenship skills, values and attitudes of the Connecting Classrooms programme and a list of International Dimension learning outcomes required for the International School Award. The activities are cross curricular and usually cover two to three subjects. The presentation of the subject maps at the outset of the class is intended to help teachers look at topics covered in all subject areas at a glance even before they begin planning to allow them to identify opportunities to work across curriculum.

The handbook also presents the global citizenship, CBSE life skills and international dimension areas side by side to encourage teachers to see the strong overlap in these sets of skills which makes it easy to design lessons to nurture them in their students.

Focus on Classes Six to Ten The initial focus group discussion and consultation strongly indicated that the

curriculum mapping exercise leading to the creation of the Handbook be for the secondary school. The reason suggested was that these are the classes when the content element of the curriculum in each subject area begins to grow but the need and opportunities for shaping skills, values and attitudes in life skills, citizenship and international dimension also require significant attention.

For sake of simplicity all activities covered in this handbook have been allocated to a single class though we envisage that with modification they may be appropriate for older or younger students than suggested here.

More over many activities can be coordinated to make a whole school project such as celebration of World Week or an International Festival Day etc.

Teaching and Measuring Learning Outcomes All the activities suggested in the handbook and indeed other activities that teachers undertake in the classroom are likely to have many more learning outcomes than those indicated. The curriculum maps created focus strongly on not more than two scholastic and

7

two non- scholastic outcomes only so that the teacher is able to assess these and gauge the success of these activities rather when trying evaluate the success of these learning activities. While assessing learning outcome in content and knowledge of subject areas such as Science, Social Studies, Mathematics, English and Languages such as Hindi are easily managed through achievement tests, assessment of skills need a different approach.

Across the world different approaches have been suggested to measure them and it is far from being an exact science. However, we strongly suggest that teachers use some form of learner assessment of these skills to help pupils understand the contribution of the teaching towards their skill development.

The handbook has sample rubrics that have been created by the teachers during the Curriculum Mapping workshop as a suggested way of measuring some of these skills. Many such rubrics are also freely available online.

These may be tailored and customised for use by the teachers. The simple template may be created to record the observation while students carry out the collaborative projects, present research, produce reports, express their creativity and participate in the learning activities. To help bring more objectivity to

8

the process teachers may also work in teams to moderate each another’s observation and give students a more exact and meaningful feedback.

Structure of the Sample Activities in the Curriculum Maps Each activity has an aspect of action followed or initiated through meaningful discussion and deliberation in the classroom. The quality of the lesson will depend on the skill of the teacher to manage and deliver the learning experience of their students and facilitate these discussions.

Ideally the activities should be undertaken with a partner school in another country but considering this may not always be possible each sample activity can be modified to working without partner schools with International Dimension inputs coming from use of the internet or library. Schools are strongly encouraged to use local opportunities such as International Students hostels of nearby universities, tourist sites frequented by foreigners, personal overseas connections, embassies and consulates, industries with links overseas to add authentic international

experience to the lessons. However, please do take every precaution to ensure that students are safe and are not exposed to any risk while undertaking the activities.

Please feel free to modify and change the activities to suit your classroom situation and make them your own.

The Handbook for Embedding International Dimension in the Classroom will be updated and modified each year with inputs from you and your school. Share with us case studies of how you have used the learning activities given here or other features of the handbook for planning lessons. You can send us pictures and text at connecting.classrooms@ in.britishcouncil.org. Outstanding case studies will be showcased in our next publication.

The British Council schools team wishes you all the best for adding an international dimension in the curriculum and looks forward to many interesting and exciting case studies in the future.

Handbook for Embedding International Dimension in the Classroom |

9

List of Contributors Overall Conceptualisation and Planning

Contributors to the Focus Group Discussion Sandeep Sethi

Education Officer, Central Board of Secondary Education

Alka Sharma

DAV Public School

Rittika Chanda Parruck Assistant Director – Schools

Varsha Gautam

DAV Public School

Gurmeet Kaur

Silver Line School, Ghaziabad

Yvette Hutchinson Education Adviser (Policy and Education Enhancement)

Ritu Pachauri

Silver Line School, Ghaziabad

Harmeet Kaur

G D Salwan Public School

Pooja Datta

G D Salwan Public School

Kavita Bhatia

Bal Bharti Public School, Gangaram Hospital Marg

Alka Nagpal

Bal Bharti Public School, Gangaram Hospital Marg

Kritika Mehta

Sapphire International School, Noida

Aparna Nanda

Sapphire International School, Noida

Laxmi Prasad

Kendriya Vidyalaya, Gole Market

Nidhi Singh

Nehru World School, Ghaziabad

Charu Sharma

Nehru World School, Ghaziabad

Kiran Sharma

Bal Bharati Public School, Manesar

Sarika Anand

Bal Bharati Public School, Manesar

Mala Gupta

Springdales School, Pusa Road

Nidhi

Springdales School, Pusa Road

Ruchira Ghosh Head – Business Development Schools

Editing and Designing Arijit Ghosh Senior Project Manager Schools – Digital Pradnya Gokhale and staff of New Era Senior Secondary School, Vadodara

10

List of participants in Content Development Workshop at Chennai S.No

Name

School

City

S.No

Name

School

City

1

Karuna S Mishra

Apeejay School, Pitampura

Delhi

18

Saranya C

Coimbatore

2

Shyamala E Venkataraman

Army Public School

Bengaluru

Chinmaya International Residential School

3

Maya.P.S

Arsha Vidya Mandir

Chennai

19

Uma Sankaranarayanan

Chinmaya Vidyalaya

Chennai

4

Anju Arora

Bal Bharati Public School

Delhi

20

Geetha Venkataraman

Chinmaya Vidyalaya Virugambakkam

Chennai

5

Jyotsna Gulati

Bal Bharati Public School

Delhi

21

Anitha L

Sandhya Kakkar

Bal Bharati Public School, Dwarka

Delhi

Chinmaya Vidyalaya,Anna Nagar

Chennai

6

22

S.K Prameela

Mridu Marwah

Bal Bharati Public School, Rohini

Delhi

Chinmaya Vidyalaya,Anna Nagar

Chennai

7

23

Subha Sathyan

Sapna Makan

Bal Bharati Public School, Rohini

Delhi

Chinmaya Vidyalaya,Anna Nagar

Chennai

8

24

Hanu Narang

Chiranjiv Bharati School

Gurgaon

9

SmitaSharma Dabas

Bal Bharati Public School, Rohini

Delhi

25

Mondira Dey

DAV Model School

Durgapur

10

Savitha Suverna

BGS National Public School

Bengaluru

26

Sudipta Das

DAV Model School

Durgapur

11

Rajsree V R

BGS National Public School

Bengaluru

27

Palghat Meera Ragava

Delhi Public School, South

Bengaluru

12

Suprabha Nandakumar

BGS National Public School

Bengaluru

28

Kanika Khurana

Delhi Public School

Ghaziabad

13

Sreemati Sen

Birla High School

Kolkata

29

Neitu Singh malic

Delhi Public School

Ghaziabad

14

Alka Luthra

Centre Point School

Nagpur

30

Nita Gopalakrishnan

Euro School

Hyderabad

15

Farida Aziz Bartanwala

Centre Point School

Nagpur

31

Sailaja Shyam Krishna

Euro School

Hyderabad

16

Tarka Jayant Tokekar

Centre Point School

Nagpur

32

Davneet kaur

G D Goenka public School, Karkardooma

Delhi

17

Jyoti Roy

Chinmaya International Residential School

Coimbatore

33

Renu Ajay

G D Goenka public School, Karkardooma

Delhi

Handbook for Embedding International Dimension in the Classroom |

11

S.No

Name

School

City

S.No

Name

School

City

34

Anitha Subramanian

Gear Innovative International School

Bengaluru

49

Jayanthi Gunasekaran

Chennai

35

Nandini V Bhat

Gear Innovative International School

Bengaluru

Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

50

Jayashree Vasudevan

Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

51

R Durga Bhuvaneswari

Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

52

Ramnika Kohli

PSBB Sr Sec School, Nungambakkam

Chennai

36

Poonam Singh

Indirapuram Public School

Delhi

37

Jyothi Badanpudi

Jain Heritage A Cambridge School

Hyderabad

38

Sheeba Joyson

Jain Heritage A Cambridge School

Hyderabad

39

Amita

Kaushalya World School

Noida

40

Sanehi Bhandari

Kaushalya World School

Noida

53

Ruby Antony

Rajagiri Public School

Kochi

41

Meena Karuppiah

Mahatma Montessori School

Madurai

54

Pankaj Kumar Raut

SAI International School

Bhubaneswar

42

Narayani Ambi

Mahatma Montessori School

Madurai

55

Swarnalata Sahu

SAI International School

Bhubaneswar

43

Madhumita Sarkar

Manasarowar Pushkarini Vidyashrama

Mysore

56

Mala Gupta

Springdales School, Pusa road

Delhi

44

Smithendu Shivadas

Manasarowar Pushkarini Vidyashrama

Mysore

57

Mridula Agarwal

Springdales School, Pusa road

Delhi

45

Buddhi Shanthi

Meridian School for Boys&Girls

Hyderabad

58

Kavitha Anand

Sri Sankara Senior Secondary School

Chennai

46

Sunita Vinay

New Era Senior Sec School

Vadodara

59

R Revathy

Chennai

47

Linata Arande

New Era Senior Sec School

Vadodara

Sri Sankara Senior Secondary School

48

Geetha Loganathan

Padma Seshadri Bala Bhavan Senior Secondary School, K K Nagar

Chennai

60

Pushpa

TVS School

Tumkur

61

Laxmi Shrinivas

Vels Vidyashram

Chennai

12

The CBSE Life Skills Curriculum Life Skills, Global Citizenship Skills and International Dimension Outcomes As realisation of the importance of the skill development has grown over the years so has debate and discussion around them. What should these skills be called? Soft skills, 21st Century skills, Deep learning skills, Life skills or something else altogether. How should they be described and how should they be measured? This handbook does not to seek to join the academic debate but to give teachers a tool to design lessons that can nurture these skills within students in a systematic manner.

Presented here are two sets of skills and a list of learning dimension outcomes which we have called the co-scholastic areas as opposed to the core scholastic disciplines of Social Science, Science, Mathematics, English and Hindi. The principles of language learning are very similar and we felt that the teachers would easily use the maps for language teaching of any modern foreign language or other vernacular Indian languages.

The Central Board of Secondary Educations Life Skills domains was chosen because the vast majority of the schools participating in the International School Award in India are CBSE schools and the Connecting Classrooms Global Citizenship Knowledge, Skills and Outlooks because the whole purpose of the Connecting Classrooms programme is to nurture Global Citizenship. There is a strong overlap between the two lists and that makes the task of mapping relatively simple.

A school is held accountable to regulatory authorities, governors, parents and the students hence its natural that teachers feel uncomfortable teaching something which they cannot tangibly measure and evaluate.

The life skills described here are perhaps the hardest to measure. It needs a sharp power of observation and a trained eye to see student demonstrate these skills as they perform the learning activities. To help with the assessment the teachers participating in the curriculum mapping workshop have also attempted to create some sample rubrics

Self Awareness

Coping with Emotion

Life Skills

Empathy

Critical Thinking

Problem Solving

Creative Thinking

Decision Making

Communication

Coping with Stress

Interpersonal

Handbook for Embedding International Dimension in the Classroom |

Self Awareness

Positive Sense of Identity

Identity and Belonging

Empathy

Open to New Ideas

Sustainable Living Conflict Resolution

Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace Critical Thinking

Rights and Responsibilities

Commitment to Justice Themes

of ISA action plans and portfolios and these are the most common ones used in the Indian schools’ action plans. A common mistake that schools new to the ISA often make is to give more importance to the information they collate and send across to the partner school and not focus on the information received and learning about the world achieved through the activities. ISA is about learning from, learning with and learning about the world and if the action plan is made keeping this in mind it cannot go wrong.

Commitment to Peace

Communicating

Collaborating

Commitment to Sustainability

Taking Action

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Commitment to Rights and Responsibilities

Skills

13

Plan Collaboration beyond their Own Country

Aware of Global Issues

Make Right Choices for Sustainability

Engage with Local and Global issues

Outlooks

Global Citizenship Skills

for assessment of the CBSE life skills and some of the citizenship skills as there is a large overlap between the two. Again the attempt has not been to create an exhaustive and large list of descriptors but to provide a few samples that can be modified and used as needed.

The International Dimension outcomes listed here are limited and can be extended but this list was compiled after sorting through over hundreds

Predict Consequence, Cause and Effect Globally

Acknowledge Different Viewpoints of Different Cultures

International Dimension Outcomes

Suggest and Advocate Solutions Globally

CLASS

6

SUBJECT MAPS

Handbook for Embedding International Dimension in the Classroom

Class 6

Subject Maps

ENGLISH Listening

Speaking

Reading

Writing

Comprehension

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Story Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanatory

Instructions

Debate Extempore Elocution Recitation

Role Play Interview Group Discussion

Poetry Prose Drama

Factual Sequencing

Letter Writing Picture Composition Story Writing

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

Class 6

SUBJECT MAPS CLASS

6

SCIENCE Physics

Chemistry

Motiion and Measurement of Distances

Light, Shadows and Reflections

Sorting Materials into Groups

Fun with Magnets

Electricity and Circuits

Separation of Substances

Changes Around Us

Environmental Science

Biology

Living Organisms and their Surroundings

Components of Food

Getting to know Plants

Water

Food - Where does it come from

Fibre to Fabric

Body Movements

Air Around Us

Garbage In Garbage Out

CLASS

6

MATHEMATICS Arithmetic

Algebra

Whole Numbers

Integers

Fractions

Decimals

Ratio and Proportion

Linear Equation

Geometry

Statistics

Basic Geometrical Concepts

Mensuration

Undserstanding Elementary Shapes

Symmetry

Practical Geometry

Data Handling

CLASS

6

SOCIAL SCIENCE History

Geography

Civics

Importance of Evidence of Archeology

Kingdoms of Mediaval Period New Ideas Contact with different lands

Earth in the Solar System

Latiitudes, Longitudes and Maps

Diversity and Interdependance and Discrimination

Government and its Elements

Earliest Societies and Civilization

New Empires and Kingdoms Culture and Science

Motion of the Earth

Landform and Realms of the Earth

Urban and Rural Livelihood

Local Government and Administration

Handbook for Embedding International Dimension in the Classroom

CLASS

6

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(HINDI)

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Deheþerle ieO³eebMe

keÀkeerLe kee®eve/ oesne

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16 SOCIAL SCIENCE

Lesson Title

Earning a Living around the World

History

Importance of Evidence of Archeology

Subjects: Social Science, Mathematics, English Class: 6

|

Earliest Societies and Civilization

Geography

Kingdoms of Mediaval Period New Ideas Contact with different lands

Earth in the Solar System

Latiitudes, Longitudes and Maps

Urban and Rural Livelihood

New Empires and Kingdoms Culture and Science

Motion of the Earth

Civics

Landform and Realms of the Earth

Diversity and Interdependance and Discrimination

Government and its Elements

Urban and Rural Livelihood

Local Government and Administration

Age Range: 11 – 12 years

ENGLISH

MATHEMATICS Arithmetic

Algebra

Whole Numbers

Integers

Fractions

Decimals

Geometry

Data Handling Linear Equation

Basic Geometrical Concepts

Mensuration

Undserstanding Elementary Shapes

Symmetry

Ratio and Proportion

Practical Geometry

Statistics

Listening

Speaking

Reading

Writing

Data Handling

Comprehension

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Role Play Interview Group Discussion Creative

Text Based

Word Extension Infering Meaning

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Story Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanatory

Instructions

Debate Extempore Elocution Recitation

Role Play Interview Group Discussion

Poetry Prose Drama

Factual Sequencing

Letter Writing Picture Composition Story Writing

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

Lesson Planning PERIOD

1

Teacher asks each student to think about what they want to do when they grow up and why and write it down in 100 words. Students analyse the data and classify them by profession (doctors, designers, etc) and by the reasons (help others, earn money, etc.).Then the students look at all the possible ways in which people earn a living around them. Teacher shares the class list with partner school or posts on online forums.

