DAV MUKHYAMANTRI PUBLIC SCHOOL BHAWARMAL C.G.
ANNUAL PEDAGOGICAL PLAN-2021-22
INFORMATION ABOUT THE SCHOOL Basic • Name of School • Address • Phone Number • Website • Email Id • Name of the Principal • Email ID • School Affiliation no. • School Code • Year of affiliation • Validity of affiliation
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: DAV MUKHYAMANTRI PUBLIC SCHOOL BHAWARMAL : Bhawarmal, Block: Ramchandrapur, Balrampur, Chhattisgarh : 7000869166 : davmpsbhavarmal.in : davmpsbhawarmal@gmail.com : Prabhash Chandra : davmpsbhawarmal@gmail.com : 3330283 :17019 : 2016 (Secondary) & 2017 ( Senior Secondary) : 31 March 2023
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STUDENTS STRENGTH CLASS LKG UKG CLASS I CLASS II CLASS III CLASS IV CLASS V CLASS VI CLASS VII CLASS VIII CLASS IX CLASS X CLASS XI CLASS XII Total
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STRENGTH 7 17 21 24 27 30 25 39 24 34 17 20 17 35 337
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Year Total No. of Students No. of Students appeared No. Passed Pass % 90% or above marks Compartment Fail Sr. No 1 2 3 4
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Year of First Batch of Class X Year of First Batch of Class XII 2020-21 X
2020-21 XII
37 100% 1 0 NIL
35 100% NIL 0 NIL
37 37
Category/Designation PGT TGT PRT PPRT TOTAL
2015-2016 2017-18
35 35
No.
5 8 7 4 24
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A HISTORICAL
OUR PROFILE
In the latter half of the nineteenth century, a radical group of socially oriented people, who were followers of Maharishi Dayanand, formed the Dayanand Anglo Vedic College Trust and Management Society. The Society was registered in 1885 under the Societies Registration Act.The main objective of the Society was to achieve the goals laid down by Maharishi Dayanand who had the firm conviction that salvation lay in educating the masses.
THE NEW VISION
The DAV Organization which is now more than 128 years old, has been successful in the task of spreading education to different corners of the country. With so many accomplishments to its credit, the stage has come when the organization needs to reconsider the situation and evolve strategies to meet future challenges. At this stage, it is advisable to change levers and evolve a policy for effective governance of Public Schools to meet the future challenges and to modernize our present system. Keeping this in mind, DAV looks ahead to face the future challenges and review policies which need to adapt to the fast changing situation. Thrust has been laid on raising the quality of education; bringing about changes in the structure and systems, looking into standardization of norms, bringing in a professional management system, developing mechanism for better resource utilization and thereby strengthening the DAV Organization.
STARTING OF DAV PUBLIC SCHOOL SYSTEM
Until a few decades back, the DAV College Managing Committee managed mainly the collegiate education besides some state aided schools in different parts of the country. The Committee then took a conscious decision to embark upon a programme of opening a chain of Public Schools all over the country. These public schools were to generate their own resources and were not to depend upon the government for financial assistance. At the same time, the chief objective of these schools was to provide very high quality school education. The programme soon became very popular and there was a pressing demand for more and more DAV Public Schools. In a very short span of time, over 583 Public schools have come-up in various parts of the country under the management of the DAV College Managing Committee. DAVMPSBHAW/2021/APP/Ver1.0
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GROWTH OF DAV PUBLIC SCHOOLS The growth of DAV Public Schools have indeed been phenomenal as would be evident from the following figures:
Year Number of Schools 1975 1980 1985 1990 1995 2000 2005 2010 2011
Growth of DAV Public Schools
26 33 94 290 464 457 503 5 60 583
ACADEMIC RENAISSANCE
HOLISTIC EDUCATION It is an essential feature of all DAV Public Schools that they cater to the all round development of the personality of children. While taking care of their academic development, every effort is made to see that other faculties also develop appropriately. DAV believes that every child should be given an opportunity to bloom, a right to explore, to touch, learn and enjoy, to experiment, to question, to think, to play and to shoulder responsibility. To achieve this, a host of co-curricular activities are offered by the schools, ranging from games and sports (indoor and outdoor) to music, dance, painting, crafts, dramatics, debate, literary pursuits, science projects and projects on other contemporary issues such as environment as well as activities linked to life skills such as thinking skills, social skills and emotional skills, personality development, building confidence, as well as developing life skills, communicative skills and scientific temper, etc. Lot of stress is laid on inculcation of values and formation of right attitudes and habits. The principles DAVMPSBHAW/2021/APP/Ver1.0
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of DAV are at the root of such personality development which contribute strongly to build a proper society. Schools invariably perform ‘havans’ in the richest traditions of Arya Samaj and try to impart values and ‘sanskars’ which have been the forte of the DAV organizations INCLUSIVE EDUCATION 7
DAV caters to the needs of urban as well as rural students together with adivasi and tribal children. In tune with the National Literacy Mission, DAV Organization has carried education to the doorsteps of the needy and the under-privileged. Even the remotest areas of India have DAV Schools which constantly strive to provide children with world-class education and basic life skills. DAV is also involved in social welfare schemes dealing with education for the weaker sections and for students from tribal areas, comprehensive plans for the upliftment of tribal people in North/East Regions, programmes for the disadvantaged sections of the society and for the mentally challenged children of society. Besides it, DAV also caters to the educational needs of differently abled students like slow learners, physically challenged, etc. The DAV administers various tests in all schools in order to identify students with special needs so that appropriate measures can be taken to help them learn better. EQUALIZATION OF EDUCATIONAL OPPORTUNITIES True to DAV values, schools have been offering services specially for the under-privileged. The DAV Public Schools have provided fee concessions, free text books, free uniforms, free transport, mid-day meal and have also provided non-formal education to the needy. The Organization has been targeting the jhuggi clusters as part of its empowerment and rehabilitation programme. The aim is to enable women and children of under-privileged class to survive in society and provide them with skills to find employment once they are out in the field. Residential and Day Schools have been opened in remote and inaccessible areas. WOMEN’S EDUCATION AND DEVELOPMENT PROGRAMMES DAV institutions are conscious about education of girls. The DAV philosophy of education pays equal attention to the personality development of both boys and girls. Providing job opportunities to women is also a priority. Free vocational training and literacy units are dedicated to hundreds of women of slum areas and appliances like sewing machines are provided to them for their initial settlement.
