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BACKGROUND OF THE RESOURCE MATERIAL
The Right of Children to Free and Compulsory Education Act (RTE Act,
2009) has been implemented in the country since Ist April, 2010. All the
educational functionaries at Elementary level such as teachers, teacher educators,
HMs etc are to be sensitized on the Act as well as the issues and concerns of
implementation of the Act. The training of these functionaries (Key Resource
Persons (KRPs)) is essential, so that in casc cade approach the teachers can be
trained. The West Bengal government also developed the West Bengal Right of
Children to Free and Compulsory Education Rules, 2012.
The West Bengal government has requested to the Regional Institute of
Education (RIE), National Council of Educational Research and Training,
Bhubaneswar for developing Resource Materials on section-29 of RTE act-2009,
which will be useful for training teachers. The section-29 of the RTE act deals
with curriculum and completion of Elementary Education. It lay down points
such as conformity with values enshrined in the Constitution, all round
development of the child, building up child’s knowledge, potentiality and talents,
development of physical and mental abilities to the fullest extent, learning through
activities, discovery and exploration in child friendly and child centered manner,
medium of instruction be in child’s mother tongue, making child free of fear,
trauma and anxiety and helping the child to express views freely, and
comprehensive and continuous evaluation of child’s understanding
Keeping this in mind, the programme was planned in three phases such
Writing resource material on section 29 of the act, Editing and finalizing the
resource material and Organizing training programmes for KRPs of West Bengal
state. Accordingly a five days workshop was organized at RIE, Bhubaneswar
from 16-20th
December, 2013 in which 10 experts participated. After due
deliberation, different themes were identified, discussed and written by experts.
During this workshop, the textbook/syllabus of West Bengal Board of Elementary
Education were analysed and accordingly subject specific transaction material
were written. A common structure was decided and followed by the experts for
writing materials. This resource material follows transaction model which will be
useful for training teachers as well as Trainer. Further three days review meeting
was held from 13-15, January, 2014 at RIE Bhubaneswar, in which both external
and internal experts participated and material was edited and finalized .The
resource material is divided into four sections as follows.
Section-A: Understanding the RTE Act, 2009
1. Provisions of the RTE Act, 2009
2. Duties of the Stakeholders for implementation of the Act
3. School Development Plan and Role of School Management Committee
4. Provisions of the West Bengal RTE Rule, 2012
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Section-B: Curriculum in School Subjects
1. Curriculum for conformity with values enshrined in the Constitution
2. Curriculum for all round development of the child
3. Curriculum for building up child’s knowledge, potentiality and talents
4. Curriculum for development of physical and mental abilities to the fullest
extent
Section-C: Curriculum Transaction in School Subjects
1. Learning through activities
2. Learning through discovery and exploration
3. Learning in child friendly and child centered manner
4. Medium of instruction be in child’s mother tongue
Section-D: Assessment and Evaluation
1. Continuous and Comprehensive evaluation
2. Creating environment for making child free of fear, trauma and anxiety
and helping the child to express views freely
This resource material will familiarize different functionaries such as state
resource persons, HMs, Teachers as well as other stakeholders about different
provisions of the RTE, 2009 and the West Bengal RTE Rule, 2012. It will also
helpful to develop understanding, skills and attitudes for curriculum development,
curriculum transaction and evaluation as per Section-29 of the Act. This resource
material will be useful for training Elementary school teachers as well as Trainers
for organizing teaching learning in classroom as per section-29 of the Act. Finally
it will helpful for educational administrators and planners for providing quality
education at Elementary level.
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SECTION-A
UNDERSTANDING THE RTE ACT, 2009
The section-A provides background of free and compulsory education in India, an
understanding about RTE act-2009, Model rules of West Bengal state and duties
of different stakeholders for implementation of the Act.
A-1: PROVISIONS OF THE RTE ACT, 2009
1.0 Introduction
The Constitution 86th
Amendment Act 2002, which made Education a
fundamental right, also changed the relationship between the “Child” and the
“Educational Functionaries”. No longer are the children the beneficiaries of an
education that the state ‘may Endeavour’ to provide. They are the holders of
rights, and even those children, who are out of school, impose a new relationship
on the educational functionaries- as violators or neglectors of the rights of such
children to education. In this new scenario, the school & related functionaries, for
the first time has been brought under the provision of Law.