PERIOD

2

PERIOD

3

The teacher shares the lists received from partner school with students.

Students compare if their list of aim and ambition for earning a livelihood match with their peers around the world. How many professions were new? Why did they want to do this job for their livelihood?

Students interview people in their neighbourhood with different modes of earning, asking them: What they like most about their work? What do

they like least about their work? How long and what did they do to prepare for earning their livelihood? They collate their results during class.

PERIOD

4

Students discuss the results and write a report on what was the most common reason for liking one's job.

Which type of jobs required the longest preparation time? What are the common challenges? Are they different in different parts of the world?

International Dimension Outcomes

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Empathy

Problem Solving

17 Class 6

Handbook for Embedding International Dimension in the Classroom | Class 6 |

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Plan Collaboration beyond their Learn from, with Own Country

Aware of Global Issues

Make Right Choices for Sustainability

Engage with Local and Global issues

and about the World

Self Awareness Decision Making

Coping with Emotion

Communication

Inter-

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Empathy

Positive Sense of Identity

Identity and Belonging

Empathy

Open to New Ideas

Sustainable Living

Conflict Resolution

Positive Sense of Identity

Desire to Make a Difference

Conflict and Peace

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• Teacher should help students identify professions that serve them but not often acknowledged.

• School could invite in firefighters, policemen, doctors, etc. to the school and celebrate a livelihood day to allow students to learn about their lives and share these with partner school.

Assessment

Sense of Interdependence

Fairness and Equality

Creative Thinking

Critical Thinking

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

• Did the students create a collective list that had a range of livelihood in it?

• Were they common ones to their others in the world?

• Did the students understand that all kinds of professsions are needed for smooth running of society anywhere in the world?

• Did students understand what motivates each one to do their job well?

• Review: Students’ work, reports, interview scripts

18

Lesson Title

Tiffin Box Analysis Subjects: Science, English Class: 6

|

Age Range: 11 – 12 years

SCIENCE Physics

Chemistry

Motiion and Measurement of Distances

Light, Shadows and Reflections

Sorting Materials into Groups

Fun with Magnets

Electricity and Circuits

Separation of Substances

Food — Where does it come from

Changes Around Us

ENGLISH

Components of Food Environmental Science

Biology

Living Organisms and their Surroundings

Components of Food

Getting to know Plants

Water

Food — Where does it come from

Fibre to Fabric

Body Movements

Air Around Us

Garbage In Garbage Out

Listening

Speaking

Reading

Comprehension

Fluency and Accuracy

Local and Global Comprehension

1

Students take pictures of what is in their tiffin boxes. The teacher can print out the pictures. Students then write out the source of the food and the food group to which it belongs.

They also look at quantities in rough estimates by volume of each food groups. They also vote on the top 5 tiffins they like.

PERIOD

2

Creative

Story Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanatory

Instructions

Debate Extempore Elocution Recitation

Role Play Interview Group Discussion

Poetry Prose Drama

Factual Sequencing

Letter Writing Picture Composition Story Writing

Lesson Planning PERIOD

Writing

The students write out the recipes of the top tiffin meals and share with partner school and also get top ideas from them. They identify food groups in tiffin from other countries and compare common ingredients, etc.

Vocabulary

Factual Sequencing Text Based

Word Extension Infering Meaning

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

International Dimension Outcomes

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Interpersonal Creative Thinking

Problem Solving

19 Class 6

Handbook for Embedding International Dimension in the Classroom | Class 6 |

Plan Collaboration beyond their Own Country

Acknowledge Interdependence / Interconnectedness around the World

Aware of Appreciate Global Issues Diversity across

Borders

Self Awareness Decision Making

Coping with Emotion

Make Right Choices for Sustainability

Communication

Inter-

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Engage with Local and Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

• If taking pictures is difficult students can make a list of the items and describe the source and food group.

Self Awareness

Positive Sense of Identity

Identity and Belonging

Empathy

Assessment Open to New Ideas

Sustainable Living

Conflict Resolution

Sense of Interdependence

Fairness and Equality

Sustainable Living Creative Thinking

Critical Thinking

Desire to Make a Difference

Conflict and Peace

Collaborating

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• Were the students able to identify the food groups correctly?

• Did the students understand the difference between an unhealthy and healthy tiffin?

• Did the students enjoy and appreciate the different ways the food groups are presented in meals in other parts of the world?

• Were the students able to write out the recipies clearly?

• Review: Students’ recipies, pictures, students’ analysis of the partner school tiffins and their own

20 Lesson Title

Currency Clues to Countries and Cultures Subjects: Social Science, English Class: 6

|

Age Range: 11 – 12 years

SOCIAL SCIENCE History

Importance of Evidence of Archeology

Earliest Societies and Civilization

ENGLISH

Geography

Kingdoms of Mediaval Period New Ideas Contact with different lands

New Empires and Kingdoms Culture and Science

Civics

Listening

Speaking

Reading

Fluency and Accuracy

Earth in the Solar System

Latiitudes, Longitudes and Maps

Diversity and Interdependance and Discrimination

Government and its Elements

Comprehension

Motion of the Earth

Landform and Realms of the Earth

Urban and Rural Livelihood

Local Government and Administration

Story Listening

Public Speaking

Situational Talk

Text Based Reading

Instructions

Debate Extempore Elocution Recitation

Role Play Interview Group Discussion

Poetry Prose Drama

Importance of Evidence of Archeology

Writing

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Unseen Passages

Descriptive Narrative Explanatory

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Factual Sequencing

Letter Writing Picture Composition Story Writing

Explanation Extrapolation

Local and Global Comprehension

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

Lesson Planning PERIOD

1

Teacher explains the importance of archeological evidence in opening the secrets of the past to historians.

The teacher asks students to be like archeologists and look at the evidence in coins and currency notes of a country to learn about that country.

PERIOD

2

PERIOD

3

Students list down the common themes like animals, birds, buildings, people, etc. found on the coins and currency notes and shares the finding with the entire class.

Teacher divides students up in groups and gives each group a currency note and coin rubbings or pictures of one country. Students look at them and say whether the country is hot or cold, what are the typical images and what does it tell them about the country.

PERIOD

4

Students organise an exhibition using coin and currency notes pictures and a poster explaining how they used evidence to learn about the country.Optional visit to a philatally and numismatic exhibiton of nearby museum.

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Problem Solving

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Aware of Global Issues

Critical Thinking Acknowledge Different Viewpoints of Different Cultures

Decision Making

Make Right Choices for Sustainability

Communication

Coping with Emotion

Predict Consequence, Cause and Effect Globally

Interpersonal

Coping with Stress

Self Awareness

Empathy

Open to New Ideas

Sustainable Living

Critical Thinking Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Critical Thinking

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• Collect coin and currency note print out before the lessons or remember to ask students to bring some coins of another country to class if they can find it from friends family and neighbours

Positive Sense of Identity

Identity and Belonging

Conflict Resolution

Engage with Local and Global issues

Preparation and Tips for the Lesson

Global Citizenship Domains

Outlooks

21 Class 6

Handbook for Embedding International Dimension in the Classroom | Class 6 |

Assessment • Were the students able to identify the images on the notes and link them to the history and geography of the country being studied?

• Did the students demonstrate critical thinking in making connections between the images on currency of different countries?

• Did the students see the link between archeological deductions and their own deductions?

• Review: Students’ reports, presentations, posters

22

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(HINDI)

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Lesson Title

Expressions of Emotion

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Subjects: Social Science, Hindi, English Class: 6

|

Age Range: 11 – 12 years

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Importance of Evidence of Archeology

Earliest Societies and Civilization

New Empires and Kingdoms Culture and Science

Earth in the Solar System

Civics

New Empires and Kingdoms Culture and Science

Latiitudes, Longitudes and Maps

Motion of the Earth

Landform and Realms of the Earth

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Devvegíso

he$e uesKeve

ENGLISH

Geography

Kingdoms of Mediaval Period New Ideas Contact with different lands

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Deelce keÀLee

SOCIAL SCIENCE History

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Diversity and Interdependance and Discrimination

Urban and Rural Livelihood

Government and its Elements

Local Government and Administration

Listening

Speaking

Reading

Comprehension

Fluency and Accuracy

Local and Global Comprehension

Factual Sequencing

Writing

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Story Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanatory

Instructions

Debate Extempore Elocution Recitation

Role Play Interview Group Discussion

Poetry Prose Drama

Factual Sequencing

Letter Writing Picture Composition Story Writing

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

Lesson Planning PERIOD

1

Teacher divides students into groups of five or six. Each group will get a name of a famous sportsperson, political leader, film star, musician, business person and scientist from India and around the world. They will need to research the life of the person from the Internet and find pictures in different moods, age and time and create a picture story.

PERIOD

2

The students will then as a group take different aspects of emotions and act it out in a short 3 minute play depicting the person’s life, stressing on how the person coped with failure and rose to triumph with a key message.

PERIOD

3

The same set of pictures collected by the students is shared with a partner school without the script on the life stories or simple blurbs without the texts. The partner school students put in comments on the blurbs and send it back to be shared with class who will discuss whether it was appropriate or not.

International Dimension Outcomes

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

Creative Thinking

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

23 Class 6

Handbook for Embedding International Dimension in the Classroom | Class 6 |

Interpersonal

Acknowledge Interdependence / Interconnectedness around the World

Engage with Local and Global

Plan Collaboration beyond their issues Own Country

Aware of Global Issues

Communication

Decision Making

Make Right Choices for Sustainability

Communication

Coping with Emotion

Predict Consequence, Cause and Effect Globally

Interpersonal

Coping with Stress

Self Awareness

Open to New Ideas

Sustainable Living

Empathy Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Communicating

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

• The pictures of famous personalities are easily available on the Internet or pictures can be used from libraries so long as they represent people across the world.

Positive Sense of Identity

Identity and Belonging

Empathy

Critical Thinking

Acknowledge Different Viewpoints of Different Cultures

Preparation and Tips for the Lesson

Global Citizenship Domains

Conflict Resolution

Engage with Local and Global issues

Outlooks

Assessment • Can students understand that there are moments of challenges in every life and that emotional turmoil is normal?

• Are students able to see examples of how high achievers overcome these emotional stress to reach success?

• Do students learn ways to express and vocalise emotions in ways in which it is universally understood and acceptable?

• Review: Picture story scripts, role play depictions, contribution to discussions at the end of the exercise

24

Lesson Title

Fighting for a Cause Subjects: Social Science, English Class: 6

|

Age Range: 11 – 12 years

SOCIAL SCIENCE History

Importance of Evidence of Archeology

Earliest Societies and Civilization

ENGLISH

Geography

Diversity and Interdependance and Discrimination Kingdoms of Mediaval Period New Ideas Contact with different lands

New Empires and Kingdoms Culture and Science

Earth in the Solar System

Latiitudes, Longitudes and Maps

Motion of the Earth

Landform and Realms of the Earth

Civics

Diversity and Interdependance and Discrimination

Urban and Rural Livelihood

Government and its Elements

Local Government and Administration

Listening

Speaking

Reading

Writing

Comprehension

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Explanation Extrapolation

Gap Filling Spot the Errors Puzzles Word Grid

Letter Writing

Story Listening

Public Speaking

Instructions

Debate Extempore Elocution Recitation

Picture Composition Story Writing Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanatory

Role Play Interview Group Discussion

Poetry Prose Drama

Factual Sequencing

Picture Composition

Letter Writing Story Writing

Diary Entry Guided Composition Story Writing Comic Strip Dialogue Writing

Syntex Dictionary Game

Lesson Planning PERIOD

1

The teacher tells the students how many categories of people across the world are oppressed and the different types and ways of oppression. The students brainstorm in the class and create a list of people whose basic rights have been violated such as children forced into labour, women, tribes and races facing discrimination and social marginalisation, refugees etc from around the world.

PERIOD

2

PERIOD

3

Students prepare a report on their chosen marginalised group and write an open letter to the public at large appealing to them to join the fight to empower and help their chosen group get their rights and a better quality of life The letters are posted on blogs and social media and other students are asked to join the campaign and give suggestions on how to

help raise awareness and fight for the rights of these groups. At the end of stlipulated period of a time students will report on the comments they received from fellow students and the ones that they gave to their classmates. They will also provide a list of existing forum on the Internet that support the cause of their particular group and suggest further action

International Dimension Outcomes

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

25 Class 6

Handbook for Embedding International Dimension in the Classroom | Class 6 |

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Acknowledge Interdependence / Interconnectedness around the World

Creative Thinking Problem Solving

Acknowledge Interdependence /

Plan Collaboration beyond their Own Country Interconnectedness

Creative Thinking

around the World

Aware of Global Issues

Critical Thinking

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Communication Coping with Emotion

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Self Awareness

Empathy

Positive Sense of Identity

Identity and Belonging

Empathy

Open to New Ideas

Sustainable Living

Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Critical Thinking Critical Thinking

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Taking Action Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Conflict Resolution

Acknowledge Different Viewpoints of Different Cultures

Outlooks

• Teachers might want to refer to the new Nobel Laureate from India and Pakistan Kailash Satyarthi and Malala Yousafzai respectively to show how they fought for child rights in different circumstances. They could also look at successful global campaigns against tobacco or promoting breast feeding.

• If technology is not available students could try a local campaign or enact 100 word plays.

Assessment • Does the list of brainstorming ideas show awareness of diversity of global issues?

• Are students able to use pursuasive language and argue coherently and logically about the cause?

• Are students able to engage in a global discussion to champion the cause of the downtrodden? Do they remain civil and solution oriented?