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ENVIRONMENTAL CONCERNS Environmental issues like pollution and sustenance of the environment have also been taken up by the DAV institutions. Several projects like ‘vanmahotsav’, ‘Say no to poly-bags campaign’, ‘Say no to fire crackers campaign’, water-conservation and anti-pollution drives are regularly carried out by the DAV Schools in order to create awareness not only among the students but the whole community. The students from DAV institutions often carry out sanitation and cleanliness drives in the school neighbourhood also. NATIONAL CONCERNS DAV has always extended every possible help in the hour of National Crisis – be the earthquake at Pauri (Bihar) or Gujarat, the Kargil war, the Odisha tragedy or the Tsunami catastrophe, DAV has always risen to the occasion by donating generously in the form of cash, kind and voluntary service to alleviate suffering. FUTURISTIC VISION The DAV visions on a well-planned expansion of schools and institutes keeping in view the revolution in the fields of electronics, computers and multi-media. Global shifts towards increased deployment of IT have made the DAV also look through the lens of good governance and move towards e-administration and e-services. The DAV has undertaken many initiatives towards using IT to modernize the organizational system in its institutions. The use of IT has led to greater transparency, accountability and participation in the institutions. The institutions are primarily focusing on automation and computerization. The thrust has now shifted from manual processes to IT-enabled processes leading to increased efficiency in administration and service delivery and a greater focus on teaching-learning in schools with Internet access and computer labs. DAV ORGANIZATIONAL SET UP 1. The DAV College Trust and Management Society is a non-government organization registered under Societies Act 1860. The over all management and control of all institutions (including DAV Public/Model Schools) maintained or managed by the society vests in DAV College Managing Committee, New Delhi. 2. As its chief executive, it is the duty of the President under Regulation 95 to control and supervise all establishments belonging to the Society and Departments under its control.He is assisted in this job by one or more Vice-Presidents under Regulation 97, by the General Secretary and Secretary under Regulations 98 and 99 and by the Treasurer under Regulation 100. DAVMPSBHAW/2021/APP/Ver1.0
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3. Subject to the general control and supervision of the Managing Committee, the Management of all DAV Public/Model Schools vests in the P.S.G.B. (Public Schools Governing Body). The Governing Body consists of the President, Vice-President, General Secretary and Directors (P.S.) as ex-officio members. The Governing Body exercises its powers of management in respect of each Public School in accordance with rules and regulations of the DAV College Managing Committee to whom its recommendations are directly referred for ratification.
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D.A.V. MUKHYAMANTRI PUBLIC SCHOOL BHAWARMAL
Department of School Education Government of Chhattisgarh was running Model School sanctioned under RMSA (Centrally Sponsored Scheme). These Model School were started to cater to all-round development of students, including sports, cultural and other activities along with education. All the schools were following CBSE syllabus in English medium, affiliated to (CBSE) central board of Secondary Education, New Delhi. Being impressed by the quality of Service & Education rendered by DAV Organization in major parts of Chhattisgarh, the Department of Education Government of Chhattisgarh invited DAV to effectively utilize infrastructure and facilities under RMSA scheme to provide quality school education, especially for the under Privileged population in remote areas of selected educationally backward blocks of the state. DAV College Trust & Management Society, New Delhi warmly accepted the challenge and entered into a Concessional Agreement with Department of Education Government of Chhattisgarh in April 2016 and took over the schools for Managing in DAV pattern of education. These schools named as ‘DAV MUKHYA MANTRI PUBLIC SCHOOL’ are functioning in almost every block of 20 districts of Chhattisgarh covering the entire region of Chhattisgarh. DAV Organisation feels proud to join hands with the Government of Chhattisgarh in this noble cause. The Regional Director Chhattisgarh Zone, Bhilai has initiated the admission drive in all these schools under guidance of worthy President & Director, DAV College Managing Committee, New Delhi. DAV Mukhyamantri Public School Bhawarmal has the state of the art infra structure and highly competent team of teachers drawn across
the country to offer the best possible education to the children. The school implements a specially designed school curriculum as per CBSE guidelines that is a blend of theoretical understanding of knowledge and first hand experiential learning on various topic centered activities. To support this, highly sophisticated labs and activity rooms have been developed by various expert agencies. The daily routine has sufficient space to nurture the physical growth of every child. Healthy communication at regular interval with the parents plays a pivotal role in parents teachers relation for the all-round development of the children. In addition to this, DAVMPS Bhawarmal conducts activities to nurture exemplary civic sense to make each child a future ready citizen of this great nation. Programmes like celebration of birthdays of freedom fighters aim at imbibing a sense of nationalism and patriotism among the students. Overall, DAV MPS Bhawarmal is the one of the finest destinations for the people of Balrampur to obtain quality education founded on true national and societal values.