1.1 Objectives
On successful completion of this unit you will be able:
To understand the position of free & compulsory education in India
To understand the need of enactment of RTE Act, 2009
To understand the provisions of RTE Act, 2009
To understand the salient features of RTE Act, 2009.
1.2 History of Free & Compulsory Education (Pre-Independence)
History of free & compulsory education in India traced in documentary form
since 1882, chronologically you can see it as follows-
1882- Indian leaders demanded provision for mass education and
compulsory education act for India from Britishers.
1893- Maharaja of Baroda (now Vadodara) introduces compulsory
education for boys in Amreli Taluk.
1906- Maharaja of Baroda extended compulsory education for rest of the
state of Baroda.
1906- G.K. Gokhale made a plea to imperial legislative council for
introduction of free & compulsory education in the country.
1911- Gokhale Proposed Private Member bills which was rejected.
1917- Shri Vithalbhai Patel succeeded in getting it passed.
1917- First Law on Compulsory Education Passed.
1918-30- Every Province in British India got Compulsory Education Act
on its Statute.
1930- Hartog Committee recommended for better quality development of
Primary Education.
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1944- Post war plan for educational development in India (Sargent Plan)
proposed scheme for India to achieve universal elementary education by
1984 (in two phases up to age of eleven and then up to age of fourteen).
1946- Constituents assembly began the task.
1.3 Movement of International Discourse on Rights:
1940-1950: Concern with political freedom and rights
1960-1970: Concern with economic and social right
1980-1990: concern with demographically defined rights e.g. right of
child, women & disabled
1948- The universal declaration of human rights
1960- The UNESCO convention against discrimination in education
1966- International convention on economic, social and cultural rights
1989- Convention on right of child held in 1989 and India signed the
CRC in 1992, in Article 28 of CRC it has been mentioned that “state
parties recognized the right of child to education and with a view to
achieving the right progressively, they shall in particular make primary
education compulsory and available free to all...”
1990- World conference at Jomtien, declares basic education to be a
‘need’.
1.4 History of Free & Compulsory Education (Post-Independence)
1947- Kher committee explored the ways and means of achieving UEE
within ten years at lesser cost.
1947- Constituent assembly sub-committee on fundamental rights places
free & compulsory education on the list of fundamental rights. Clause 23
provides every citizen is entitled as of right to free primary education and
it shall be the duty of the state to provide within a period of ten years from
the commencement of this constitution for free and compulsory primary
education for all the children until they complete the age of fourteen years.
1950- the article 45 of the directive principle of the state policy a
provision has been made the state shall endeavour to provide within a
period of ten years from the commencement of this constitution for free
and compulsory education for all children until they complete the age of
fourteen years.
Majority of the states in the country enacted act for free and compulsory
education under different titles of primary education from started from
1920.
1990- Ramamurti Committee expressed that, “now time has come to
recognize right to education as one of the fundamental rights of Indian
citizen for which necessary amendment in the constitution may have to be
made and more importantly conditions be created in the society such that
this right would become available for all children of India.”
1993- In the case of J.P.Unikrishan Vs. State of A.P. & others, on the basis
of the provision of the constitution the Hon’ble court directs that, “every
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child/citizen of this country has a right to free education until he completes
the age of fourteen years. There after his right to education is subject to
limits of economic capacity and development of the state.”
1996- Common minimum programme resolves to make the right to free
and compulsory elementary education and to enforce it through suitable
statutory measures, for this a committee headed by Saikia was set up to
examine the proposal.
1997- Saikia Committee recommends, “The constitution of India should
be amended to make the right to free elementary education up to the
fourteen years of age, a fundamental right. Simultaneously an explicit
provision should be made in the constitution to make it fundamental duty
of every citizen who is a parent to provide opportunity for elementary
education to all children up to 14 years of age.”
1997- the 83rd
amendment bill of the constitution was passed with
a. An insertion of 21A (1) - “the state shall provide free and compulsory
education to all citizens of the age of six to fourteen years.”
b. (2) The right to free and compulsory education referred to in clause (1)
shall be enforced in such manner as the state may by law, determine.
c. (3) The state shall not make any law for free and compulsory
education under clause (2) in relation to educational institutions not
maintained by the state or not receiving aid out of state funds.
d. 4. Article 45 of the constitution shall be omitted.
e. 5. In article 51A of the constitution of the clause (j), the following
clause shall be added, namely “(k) to provide opportunities for
education to a child between the age of six and fourteen years of
whom such citizen is a parent or guardian.”