• Review: Brainstorming list, letter script, campaign plans and resultant impact and response

CLASS

7

SUBJECT MAPS

Handbook for Embedding International Dimension in the Classroom

Class 7

SUBJECT MAPS

ENGLISH Listening

Speaking

Reading

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Instructions Audio Tape Worksheet

Writing

Creative

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Diary Writing Narrative Persuasive

Debate Extempore Elocution

Role Play Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter Writing Article/Report Comic Strip Story Writing Poems Poster Making

Vocabulary

Text Based

Word Building Dictionary and Thesaurus Skills

Explanation Extrapolation

Gap Filling Sentence completion Use of Idioms and Phrases Hangman Pictionary Dumbcharades Word Search Crosswords

Diary Entry Letter Writing Descriptive Passage

Jumbled Words and Sentences

Class 7

SUBJECT MAPS CLASS

7

SCIENCE Physics

Chemistry

Environmental Science

Biology

Heat

Light

Acids, Bases and Salts

Nutrition in Plants

Nutrition in Animals

Weather and Climate and Adaptation of Animals to Climate

Water — A Precious Resource

Motion and Time

Electric Current and its Effects

Physical and Chemical Changes

Reproduction in Plants

Respiration in Organism

Winds, Storms and Cyclones

Soil

From Fibre to Fabric

Transportation in Plants and Animals

Forest — Our Life Line

Waste Water Story

CLASS

7

MATHEMATICS Number System

Algebra

Geometry

Lines and Angles

Integers

Fractions

Rational Numbers

Decimals

Symmetry

Powers and Exponents

Comparing Quantities

Visualising Solid Shapes

Linear Equation

Triangles

Properties of Triangles

Construction of Triangles

Statistics

Mensuration

Data Handling

Perimeter and Area

CLASS

7

SOCIAL SCIENCE History

Geography

Civics

Tracing Changes through a 1000 Years

Delhi Sultanate and Mughal Empire

Environment

Interior of the Earth and the Changes on the Earth Surface

Equality

Media and Advertising

Rulers and their Architecture

Tribes, Nomads, and Settled Communities

The Atmosphere

Biomes

Gender

Markets

Hydrosphere

Human Environment and Interaction

Equality in Indian Democracy

State Government

Religious Development and Regional Culture

Handbook for Embedding International Dimension in the Classroom

CLASS

7

efnboer

(HINDI)

ceewKeerkeÀ

ÞekeCe

ueerKeerle

kee®eve

uesKeve

heþve

Deheþerle ieoîeebMe

DeelcekeÀLeelecekeÀ JejCeve

mecee®eej Jee®eve

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keÀJeerlee Jee®eve/oesne

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keÀek³e/ ieoîe heþve

Devvegíso

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28 SOCIAL SCIENCE History

Lesson Title

Global Fashion Show

Tracing Changes through a 1000 Years

Subjects: Science, Social Science, English Class: 7

|

Rulers and their Architecture

Age Range: 12 – 13 years

Geography

Biomes

Delhi Sultanate and Mughal Empire

Environment

Interior of the Earth and the Changes on the Earth Surface

Equality

Media and Advertising

Tribes, Nomads, and Settled Communities

The Atmosphere

Biomes

Gender

Markets

Hydrosphere

Human Environment and Interaction

Equality in Indian Democracy

State Government

Religious Development and Regional Culture

SCIENCE Physics

Chemistry

ENGLISH Environmental Science

Biology

Listening

Nutrition in Plants

Nutrition in Animals

Weather and Climate and Adaptation of Animals to Climate

Water — A Precious Resource

Respiration in Organism

Winds, Storms and Cyclones

Soil

Forest — Our Life Line

Waste Water Story

From Fibre to Fabric

Heat

Light

Acids, Bases and Salts

Motion and Time

Electric Current and its Effects

Physical and Chemical Changes

Reproduction in Plants

From Fibre to Fabric

Transportation in Plants and Animals

Civics

Debate Extempore Elocution

Comprehension and Interpretation

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Instructions Audio Tape Worksheet

Speaking

Reading

Writing

Factual Discursive Literary

Fluency and Accuracy

Local and Global Comprehension

Creative

Vocabulary

Diary Entry Letter Writing Descriptive Passage Text Based

Word Building Dictionary and Thesaurus Skills

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Diary Writing Narrative Persuasive

Explanation Extrapolation

Gap Filling Sentence Completion Use of Idioms and Phrases Hangman Pictionary Dumbcharades Word Search Crosswords

Debate Extempore Elocution

Role Play Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter Writing Article/Report Comic Strip Story Writing Poems Poster Making

Diary Entry Letter Writing Descriptive Passage

Jumbled Words and Sentences

Lesson Planning PERIOD

1

Teacher teaches the students about fibres and fabrics around the world and tells them about natural and artificial materials used for clothing with particular emphasis on the impact of local climate, available resources and material on fashion in different parts of the world.

PERIOD

2

PERIOD

3

Students are divided into groups and each group researches on one of the different biomes of the earth and the type of clothing and traditional fashion of the people living in each of these biomes such as arctic, tropical, temperate, deserts, etc.

Students are given the task of re-creating these and creating a fashion show with commentary

on innovations, appropriateness of these clothings, as well as on aesthetics of these around the world.

PERIOD

4

The fashion show created by the class is presented to the school who give judgement by voting for the country/fabric they liked best giving reasons. The peer review is then analysed by the students.

Handbook for Embedding International Dimension in the Classroom | Class 7 | Central Board of Secondary Education: Life Skills Domain

Self Awareness

International Dimension Outcomes

Empathy

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Creative Thinking Problem Solving

29

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Aware of Appreciate Global Issues Diversity across

Class 7

Borders

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Interpersonal Coping with Emotion

Predict Consequence, Cause and Effect Globally

Interpersonal

Coping with Stress

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

• A lot of material is available on the Internet and a visit to local consulates will provide more material.

Self Awareness

Positive Sense of Identity

Identity and Belonging

Empathy

Assessment Sustainable Living

Conflict Resolution

Desire to Make a Difference

Conflict and Peace

Collaborating Critical Thinking

Identity and Belonging Sense of Interdependence

Fairness and Equality

Creative Thinking

Open to New Ideas

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• How creative were the students in re-creating dresses from different parts of the country within their resources?

• How observant were they in observation of details of colour, fabric and typical themes of different places?

• How were they able to correlate this to local weather, geographic conditions, availability of resources, etc.?

• Review: Fashion show costumes, dresses, pictures, etc., reports, and students’ work submitted

30 SOCIAL SCIENCE History

Geography

Lesson Title

The Water Saving Handbook Subjects: Science, Social Science, English Class: 7

|

Age Range: 12 – 13 years

Tracing Changes through a 1000 Years

Delhi Sultanate and Mughal Empire

Environment

Interior of the Earth and the Changes on the Earth Surface

Rulers and their Architecture

Tribes, Nomads, and Settled Communities

The Atmosphere

Hydrosphere

Religious Development and Regional Culture

SCIENCE Physics

Chemistry

Civics

Environment Equality

Media and Advertising

Biomes

Gender

Markets

Human Environment and Interaction

Equality in Indian Democracy

State Government

ENGLISH Environmental Science

Biology

Water — A Precious Resource

Heat

Light

Acids, Bases and Salts

Nutrition in Plants

Nutrition in Animals

Weather and Climate and Adaptation of Animals to Climate

Water — A Precious Resource

Motion and Time

Electric Current and its Effects

Physical and Chemical Changes

Reproduction in Plants

Respiration in Organism

Winds, Storms and Cyclones

Soil

From Fibre to Fabric

Transportation in Plants and Animals

Forest — Our Life Line

Waste Water Story

Listening

Speaking

Comprehension and Interpretation

Fluency and Accuracy

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Instructions Audio Tape Worksheet

Public Speaking

Debate Extempore Elocution

Reading

Descriptive Diary Writing Narrative Persuasive

Writing

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Building Dictionary and Thesaurus Skills

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Diary Writing Narrative Persuasive

Explanation Extrapolation

Gap Filling Sentence Completion Use of Idioms and Phrases Hangman Pictionary Dumbcharades Word Search Crosswords

Role Play Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter Writing Article/Report Comic Strip Story Writing Poems Poster Making

Diary Entry Letter Writing Descriptive Passage

Jumbled Words and Sentences

Lesson Planning PERIOD

1

Students are taught about water and its importance in life and the need to conserve water. Students brainstorm and come up with a list of ways in which they use water in everyday life from cooking, cleaning, and watering garden.

PERIOD

2

The students are then asked to study the task for which water is used and compare it with different ways it is done in other countries such as washing clothes and dishes by hand, dishwasher, washing machine, etc. The students research on the Internet how much water is used while taking bath in a shower using bucket or bathtub. They then create a list of reccommendation on ways to save water by each method.

PERIOD

3

Students create an e-book on their surveys, research, and report and upload it on the schools website as a Save Water Handbook asking for comments and other tips and suggestions. They also share the link with partner school and other international online forums to collect more tips to incorporate into the new edition of the book on a later date.

Handbook for Embedding International Dimension in the Classroom | Class 7 |

Self Awareness

International Dimension Outcomes

Empathy

Problem Solving

Make Right Choices for Sustainability

Communication

Problem Solving Coping with Emotion

Plan Collaboration beyond their Own Country

Creative Thinking

Decision Making

Critical Empathy

Predict Consequence, Cause and Effect Globally

Interpersonal

Coping with Stress

Open to New Ideas

Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Sustainable Living Rights and Responsibilities

Commitment to Peace

Communicating

Commitment to Justice

Themes Collaborating

Desire to Make a Difference Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Engage with Local and Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• A lot of free e-book publication services are available on the Internet. If your school has the budget you might want to use it to buy a premium subscription to the services to avoid unwanted advertisements on the e-book.

Positive Sense of Identity

Identity and Belonging

Sustainable Living

Critical Thinking

Aware of Global Issues

Make Right Choices for Sustainability

Preparation and Tips for the Lesson

Thinking

Conflict Resolution

Acknowledge Interdependence / Interconnectedness around the World

Creative Thinking

Global Citizenship Domains

Self Awareness

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Class 7

Central Board of Secondary Education: Life Skills Domain

31

Outlooks

Assessment • How creative were the e-books and how much information was presented by them?

• How did the students approach and try to solve the problems and how realistic were the solutiions offered by them?

• Did the students demonstrate understanding of the need to save water and the ways to do so?

• Review: E-book content, feedback, peer review, external content expert review of the e-books, research reports, observation of students’ activities

32

Lesson Title

Rules, Rules, Rules Subjects: English, Social Science Class: 7

|

Age Range: 12 – 13 years

ENGLISH Listening

Comprehension and Interpretation

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Instructions Audio Tape Worksheet

Speaking

Reading

Writing

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Fluency and Accuracy

SOCIAL SCIENCE

Local and Global Comprehension

Vocabulary

History

Geography

Civics

State Government

Creative

Text Based

Word Building Dictionary and Thesaurus Skills

Tracing Changes through a 1000 Years

Delhi Sultanate and Mughal Empire

Environment

Interior of the Earth and the Changes on the Earth Surface

Equality

Media and Advertising

Tribes, Nomads, and Settled Communities

The Atmosphere

Biomes

Gender

Markets

Hydrosphere

Human Environment and Interaction

Equality in Indian Democracy

State Government

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Diary Writing Narrative Persuasive

Explanation Extrapolation

Gap Filling Sentence Completion Use of Idioms and Phrases Hangman Pictionary Dumbcharades Word Search Crosswords

Rulers and their Architecture

Debate Extempore Elocution

Role Play Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter Writing Article/Report Comic Strip Story Writing Poems Poster Making

Diary Entry Letter Writing Descriptive Passage

Jumbled Words and Sentences

Religious Development and Regional Culture

Lesson Planning PERIOD

1

Students are set the task of writing about their own home rules. This may include things like opening shoes before entering, rules around meal times, household responsibility, TV and computer time, freedom to go out with friends, etc. Each student lists their own home rules and then as a class make a long list. They also look at the rules from around the world and they can collect information on this by asking their partner school or interviewing people from different countries or through surveys etc.

PERIOD

2

PERIOD

3

The students classify rules into categories such as rules for safety and security, health and hygiene, social and cultural norms. They analyse which of these rules are needed and which can be changed and modified. They might also want to look at the punishments for breaking rules which can be compared with those of students in their partner school.

Students explore rules in public places such as the airport, in a plane, in the metro station, in polling booth, at a super market store, etc. They make similar lists

and reasons. Students also look at where rules set by the country are kept and who upholds these rules. What is the role of judiciary, legislature and police?

PERIOD

4

Students create an analogy of national law and judiciary system in school, their personal set of rules and code of conduct.

Students create their own class rules, school rules around bullying, playground, seating, duties, etc. These are shared and suggestions / comments are sought from partner schools, online international communities, etc.

Handbook for Embedding International Dimension in the Classroom | Class 7 | Central Board of Secondary Education: Life Skills Domain

Self Awareness

33

International Dimension Outcomes

Empathy

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Acknowledge Interdependence / Interconnectedness around the World

Plan Collaboration beyond their Own Country Problem Solving

Plan Collaboration beyond their Own Country

Aware of Global Issues

Make Right Choices for Sustainability

Engage with Local and Global issues

Class 7

Creative Thinking

Critical Thinking Decision Making

Communication

Suggest and Advocate Solutions Globally

Self Awareness Coping with Emotion

Predict Consequence, Cause and Effect Globally

Interpersonal

Coping with Stress

Critical Empathy

Conflict and Peace

Open to New Ideas

Sustainable Living

Sense of Interdependence

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Critical Thinking

Commitment to Rights and Responsibilities Peace

Communicating

• If there is no partner school then the same activity may be undertaken by researching rules of different religion in relation to protecting the environment and the tradition of doing this in different tribal communiities across the world.

Positive Sense of Identity

Identity and Belonging

Thinking

Conflict Resolution

Commitment to Peace

Commitment to Justice

Commitment to Justice

Themes Collaborating

Commitment to Sustainability

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Commitment to Rights and Responsibilities

Outlooks

Assessment • Were the students able to conclude that rules are essential to really enjoy freedom safely?

• Were the students able to correlate the rules with the purpose with which they are framed? Were they able to see that living within rules and regulations is an universal phenomenon round the world?

• Were they able to correlate rule setting and observation within family and close community with the process of national and governments rule making and observing process?

• Review: Students’ reports, survey results, presentations, speeches and arguments, and feedback from students and teachers

34 SCIENCE

Lesson Title

Physics

Critical Look at Advertisements

Heat

Subjects: Science, Social Science, English Class: 7

|

Motion and Time

Chemistry

Nutrition in Plants

Nutrition in Animals

Weather and Climate and Adaptation of Animals to Climate

Water — A Precious Resource

Physical and Chemical Changes

Reproduction in Plants

Respiration in Organism

Winds, Storms and Cyclones

Soil

From Fibre to Fabric

Transportation in Plants and Animals

Forest — Our Life Line

Waste Water Story

Acids, Bases and Salts

Light

Nutrition in Animals Electric Current and its Effects

Age Range: 12 – 13 years

SOCIAL SCIENCE History

ENGLISH

Geography

Civics

Media and Advertising

Tracing Changes through a 1000 Years

Delhi Sultanate and Mughal Empire

Environment

Interior of the Earth and the Changes on the Earth Surface

Equality

Media and Advertising

Rulers and their Architecture

Tribes, Nomads, and Settled Communities

The Atmosphere

Biomes

Gender

Markets

Hydrosphere

Human Environment and Interaction

Equality in Indian Democracy

State Government

Religious Development and Regional Culture

Environmental Science

Biology

Listening

Speaking

Comprehension and Interpretation

Fluency and Accuracy

Listening to Instructions Listening Activity Discussion Completion of Worksheet

Instructions Audio Tape Worksheet

Reading

Writing

Comprehension and Interpretation Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Building Dictionary and Thesaurus Skills

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Diary Writing Narrative Persuasive

Explanation Extrapolation

Gap Filling Sentence Completion Use of Idioms and Phrases Hangman Pictionary Dumbcharades Word Search Crosswords

Debate Extempore Elocution

Role Play Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter Writing Article/Report Comic Strip Story Writing Poems Poster Making

Diary Entry Letter Writing Descriptive Passage

Jumbled Words and Sentences

Lesson Planning PERIOD

1

Students are taught the importance of advertisements as sources of information and a marketing tool. Teacher informs students about mandatory information on tobacco advertisements, warning in investments, etc. They ask students to think about whether they should trust or distrust advertisements.