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Scope of the School DAV Mukhyamantri Public School have provision of running Classes from I to XII, subject to minimum of 2 sections and maximum of 90 students per class. Out of 90 seats in class 60 seats will be filled through direct admission by school authority. Remaining 30 seats will be filed by students under RTE Quota and Govt. Quota. Every academic session in all these school will be form 1st April to 31st March. Parents interested for admission in these schoolare advised to contact school office for admission formalities. SUBJECTS AND STREAMS BEING OFFERED AT DIFFERENT GRADE LEVELS Grade Levels LKG-UKG I-II III-IV V-VIII
Subjects/Stream Hindi, English, Etiquettes, Number Knowledge,Psycho-motor Skills Hindi, English, Etiquettes, Mathematics, EVS,Naitik Shiksha and Psycho-motor Skills Hindi, English, Etiquettes, Mathematics, Science,Social Science, Naitik Shiksha ,Psycho-motor Skills, Art & Craft, STEM, Computer Science, General Knowledge and Games & Sports Hindi, English, Etiquettes, Mathematics, Science, Social Science,Sanskrit, Naitik Shiksha and Psycho-motor Skills, Art & Craft, STEM, Computer Science, General Knowledge, Games &Sports
IX-X
Hindi, English, Mathematics, Science, SocialScience, STEM, Computer Science, General Knowledge, Games & Sports
XI-XII
Hindi, English, Physics, Chemistry, Biology, Math, Accountancy, Business Studies, Economics,Computer Application, Informatics Practices, Geography, Stream Options 1.BiPC
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2. MPC
3. Commerce
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VISION AND MISSION OF THE SCHOOL Vision Our vision aligns with shifts in the global economy, society and environment which animate our mission and our values.
Creativity, innovation, and a desire to challenge the status quo, both in what and how we teach and in the intellectual ambitions of the school itself. Social engagement, orienting students academics experience to help them to become critically engaged citizens dedicated to solving problems and contributing to public good.
Mission The aim of DAV Mukhyamantri Public School is to provide the best and holistic education to the children of educationally backward blocks of Chhattisgarh State. We believe that the pursuit of excellence rests on the positive belief to develop the qualities of integrity, honesty, trust, compassion and our motto ‘Service to needy’. To
strengthen student personalities with character building, teamwork, physical development and a sense of leadership. To instill a sense of nationalism, social equality and communal harmony. To inculcate a sensitivity to the concerns of the environment. To help students advance technologically without compromising our rich values and our cultural heritage.
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Quality Objectives of the school Quality objectives
To include 3 age appropriate activities per term per class to promote team work. To include 2 age appropriate activities per term per class to enhance concerns of the environment. To ensure every student is having knowledge about 2 major games and skill for 2 minor games. To ensure every student experiences age appropriate freedom to exhibit leadership skills. To ensure the students imbibing in them the rich values of nationalism, social equality and communal harmony through 2 age appropriate practices in the school.
Consultations and discussions held for preparing the annual plan.
3.
The responsibility for pedagogical planning in the school is undertaken by the Principal and the Coordinators under the guidance of the Manager. The Principal demonstrates pedagogical leadership by leading from the front in defining and setting standards of academic instructions, teaching strategies, learning outcomes, methodology of learning and assessment and differentiated teaching-learning. Composition of the Planning committee for the session 2021-22:Head
a) Principal, Mr. Prabhash
Chandra
Members a) b) c) d) e)
Mr. Gyaneshwar Mishra, CBSE & Exam In Charge
Mr. Amit Choubey, Coordinator Secondary and Senior Secondary R. Abhay Kumar, Middle Coordintaor (VI - VIII) Ms. Priyamvada Raj,Primary Coordinator (III-V) Ms. Lachmen Pandey, Pre-Primary Coordinator( LKG-II)
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A Series of meetings held from July 2021 to December 2021 in order to a) Assess the progress of the previous year and identify the shortfalls where they may be, which would form the basis for planning for the next session. b) To define the objectives for the new sessions in the particular area of Academics, Co scholastic and extracurricular fields. These were done not only area wise but also segment wise, therefore developing a complete matrix for areas of segment and Classes. c) To review ongoing practices for improvement where required in teaching learning, assessment, guidance and counseling, Co curricular support. d) e)
To deconstruct CBSE circulars, outlining fresh/new initiatives and to develop a plan for implementation of the same. To study the curriculum and related manuals/ support material in order to determine the changes brought in and how these would impact the planning for the session.
Goals to be achieved- annual and long term As an outcome of Section 3 above (Consultations and discussions held for preparing the annual plan), the following goals have been drawn up: a) To design a comprehensive program for multiple intelligences that would be aligned to the vision of the school. b) To strengthen the guidance and counseling program in the school, to empower children, build up their capacity for self management, as also to guide them academically to assume more responsibility for their own learning especially in the senior Classes. c) To involve parents in supporting school and CBSE initiatives, especially those aimed at their holistic learning and betterment of society. d) To consciously create opportunities for to equip students for meeting their immediate and future needs. This would include active exploration and setting up of facilities to support concepts like Artificial Intelligence, STEM, Design Thinking, Robotics. e) To make a beginning in providing skill subjects to students from Class IX onwards. f) Continuous and regular staff/teacher training programs to keep them updated with the current trends in education. g) To incorporate the development of 21 Century skills into the teaching learning program and Co scholastic activities and extra curricular pursuits. DAVMPSBHAW/2021/APP/Ver1.0
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h)
To ensure that all facilities required implementing and achieving goals are made available on timely basis.
The goals, developed on the basis of our vision and mission, are designed to help the school continue in the pursuit of its excellence. Culture of the school At DAV MPS Bhawarmal we emphasize on creativity, letting children explore, developing thinking and analytical skills and most importantly expressing and understanding their inner self. • • • • • • •
Well-designed learning programme and value based education aligned with school curriculum and vision of the organisation. Learner-centered approach to education; conducive academic environment and progressive outlook. Integration of technology in education Scientific temper is inculcated in each child through exploration, observation and discovery. Active participation and consistent achievements in various sporting and skill based competitions. Focus on complete personality development. Curriculum caters to Multiple Intelligences, perfectly harmonized to facilitate the child’s quest for knowledge, Global exposure to students along with career counselling and guidance
The school provides every opportunity to help students attain their full potential to evolve as worthy world citizens.