1997- The Parliamentary standing committee recommends that, “the
centre should prepare one simple legislation with some skeletal framework
indicating the central share in the financial burden. It was further
recommended that the state should formulate details according to their
requirement, and the central government may consider necessary
legislation.”
2000- SSA was formulated with central funding of UEE.
2003- The free and compulsory education for children bill 2003
2004- The free and compulsory education for children bill 2004
2005- The right to education bill 2005 (CABE Bill)
2006- Model Bill 2006
2007- Bill prepared by law ministry
2008- Revival of CABE 2005 Bill (introduced in Rajya Sabha, December
15, 2008)
2009- The Right of Children to Free and Compulsory Education Act 2009,
the details are as follows-
a. The Act : Passage through Parliament
b. 20th
July, 2009: Rajya Sabha
c. 04th
August, 2009: Lok Sabha
d. 26th
August, 2009: President Assent
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e. 27th
August, 2009: Gazette Notification by Legislative Department,
Ministry of Law & Justice
f. 1st April, 2010: Implementation throughout Nation
1.5 Need of the RTE Act, 2009
Place of education in any society is a commonly acknowledged fact among
all. Since independence even prior to independence in spite of making several
provisions, India could not mark at satisfactory level so far as Universalization of
Elementary Education is concerned. This paves the way to RTE Act, 2009
because-
Every human being is entitled to education
Education unlocks the human capacities and capabilities (Amartya Sen)
There is a relationship between education and other developmental goals
such as productivity, health, fertility etc.
Attempts were made at different levels both national & international to
emphasize free and compulsory education for all the children up to the age of
fourteen. This has also been included in the twenty point programme of India,
non- formal education, eradication of adult illiteracy, Sarva Siksha Abhiyan etc.
unfortunately the objectives could not be fulfilled and finally it was decided to
enact right to education act 2009.
1.6 Provisions in the RTE Act, 2009:
A close analysis of the RTE Act, 2009 would reveal that there are ten major
provisions made in the Act to achieve the free & compulsory education to all
children of the age group of six to fourteen years, these are presented in the table
with corresponding reference to the Act.
Sl. No. Provisions Corresponding Articles
1. Makes Education Free [Title & Purpose, 2b, 8a, 3(2)]
2. Makes Education Compulsory for
State to provide
[Title, 2a, 2h, 3(1), 4, 5(1), 5(2),
6, 7, 8, 9 ]
3. Curriculum as per Constitutional
Values
[ 29(1), 29 (2 a to h )]
4. Ensure Quality of Teachers [24 (1,2,3), 25 (1,2), 26, 27, 28]
5. Defines Norms for Schools [18, 19,25(1,2)]
6. Pushes for Social Reform [12 (1), 12 (3), 13]
7. Protects Child [8 (a, ii), 10, 16, 17, 29 (2,g), 31]
8. Makes Procedures more Simple [5(1), 5(2), 14, 15]
9. Put Power in the Hands of People [9, 21]
10. Removes the Oppression of Exams [29 (2h), 30(1), 30 (2)]
Now we will discuss the above mentioned ten provision of the RTE Act-2009 in
detail-
1.6.1 Makes Education Free:
Generally in the educational institutions parents are to pay some
fees under different nomenclatures for the education of their children. The
Act prohibits collection of any fee/charges/ expenses including the
‘capitation fees’ which will prevent the student for admission. This Act
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makes education free as it is evident from the title of the Act, i.e. “THE
RIGHT OF CHILDREN TO FREE AND COMPULSORY EDUCATION
ACT, 2009”. Education is free in the institutions managed or aided by
government and autonomous bodies. In some schools provision has been
made for reimbursement of cost of education by the government in respect
of some reserve seats. The parents or guardians cannot claim admission
for their ward in any institution of their choice managed by private bodies
without any support of the government.
1.6.2 Makes Education Compulsory for State to Provide:
It is now the obligation of the state to provide compulsory
education for all the children of age of six to fourteen years. It also focuses
on the right to education of out-of-school children for any reason.
1.6.3 Curriculum as per Constitutional Values:
i. The curriculum should be in conformity with the values enshrined
in the constitution.
ii. It should help in all round development of the child.
iii. It should help in building up the child’s knowledge potentiality and
talent.
iv. It should help in physical and mental abilities of the child to the
fullest extent.
v. The learning should be through activities, discovery and
exploration in a child friendly and child centered manner.
vi. The medium of instruction should be the mother tongue.
vii. It should make the child free of fear, trauma and anxiety.
viii. It should help the child to express his views freely.