PERIOD

2

Students are asked to look through newspapers, magazines, and television programmes to identify some advertisement claims that seem odd and absurd particularly on weight loss, fairness creams, health supplements, cleaning detergents, etc. from around the world. They then debate in the class if they feel it will work or not work and suggest how they can test if it is true and how they can

get help from consumer forums and other organisation on fighting misinformation.

PERIOD

3

Students are allocated different countries around the world and have to create an advertisement inviting tourists from around the world to visit that country. The advertisements could be in form of television/ radio jingles or posters for print media.

Handbook for Embedding International Dimension in the Classroom | Class 7 | Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Decision Making

Communication

Communication

Plan Collaboration beyond their Own Country

Acknowledge Interdependence / Interconnectedness around the World

Learn from, with and about the World

Aware of Global Issues

Class 7

Creative Thinking

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

35

Make Right Choices for Sustainability

Engage with Local and Global issues

Problem Solving

Coping with Emotion

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Open to New Ideas

Sustainable Living

Conflict Resolution

Sense of Interdependence

Fairness and Equality

Creative Thinking

• To give an international dimension, review advertisement on the web selling products around the world. They could look at what are the top false claimers around the world and create a report too.

Positive Sense of Identity

Identity and Belonging

Empathy

Communicating

Desire to Make a Difference

Conflict and Peace

Open to

Critical Thinking

Rights and Responsibilities

Commitment to Peace New Ideas

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Outlooks

Assessment • How well were students able to understand the importance of thinking critically about the claims made by organisatons that sell products?

• Do they have a strategy to test the truth? Have they become better equipped to question facts rationally?

• Review: Students’ reports and submission of research facts and presentation

36

Lesson Title

Patriotism is Universal Subjects: Hindi, Social Science Class: 7

|

Age Range: 12 – 13 years

efnboer

SOCIAL SCIENCE

(HINDI)

ceewKeerkeÀ ÞekeCe

ueerKeerle

Devvegíkee®eveso

uesKeve

heþve

Deheþerle ieoîeebMe

DeelcekeÀLeelecekeÀ JejCeve

mecee®eej Jee®eve

Deheþerle heoîeebMe

keÀJeerlee Jee®eve/oesne

veeìîe ceb®eve

keÀek³e/ ieoîe heþve

Devvegíso

he$e uesKeve

®eer$e hej DeeOeejerle keÀneveer uesKeve

History

Geography

Tracing Changes through a 1000 Years

Delhi Sultanate and Mughal Empire

Rulers and their Architecture

Tribes, Nomads, and Settled Communities

Civics

Environment

Interior of the Earth and the Changes on the Earth Surface

Equality

Media and Advertising

The Atmosphere

Biomes

Gender

Markets

Hydrosphere

Human Environment and Interaction

Equality in Indian Democracy

State Government

Religious Development and Regional Culture

Religious Development and Regional Culture

Lesson Planning PERIOD

1

Students are asked to think about their own country and quickly make a list of words that best describes India. After all students have finished writing individually, in groups of five they compare the reasons for their liking and discuss.

They create a hindi word cloud with all the words on description of their nation.

PERIOD

2

The students also look at how love for one's country is expressed in other countries round the world and find songs from round the world that express this. In their groups students work on translating the songs into Hindi and setting tunes or learning the tunes. They perform this for their own class and schools.

PERIOD

3

The students create word clouds of different patriotic songs from different countries mixed together and see which words show up the most number of times. This helps them to take forward the description of the common thread that makes us love our own nations and why we should respect other nations.

Handbook for Embedding International Dimension in the Classroom | Class 7 |

Self Awareness

Empathy

International Dimension Outcomes

Critical Thinking Creative Thinking

Problem Solving

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Plan Collaboration beyond their Own Country

Decision Making

Make Right Choices for Sustainability

Communication

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Fairness and Equality

Open to New Ideas

Sense of Interdependence

Identity and Belonging Conflict

Creative Thinking

and Peace

Critical Thinking

Rights and Responsibilities

to Make a Positive SenseDesire of Identity Difference

Commitment to Peace

Communicating

Commitment to Justice

Themes Collaborating Critical Thinking

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• Wordle.net is a great site for creating word clouds. One can make Hindi and many other Indian language as well as foreign language word clouds using Wordle.

Positive Sense of Identity

Sustainable Living

Empathy

Self Awareness Conflict Resolution

Engage with Local and Global issues

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Aware of Global Issues

Appreciate Diversity across Borders

Self Awareness

Coping with Emotion

Acknowledge Interdependence / Interconnectedness around the World

Outlooks

Assessment • Since words repeated most often in the text show up bigger in the word clouds, it could be used to assess the sense that students have of their own nation.

• Is the analysis presented by the student based on their research of patriotic songs about the common nature of national identity and awareness of one’s own nation in context with the wider family of nations?

• Review: Word clouds, presentations, feedback from students

Class 7

Central Board of Secondary Education: Life Skills Domain

37

CLASS

8

SUBJECT MAPS

Handbook for Embedding International Dimension in the Classroom

Class 8

SUBJECT MAPS

ENGLISH Listening

Speaking

Reading

Writing

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Guided Composition

Explanation Extrapolation

Gap Filling, Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM Spin a yarn

Role Play Interview Group Discussion Street Play

Poetry Prose Drama Research

Factual Literary

Letter writing Article Report e-mail Story Writing Precise Writing

Diary Entry Informal Letter Notice/Message Passage

Spin a yarn Jumbled Sentences

Class 8

SUBJECT MAPS CLASS

8

SCIENCE Physics

Chemistry

Biology

Force and Pressure

Friction

Coal and Petrol

Flames and Burning

Food Production

Reproduction

Cell and its Structure

Light

Star and Solar System

Fibres

Metals and Non Metals

Conservation

Adolescence

Microbes

Some Phenomenon

Sound

Chemical Effect of Electricity

Pollution Air/ Water

CLASS

8

MATHEMATICS Arithmetic

Algebra

Geometry

Business Mathematics

Statistics

Rational Numbers

Linear Equations in One Variables

Visualising Solid Shapes

Comparing Quantities

Data Handling

Squares and Square Roots

Algebraic Expressions and Identities

Understanding Quadrilaterals

Direct And Inverse Proportions

Linear Graphs

Mensuration

Factorisation

Practical Geometry

Exponents and Powers

Playing with Numbers

CLASS

8

SOCIAL SCIENCE History

Geography

Civics

Indian Society

Revolt of 1857

General Resources

Natural Resources

Indian Constitution and Fundamental rights and Duties

Education during British Rule

National Movements

Human Made Resource

Human Resource

Social Justice

Religious Development and Regional Culture

Marginalized and forms of Government

Media and Advertising

Handbook for Embedding International Dimension in the Classroom

CLASS

8

efnboer

(HINDI)

ceewKeerkeÀ

ÞekeCe

ueerKeerle

kee®eve

Deheþerle ieoîeebMe

Yee<eCe

DeeMeg Yee<eCe

Deheþerle heoîeebMe

Jeeo efJeJeeo

mee#eelekeÀej

keÀJeerlee Jee®eve/oesne

Hejer®ej®ee

uesKeve

heþve

veeìîe ceb®eve

keÀek³e/ ieoîe heþve

Devvegíso

mJejef®ele keÀneveer

He$euesKeve

ef®e$ee JejCeve

40 ENGLISH

Lesson Title

Listening Speaking Public Speaking

Traditional Games From Around the World

Comprehension and Interpretation

|

Age Range: 13 – 14 years

Religious General Natural Resources Resources Development and Regional Culture National Human Made Human

Revolt of 1857

Education during British Rule

Movements

Resource

Resource

Religious Development and Regional Culture

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM Spin a yarn

Role Play Interview Group Discussion Street Play

Poetry Prose Drama Research

Factual Literary

Indian Constitution and Fundamental rights and Duties

Organs of the Government

ÞekeCe

Social Justice

Role of Police and courts

Deheþerle ieoîeebMe

Yee<eCe

DeeMeg Yee<eCe

Deheþerle heoîeebMe

Jeeo efJeJeeo

mee#eelekeÀej

keÀJeerlee Jee®eve/ oesne

Hejer®ej®ee

Lesson Planning PERIOD

1

Students are divided into groups and each of them are assigned a continent or country to find one traditional game from each of the countries. They have to create a rule book for the game.

PERIOD

2

Descriptive Narrative Guided Composition

Vocabulary

Word Extension Infering Meaning

Text Based

Students take turns to teach others the games and hold short demonstration matches amongst themselves. They should be able to explain the country of origin, the people who play this game, equipments required, and will need to improvise and make these if toys are needed. While one batch of students are playing the other students can take turns to give bi-lingual commentary (in Hindi or any other foreign Lanuguage and English).

3

Gap Filling, Editing Omission

Spin a yarn Jumbled Sentences

(HINDI) ueerKeerle

Yee<eCe heþve

kee®eve

PERIOD

Explanation Extrapolation

Letter writing Article Diary Entry Report Informal Letter e-mail Notice/Message Story Writing Passage Precise Writing

ceewKeerkeÀ

Civics

Marginalized and forms of Government

Creative

Pre Listening While Listening Post Listening

efnboer

Geography

Indian Society

Local and Global Comprehension

Fluency and Accuracy

SOCIAL SCIENCE History

Writing

Situational Talk

Subjects: English, Social Science, Hindi Class: 8

Reading

veeìîe ceb®eve

keÀek³e/ ieoîe heþve

uesKeve Devvegíso

mJejef®ele keÀneveer

He$euesKeve

ef®e$ee JejCeve

Students post pictures/videos of these matches and rule books on online forums with their partner school and review the comments.

Handbook for Embedding International Dimension in the Classroom | Class 8 |

Self Awareness

Empathy

Self Awareness

Critical Thinking

Decision Making

Communication

Make Right Choices for Sustainability

Inter-

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Empathy

Open to New Ideas

Sustainable Living

Sense of Interdependence

Fairness and Equality

Creative Thinking

Collaborating Critical Thinking

Positive Sense of Identity Conflict and Peace

Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Communicating

Collaborating

Themes

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• Students can get information about different sports either from the partner school or from the Internet.

• To foster creativity they may be asked to design a new indoor or outdoor game.

Positive Sense of Identity

Identity and Belonging

Identity and Belonging Conflict Resolution

Engage with Local and Global issues

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Appreciate Diversity across

Aware of Global IssuesBorders

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

Coping with Emotion

International Dimension Outcomes

Outlooks

Assessment • Did the students enjoy playing games from different countries?

Could they find differences and similarities with some of the common games in their own country?

• Were they able to articulate the purpose of games and sports and why it is played all over the world in every community?

• Review: Students’ research and their performance in recreating the sports they have undertaken to learn about, rule books created

Class 8

Central Board of Secondary Education: Life Skills Domain

41

42 SCIENCE

Lesson Title

Physics

Global Experiment on Light Pollution Subjects: Science, Social Science, Mathematics Class: 8

|

Age Range: 13 â&#x20AC;&#x201C; 14 years

Chemistry

Force and Pressure

Friction

Light

Star and Solar System

Some Phenomenon

Sound

Biology

Coal and Petrol

Flames and Burning

Food Production

Reproduction

Cell and its Structure

Fibres

Metals and Non Metals

Conservation

Adolescence

Microbes

Chemical Effect of Electricity

Pollution Air/ Water

Star and Solar System

MATHEMATICS Arithmetic

Algebra

Geometry

Business Mathematics

Statistics

Rational No's

Linear Equations in One Variables

Visualising Solid Shapes

Comparing Quantities

Data Handling

Squares& Square Roots

Algebraic Expressions and Identities

Undserstanding Quadrilaterals

Direct And Inverse Proportions

Linear Graphs

Mensuration

Factorisation

Practical Geometry

Data Handling

Exponents and Powers

SOCIAL SCIENCE History

Geography

Civics

General Organs of the Resources Government

Indian Society

Revolt of 1857

General Resources

Natural Resources

Indian Constitution and Fundamental rights and Duties

Education during British Rule

National Movements

Human Made Resource

Human Resource

Social Justice

Role of Police and courts

Marginalized and forms of Government

Religious Development and Regional Culture

Playing with Numbers

Lesson Planning PERIOD

1

Teacher teaches the chapter on stars and constellations. Teacher asks students how stars are used for navigation and asks them to locate the Pole Star and the Orion. Orion is one of the constellation seen from both the Southern and the Northern Hemisphere.

PERIOD

2

Teacher teaches students to measure light pollution using the number of stars clearly visible in the Orion and participate in the Globeat-Night Project, which is a global scientific experiment. They can also measure it at different times of the year in their own region and between urban and rural schools.

PERIOD

3

Students present the data of participation at a seminar to other students and upload their reports for comments. They also create a number of personal action they can take to reduce light pollution and share on online forums .

Handbook for Embedding International Dimension in the Classroom | Class 8 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

43

International Dimension Outcomes

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Critical Thinking Problem Solving

Aware of Global Issues

Plan Collaboration beyond their Own Country

Creative Thinking

Aware of Global Issues

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Communication Inter-

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Open to New Ideas

Sustainable Living

Critical Thinking

Sense of Interdependence

Fairness and Equality

Creative Thinking

Conflict and Peace

Critical Thinking

• There are many global experiments happening and teacher can choose different ones to do. Global experiments give sense of the way in which science experiments may involve a whole lot of people across the world.

Positive Sense of Identity

Identity and Belonging

Empathy

Conflict Resolution

Rights and Responsibilities

Desire to Make a Difference

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Communicating

Collaborating

Themes

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Outlooks

Assessment • Did the students show discipline and sense of responsibility in data gathering and collation?

• Were they able to understand the experimental protocol and follow it effectively?

• Did they understand the reason for conducting the experiment and interpret the impact of the outcome properly?

• Review: Students’ data records and cross checks, experimental explanation and presentations.

Class 8

Coping with Emotion

44

Lesson Title

A Social Situation Subjects: English, Science Class: 8

|

Age Range: 13 â&#x20AC;&#x201C; 14 years

SCIENCE

ENGLISH Listening

Speaking

Reading

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Role Play Interview Pre Listening Group While Listening Post Listening Discussion Street Play Instructions Audio Tape Worksheet

Writing

Situational Talk

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Debate Declamation Extempore Elocution JAM Spin a yarn

Role Play Interview Group Discussion Street Play

Poetry Prose Drama Research

Factual Literary

Physics

Vocabulary

Chemistry

Creative

Text Based

Word Extension Infering Meaning

Force and Pressure

Friction

Descriptive Narrative Guided Composition

Explanation Extrapolation

Gap Filling, Editing Omission

Light

Star and Solar System

Spin a yarn Jumbled Sentences

Some Phenomenon

Sound

Letter writing Article Diary Entry Report Informal Letter e-mail Notice/Message Story Writing Passage Precise Writing

Adolescence Burning Petrol

Biology

Food Production

Reproduction

Cell and its Structure

Metals and Non Metals

Conservation

Adolescence

Microbes

Chemical Effect of Electricity

Pollution Air/ Water

Coal and

Flames and

Fibres

Lesson Planning PERIOD

1

Teacher asks students to come up with a list of awkward situations.