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Sl No
School SOPs for 2021-22 Process
Mode
Process Owner
Approver
Time-line
Daily Teachers attendance Daily Students Online Attendance Bi-monthly Parental Communication Record Monthly Course Coverage Report Weekly Class Supervision Report Weekly Activity Report
Online/ Offline/ both Online
All staffs
Principal
All working days
Class Teacher
Coordinator
Daily in the first period
Online
Class Teacher
Coordinator
1. Between 13th & 15th every
Online
Class Teachers
Online
Coordinators
Coordinators/ Principal Principal
Online
Principal
Every Monday of the previous week
07
Chapter-wise Lesson Plans
Online
Activity Teacher & Extra Curricular Teacher Subject Teachers
Coordinators
08
Correction of Student’s Homework/ Classwork/ Project/ Assignment etc
Online/Offline
Subject Teachers
Coordinators
Between 25th & 28th of every month for the approval of next month Every Thursday/ Friday/ Saturday
01 02 03 04 05 06
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month 2. Between 27th & 30th every month Between 25th & 28th of every month Weekly once of all subjects
09
Correction of Summer vacation Works & 21st Century Skill Activities Submission of Soft Copy Question Papers in MS Word Leave Application Weekly Progress Reports
Online/ Offline
Subject Teachers
Coordinators
30/06/21
Online
Subject Teachers
Exam Cell IC
Before 20 days of the scheduled exam/ assessment in the Annual Calendar for 21-22
Online/ Offline
All staffs
Principal
Online ( Oral)
Subject Teachers, Coordinators, Activity Teacher
Principal
13
Teacher’s Diary
Offline
All staffs
Principal
14
Progress Register
Offline
Class Teachers
Principal, Exam IC
15
Update of Profile Portfolio Teachers Review Meetings
Online
All staffs
Principal
Online/ Offline
All Teachers
Principal
Before at least one day of leave Oral presentation at every weekly review meeting on Thursday/Friday/ Saturday Daily updating of all minutes of the meetings, details of school communications, anecdotal evidences etc. Within 10 days from the date of declaration of results after Half-Yearly & Annual Examinations As per the time schedule of the portfolios 7 pm on every Friday or as and when required/ No separate messages will be sent for meeting.
10
11 12
16
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17
Core Members Review Meeting
Online/ Offline
Coordinators, Exam Head,
Principal
18
Examination Cell Meeting
Online/ Offline
Coordinators, Exam Head, Exam Cell members
Principal
19
Account Cell Meetings
Online/ Offline
Admission Cell IC, Accountant, Store IC,
Principal
20
Internal Meetings
Online/ Offline
Coordinators, Exam Cell, Activity
21
Meeting of School Fees Committee/ School managing
Online/ Offline
All concerned
Respective section/ department heads Principal
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The Coordinators will coordinate the meetings. 7 pm on every Thursday or as and when required, No separate messages will be sent for meeting. The VP will coordinate the meetings. As and when required, Separate messages will be sent for meeting. The Exam Head will coordinate the meetings. Two Meetings: 10 am on every Monday & 10 am on every Thursday. No separate messages will be sent for meeting. Minimum one time every week. Minimum one time in every six month/ First in August/ September & Second in
Committee/ Parents Teachers Association
February/ March/April
ANNUAL ACADEMIC PLANNING FOR 2021-22 Subject
Responsibility
1.Annual teaching plan: as per the revised curriculum, every subject teacher from nursery to class-xii will prepare an annual pedagogical plan (app) separately class wise. It must contain the teaching lesson plans adhering to the cbse curriculum for 21-22 & the School academic calendar. The format of the lesson Plan has been attached herewith.
Subject Teachers of LKG to XII
2.conduct of online/offline classes: i) All the online classes/offline classes will be taken by the teachers in the school class room only. ii) All teachers must use the blackboard for teaching. iii) All the teachers must use blended method of teaching. The 30 min 60 min time must be divided in a meticulous manner. A suggestive plan of a class is given below.
Subject Teachers of Nursery to XII
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Supervisory & Tasks Coordinator & Principal: All respective coordinators must verify the LPs and submit it
Submission Deadline 1/4th of the syllabus before 12//04/21 Full
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to the Principal. They may do all necessary modifications/ corrections, if any. Coordinator &Principal
syllabus before 30/05/21
Weekly Report must be submitted on every Saturday
30 minutes: 05 min: ice-breaking/ introduction & background topic 20 min: discussion/ oral demonstration/ teaching 05 min: review/ doubt clearing/ follow-up tasks 60 minutes: 05 min: ice-breaking/ introduction & background topic 40 min: discussion/ oral demonstration/ teaching 10 min: review/ doubt clearing/ follow-up tasks iv) In blended method of teaching, the total duration for the exposure to digital resources like ppts, audio, video, animation, webpage, pdfs, e-notes, digital mindmaps etc must not exceed half duration of the entire period i.e. 15 minutes in case of a 30 min class & 30 min in a 60 min class. v) The attendance of the students must be recorded separately in the format supplied by the school. All class teachers will compile the attendance report on weekly basis and submit it to the coordinators on every saturday. The coordinators will submit the same with their remarks to the vp on every monday. The class/ subject teachers must call the absenting Students on every second day. All cases of continuous
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3 days absent must be informed to the coordinators in writing. vi) The subject teachers are not permitted to change the timing of the classes/ periods without obtaining the prior approval from the principal. The parents have expressed their concerns regading the last minute change of online classes. In case, any teacher habitually changing the timing of the online classes will be viewed seriously. The coordinators must ensure the implementation of time-table without any deviation. vii) Every student has to receive the annual portfolio for 21-22 and procure the books from the authorised vendor to become officially eligible to attend the online/offline classes. The class teachers must contact the parents to complete the above two formalities within two days from the start of the online classes. viii) All the class teachers must conduct a counselling period once in every week. The counselling session will include deeper meaningful interactions, motivational talks/ videos/ ppts/ short films, career guidance, weekly reflections, open forums ( inviting a societal stake holder to share his/her ideas/ experiences/ journey/ achievements etc with the students), short pep-talks, hobbies-talks, roleplaying, dramatizations, community outreach group DAVMPSBHAW/2021/APP/Ver1.0
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activities, discussions etc. Month wise plan for the counselling sessions must be approved by the coordinators before implementation. The arts-integrated period may be used for the Counselling sessions. 3. Extra-curricular & cbse activities: every class teacher must ensure full participation of his class in all the extracurricular and cbse activities. There must be minimum ten (10) participations from every section. 4. School curriculum committee
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Class Teacher
Extra-curricular IC & CBSE Activities Resource Person
Principal Principal Members: Mr. gyaneshwar Mishra, Mr. Abhay Kumar, Mr. Vikash Kumar, Mr. Santosh Kumar Tripathi, Mr Vikash Kumar Sharma, Ms. Priyamvada Raj, Mr. Bablu Prajapati,Mr. Anuj Kumar rajwade, Mr. Amit kumar Choubey, Ms. Lachmen Pandey, Ms. Anu Dhar Dubey, Ms. Anu Gupta, Ms.