1.6.4 Ensure Quality of Teachers
i. The state shall appoint persons with minimum qualification as
determined by the academic authorities of the state or union
territory.
ii. State must make provision for teacher education programme both
in-service and pre-service.
iii. Salary and allowances should be paid to the teachers as specified
in the notification.
iv. The teacher should maintain regularity and punctuality in attending
the school.
v. Conduct and complete the curriculum in accordance with the
provisions of sub- section (2) of section 29 and time frame.
vi. The teacher would be in a position to assess the learning ability of
each child and accordingly supplement additional instruction if
necessary.
vii. Teacher must be competent to hold regular meeting with parents
and guardians and discuss the issues relating to the development of
child, regularity of attendance and child ability to learn.
viii. Teacher should be in a position to attend the work assigned to him
for the interest of the school and the development of the child.
1.6.5 Defines Norms for Schools:
The Act provides the norms and standards for the schools-
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Sl.
No.
Item Norms & Standards
1. Class I-V Admitted
Children
Number of Teachers
Up to 60 02
60-90 03
90-120 04
120-150 05
Above 150 05 + Head teacher
Above 200 One teacher for students up
to forty (excluding Head).
2. Class VI-VIII At least one teacher per class. There shall be
at least one teacher each for –
i. i. Science & Mathematics
ii. ii. Social studies
iii. iii. Languages
At least one teacher for every 35 children
Where admission of children is more than
100-
i. a full time head teacher
ii. part time instructors for-
A. Art Education
B. Health & Physical Education
C. Work Education
3. Building/
Physical
infrastructure
All weather building consisting of-
i. At least one classroom for every
teacher and an office-cum-store-
cum-Head teacher’s room
ii. Barrier free access
iii. In conformity to safety standards
iv. Separate toilets for boys and girls
v. Safe and adequate drinking water
facility
vi. Kitchen, where MDM is cooked
vii. Playground
viii. Boundary wall and fencing
4. Number of
Working Days &
Instructional
Hours
Class Working
days per
year
Working
Hours per
year
I–V 200 days 800
VI-VIII 220 days 1000
5. Minimum
working hours
per week per
teacher
45 including preparation hours
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6. Teaching
learning
equipment
In each class as required
7. Library i. One library in each school
ii. It should have news paper &
magazines
iii. Books on all subjects
iv. Story books
8. Play material As required
1.6.6 Pushes for Social Reform
The Act makes the social reform by incorporating the following provisions-
i. 25 % of strength of entry class to be from weaker sections
ii. No compensation for schools already under obligation for land
iii. All schools to furnish information as required
iv. No capitation fee
v. No screening in admission
1.6.7 Protects Child
The Act provides protection to each child by incorporating the following
provisions-
i. Duty of every government to ensure that every child is in school,
attend the school and complete the elementary education
ii. Make duty of parent and guardian to admit the child in a school
iii. The child is made free from fear, trauma and anxiety
iv. No physical punishment and mental harassment
v. Protection of rights of child is being monitored by NCPCR/SCPCR
vi. No failure and expulsion
vii. The schedule recognizes right to play
1.6.8 Makes Procedures more Simple
The Act provides following provision to simplify the procedure-
i. Head master to issue T.C.
ii. Round the year admission
iii. First admission then age proof
iv. No compulsion for submission of age proof for admission
1.6.9 Put Power in the Hands of People
The Act makes the following provision to empower the local community
members-
i. SMC with 75% of parents is to be formed
ii. The responsibility of Elementary Education has been entrusted to local
authorities
iii. NAC/SAC to be set up for advisory role
iv. Implementation of RTE is monitored by NCPCR/SCPCR
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1.6.10 Removes the Oppression of Exams
In the Act adequate provision has been made for removal of oppression of
Examination, these are-
i. No board examination till completion of EE
ii. Issue of completion certificate at the end of EE
iii. Emphasis on CCE of child knowledge and ability
1.7 Salient Features of RTE Act, 2009
The right of children to free and compulsory education till completion of
elementary education in a neighbourhood school.
It clarifies that ‘compulsory education’ means obligation of the
appropriate government to provide free elementary education and ensure
compulsory admission, attendance and completion of elementary
education to every child in the six to fourteen age group. ‘Free’ means that
no child shall be liable to pay any kind of fee or charges or expenses
which may prevent him or her from pursuing and completing elementary
education.