These may be situations they have faced or are likely to face. The teacher can give some cues such as going to visit a relative who is in bereavement, or telling a doctor you have an embarrassing condition, or spilling food or drinks on a stranger at a party. The students discuss and analyse why these moments are awkward and embarrassing and try

to thiink of ways to make it easier to handle.

PERIOD

2

Students do role plays of the situations and enact the way they think that situations like these should be handled. They create scripts and upload these on discussion spaces for sharing with partner schools and getting their responses.

PERIOD

3

Students look at the awkward moments submitted by other students across the world and discuss if they are similar or different. They analyse the top five awkward moments for students of their age group and create cartoon posters depicting them for display boards.

Handbook for Embedding International Dimension in the Classroom | Class 8 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Aware of Global Issues

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

45

Learn from, with and about the World

Empathy

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Critical Thinking Coping with Stress

Inter-

Predict Consequence, Cause and Effect Globally

personal

Conflict Resolution

Positive Sense of Identity

Identity and Belonging

Empathy

Empathy

Open to New Ideas

Sustainable Living

Sense of Interdependence

Conflict and Peace

Fairness and Equality

Creative Thinking

Desire to Make a Difference

Conflict and Peace

Critical Thinking

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Communicating

Collaborating

Critical Thinking

Themes

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Outlooks

• It is a good idea to set out a class code of conduct before the lesson so that there is no giggling and laughing to make students feel awkward.

• A video clip of awkward moments from films can be shown to start the lesson and make it easier for students to share their awkward moments.

Assessment • Did the students have self confidence to share awkward moments amongst their peers?

• Were they supportive of each another? Did they understand at the end of the lesson that everyone has these moments and create a strategy to deal with these moments gracefully?

• Review: Students’ reports, feedback and quality of articulation and communication.

Class 8

Coping with Emotion

46

Lesson Title

A Different Viewpoint Subjects: English, Social Science Class: 8

|

Age Range: 13 â&#x20AC;&#x201C; 14 years

SOCIAL SCIENCE

ENGLISH Listening

Speaking

Reading

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM Spin a yarn

Role Play Interview Group Discussion Street Play

Poetry Prose Drama Research

Writing

Role Play Creative Interview Group Descriptive Discussion Unseen Narrative Passages Guided Composition Street Play Factual Literary

Vocabulary

History

Geography

Religious General Natural Development and Resources Resources Regional Culture

Text Based

Word Extension Infering Meaning

Indian Society

Revolt of 1857

Explanation Extrapolation

Gap Filling, Editing Omission

Education during British Rule

National Movements

Spin a yarn Jumbled Sentences

Religious Development and Regional Culture

Letter writing Article Diary Entry Report Informal Letter e-mail Notice/Message Story Writing Passage Precise Writing

Human Made Resource

Human Resource

Civics

Indian Constitution and Fundamental rights and Duties

Organs of the Government

Social Justice

Role of Police and courts

Marginalized and forms of Government

Lesson Planning PERIOD

1

Teacher explains to the students the need to seek different viewpoints about one self and ask outsiders about themselves and their country as well as what they think of India. The students are asked to brainstorm and prepare a list of questions and why they want to ask them. All the questions are put up and students vote to ask five questions to foreigners visiting their country.

PERIOD

2

The teachers acompany the students to location or invite visitors to the schools or ask them online.

Student get opportunity to ask questions and compile answers.

PERIOD

3

Students then discuss the result of their survey. What did they learn that surprised them? What will they do differently as a result of the feedback they got from round the world? How did they feel about doing the experiment?

Handbook for Embedding International Dimension in the Classroom | Class 8 |

Self Awareness

Empathy

International Dimension Outcomes

Communication Problem Solving

Self Awareness Decision Making

Make Right Choices for Sustainability

Communication

Coping with Emotion

Coping with Stress

Inter-

Predict Consequence, Cause and Effect Globally

personal

Identity and Belonging

Positive Sense of Identity

Open to New Ideas

Sustainable Living

Empathy

Conflict Resolution

Sense of Interdependence

Fairness and Equality

Identity and Belonging Conflict

Self Awareness Creative Thinking

Rights and Responsibilities

Commitment to Peace

Sense of Interdependence

Commitment to Justice

Communicating

Communicating

Collaborating

Themes Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

Outlooks

• The teacher identifies a tourist site, international hostel of colleges, a hotel or any other site before and takes permission to visit the location if necessary. If such a location is not available they can ask virtually either through skype or through social media. They can also create online questionnaires (using Survey Monkey, Formstack, etc.) if they have the skills.

Assessment

Desire to Make a Difference

and Peace

Critical Thinking

Plan Collaboration beyond their Own Country Engage with Local and

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Aware of Global Issues

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

• Did the students get a sense of what the world thinks about them?

• Were they able to frame questions effectively? Did they respond to the answers positively?

• Were they able to review the answers and find a common theme?

• Review: Students’ reports, interview scripts and analysis presentation

Class 8

Central Board of Secondary Education: Life Skills Domain

47

48 SCIENCE

Lesson Title

Physics

Animal Myths and Conservation Subjects: Science, English, Social Science Class: 8

|

Age Range: 13 â&#x20AC;&#x201C; 14 years

Chemistry

Conservation

Force and Pressure

Friction

Coal and Petrol

Flames and Burning

Food Production

Reproduction

Cell and its Structure

Light

Star and Solar System

Fibres

Metals and Non Metals

Conservation

Adolescence

Microbes

Some Phenomenon

Sound

Chemical Effect of Electricity

Pollution Air/ Water

SOCIAL SCIENCE

ENGLISH Listening

Speaking

Comprehension Local and Fluency Global and and Accuracy Interpretation Comprehension

Reading

Local and Global Comprehension

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM Spin a yarn

Role Play Interview Group Discussion Street Play

Poetry Prose Drama Research

Factual Literary

Biology

Writing

Vocabulary

History

Geography

Civics

Creative

Text Based

Word Extension Infering Meaning

Indian Society

Revolt of 1857

General Resources

Natural Resources

Indian Constitution and Fundamental rights and Duties

Organs of the Government

Descriptive Narrative Guided Composition

Explanation Extrapolation

Gap Filling, Editing Omission

Education during British Rule

National Movements

Human Made Resource

Human Resource

Social Justice

Role of Police and courts

Spin a yarn Jumbled Sentences

Religious Development and Regional Culture

Letter writing Article Diary Entry Report Informal Letter e-mail Notice/Message Story Writing Passage Precise Writing

Natural Resources

Marginalized and forms of Government

Lesson Planning PERIOD

1

Students are asked to research on the Internet and prepare an infographic on myths involving use of animal parts in curing diseases, warding of evil, rain making etc.

They then relate it to the poaching activiites and impact on forests and ecosystems.

PERIOD

2

Students explore what can be done to stop poaching. List antipoaching agencies and do a role play in teams of five each taking on the role of poacher, forest official, middle man trader, end user who buys the product. Each team to take different cases such as pet trader of endangered species, trade for medicine, trade for artefacts, fashion and fads such as fur coats.

Take a case study from each of the five continents.

PERIOD

3

Students design a campaign to create public awareness on the area of conservation that they have chosen to support and create an advertisement on it. They research international charity sites to get an idea of how they campaign to raise awareness for a cause and seek public support. They post their advertisment and write about their campaign on a blog to share widely.

Handbook for Embedding International Dimension in the Classroom | Class 8 |

Self Awareness

Empathy

International Dimension Outcomes

Communication Problem Solving

Empathy Decision Making

Make Right Choices for Sustainability

Communication

Coping with Emotion

Inter-

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Identity and Belonging

Positive Sense of Identity

Open to New Ideas

Sustainable Living

Empathy

Sense of Interdependence

Fairness and Equality

Conflict and Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Desire to Make a Difference

Sustainable Living Commitment to Peace

Commitment to Justice

Communicating

Communicating

Collaborating

Themes

Desire to Make a

Commitment to Difference Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• If internet facilities are not available then this information can be obtained from research in the library. An online social media campaign with infographics can be replacied by posters and awareness rally.

Empathy

Conflict Resolution

Suggest and Advocate Solutions Globally Engage with Local and

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Aware of Global Issues

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Outlooks

Assessment • Did the students understand the importance of scientific approach to myth busting and were they able to communicate this effectively?

• Did the students demonstrate empathy, creativity and persuasive communication to get the message across?

• Review: Students’ reports, response to the awareness campaign, role play performances

Class 8

Central Board of Secondary Education: Life Skills Domain

49

CLASS

9

SUBJECT MAPS

Handbook for Embedding International Dimension in the Classroom

Class 9

SUBJECT MAPS

ENGLISH Listening

Speaking

Reading

Writing

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Class 9

SUBJECT MAPS CLASS

9

SCIENCE Physics

Chemistry

Biology

Motion

Gravitation

Matter and Surroundings

Atoms and Molecules

Natural Resources

Fundamental Unit of Life

Diversity of Organisms

Force and Laws of Motion

Sound

Is Matter Around us Pure

Structure of Atom

Improvement of Food Resources

Tissues

Why Do We Fall Ill?

Work and Energy

CLASS

9

MATHEMATICS Number System

Geometry

Algebra

Mensuration

Statistics and Probability

Rational Numbers

Euclid's Geometry

Lines and Angles

Polynomials

Area of Triangles

Measures of Central Tendency

Irrational Numbers

Circles

Quadrilaterals

Co - ordinate Geometry

Surface Area and Volume of 2D and 3D Shapes

Graphical Representation of Data

Operations on Real Numbers

Triangles

Constructions

Linear Equations in Two Variables

Probability Theory

CLASS

9

SOCIAL SCIENCE History

Political Science

Geography

ECONOMICS

French Revolution

Democracy in the Contemporary World

India

The Story of Palampur

Russian Revolution / Rise of Nazism

What is Democracy Why Democracy

Size and Location

People as Resource

Forest Society and Colonialism / Pastoralists in Modern World/ Peasants and Farmers

Constitutional Design

Physical Features and Drainage

Poverty as a Challenge

The Story of Cricket /Clothing : A Social History

Electoral Politics

Climate

Food Security

Working of Institutions

Natural Vegetation and Wildlife

Democratic Rights

Population

Handbook for Embedding International Dimension in the Classroom

CLASS

9

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52

Lesson Title

Exploring Aspirations Subjects: English, Social Science Class: 9

|

Age Range: 14 – 15 years

SOCIAL SCIENCE

ENGLISH Listening

Comprehension and Interpretation

Pre Listening While Listening Post Listening

Speaking

Reading

Local and Global Comprehension

Descriptive Narrative Explanator Text Based Public Speaking Situational Talk Persuasive Reading Fluency and Accuracy

Writing

Creative

Vocabulary

Text Based

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Word Extension Infering Meaning

Gap Filling Editing Omission

History

Political Science

Geography

ECONOMICS

French Revolution

Democracy in the Contemporary World

India

The Story of Palampur

Russian Revolution / Rise of Nazism

What is Democracy Why Democracy

Size and Location

People as Resource

Physical Features and Drainage

Poverty as a Challenge

Electoral Politics

Climate

Food Security

Working of Institutions

Natural Vegetation and Wildlife

Democratic Rights

Population

Forest Society and Colonialism/ Pastoralists in Modern World/ Peasants and Farmers

Constitutional Design Poverty as a Challenge

The Story of Cricket / Clothing : A Social History Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Syntex Transformation

Lesson Planning PERIOD

1

Students are set the task of individually thinking about what personal success means to them.

They have to write a 300-word paragraph beginning with a cue “I will know I am a success when……”.

They share this with their partner school students and receive similar success statements from their peers in other countries or schools.

PERIOD

2

In groups of five or six the students analyse the descriptions they have given of individual success to see how many of these are dependant on wealth and material success, how many of these are dependant on fame and power, how many define success on acquisition of knowledge and influence or do they see success as being able to help others and contribute to greater good of society.

PERIOD

3

Students work towards understanding how to make career plans based on their particular strengths and set out goals to achieve on the way to success.

The class holds a seminar on their findings and presents it to peers within the school.

Handbook for Embedding International Dimension in the Classroom | Class 9 |

Central Board of Secondary Education: Life Skills Domain

Empathy

International Dimension Outcomes

Problem Solving

Plan Collaboration beyond their Own Country

Creative Thinking

Self Awareness

Make Right Choices for Sustainability

Communication

Coping with Emotion

Coping with Stress

Inter-

Predict Consequence, Cause and Effect Globally

personal

Identity and Belonging

Fairness and Equality

Self Awareness

Identity and Belonging Conflict and Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Open to New Ideas

Sense of Interdependence

Desire to Make a Difference

Positive Sense of Identity

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Critical Thinking

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• Maslow’s Hierarchy of Needs might be a good tool to share to help students understand success.

• The students should be able to compare aspirations with students from different parts of the world.

Positive Sense of Identity

Sustainable Living

Empathy

Conflict Resolution

Engage with Local and Global issues

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Aware of Global Issues

Plan Collaboration beyond their Own Country

Critical Thinking

Decision Making

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Outlooks

Assessment • How well did the students articulate their aspiration and did they see that aspirations need to have the blend of materialism as well as a higher purpose?

• How realistic were the plans that the students made to show the link betwen the work they do in school and outside school in preparing them to achieve their aspirations?

• Did they learn about new careers, and are they confident and upbeat about achieving this?

• Review: Paragraph writing, descriptions given by students

Class 9

Self Awareness

53

54 ENGLISH Listening

Speaking

Lesson Title

Colonialism and Cricket

Comprehension and Interpretation

Subjects: Science, Social Science, English Class: 9

|

Age Range: 14 â&#x20AC;&#x201C; 15 years

Reading

Physics

Motion

Force and Laws of Motion

Gravitation

Sound

of Atom

Word Extension Infering Meaning

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

History

Biology

Natural Resources

Fundamental Unit of Life

Force and Laws of Motion Improvement Is Matter Structure Around us Pure

Text Based

Public Speaking

Political Science

Democracy in theof The Story Contemporary World Cricket / Clothing: Russian Revolution / What is Democracy A Social History Rise of Nazism Why Democracy French Revolution

Atoms and Molecules

Creative

SOCIAL SCIENCE

Chemistry

Matter and Surroundings

Vocabulary

Pre Listening While Listening Post Listening

SCIENCE

Motion

Writing

Debate Declamation Local and Global Fluency and Accuracy Extempore Comprehension Elocution JAM

of Food Resources

Work and Energy

Tissues

Diversity of Organisms

Why Do We Fall Ill?

Geography

ECONOMICS

India

The Story of Palampur

Size and Location

People as Resource

Forest Society and Colonialism/ Pastoralists in Modern World/ Peasants and Farmers

Constitutional Design

Physical Features and Drainage

Poverty as a Challenge

The Story of Cricket / Clothing : A Social History

Electoral Politics

Climate

Food Security

Working of Institutions

Natural Vegetation and Wildlife

Democratic Rights

Population

Lesson Planning PERIOD

1

Students compare and contrast the history of cricket and its links to colonial past. They look particularly at game as a political tool for change.