Principal
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As per the Annual Calendar/ CBSE Notification 30/04/21
Anju Bala, Ms. Urmila Bhagat, Ms. Ranju Mehta DocumentatioN & Communicati On): Mr. Deelip Kumar Prajapati
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TEACHER’S ELEMENTS OF ANNUAL PEDAGOGICAL PLAN: A)Pedagogical Practices by Teachers: The pedagogical practices should be learner centric. Teachers are expected to ensure such an atmosphere for students where they feel free to ask questions. They would promote active learning among students with a focus on reflections, connecting with the world around them, creating and constructing knowledge. The role of a teacher should be that of a facilitator who would encourage collaborative learning and development of multiple skills through the generous use of resources via diverse approaches for transacting the curriculum. Teachers should follow inclusive principles and not label children as ‘slow learners’ or ‘bright students’, or ‘problem children’. They should instead attend to the individual difference of students by diagnosing and modifying their pedagogic planning. As far as possible, Arts should be integrated in teaching, especially while teaching the concept which students find difficult to understand. B) Competency based Learning: To face the challenges of 21st Century, education should be competency based and Principals as Pedagogical Leaders must create conducive environment for the development of competencies among the students. Competency based Learning focuses on the student’s demonstration of desired learning outcomes as central to the learning process. Learning outcomes are statements of expected outcomes that the student will be able to do to know, understand and/or be able to demonstrate after completion of a process of learning as a result of learning the activity. Therefore, the focus is on measuring learning through attainment of prescribed learning outcomes. Experiential and active learning are the preferred pedagogies for Competency Based Learning as they promote critical thinking, creativity and effective study skills among students. Learning Outcomes approach developed by NCERT for classes I-X that is enclosed with each subject should be adopted by all the schools and teaching-learning process may be changed in the light of these outcomes. The schools are expected to have well-defined Learning objectives for every grade that are observable and measurable, and empower learners to focus on mastery of valuable skills and knowledge. It is expected that teachers will provide meaningful and joyful learning experiences to the students by adopting variety of innovative pedagogies or instructional activities and go beyond textbooks. Schools are expected to track the attainment DAVMPSBHAW/2021/APP/Ver1.0
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of Learning Outcomes by each learner and ensure that no child is left behind. CBSE has also come out with suggestive mapping of learning outcomes with NCERT curriculum which can be adopted/ adapted by schools. CBSE has also mapped each learning outcome with assessment to enable tracking of learning progress and these resources are available at the website of CBSE in the form of Teachers Energized Resource Material. Schools should also attempt this on their own.
C) Lesson/ Unit Plan Specific Lesson Plans for the topics are to be prepared by the teachers. These plan may have the following parts: 1. Specific Learning Outcomes; 2. Pedagogical Strategies; 3. Group activities/experiments/hands-on-learning; 4. Interdisciplinary Linkages and infusion of Life-skills, Values, Gender sensitivity etc.; 5. Resources (including ICT); 6. Assessment items for measuring the attainment of the Learning Outcome 7. Feedback and Remedial Teaching Plan. 8. Inclusive Practices D) Classroom and School Environment: School environment should be conducive for holistic development of the students. The school should focus on health and hygiene by adopting inclusive practices. As part of the policy the school should adopt practices which will promote mental health. In this direction, the schools may follow the guidelines issued by the Board on making the school a No-Anger Zone or Anger Free Zone. The board has developed school health manuals which are available on www.cbseacademic.nic.in. The time table in the school should take care of proper rest and the children learn subjects with relaxation. School must also ensure that Children avoid the intake of junk food and should ban it around school premises. Intake of the healthy foods should be encouraged with activities described in circular issued DAVMPSBHAW/2021/APP/Ver1.0
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by CBSE. The surroundings and daily life activities and situations are the best experiential teachers for the students. Teachers must make efforts to draw examples and group activities from daily life observations within the classroom/within the school and surroundings, and encourage presentations and reflection by the students once the activity is completed, to develop the skills of critical thinking and communication. Children learn a lot through peer learning. To promote peer learning, flexible seating arrangements may be made available during the classroom transactions. The seating should also take care of the needs of the students with disabilities as well. Learning should focus on individual differences and promote collaborative learning. The classroom activities must be connected to the immediate environment of children.The school should maintain connection with the parents and the progress of children should be communicated to the parents, and, if needed remedial measures be taken up for improving the learning outcomes.