It makes provisions for a non-admitted child to be admitted to an age
appropriate class.
It specifies the duties and responsibilities of appropriate Governments,
local authority and parents in providing free and compulsory education,
and sharing of financial and other responsibilities between the Central and
State Governments.
It lays down the norms and standards relating inter alia to Pupil Teacher
Ratios (PTRs), buildings and infrastructure, school-working days, teacher-
working hours.
It provides for rational deployment of teachers by ensuring that the
specified pupil teacher ratio is maintained for each school, rather than just
as an average for the State or District or Block, thus ensuring that there is
no urban rural imbalance in teacher postings. It also provides for
prohibition of
Deployment of teachers for non-educational work, other than decennial
census, elections to local authority, state legislatures and parliament, and
disaster relief.
It provides for appointment of appropriately trained teachers, i.e. teachers
with the requisite entry and academic qualifications.
It prohibits (a) physical punishment and mental harassment; (b) screening
procedures for admission of children; (c) capitation fee; (d) private tuition
by teachers and (e) running of schools without recognition
It provides for development of curriculum in consonance with the values
enshrined in the Constitution, and which would ensure the all-round
development of the child, building on the child’s knowledge, potentiality
and
talent and making the child free of fear, trauma and anxiety through a
system of
Child friendly and child centered learning.
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1.8 Lets Sum Up:
We have discussed in this unit about historical perspective of RTE Act, 2009,
further we have discussed the provisions and salient features of RTE Act, 2009.
Understanding of its provisions and salient features will help in implementing in
best possible manner.
1.6. End Exercises
1. What are the major steps taken before RTE Act-2009 in independent India?
2. Find out the major historical steps that helped in the formation of RTE Act,
2009 during pre-independence?
3. What are the international discourses are there on Rights?
4. What is the need of RTE Act, 2009 in present context?
5. What are the major provisions of RTE Act, 2009?
6. What kind of social reforms RTE Act, 2009 gives?
7. Discuss the salient features of RTE Act, 2009.
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A-2: DUTIES OF THE STAKEHOLDERS FOR IMPLEMENTATION OF
THE ACT
1.0 Introduction:
The RTE Act notified on 27th
August, 2009 and implemented on 1st April,
2010 has already crossed the deadline i.e. 31st March, 2013 set by itself for its
implementation in its true sense. As a matter of fact it cannot be implemented
until & unless stakeholders of RTE Act, 2009 have proper understanding of it.
This unit will help you to understand the expectation and duties of its different
stakeholders.
1.1 Objectives:
On successful completion of this unit you will be able to-
To understand the expectation from stakeholders.
To understand the duties of the government.
To understand the duties of the local authorities.
To understand the duties of the teachers.
To understand the duties of the parents.
To understand the ways for special training for out-of-school children.
1.2 Expectations from Stakeholders:
Section 12 of the RTE Act mandates that a) all Government and local
body schools shall provide free and compulsory education to all children enrolled
therein, (b) all aided schools receiving aid or grants to meet whole or part of its
expenses shall provide free and compulsory education to such proportion of
children as its annual recurring aid or grants, subject to a minimum of 25%, and
(c) all unaided and ‘specified category’ schools, namely Kendriya Vidyalaya,
Navodaya Vidyalaya, Sainik schools or any other school having a distinct
character as specified by notification by the State Government/UT, shall provide
free and compulsory education to at least 25% children belonging to weaker
sections and disadvantaged groups in the neighbourhood. While determining the
need for access of children to neighbourhood schools, the mapping exercise
should factor in the availability of seats for children from disadvantaged groups
and weaker sections not only in government and local body schools, but also in
aided, unaided and special category schools as provided under the RTE Act.