Students are divided into groups and asked to look at one cricketing nation per group and the history of cricket in that country and give a presentation on it. Students study the impact of ban on South Africa during the apartheid period and compare and draw parallel on how cricket was used as a political tool in the movie, Lagaan.

PERIOD

2

Students also look at the evolution of cricket vis-a-vis the evolution of technology and the physics of cricket such as how speed of the ball is measured, the path of the ball predicted and sound is used to detect a touch of the bat, etc.

Students work with their partner schools to create new inventions that will either increase safety, help the judges or improve the interest of the game.

PERIOD

3

Students have a debate with their partner school on Skype on whether sports should be used to convey political messages.

Handbook for Embedding International Dimension in the Classroom | Class 9 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Aware of Global Issues Problem Solving

55

Creative Thinking

Plan Collaboration beyond their Own Country

Aware of Global Issues

Make Right Choices for Sustainability

Engage with Local and Global issues

Critical Thinking

Decision Making

Communication

Coping with Stress

Predict Consequence, Cause and Effect Globally

personal

Identity and Belonging

Positive Sense of Identity

Open to New Ideas

Sustainable Living

Empathy

Critical Thinking Conflict Resolution

FairnessSense of Interdependence and Equality

Fairness and Equality

Conflict and Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Desire to Make a Difference

Commitment to Justice

Themes Collaborating

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• Teachers might want to show small movie clips on apartheid and the ban of South Africa from sports.

• Movies like Lagaan can also be shown or the theme discussed with students.

• Advancement of technology in cricket like the Hot Spot, Hawk Eye, etc can be discussed.

• For schools where screening of movie / video is not possible, teachers can give out handouts of such stories easily available on the Internet.

Assessment

Commitment to Peace

Collaborating

Communicating

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

• Were students able to research on the history of cricket for each cricketing nation correctly?

• Were students able to link cricket with colonialism and how it affected people during that time?

• Were students able to list down the latest technologies used in cricket and come up with new ideas of innovation in the sport?

• Review: Presentations, list of innovative ideas, debate points

Class 9

Coping with Emotion

Engage with Local and Global issues

Inter-

56

Lesson Title

Relay Story Writing Subjects: English, Social Science Class: 9

|

Age Range: 14 â&#x20AC;&#x201C; 15 years

SOCIAL SCIENCE

ENGLISH Listening

Comprehension and Interpretation

Speaking

Fluency and Accuracy

Creative

Reading

Local and Global Comprehension

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Writing

Creative

History

Political Science

Geography

ECONOMICS

French Revolution

Democracy in the Contemporary World

India

The Story of Palampur

Russian Revolution / Rise of Nazism

What is Democracy Why Democracy

Size and Location

People as Resource

Physical Features and Drainage

Poverty as a Challenge

Electoral Politics

Climate

Food Security

Working of Institutions

Natural Vegetation and Wildlife

Democratic Rights

Population

Vocabulary

Text Based

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Word Extension Infering Meaning

Gap Filling Editing Omission

Forest Society and Colonialism/ Pastoralists in Modern World/ Peasants and Farmers

Population Constitutional Design

The Story of Cricket / Clothing : A Social History Syntex Transformation

Lesson Planning PERIOD

1

The teacher agrees with their partner school teacher key characters and settings of the story in two countries. The students begin the lesson by writing the first part of the story set in their partner country and pass on the story to their partner school.

PERIOD

2

The partner school students then write the second section of the story and return it. Students finish the story and pass it back to their partner school.

PERIOD

3

When the finished story comes back they edit the story and share it on the Internet with each other.

They can write comments, suggest alternative ending and decide on the best version. Students can also illustrate the story, drawing on their research of places and characters in the story.

Handbook for Embedding International Dimension in the Classroom | Class 9 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Creative Thinking

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

57

Aware of Global Issues

Plan Collaboration beyond their Own Country Decision Making

Make Right Choices for Sustainability

Communication

Interpersonal Coping with Stress

Interpersonal

Predict Consequence, Cause and Effect Globally

Identity and Belonging

• The story should be started simultaneously in both schools or countries. Some guidelines and framework may be needed to keep it on track.

Positive Sense of Identity

Creative Thinking Open to New Ideas

Sustainable Living

Empathy

Identity and Belonging

Conflict Resolution

Sense of Interdependence

Fairness and Equality

Conflict and Peace

Creative Thinking

Critical Thinking

Collaborating Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Sense of Interdependence

Commitment to Sustainability

Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Outlooks

Assessment • How well did the students study their partner country and weave in the details into their story creatively?

• What did the students learn about another country that they did not know before?

• Did it introduce them to new places and characters?

• Review: Stories by students, illustrations and other submissions, comments from partner school students

Class 9

Coping with Emotion

Engage with Local and Global issues

58 SCIENCE

Lesson Title

Physics

A Picture is Worth a Thousand Words

Work and Energy

Subjects: Social Science, Science, English Class: 9

|

Age Range: 14 â&#x20AC;&#x201C; 15 years

Chemistry

Motion

Gravitation

Matter and Surroundings

Atoms and Molecules

Force and Laws of Motion

Sound

Is Matter Around us Pure

Structure of Atom

Matter and Surroundings Natural Fundamental Diversity of Resources

Unit of Life

Organisms

Improvement of Food Resources

Tissues

Why Do We Fall Ill?

Work and Energy

SOCIAL SCIENCE

ENGLISH

History

Political Science

French Revolution

Democracy in the Contemporary World

India

The Story of Palampur

Russian Revolution / Rise of Nazism

What is Democracy Why Democracy

Size and Location

People as Resource

Forest Society and Colonialism/ Pastoralists in Modern World/ Peasants and Farmers

Constitutional Design

Physical Features and Drainage

Poverty as a Challenge

The Story of Cricket / Clothing : A Social History

Electoral Politics

Climate

Food Security

Working of Institutions

Natural Vegetation and Wildlife

Democratic Rights

Population

India

Biology

Geography

ECONOMICS

Listening

Speaking

Reading

Writing

Vocabulary

Public Speaking Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Creative Situational TalkText Based

Word Extension Infering Meaning

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Lesson Planning PERIOD

1

Students bring a photograph of a common event happening around the world like election campaign, festival, any disaster, accident, market place, etc. Other students have to guess the story that the picture is trying to say and write the story. The pictures have to be from different parts of the world.

PERIOD

2

Students explain how they identified the picture, what helped them to guess where the picture was taken, and what was the context. The student who contributed the picture then has the opportunity to say if they guessed correctly or not.

PERIOD

3

The teacher then asks students to research the history of making and taking photographs from the first pictures to current digital photography and map the discovery of photography on a world map. The students also work on researching the chemical and physical principles that make photography possible and how it changes with intensity of light and motion. They also look at famous photographers round the world.

Handbook for Embedding International Dimension in the Classroom | Class 9 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Critical Thinking

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

59

Aware of Global Issues

Engage with Local and Global issues

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Communication Coping with Stress

Interpersonal

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Positive Sense of Identity

Creative Thinking

Open to New Ideas

Sustainable Living

Empathy

Identity and Belonging

Conflict Resolution

Creative Thinking

Collaborating Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• Choose pictures of key events like the Chernobyl disaster, Tsunami in Japan, or Indian elections, plane disaster like MH 370 so that their general knowledge as well as critical thinking improve. Encourage students to look for details not just the subject in focus.

Assessment

Sense of Interdependence

Fairness and Equality

Conflict and Peace

Critical Thinking

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

• Did the students improve their power of observation and making connections thereby their critical thinking?

• Were they able to express what they saw and why they picked that picture in the first place?

• Did the students become aware that it takes more than a point and shoot approach to take a picture ?

• Did the students learn the differences between a good picture and a bad picture?

• Review: reports and presentation, stories on the pictures, photo gallery and explanations created by students.

Class 9

Coping with Emotion

60 SCIENCE Physics

Chemistry

Lesson Title

Coming to School Safely Subjects: Mathematics, Physics, English Class: 9

|

Age Range: 14 â&#x20AC;&#x201C; 15 years

Motion

Gravitation

Force and Laws of Motion

Sound

Matter and and Work Surroundings Energy

Is Matter Around us Pure

Geometry

Rational Numbers

Euclid's Geometry

Irrational Numbers

Circles

Operations on Real Numbers

Triangles

Algebra

Lines and Angles

Natural Resources

Fundamental Unit of Life

Diversity of Organisms

Structure of Atom

Improvement of Food Resources

Tissues

Why Do We Fall Ill?

ENGLISH Mensuration

Polynomials

Area of Triangles

Geometry

2D and 3D Shapes

STATISTICS AND Surface Area Co - ordinate and Volume of QuadrilateralsPROBABILITY

Constructions

Atoms and Molecules

Work and Energy

MATHEMATICS Number System

Biology

Linear Equations in Two Variables

Statistics and Probability

Listening

Speaking

Reading

Writing

Vocabulary

Public Speaking Word Extension Infering Meaning

Measures of Central Tendency

Comprehension and Interpretation

Graphical Representation of Data

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Probability Theory

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Fluency and Accuracy

Local and Global Comprehension

Creative Situational TalkText Based

Lesson Planning PERIOD

1

Students survey how their classmates get to school in the morning and go back home.They will need to count how many come by car, on foot, non-fuel vehicles such as rickshaw, cycle, etc. Students also survey if those coming to school are doing so safely. Are they wearing helmet, crossing at zebra crossing, wearing seat belt, getting off at safe areas on the kerb, etc.

PERIOD

2

Students analyse to find out how energy efficient they are and how safety concious the students are.

They put up the results of their survey and seek suggestions for improving the energy efficiency of their travel.

PERIOD

3

Students compile the results of their survey and their comparison with other partner schools and share the results with peers. They also create a safe travel campaign for their school and look for ideas from round the world for their campaign.

Handbook for Embedding International Dimension in the Classroom | Class 9 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

61

Aware of Global Issues

Critical Thinking

Decision Making

Make Right Choices for Sustainability

Communication

Suggest and Advocate Solutions Globally Engage with Local and Global issues

Problem Solving Coping with Stress

Interpersonal

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Positive Sense of Identity

Open to New Ideas

Sustainable Living

Empathy

Critical Thinking Conflict Resolution

Sense of Interdependence

Fairness and Equality

Conflict and Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Commitment to Peace

Commitment to Justice

Themes Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

• The data can be collected either by direct observation by standing at the gate of the school by participating students and recording the observation or by survey questionaire if that is not possible. Gathering authentic data on their own and then watching the result emerge gives students a great sense of achievement.

Assessment

Desire to Make a Difference

Communicating

Collaborating

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

• Did the students learn to gather and present and interpret data properly?

• Were they able to offer innovative solutions drawing from good practice seen globally through information gained from parterners or desk research?

• Were they able to communicate their finding and translate it into a call for action and change in attitude towards safe and sustainable commute to school?

• Review: Data and presentation of findings by students, safe and sustainable campaign ideas and materials created.

Class 9

Coping with Emotion

CLASS

10

SUBJECT MAPS

Handbook for Embedding International Dimension in the Classroom

Class 10

SUBJECT MAPS

ENGLISH Listening

Speaking

Reading

Writing

Comprehension and Interpretation

Fluency and Accuracy

Local and Global Comprehension

Vocabulary

Creative

Text Based

Word Extension Infering Meaning

Pre Listening While Listening Post Listening

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Class 10 SUBJECT MAPS

CLASS

10

SCIENCE Physics

Light Reflection and Refraction

Electricity

Human Eye and Colourful World

Magnetic Effects of Electric Current

Chemistry

Sources of Energy

Biology

Chemical Reactions and Equations

Carbon and Its Compounds

Life Processess

Acids Bases and Salts

Periodic Classification of Elements

Control And Cordination

Metals and Non Metals

How Do Organisms Reproduce?

Heredity and Evolution

Our Environment

Management of Natural Resources

CLASS

10

MATHEMATICS Algebra

Polynomials

Linear Equations

Quadratic Equation

Arithmetic Progressions

Geometry

Triangles

Circles

Constructions

Coordinate Geometry

Number Systems

Trigonometry

Mensuration

Statistics

Probability

Distance and Section Formula

Real Numbers

Introduction

Area Related to Circles

Central Tendencies

Measures of Central Tendency

Application

Surface Area and Volume

Graphical Representation

Areaof Triangle

CLASS

10

SOCIAL SCIENCE History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Sectors of Economy

Nationalism in India

Democracy and Diversity

Water Resources

Money and Credit

The Making of a Global World

Gender, Religion and Caste

Agriculture

Globalization

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Consumer Awareness

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

Handbook for Embedding International Dimension in the Classroom

CLASS

10

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keÀek³e/ ieoîe heþve

Devvegíso

Deheþerle ieoîeebMe

Yee<eCe

DeeMeg Yee<eCe

Deheþerle heoîeebMe

Jeeo efJeJeeo

mee#eelekeÀej

He$euesKeve

keÀJeerlee Jee®eve/ oesne

Hejer®ej®ee

mJejef®ele keÀJeerlee

veeìîe ceb®eve

64

Lesson Title

World News Round Up Subjects: English, Social Science Class: 10

|

Age Range: 15 â&#x20AC;&#x201C; 16 years

SOCIAL SCIENCE

ENGLISH Listening

Comprehension and Interpretation

Pre Listening While Listening Post Listening

Speaking

Fluency and Accuracy

Public Speaking

Situational Talk

Local and Global Debate Role Play Comprehension Declamation Radio Show Instructions Audio Tape Worksheet

Extempore Elocution JAM

Interview Group Discussion

Reading

Local and Global Comprehension

Text Based Reading

Poetry Prose Drama Research

Unseen Passages

Factual Discursive Literary

Writing

Creative

Descriptive Narrative Explanator Persuasive

Letter writing Article Report e-mail Story Writing

Lesson Planning PERIOD

1

Students are divided into groups and each group is given one continent to cover. They have to review news on that continent each weekend and update their continentâ&#x20AC;&#x2122;s display board with the news from that continent.

PERIOD

2

History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Word Extension Infering Meaning

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Sectors of Economy

Gap Filling Editing Omission

The Making of a Global World

Vocabulary

Text Based

Explanation Extrapolation

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Lifelines of Nationalism in India Democracy and Diversity National Economy

Water Resources

Money and Credit

Gender, Religion and Caste

Agriculture

Globalization

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Consumer Awareness

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

At the end of the month, the teacher covers up the notice board and has a class quiz to recall all that has been happening round the world. Students discuss positive and negative news and what moved them most about following the news.

PERIOD

3

Students follow five different news channels from different parts of the world on television, radio or websites. They look to see if there is any difference in the way news is reported round the world and create their own news channel. They debate the importance of media versus the invasion of privacy by the media.

Handbook for Embedding International Dimension in the Classroom | Class 10 |

Central Board of Secondary Education: Life Skills Domain

Empathy

International Dimension Outcomes

Critical Thinking Problem Solving

Plan Collaboration beyond their Own Country

Creative Thinking

Decision Making

Coping with Emotion

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Positive Sense of Identity

Fairness and Equality

Open to New Ideas

Sustainable Living

Empathy

Communicating

Conflict Resolution

Fairness and Equality

Creative Thinking

Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Collaborating

Commitment to Justice

Communicating

Themes Collaborating

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Engage with Local and Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

Outlooks

• To make it easier it might be useful to give a world limit on the information presentation and three or four sub themes such as sports, politics, natural phenomenon and calamities.