E) Creating Cross-Curricular Linkages: Creating cross-curricular linkages are vital to learning as they help to connect prior
knowledge with new information. For example, Mathematical data handling and interpretation can be effectively applied in geography and science. Children can write better-framed answers in history, geography and science when they have learnt how to write explanations/ short descriptions in a language. Similarly, Life Skills like empathy, problem solving and interpersonal communications can be easily integrated with the study of literature and other areas. Universal Values, Life Skills and Constitutional Values with emphasis on realization of Fundamental Duties may be incorporated depending upon context in almost all the subjects. F) Special emphasis on Integrating Arts in education: All disciplines being pursued by students at all stages require creative thinking and problem- solving abilities. Therefore, when Art is integrated with education, it helps the child apply art-based enquiry, investigation and exploration, critical thinking and creativity for a deeper understanding of the concepts/topics. Secondly, Art Integrated learning is a strong contender for experiential learning, as it enables the student to derive meaning and understanding, directly from the learning experience. Thirdly, this kind of integration not only makes the teaching and learning process joyful, it also has a positive impact on the development of
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certain life skills, such as, communication skills, reflection and enquiry skills, un-conditioning of the mind leading to higher confidence levels and self-esteem, appreciation for aesthetics and creativity, etc. Fourthly, this kind of integration broadens the mind of the student, and enables him/her to see the multi-disciplinary links between subjects, topics, and real life. Schools are, thus, required to take up the integration of Art with the teaching learning process. It must be understood that Art Education and Art Integrated Education may be mutually exclusive, but they build upon each other and strengthen each other. Art Education is not only relevant for developing creativity and appreciation of art among students, but is also necessary for inculcating art-based enquiry skills in the students. Art Education is a necessary precursor for the adoption of Art Integrated learning. G)Art Education and Art Integration: The following two-pronged approach is followed: Art education continues to be an integral part of the curriculum. The schools may also promote and offer Visual and Performing Arts based subjects at the Secondary and Senior Secondary level. Art is also integrated with the teaching and learning process of all subjects from classes 1 to 12, to promote active and experiential learning for “connecting knowledge to life outside the school, ensuring that learning shifts away from rote methods and for enriching the curriculum, so that it goes beyond textbooks.” H)Art Integrated Pedagogy: While preparing its annual pedagogical plan under the leadership of the Principal of the school, the school must plan out in detail the Art Education to be imparted at various levels, and how that Art can be integrated with classroom learning of various subjects. The focus must be on mutually reinforcing Art as a subject and Art as a tool for learning, with efforts towards seamless integration. Team teaching (combination of subject teachers and Art teachers) would also strengthen the integration. For implementing this in classrooms, the subject teacher picks the topic/ concept/idea that she wants to teach by integrating Art. The teacher DAVMPSBHAW/2021/APP/Ver1.0
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can do this jointly with the Art teacher too. Then, the subject teacher collaborates with the Art teacher to align the pedagogy. Next, the teacher teaches the topic/concept/idea ensuring active learning and ensuring that both the subject and Art are integrated well and there is learning in both areas. Finally, the teacher prepares a rubric to assess the student in both the areas – that is, the topic taught and the Art used. I) 21st Century Skills: There is an increased awareness among the educators of the need to integrate what are called as 21st Century skills in educational systems. There are three key 21stcentury skills;
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There are three key 21st century skills i.e. Learning Skills, Literacy Skills and Life Skills. a)
Learning skills include:
4.
Critical Thinking Creativity Communication Collaboration
b)
Literacy skills include:
1. 2. 3.
3.
Information literacy Media literacy Technology literacy
c)
Life skills include:
1. 2.
1. 2. 3. 4. 5.
Flexibility Leadership Initiative Productivity Self-awareness
The need of the hour is that schools must focus on enhancing the skills required for a successful adult life in 21st Century. It is important that the students are able to think scientifically, mathematically or artistically to face the real-life challenges in an information and technology driven world and enhance their inherent potential. CBSE has publised a handbook on 21st century skills available at its website. School may further refer to it. DAVMPSBHAW/2021/APP/Ver1.0
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J) Inclusive Education: Inclusive approach in education is a prerequisite for ensuring full participation of all students with equal opportunity in all areas without any discrimination. Inclusive attitude in all staff and faculty members is crucial for successful inclusive education. Therefore, all the members of teaching and non-teaching staff should be sensitized on the issues of inclusive education. Students without disabilities should also be sensitized. Schools must organize these sensitization programmes with the support of experts from respective field of disabilities. Capacity Building Programmes on Inclusive Education may be organized in collaboration with the CBSECentres of Excellence. Board has made the appointment of special educator mandatory to all the schools affiliated to the CBSE. Special Educators must possess the qualification as prescribed by the Rehabilitation Council of India. (CBSE Circular No. 31/2015). CBSE has published a handbook on Inclusive Education available at its website. This is for compliance and full implementation.
ANNUAL PEDAGOGICAL PLAN 2021-22 Roles of Pedagogical Leaders:
Support Teaching and Learning in Schools This involves instructional leadership so as to support classroom teachers in performing their major role of executing the curriculum, transforming teaching and learning by establishing the norms of persistent quality improvement. Implementation of prescribed curriculum and transformation of teaching methods, updation of latest tools and ideas. This ensures mandatory adoption of learning outcomes based on teaching and learning in all the classes. Support Classroom Teachers for implementing the curriculum Learning targets Breaking of subjects into number of modules. It will be beneficial to the children if the learning targets are defined in terms of different types of outcomes such as skills, behavior, knowledge, attitudes, values and interests
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Steps for Planning Learning targets All learning targets should be expressed in observable behaviour or skills (Target behaviour, Pre-requisite skills, Instruction and Materials required, Criteria of Success) Setting Teaching Priorities: Help teacher to consider carefully the order in which learning targets should be learnt. Logically learning targets requiring lower level skills should be put before those requiring higher level skills. Specifying Baseline Assessment Procedures This is to specify the procedures to identify the current skill level or pre requisite skills the children. Help the teacher to choose appropriate step for the children according to their prerequite skills, so as to bridge the gap between their pre-requisite skills and the target skills.