We have had a vision for quality education for all, and now for the first
time in the history of Indian education we have the RTE with a separate Chapter
(VI) to ensure that this vision is implemented. A rights framework is a major shift
which implies that the ‘compulsion’ is on the State to ensure learning of equitable
quality for all children. In the earlier framework the responsibility was often
placed on the children themselves by labelling them as ‘disinterested’ or ‘slow
learners’, or on parents who were assumed to be ‘unaware, uneducated’. In fact,
Section 8 (c) ensures that children belonging to weaker sections or disadvantaged
groups are not discriminated against and prevented from pursuing and completing
elementary education on any grounds. Making this shift is a tremendous challenge
for a system which rests on ‘selection’ from day one, even before a child can enter
school, and judges a child to be ‘slow’ or a ‘failure’ without reminding itself that
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all children will learn and develop well in an environment that provides them
quality education. Indeed, the RTE Act requires an emphasis on ‘equitable’
quality. Even our earlier policies have stressed that the quality of education
depends on how far it ensures equity; so a system or school that selects children
on the basis of their social advantage, actually compromises on equity and
therefore on ‘quality’. Our selective system claims to give preference to ‘merit’,
and has segregated children into schools of differential quality on this basis. The
so called most ‘able’ are selected for highly resourced ‘model’ schools. However,
the rights framework reminds us that this notion of ‘merit’ decided by tests is
actually connected to social advantage. Children who come from disadvantaged
backgrounds need greater attention and the best academic support from a system
that promotes ‘equitable quality’, not differential quality, through which they are
relegated to impoverished schools and thus further disadvantaged. Research
shows that the more competitive a test the more it actually selects social
advantage, whereas collaborative and non-threatening assessment of children’s
progress leads to better learning of all. This is why the RTE Act (Section 13) has
banned any kind of screening procedure for children and parents at the time of
admission, has barred detention or expulsion of a child, and even disallowed the
conduct of Board examinations till a child completes elementary schooling (class
VIII). This is to give the child adequate time to develop her learning and
understanding fully through an enabling educational environment, and through a
system of continuous and comprehensive assessment which enhances learning.
Section 29 of the RTE Act is therefore crucial for the design of an enabling
curriculum, by the designated academic authority. The curriculum here stands for
all the components of schooling including in classroom processes, teacher
development programmes, the syllabus and textbooks, assessment procedures, etc,
and is meant to ensure:
Conformity with Constitutional values;
all round development of the child;
building up the child’s knowledge, potentiality and talent;
development of physical and mental abilities to the fullest extent;
learning through activities, discovery and exploration in a child friendly
and child-centered manner;
the child’s mother tongue serving ‘as far as practicable’ as the medium of
instruction;
Making the child free of fear, trauma and anxiety and helping the child to
express views freely.
Comprehensive and continuous evaluation of the child’s understanding
and knowledge and the ability to apply it.
In this way the principles of child centred education spelt out in the National
Policy on Education (NPE), 1986/92 and elaborated in the NCF - 2005 are now
part of educational legislation. Some of these have been included in various
guidelines prepared under Central and State level programmes launched since the
formulation of the NPE, 1986/92, but now need to be strengthened to ensure
implementation of the RTE within the mandated time. To fulfill the aforesaid
there are certain duties of its different stakeholders which has been discussed
below.
14
1.2 Duties of Government, Local Authorities, Teachers & Parents
As you are aware that 86th
Amendment Act 2002 has made education a
Fundamental Right; A Legal Right and legal right is only the beginning of a long
journey towards its realization. There are number of bridges to be crossed along
the way. The first great divide is between the fact of having a Right and the
knowledge of this fact. In this process one must know the duties of Government,
Local Authorities (Corporation, Municipality, NAC & Panchayats), Teachers and
Parents/Guardians. This knowledge will help in realizing the Rights in its fullest.
1.2.1 Duties of the Government:
Government includes Central/Union government, State government and
Union Territory having legislature. These governments are to undertake the
following functions-
Designing a National Curriculum Framework adopting the same at state
level.
Ensuring the maintenance of specified pupil-teacher ratio for different
classes by appointing teachers for required positions.
Developing & enforcing norms & standards of teachers-training institutes
to provide training of teachers for both pre-service & in-service.
Ensuring proper infrastructural facilities for coping up with all essential
requirement of RTE Act-2009.
Provide free and compulsory elementary education to every child of the
age of six to fourteen years, and
Ensuring compulsory admission, attendance and completion of elementary
education by every child of the age of six to fourteen years and monitoring
the process.
Taking appropriate steps to complete eradication of stagnation & dropouts.
Issuing the appropriate direction for availability of a neighbourhood
school.
Ensuring that the child belonging to weaker section and the child
belonging to disadvantaged group and physically challenged children are
not discriminated against and prevented from pursuing and completing
elementary education on any grounds.
Providing instructional infrastructure including teachers and equipments.
Ensuring quality elementary education programme conforming to the
standards and norms specified in the schedule.
Ensuring the formation for National Commission for Protection of Child
Rights (NCPCR) & State Commission for Protection of Child Rights
(SCPCR) and making these councils be functional.