Students could be asked to develop the quiz and put it on gamemaker and play online.

Assessment

Sense of Interdependence

Conflict and Peace

Critical Thinking

Acknowledge Interdependence / Interconnectedness around the World

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Aware of Global Issues

Make Right Choices for Sustainability

Communication

Interpersonal

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

• Did the students develop an interest in world news and understand how similar type of events are played out across the world?

• Did the students debate different viewpoints or appreciate differrent perspective as a result of their lesson on news from round the world?

• Review: Display boards, content of the news presented and presentation skills, knowledge retention and creation of quiz by students.

Class 10

Self Awareness

65

66

ENGLISH Listening

Comprehension and Interpretation

International Book Festival Subjects: English, Hindi, Social Science |

Age Range: 15 – 16 years

efnboer

Yee<eCe

Deheþerle heoîeebMe

Jeeo efJeJeeo

veeìîe ceb®eve keÀJeerlee Jee®eve/ oesne

DeeMeg Yee<eCe

heþve

uesKeve

keÀek³e/ ieoîe heþve

Devvegíso

mee#eelekeÀej

He$euesKeve

Hejer®ej®ee

mJejef®ele keÀJeerlee

Lesson Planning PERIOD

1

Students are given the task of reading about literature and popular stories from different parts of the world. They are given different genre to study such as drawa, poetry, cartoon comics and prose. In pairs they must review one great author, write review of at least one book and present a summary of the literature of the country they are representing.

Creative

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Explanation Extrapolation

Diary Entry Informal Letter Descriptive Passage

Editing Omission

Syntex Transformation

History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Nationalism in India

Democracy and Diversity

Water Resources

Money and Credit

The Making of a Global World

Gender, Religion and Caste

Agriculture

Globalization

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Consumer Awareness

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

ueerKeerle

veeìîe ceb®eve

Local and Global Comprehension

Vocabulary

Letter writing ArticleWord Extension Text Report Based Infering Meaning e-mail Story Writing Gap Filling

SOCIAL SCIENCE

kee®eve

Deheþerle ieoîeebMe

Writing

Pre Listening While Listening Post Listening

(HINDI)

ceewKeerkeÀ ÞekeCe

Reading

Poetry Prose Fluency and Accuracy Drama Research

Lesson Title

Class: 10

Speaking

PERIOD

2

They celebrate an international book day in which they present their research to the whole school.

The book day should have book cover design competitions, quick quiz after the visit to the exhibition and short skits to encourage fellow students to try new literature.

Sectors of Economy Democracy and Diversity

Handbook for Embedding International Dimension in the Classroom | Class 10 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Creative Thinking

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

67

Aware of Global Issues

Appreciate Diversity across Borders

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Communication Coping with Emotion

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Sustainable Living Identity

and Belonging

Fairness and Equality

Critical Thinking

Open to New Ideas

Sense of Interdependence

Conflict and Peace

Creative Thinking

• Give clear instructions limiting the number of areas to be researched and reviewed by the students and clear guidelines on the nature of submission required.

Positive Sense of Identity

Creative Thinking Empathy

Conflict Resolution

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Collaborating

Assessment • Did the students research the area given to them in adequate detail?

• Did they represent their finding creatively and comprehensively?

• Where they able to interact with peers and generate interest in the area of literature or country they were studying?

• Review: Exhibition put up on the area of research and material submitted by the students, preparatory work

Commitment to Justice

Communicating

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Outlooks

Class 10

Themes Collaborating

68

ENGLISH Listening

Lesson Title

Subjects: Mathematics, English, Social Science |

Age Range: 15 â&#x20AC;&#x201C; 16 years

Reading

Polynomials

Quadratic Equation

Linear Equations

Geometry

Triangles

Arithmetic Progressions

Circles

Coordinate Geometry

Number Systems

Trigonometry Mensuration

Graphical Real Introduction Numbers Representation

Statistics

Area Related to Circles

Central Tendencies

Surface Area and Volume

Graphical Representation

Application

Area of Triangle

Lesson Planning PERIOD

1

Students are taught about the role of banks and money. They are then set the task of finding out the most popular banks or national banks from three countries in each continent or regions of the world.

Creative

Text Based

Word Extension Infering Meaning

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

SOCIAL SCIENCE

Distance And Section Formula

Constructions

Vocabulary

Pre Listening While Listening Post Listening

MATHEMATICS Algebra

Writing

Letter writing Article Local and Global Fluency and AccuracyReport Comprehension e-mail Story Writing

Comprehension and Interpretation

Banking and Money Class: 10

Speaking

PERIOD

2

History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Sectors of Economy

Nationalism in India

Democracy and Diversity

Water Resources

Money and Credit

The Making of a Global World

Gender, Religion and Caste

Agriculture

Globalization

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Consumer Awareness

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

Probability

Measures of Central Tendency

Students learn about the interest rates in different parts of the world and the strength of the currency in the country which they are studying.

Students present their report which is peer reviewed. The other students ask them questions about their study.

Money and Credit

PERIOD

3

Students are asked to research and present what they can purchase using 100 units of currency and they compare this with data presented by others to create a global picture of the value of money. They ask the question of where they might want to earn and where they would like to spend their money?

Handbook for Embedding International Dimension in the Classroom | Class 10 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

69

Aware of Global Issues

Critical Thinking Learn from, with and about the World

Decision Making

Make Right Choices for Sustainability

Communication

Engage with Local and Global issues

Problem Solving Coping with Stress

Interpersonal

Predict Consequence, Cause and Effect Globally

Identity and Belonging

• The students need to understand the difference between currency conversion rate and purchasing power parity. The activity also gives them an insight into what makes a country rich or poor.

Positive Sense of Identity

Sustainable Living

Empathy

Sustainable Living Open to New Ideas

Critical Thinking Conflict Resolution

Fairness and Equality

Sense of Interdependence

Commitment to Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Conflict and Peace

Commitment to Justice

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Commitment to Sustainability

Communicating

Themes

Collaborating

Communicating

Commitment to Rights and Responsibilities

Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Different Viewpoints of Different Cultures

Outlooks

Assessment • Did the students understand the uniformity of banking procedures round the world?

• Did they understand the difference between the value of money in different countries?

• Did they understand how banks earn money around the world and how banks are important to world trade specially export and import?

• Review: Student reports, 100 units currency spending plans

Class 10

Coping with Emotion

70

ENGLISH Listening

Lesson Title

Subjects: English, Hindi, Social Science |

Age Range: 15 – 16 years

efnboer

heþve

uesKeve

keÀek³e/ ieoîe heþve

Devvegíso

Deheþerle ieoîeebMe

Yee<eCe

Deheþerle heoîeebMe

Jeeo efJeJeeo

mee#eelekeÀej

He$euesKeve

keÀJeerlee Jee®eve/ oesne

Hejer®ej®ee

mJejef®ele keÀJeerlee

veeìîe ceb®eve

mJejef®ele keÀJeerlee

1

Students collect folk songs from different parts of the world and translate them into Hindi and English or other local vernacular language.

They have to keep the meaning of the song in their translation.

Creative

Text Based

Word Extension Infering Meaning

Public Speaking

Situational Talk

Text Based Reading

Unseen Passages

Descriptive Narrative Explanator Persuasive

Explanation Extrapolation

Gap Filling Editing Omission

Instructions Audio Tape Worksheet

Debate Declamation Extempore Elocution JAM

Role Play Radio Show Interview Group Discussion

Poetry Prose Drama Research

Factual Discursive Literary

Letter writing Article Report e-mail Story Writing

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Sectors of Economy

Nationalism in India

Democracy and Diversity

Water Resources

The Making of a Global World

Gender, Religion and Caste

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

ueerKeerle

Lesson Planning PERIOD

Vocabulary

SOCIAL SCIENCE

kee®eve DeeMeg Yee<eCe

Writing

Pre Listening While Listening Post Listening

(HINDI)

ceewKeerkeÀ ÞekeCe

Reading

Word Extension Local and Global Fluency and Accuracy Comprehension Infering Meaning

Comprehension and Interpretation

My Words and your Tune Class: 10

Speaking

PERIOD

2

Students study the translation and see what themes are common amongst folk songs around the world. They discuss why such common themes exist and what it tells us about humans across the world.

PERIOD

3

Money and Credit Popular Struggles and Movement Agriculture Globalization

Consumer Awareness

Students hold an international folk music festival for the school and parents. They present their findings and explain the common theme of folk music around the world.

Handbook for Embedding International Dimension in the Classroom | Class 10 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Creative Thinking

Plan Collaboration beyond their Own Country

Creative Thinking

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

71

Aware of Global Issues

Engage with Local and Global issues

Decision Making

Communication

Coping with Stress

Interpersonal

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Empathy

Fairness and Equality

Identity and Belonging

Open to New Ideas

Sense of Interdependence

Positive Sense of Identity

Conflict and Peace

Creative Thinking

Critical Thinking

Rights and Responsibilities

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Communicating

Communicating Collaborating

Themes Commitment to Sustainability Commitment to Rights and Responsibilities

Taking Action

Skills

Suggest and Advocate Solutions Globally

• The songs can be recorded and uploaded on YouTube to share with parents and friends.Links could be on schools webpage too.

Share with schools in country where the songs were taken from.

Positive Sense of Identity

Sustainable Living

Empathy

Conflict Resolution

Acknowledge Different Viewpoints of Different Cultures

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Engage with Local and Global issues

Outlooks

Assessment • Did the students understand that folk music is closest to the common man because their themes are to do with what affects them directly?

• Did the students appreciate the diverse ways in which these are expressed round the world? Were they able to express their findings creatively?

• Review: Selection of songs, number and themes, quality of translation and creativity in keeping the translated song in original tune.

Class 10

Coping with Emotion

Make Right Choices for Sustainability

Communication

72

Lesson Title

International Peace Day Subjects: English, Social Science Class: 10

|

Age Range: 15 â&#x20AC;&#x201C; 16 years

SOCIAL SCIENCE

ENGLISH Listening Public Speaking

Comprehension and Interpretation

Pre Listening While Listening Post Listening

Instructions Audio Tape Worksheet

Speaking

Fluency and Accuracy

Public Speaking

Debate Declamation Extempore Elocution JAM

Situational Talk

Role Play Radio Show Interview Group Discussion

Reading

Writing

Situational Talk

Local and Global Comprehension

Text Based Reading

Poetry Prose Drama Research

Unseen Passages

Factual Discursive Literary

Creative

Descriptive Narrative Explanator Persuasive

Letter writing Article Report e-mail Story Writing

Lesson Planning PERIOD

1

Students are informed by the teacher at least a week in advance that 21st September has been declared by the United Nations as World Peace Day. Students are given time to brainstorm and prepare ideas for celebration of Peace Day in the school. The class takes a collective decision on what they wish to do for the day.

PERIOD

2

History

Civics

Geography

ECONOMICS

Nationalism in Europe

Power Sharing

Resources and Development

Development

Word Extension Infering Meaning

Nationalist Movement in Indo-China

Federalism

Forest and wildlife Resources

Sectors of Economy

Nationalism in India

Democracy and Diversity

Water Resources

Money and Credit

Gap Filling Editing Omission

The Making of a Global World

Gender, Religion and Caste

Age of Industrialization

Popular Struggles and Movement

Minerals and Energy Resources

Consumer Awareness

Work, Life and Leisure

Political Parties

Manufacturing Industries

Print Culture and the Modern World

Outcomes of Democracy

Lifelines of National Economy

Novels,Society and History

Challenges to Democracy

Vocabulary

Text Based

Explanation Extrapolation

Diary Entry Informal Letter Descriptive Passage

Syntex Transformation

Students are given time to prepare for the Peace Day celebrations.

They create a world conflict map to understand where the major conflicts in the world are happening.

They also research the life of people who have contributed to world peace.

PERIOD

3

Popular Struggles Agriculture Globalization and Movement

Students celebrate the world peace with the whole school with speeches during assembly, displays on peace, sending peace messages to people living in conflict zones.

Handbook for Embedding International Dimension in the Classroom | Class 10 |

Central Board of Secondary Education: Life Skills Domain

Self Awareness

Empathy

International Dimension Outcomes

Communication

Plan Collaboration beyond their Own Country

Creative Thinking

Empathy Decision Making

Make Right Choices for Sustainability

Communication

Coping with Emotion

Interpersonal

Coping with Stress

Predict Consequence, Cause and Effect Globally

Identity and Belonging

Conflict Resolution

Empathy

Conflict Resolution

Sustainable Living

Conflict and Peace

Commitment Rightsto and Responsibilities Peace

Desire to Make a Difference

Commitment to Peace

Commitment to Justice

Commitment to Justice

Communicating

Open to New Ideas

Sense of Interdependence

Conflict and Peace

Empathy

Suggest and Advocate Solutions Globally Engage with Local and Global issues

Acknowledge Different Viewpoints of Different Cultures

Suggest and Advocate Solutions Globally

• Japan has a great tradition of celebrating peace with origami folded cranes, encourage students to celebrate the way in which it is done round the world.

Positive Sense of Identity

Fairness and Equality

Creative Thinking

Critical Thinking

Aware of Global Issues

Preparation and Tips for the Lesson

Global Citizenship Domains

Self Awareness

Acknowledge Interdependence / Interconnectedness around the World

Appreciate Diversity across Borders

Learn from, with and about the World

Critical Thinking

Problem Solving

73

Assessment • Did the students realise that conflict anywhere in the world affects us directly or indirectly?

• Were they able to understand what are the top causes of war round the world? Did they offer any suggestion on how can these be avoided?

• Review: Ideas for celebration and execution of these ideas, peace messages by students, conflict map depictions, the peace campaign plans

Taking Action

Skills

Commitment to Sustainability Commitment to Rights and Responsibilities

Commitment to Sustainability Commitment to Rights and Responsibilities

Outlooks

Class 10

Themes Collaborating

74

Using Rubrics Effectively

One of the greatest challenges of teaching life skills is that they are often difficult to measure in a learner. One of the ways to make the skill assessment process systematic, meaningful and impactful is to use rubrics to evaluate learners’ progress.

A rubric is a simple table that shows progression of the skills being developed from “beginner” level to “proficient” level. It can have anything between three to five levels usually depending on how finely you want to distinguish between the different levels of the learning on the development journey. There is no one correct rubric. The ones in this handbook were developed during the content development workshop and are mostly generic.

Teachers are free to modify these, change them or develop new ones altogether. Sometimes teachers may want to give a numerical index to the rating and give students numerical scores too.

For effective use of rubric for assessment the following three points are essential The lesson activity design must allow all learners to amply demonstrate the skill being assessed The teacher must be very clear about the outward indicator of the skills such as contributing to discussion, helping others, talking a lot or being disruptive, unmindful or engaged The teacher must record the observation while it happens or shortly afterwards to avoid missing out or forgetting details.