Teaching Approaches To teach target skills effectively. Suggested teaching approaches: 1. Modeling: Children learn by imitating others behaviour. It underlies most of the learning activities 2. Discussion: This approach often comes under group teaching. Children can learn to look into problems and are motivated to think and express their own views and at the same time listen to other children’s views, so that they can review their own. We should ensure that all children actively participate and help the children realize the importance of accepting other people’s views. 3. Task Analysis: Break down the target skills into smaller steps according to the abilities of the children, may be the learning needs too. Chaining can also be instructed like breaking down a target skill into a series of steps performs an action. 4. Discrimination Learning: When target skill to be learnt involves choosing the right answer, discrimination learning is a more effective approach.
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5. Induction: This is an approach to help the children form a holistic concept from the characteristics of different things. The children are thus trained to observe the various characteristics of things – their similarities, differences as well as relationships and then exercise induction. 6. Information gathering: Children may sometimes lack information required to analyze the problems they come across. Activities such as organizing parties or picnic would help them understand the procedures of information gathering and its importance. Teachers can help them gather relevant information from various sources like other teachers, parents, newspapers, library and other medias Ways to teach target skills: 1. Prompting: This skill can be used at any stage of the porogramme. Physical guidance, physical prompts, gestures, verbal prompts, eye pointing etc. prompts should only be used when required and should be faded out as soon as children attain mastery. 2. Shaping: Increase in precision in the behaviour to be performed. For example teaching children to thread a needle with a big eye using thick thread and then gradually increasing the precision by using an ordinary needle and sewing thread 3. Fading: This means gradual removal of various prompts as the children begin to master the target behaviour. At the initial stage, the teacher can use prompts with more help. Then at a later stage, he can use prompts with less help. 4. Generalization: when children know how to apply the knowledge or skills they have acquired to new situations, they have achieved generalization. The ultimate purpose of generalization is to reinforce the children’s social adjustment. For example, when a child applies the table manners he has learnt at school to the environment of his home or a restaurant, generalization is achieved. Observing children’s behaviour, planning goals and targets appropriate to their ages, levels of development and interests and building on their areas of strength. Using activities which are as practical as possible. Using situations familiar to the children and those which they can experience in their everyday life. Making the ;children feel secure and willing to express themselves and giving them opportunities to learn by doing. Breaking down a task into simple steps to make easy learning. Providing opportunities for children for direct contact, for manipulating real objects or relating learning experiences to real life situations.
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Using various media extensively and varying the teaching approaches and techniques according to individual learning needs. Record Keeping: An appropriate curriculum design should include ongoing assessment and a clear record of progress. This will ensure that teaching procedures will be consistent and continuous. This consistency and continuity will in turn insure that the planned programmes will match the actual progress of the child. Organization of Resources: The success of the curriculum development depends on the effective utilization of the resources in the school and in the community. All staff members should contribute to the curriculum development in terms of knowledge and experience. Through regular contacts with the children, the teacher can identify the range of knowledge, concepts, skills and attitudes which need to be developed in them. Understanding of the children’s learning needs will enable the teacher to see the different parts of the curriculum as an integral whole. Parents are also valuable resources of the school. They should be encouraged to participate in curriculum development and to follow-up at home on what their children have learnt at school, thus reinforcing their learning. This joint effort between the school and the parents will contribute much to the education of the children. The effective use of space in the school helps to develop in the children an awareness, understanding and appreciation of their surroundings. Physical constraints can be overcome by careful planning and flexible utilization of teaching bases and common areas. Community resources should be utilized for teaching purposes as well. Appropriate use of these resources will help to enhance the children’s understanding of the people around them, their role in society and the relationship between people and their environment. Therefore, facilities available n the community should be used or introduced to the children to enrich their life experiences Time Allocation: It is one of the major concerns in curriculum planning. We can decide how curriculum is to be organized in terms of content and time allocation. Basically, we should be flexible to that various needs of different schools, classes and individual children can be met. In designing a time-table, apart from classroom availability, options etc. others like children’s abilities and learning needs should also be given importance. Priority of learning should be given to the skills and emphasis in training should vary according to the present and future goals of the children. The understanding of the children’s needs will facilitate time-table arrangements, with due weight given to various subject areas. Apart from basic and functional academics, the children also need to develop their capacity to respond appropriately to sensory and social experiences, regardless of their ages and abilities. This involves the exploration and understanding of aesthetic and creative experiences, which
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may be integrated in any part of the curriculum. Music, Art and Craft and Physical Education contribute particularly to such development. The children also need to acquire these skills as leisure time activities. Emphasis should be given to both junior and senior sections of the school while allocating time to these areas of learning. Curriculum Transaction We follow Chrysalis curriculum for Pre Primary and Classes I and II for English, Math and EVS. Tamil Nadu state board prescribed Tamil book for second language and Third language Hindi as per NCERT. For Classes III to Class X only NCERT books are followed for the core subjects. Students from Class V to VIII write the exams prescribed by Hindi Prachar Sabha, Trichy for Hindi (Prathmic, Madhyama, Rashtrabasha) and also the usual Periodic tests and Terminal assessments. Teacher Development Development of teachers is done through in-service training programmes. Principal, Academic co-ordinators and senior teachers regularly give subject enrichment programs for the teachers. Teachers also attend various training programs conducted by COE, CBSE and various sahodhayas. We collaborate with organizations like Chrysalis and Next education to provide orientation programs to teachers on regular basis. Morning Assembly The school begins with the morning assembly for which twenty minutes are taken. Assembly includes School prayer, Flag hoisting (Mondays and Fridays only) followed by Pledge, Thirukural, Thought for the day, News reading, special activity based on the Theme of the month. Assembly is taken over by one class per week so that all student of that class get a chance to perform in the assembly. Thursday assembly is based on the houses with same theme.