1.2.2 Duties of Local Authority:
Local authority includes Municipal Corporation, Municipal Council, Zila
Parishad, Notified Area Councils, Nagar Panchayat, Panchayat and Gram
15
Panchayat. This also include such other authority or Body having administrative
control over the school or empowered by or under any law for the time being in
force to function as a local body in any city, town or village. Following are the
duties of the local bodies in respect of the institutes and community coming under
their jurisdiction-
Ensuring to provide free & compulsory education to every child.
Ensuring the availability of a neighbourhood school.
Ensuring that the child belonging to weaker section and the child
belonging to disadvantaged group and physically challenged children are
not discriminated against and prevented from pursuing and completing
elementary education on any grounds.
Maintaining the records of children up to the age of fourteen years.
Ensuring the establishment of neighbourhood schools.
Ensuring and Monitoring the admission, attendance and completion of
Elementary Education and ensuring admission of children of migrant
families.
Ensuring proper infrastructural facilities for coping up with all essential
requirement of RTE Act-2009.
Providing special training facility for drop outs and previously not
enrolled and brining them to the school.
Providing training facility for teachers.
Monitoring the functioning of schools.
Timely prescription for curriculum, courses of study and teachers’
training.
Ensuring quality elementary education programme conforming to the
standards and norms specified in the schedule.
Deciding the academic calendar.
Ensuring the constitution and functioning of School Management
Committees (SMCs) comprising local authority officials, parents,
guardians and teachers.
The SMCs shall prepare School Development Plans and monitor the
utilization of government grants and the whole school environment.
1.2.3 Duties of Teachers:
Maintaining regularity and punctuality in attending school.
Conducting and completing the curriculum fulfilling the directives
envisaged in the Act within the specified time.
Ensuring the minimum number of working hours.
Ensuring and executing the teaching-learning equipment in the teaching.
Assessing the learning ability of each child and accordingly
supplementing additional instructions as and when necessary.
Ensuring and executing the functional library.
Ensuring and executing the functional games & sports facilities.
Ensuring the attention, interest and retention of students in the class as
well as in the school.
16
Holding regular meeting with parents and guardians to appraise them
about the regularity in attendance, ability to learn, progress of their
children.
Ensuring dissemination of relevant information about the child to the
parents and guardians which are needed for all round development of
child.
Ensuring that no corporal punishment should be there at school.
Eliciting the community support in the development of the school.
Eliciting the supports of the parents/guardians in the all round
development of a child.
Designing and implementing activities taking into consideration the
individual differences of each child.
Formulating innovative techniques and practices for the class.
Facilitating activities during classroom interactions as one among the
group, without any inhibition.
Setting up tasks and giving instructions in accordance with the learning
capability of children.
Using local resources for designing class activities, and reference
materials for updating her knowledge.
Eliciting regular feedback and maintains recorded observations to improve
her teaching.
Taking up classroom problems as part of action research.
Conducting academic discussions with her colleagues, takes part in
collective planning with the School Resource Group, and interacts with
the community.
1.2.4 Duties of Parents:
Asking for the right, given to them.
Admitting their children in the school
Ensuring the regular attendance of their ward.
Attending the meeting called by school.
Consulting the issues with SMCs and teachers.
Participating in the developmental activities of the school
1.3 Special Training for Out-of-School Children:
The RTE Act makes specific provision for Special Training for age-
appropriate admission for out-of-school children. A majority of out-of-school
children belong to disadvantaged communities: scheduled castes, scheduled
tribes, Muslims, migrants, children with special needs, urban deprived children,
working children, children in other difficult circumstances, for example, those
living in difficult terrain, children from displaced families, and areas affected by
civil strife, etc need Special Training. Special Training for never enrolled
children or those who dropped out before completing elementary education would
require an identification of children who must be enrolled. For this the State
Government, Local Authority and School Management Committee will need to
undertake a community level school mapping exercise. The neighbourhood and
school mapping exercise will be followed by-
17
(i) immediate enrolment in school
(ii) organisation of Special Training of flexible duration to enable
the child to be at par with other children,
(iii) actual admission of the child in the age-appropriate class on
completion of Special Training, and his/her participation in all
class activities,
(iv) continued support to the child, once admitted to the regular
school, so that the child can integrate with the class socially,
emotionally and academically.
The RTE Act also provides that such children shall continue to be
provided free and compulsory elementary education even after they cross 14 years
of age.