The purpose of the rubrics should not be to just label young learners but to have a fruitful conversation with them about where they stand at the moment and how they plan to move ahead. Sharing your observation using the rubric table constructively will give students motivation to improve themselves and go forward confidently on their learning journey.

Handbook for Embedding International Dimension in the Classroom |

75

TEAM WORK COLLABORATION AND INTERPERSONAL SKILLS Beginner

Intermediate

Advanced

Proficient

Does not contribute or share any ideas or opinion.

Contributes ideas and opinions when prompted.

Contributes and shares ideas without prompting but needs support and encouragement sometimes.

Shares good and appropriate ideas willingly and accepts group’s decision to use or discard the ideas given.

No attempt to create consensus but either dominates or withdraws and disengages.

Able to work in team only when supported and encouraged proactively to do so.

Able to work in a team if all members are like minded and the task is clear and uncomplicated.

Able to work together with other pupils of different age, skill and ability and complements their own inputs to match others.

Does not volunteer to take responsibility or if given does not carry out tasks assigned.

Has to be cajoled into accepting responsibility and has to be followed up.

Takes responsibility and completes the task until the end to the best of his ability.

Takes responsibility of the team’s failures and achievements and empathises with other members.

Does not listen to other peoples suggestions or ideas.

Listens to suggestions and ideas but is reluctant to acknowlege or use it.

Actively listens and respects other people’s ideas and uses them in the effective completion of the assignment.

Respects other people’s contribution and gives them their due credit in the achievement of the tasks assigned.In case an idea is not used they take care to explain this to the contributor and thank them for the inputs.

Learning Activities where students able to demonstrate these skills

Group tasks such as play production. Collaborative creative tasks, joint presentations

76

Using Rubrics Effectively EMPATHY Beginner

Intermediate

Advanced

Is oblivious to otherâ&#x20AC;&#x2122;s needs. Unable to recognise other peopleâ&#x20AC;&#x2122;s stress or unhappiness or remains unmoved and uncaring even in the face of direct contact with people in distress or distressing situations.

Expresses feelings and emotions only when faced directly with distressing situations or persons in distress but cannot feel for people or person at a distance.

Expresses compassion and emotions appropriately not only when faced with distressing situation of others but also able to understand and feel compassion when hearing or reading about such situations in distant places.

Self survival is the main stay and is completely inward focussed and unmindful of common courtesy and helpful behaviour.

Proficient

Learning Activities where students able to demonstrate these skills

Can feel empathetic and express compassion with those near and far and can offer appropriate comfort through written and spoken words.

Is reluctant in reaching out to others but expresses willingness to do so. Is unmindful of regular courteous behaviour and needs to be prompted to greet, offer assistance and show good manners.

Demonstration of courtesy and consideration during play and in public spaces when unsupervised. Offers help spontaneously under normal circumstances and is mindful of hurting or causing discomfort to others.

Over and above usual courteous and helpful behaviours the student does not shy away from reaching out to those in distress even in challenging circumstances. Takes initiative to support those in distress and makes sacrifices to help others.

Acts charitably sometimes for some people. Supports causes only when it does not involve serious commitment of time or effort.

Shows adequate care and concern. Is committed to at least one or two causes either for the betterment of people or animals.

Contributes significanat time and effort to the cause and shows persistence in charitable action.

Feels committed to caring for others and shows this through consistent charitable action. Shows consistent commitment towards helping others in local community as well as taking up wider global causes investing significant time and effort towards it with great impact.

Campaigns for global issues, volunteering and social service work outside schools, such as working with people with special needs, senior citizens and underprivileged youth working with Red Cross or Society for Prevention of cruelty towards animals or animal shelters.

Working within school such as supporting younger children, helping students who need support with studies or being ushers at school functions.

Handbook for Embedding International Dimension in the Classroom |

77

PROBLEM SOLVING Beginner

Intermediate

Advanced

Proficient

Unable to articulate the problem and link the cause to the effect.

Able to recognise and articulate the problem to a degree and suggest a few causes for it but offers very sketchy solutions only.

Is able to articulate the problem and express it appropriately linking the cause and the effect. Is able to develop solutions that are appropriate and achieveable.

Is able to analyse the problem situation and identify the cause and effect relationships for the problem and offer one or more creative and appropriate solutions which are well thought, thorough, and detailed.

Broods over the situation often blaming others and the circumstances. Refuses to take action to solve problem.

Able to identify resources and seek appropriate assistance but unable to follow through with the action required to solve the problem.

Seeks to actively solve the problem and is able to show some perseverence in following through with action to solve the problem.

Is able to carry through fully with the designed action for solving the problem engaging in a cycle of action, review of the result of action and then planning new approach in multiple iteration until solution is reached.

Does not consult or interact with others to identify and nullify the problem.

Talks to few other people or researches few typical sources for information to solve the problem.However, is largely intuitive and offers solution without evidence.

Consults a limited range of sources, peers and experts and is systematic in analysing the information to provide solution. Intituitive solutions are cross checked to some degree.

Is able to research and draw upon examples of similar situations, good practices and ideas for solutions from many different sources through consultation and research.

Learning Activities where students able to demonstrate these skills

Surveys and Research Projects that involve gathering and analysing data, creating models, situational problems, case study analysis.

Mathematical Puzzles and Logic problems

78

Using Rubrics Effectively DECISION MAKING Beginner

Intermediate

Advanced

Proficient

Is unable to take any decision whatsoever.

Is able to decide on a course of action diffidently but does not explain coherently why they took the decision.

Is able to decide a course of action confidently and is able to provide a coherent narrative on how they came to that decision.

Is able to decide on a course of action with confidence and is able to demonstrate why that course of action is better than other choices with clear weighing up of pros and cons.

Is unable to create criteria to distinguish between the alternatives and cannot apply these effectively.

Is able to create an incomplete list of some alternative solutions and offer elementary list of criteria for weighing up the suitablity of the alternative solutions.

Is able to apply tools and techniques to weigh up the alternative solutions on offer against a more complete set of criteria created and decide on a course of action.

Is skilled and fluent and using decision making tools and techniques such as SWOT analysis, pros and cons table, etc., uses them effectively to rank multiple solutions against set criteria and offer a decision which is well thought through.

Has no strategy to evaluate the decision and cannot define success or impact of the decision.

Has difficulty in evaluating what went well and what needed improvement against a set of criteria agreed.

Understands the criteria for success and can weigh up the decision taken against these and offer modification to the decision for better impact.

Is able to ensure that decisions suggested are meeting higher standards such as being ethical, just and sustainable besides being impactful and meeting all success criteria.

Learning Activities where students able to demonstrate these skills

Planning trips and visits, distributing roles and responsibilities within classroom, organising stalls at school fetes, fund raising for charitable work, Electing Students Council

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CRITICAL THINKING Beginner

Intermediate

Advanced

Proficient

Gathers random data and evidence which are often not linked to the problem. Unable to understand the overall context of the problem and describe these.

Is able to gather data but not able to interpret them adequately nor able to take into account all of the context of the situation or problem being analysed.

Is able to gather and interpret most of the data and evidence around the problem or situation and understand the context of the problem in some detail.

Is able to gather data and evidence around the problem or situation in details and classify these properly.

Understand the context of the problem situation well and able to describe these in details.

Unable to apply the data collected and knowledge of the context of the problem to offer a solution or explanation for a situation or problem.

Not capable of deduction. Cannot detect falsehood in logic.

Is able to use only limited data and knowledge to offer solution or explanations. The context is ignored or not taken into account sufficiently.

Capable of deduction and reaches solutions sometimes but after many attempts and largely by chance. Can sometimes detect falsehood in logic.

Usually able to offer a probable solution or explanation taking into account most of the evidence and data. Able to offer solutions by deduction and in a few attempts.

The solutions are thought through logically but not able to describe the logic adequately. Can detect falsehood in logic most of the times.

Fluent critical thinker who solves problems and analyses situation deductively or inductively very quickly. Is able to clearly explain the logic and describe the solution offered in details and detect falsehood in logic most of the times. Can always detect falsehood in logic.

Does not attempt to test hypothesis or explanantion offered.

Accepts solution and explanation without challenging it.

Expresses doubt and questions assumptions and offers some logic to challenge status quo but does not follow through.

Proactively challenges, sets norms and assumptions and offers a few ways to test these.

Goes through with some experimentation to test different view points and opinions but the design of experiment may not always be well thought through or logically completely sound.

Always tests theory or hypothesis suggested and challenges norms and assumptions through rigourously designed tests that are sound and well thought through.

Explains the alternative solutions and argues the case clearly and logically.

Learning Activities where students able to demonstrate these skills

Surveys and Research Projects that involve gathering and analysing data, situational problems, case study analysis.

Mathematical Puzzles and Logic problems

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Using Rubrics Effectively CREATIVITY Beginner

Intermediate

Advanced

Proficient

Usually unable to give a new idea or even apply old ideas to new situations.

Able to sometimes create new and innovative solutions bringing together elements in unusual but effective combinations.

Always able to put together ideas when asked to design a project or a problem.

Is quick to generate multiple ideas for a project or a problem.

Mostly repeats and copies work done by others. No attempt is made to offer creative or unusual interpretation nor to change and modify.

Mostly copies or sticks to the usual interpretation and solutions but occasionally makes modifications and changes the routine.

Usually always attempts to give an original interpretation or solution which is different and unusual but mostly attempts to be creative from a known and tried and tested parameter.

Mostly offers innovative and unusual interpretation and presentation of ideas and solutions. Creative in make unusual associations that come together meaningfully and has impact.

Work is usually discordant and routine, repetitive and lacks aesthetic sense.

Work is sometimes harmonious but routine, follows pattern and set routine most of the time.

Work presented usually has few elements of pleasant and harmonious presentation that is aesthetically pleasing.

Highly evolved sense of aesthetics and is able to generate creative ideas fluently most of the time. Has great variety in presentation and is always varied and engaging.

Learning Activities where students able to demonstrate these skills

Performing Visual Arts projects, creative writing and designing new products or dresses.

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COPING WITH STRESS AND EMOTION Beginner

Intermediate

Advanced

Proficient

Even small disturbance in schedule, minor annoyance causes stress and has low resilence.

Student usually copes with minor annoyances with resilence and can distinguish between medium to extreme stress situation but cannot manage these well.

Student is able to cope with minor setback and incidents.

Is able to understand the implications and react appropriately. Does not get stressed by minor incidents.

Student is able to cope with major setback and incidents rationally and manage stress. Usually able to identify stress factors early and manage these proactively.

Stress expressed through anger, violence, or withdrawl.

Vocalisation of emotion not appropriate.

Student usually does not show anger, violence, or withdrawl in minor issues but likely to behave negatively when faced with moderate or major stress situations.

Student is able to cope with moderate stress situations, losses and incidents without negative behaviour. Only rarely loses temper or shows negative behaviour under stressful situations. Usually functions normally.

Able to manage high degrees of stress and tension with calmness and function normally under most circustances without showing negative behaviour.

No positive coping technique adopted leading to behaviourial and health issues even under support and supervsion.

Student is able to identify stress situation and sometimes manage them through stress management techniques. Mostly needs support and supervision.

Student is able to use breathing techniques, rationalisation, yoga and exercise to manage stress most of the time but occasionally needs to be reminded and supported.

Well versed in managing stress and capable of handling all situations through a variety of techniques even without supervision or support.

Student is not able to recognise emotions of other people correctly or react to them appropriately.

Student is able to understand otherâ&#x20AC;&#x2122;s feeling and able to offer comfort or react appropriately in some cases.

Student is good at recognising other peopleâ&#x20AC;&#x2122;s emotions and offers support and encouragement as appropriate most of the time.

Student is good at recognising signs of distress and elation in others and responds with genuine enthusiasm or empathy. Recognises inappropriate or dangerous signs of emotional distress and seeks to help or gets help from others such as teachers, parents etc as needed.

Learning Activities where students able to demonstrate these skills

Sports tournaments, inter-class or school competitions, games and yoga classes, School Council elections, public performances and speaking.

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Using Rubrics Effectively SELF AWARENESS Beginner

Intermediate

Advanced

Proficient

Negative unreal self image affecting behaviour and confidence. Does not engage positively with peers.

Moderately negative or unreal self image and that needs constant feedback and supervision. Makes an effort to improve and engages with peers with diffidence when encouraged.

Has a positive self image and only occasionally displays lack of confidence.

Usually dresses and behaves appropriately and engages with peers confidently. May sometimes react defensively to feedback but usually is aware of own shortcoming and works towards improvement.

Positive body image but has real understanding of own shortcoming and works actively to improve them. Engages positively with peers and dresses and conducts appropriately on all occasions.

No interest in one’s own community and culture and unaware of one’s place in it.

Is interested in one’s immediate community and culture and can speak confidently about it but not able to link to and fully appreciate national diversity and one place in the nation.

Is well versed with one’s own culture and community and appreciative of regional diversity within the country.

Able to speak confidently about one’s own culture, community and link it to the national identity.

Aware and confident of own culture and heritage. Does not react defensively to criticism. Speaks correctly and confidently with authority about one’s own regional and national culture and community. Able to appreciate the global cultural diversity and find one’s place within it.

Is introspective to some degree and usually takes feedback reluctantly acting upon only few of them to improve oneself in any area.

Is fairly introspective, takes feedback constructively and willingly acts on them to improve oneself. Is not usually defensive or overly sensitive. More or less open to new ideas and thinking.

Is open and proactively seeks feedback.

Works on areas of improvement with perseverence. Is not defensive but balanced in reacting to difficult social or cultural situation. Can appreciate different perspective and viewpoint.

Learning Activities where students able to demonstrate these skills

Reflective tasks exploring one’s aims, ambition, emotion and reaction to situations.Diary writing, painting, poetry and compositions.

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COMMUNICATION Beginner

Intermediate

Advanced

Speaks one language and is only good at using it within oneâ&#x20AC;&#x2122;s own cultural context.

Unable to adapt to new situations and listeners from other context.

Speaks one language competently but has elementary knowledge of more than one language. Reluctant to learn a new language.

Fluent speaker of one language but can speak more than one language. Usually able to adapt language to cultural context of the speaker and can pick up a few words of new language but is hesitant to use it unless compelled.

Fluent multilingual speaker with ability to respond to the listenersâ&#x20AC;&#x2122; cultural context and modulate the language likewise. Able to pick up new languages and attempt to communicate with it without hesitation.

Does not use any communication tools besides language.

Makes some attempt to use tools such as pictures, photographs and graphs to enhance communication but often cannot decide on the right tool for the right purpose.

Is good at using different tools of communication such as pictures, mime, infographics, photographs, etc., and uses them effectively most of the time.

Is usually good at choosing the right tool for the purpose of communication.

Uses a range of communication techniques which are chosen appropriately with the audience and purpose in mind. The use of the tools and techniques are impactful and effective.

Content of communication is usually appropriate and demonstrates minimal degree of thought and organisation.

Content of communication is adequately researched and appropriately organised and clearly presented in neat format.

Content of communication is well researched and organised. It is presented neatly and in an aesthetically pleasing way that is easy to understand.

The content of the communication is not appropriate and meaningless to the audience.

Proficient

Learning Activities where students able to demonstrate these skills

Reports, presentations, debates, discussions, role plays, elocution, posters, leaflets, campaign banners, advertisements, etc.

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