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MORNING ASSEMBLY SCHEDULE 2021 - 22 Month April June July August September October November December January February March
Theme for KG (4 classes; I class/week) Healthy Diet Colours Flowers Shapes Respect Festivals Sharing and caring Seasons Rain My Family Friends
Theme for Class I to X Memories Team Work Trees National Integration Festivals Swatch Vidhyalaya Honesty, Loyalty and Sincerity Inventors and Invention Family Science and Technology Women in History
Classes IX, X VI,VII, VIII IV, V IV, III I, II IX, X VI,VII, VIII IV, V IV, III IX, X VI,VII, VIII
Assessment A well structured curriculum should enable the school to follow a procedure of teaching intervention, incorporating assessment, programme planning and evaluation. To achieve this aim, criterion-referenced assessment designed by the teacher is recommended. Assessment is not something external to the learning environment or something added at the end of the learning process for administration purpose or parents reporting. It is an integral part of effective learning, where the children are provided with a feedback on their progress. Purposes of Assessments o To identify the children’s needs. o To help the teacher to plan next. o To indicate which specific educational objective has or has not been achieved. o To serve as continuous evaluation.
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o o
Set learning objectives and implementing curriculum programmes. Evaluate the effectiveness of curriculum of curriculum programmes & making adaptations to curriculum programmes.
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ASSESSMENT FLOW
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System of Assessment and Examination (Class I to IX)
HINDI
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Subject Enrichment Activities: These are subject specific activities aimed at enhancing the understanding and skill of the students. These activities are to be carried out throughout the term and should be evaluted at the term-end. o
o
o
o
Languages: Aimed at equipping the learners to develop effective listening and speaking skills. The language teachers may device their own methods and parameters for assesment of the language Mathematics: For the activities in Mathematics, practical work and activities in Math may be done as suggested by the NCERT syllabus and text books. Science : For the activities in Science, practical work and activities in Math may be done as suggested by the NCERT syllabus and text books. Social Science: Map work or project work may be undertaken as suggested by NCERT syllabus and text books.
Co-Scholastic Activities
For the holistic development of a student, co-curricular activities in the following areas can be carried out by the teachers and will be graded term-wise on a 3-point grading scale (A= Outstanding; B- Very Good; C = Fair). The aspect of regularity, sincere participation, teamwork be the generic criteria for grading in the following co-scholastic activities.
Work EducationWork education refers to skill based activities resulting in goods or services useful to the community. (Organic farming, Food processing and preservation, Cookery skills, making bio-fertilizers) Art Education Visual and Performing arts; (Dances various forms, Dramatic club, Language clubs, Craft works) Health and Physical Education(HPE): Sports and Yoga
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Discipline The students will also be assessed for the discipline, which will be based on the factors like attendance, sincerity, behaviour, values, tidiness, respect towards others, for rules and regulations, attitude towards society, nation. Grading on discipline will be done on a 3-point scale. (A= Outstanding; B- Very Good; C = Fair).
Scholastic Evaluation
The entire academic session is divided into two terms and student’s evaluation record is given during the end of the terms i.e., in the month of September and March. Rules for Promotion Promotion is based on the grades obtained in the Annual Assessments. Minimum qualifying grade in scholastic is D or 33% in all subjects. o A student must have at least 75% of attendance. Developing School Resources: o
As for now schools are urged to formulate and put in place their school-based environmental policy with an aim to enhance students’ environmental awareness, develop their environment friendly attitude, and promote green practices and environmental education. Schools join hands with staff and students to implement various measures to use resources effectively and avoid and reduce waste.
Formulation of School Environmental Policy: o o o
Promotion of Renewable Energy in Schools Measures to save Resources and Reduce Expenses. Economy in use of Paper
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Use one-sided paper for drafting o Print on both sides of the paper. o Use recycled paper. o Use blank side of used paper as notepads. o Use Fountain pen throughout the school so that the paper can be recycled. o Communication using E-mails o Usage of steel cups only. Economy in use of Electricity: o Use compact fluorescent lamps where ever necessary. o Modify group lighting switches to individual switches. o Keep all windows, light bulbs and light fittings clean to maintain optimal lighting performance. Economy in Use of Water: o Educate students not to play with water in the toilets and other areas. o Avoid flushing the toilets unnecessarily o Irrigate plants in the morning or in the evening to avoid rapid evaporation under the mid day sun. o Arrange for prompt repair to any dripping tap or leaking water main found. House Keeping Practices o
Make appropriate green lunch arrangements and follow the principles of reducing waste. Educate children to bring only healthy food and do not allow any junk food inside the campus. Encourage students the practice of sharing food once in a while atleast. o o o
Appoint designated staff member to follow up on the implementation of the energy saving measures in school premises. Monitor the usage of electricity, water and paper. Conduct routine checks to ensure unnecessary lighting/ air-conditioners/fans.
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During recesses, lunch breaks and after classes, switch off the lights/ airconditioners/fans/ computers/smart boards when nobody is in the class. o Remind staff and students on regular basis of the need to save resources. Parent – Teachers Meeting: o
Parents and Teacher co-operation is essential to ensure the complete and harmonious development of child’s personality. We therefore have parent teacher meeting at the end of Periodic assessments and at the end of each term. Parents can also meet the teachers after school hours from 4.15 to 5.00 P.M. from Monday through Friday.
Extra Classes and Remedial Classes: Extra classes and remedial classes will be taken in the school after the school hours. Remedial classes will be conducted for the learners who need extra support. Attendance is compulsory for these classes.
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