1.5 Lets Sum Up:
We have discussed in this unit about the expectations from stakeholders, duties of
government, local authorities, teachers and parents and at last we have discussed
about the training for out-of-school children. All components are very important
so far as proper implementation of RTE Act-2009 is concerned.
1.6 End Exercises
1. What are the directions of section 12 of RTE Act-2009?
2. What are the directions of section 29 of RTE Act-2009?
3. List the duties of government and local authorities?
4. List the duties of teachers & parents?
5. What do you mean by school mapping?
6. List the steps that can help out-of-school children?
18
A-3: SCHOOL DEVELOPMENT PLAN (SDP) & ROLE OF SCHOOL
MANAGEMENT COMMITTEE (SMC)
1.0 Introduction:
A school development plan is roadmap that sets out the changes the school
needs to make to improve the level of achievement of the students and to show
how and when these changes are to be made. Government of India is making
several efforts for universalizing elementary education qualitatively as well as
quantitatively. As a responsible citizen everybody is suppose to deliver their part
for realizing the objectives of the RTE and/or several other provisions. The RTE
Act, 2009 gives the power in the hands of people so far as elementary education is
concerned in the form of SMCs. School development plan is one of the
responsibilities of SMC. School development is concerned with developing
different resources both physical and human for qualitative elementary education.
Section 22 (1) of RTE Act, 2009 directs for preparation of SDP. To develop the
school it is necessary to work out a plan and all stakeholders should participate in
the planning, development and execution. In this unit we will discuss SDP and
role of SMC in SDP.
1.1 Objectives:
On successful completion of this unit you will be able to-
Understand the contextual background for SDP.
Understand the concept of Access to School.
Understand about School Development Plan.
Understand the need for School Development Plan.
Understand about School Management Committee.
Understand the composition of School Management Committee.
Understand the role of SMC in SDP.
1.2 Context for School Development Plan:
The RTE provides a legally enforceable rights framework with certain
unambiguous time targets that Governments must adhere to. For example, the Act
mandates that every child in the six to fourteen age groups shall have a right to
free and compulsory education in a neighbourhood school. The Act also provides
that if a school does not exist in an area or limit prescribed as the neighbourhood,
the appropriate Government and the local authority shall establish a school in this
area within a period of three years. Therefore, all children-girls and boys from
disadvantaged groups and economically weaker sections, children with special
needs, children involved in child labour and so on, must be in a school within
three years time starting from 1 April 2010. Universal access to elementary
education requires schooling facilities within reasonable reach of all children. If
schools are not located in or near the habitations where children reside, children
are unlikely to complete schooling, even if they are formally enrolled in schools.
The RTE Act provides children’s access to elementary schools within the defined
area or limits of neighbourhood: Section 6: ‘The appropriate governments and
local authorities shall establish, with in the area or limits o f a neighbourhood, a
school, where it is not already established, within a period of three years from the
commencement of the Act’. Further, the Act places a compulsion on the State to
19
ensure that no child from the weaker sections or disadvantaged groups is
discriminated against in any manner or prevented from pursuing and completing
elementary education. A neighbourhood school is a school located within the
defined limits or area of neighbourhood, which has been notified by the State
Government under the State RTE Rules. The Central Government has notified the
area or limits of neighbourhood to factor in distance norms, with provision for
relaxation of norms in places with difficult terrain where there may be risk of
landslides, floods, lack of roads and in general, danger for young children in the
approach from their homes to the school. In the case of children with disabilities,
the Central RTE Rules provide for appropriate and safe transportation
arrangements to enable them to attend school and complete elementary education.
The neighbourhood norms provided in the Central RTE Rules would be
applicable to Union Territories without Legislature for opening new schools. In
the case of all other States and Union Territories the neighbourhood norms
notified in the State/UT RTE Rules would be applicable for opening new schools
under SSA.
1.3 Access to School:
The significance of social access in universalising elementary education
cannot be undermined. India is a multi-cultural society of numerous regional and
local cultures. Hierarchies of caste, economic status and gender relations that
characterise Indian society, deeply influence children’s access to education. The
accident of birth in a particular religion, class, caste or gender should not define
and restrict a child’s life chances for all times to come. It is important to ensure
that the schools respect India’s diversity and plurality, and recognise differences
arising out of uneven social and economic development. If the language of
instruction, even in Class I, in a school in a tribal area is the State language, the
child will find the school environment alienating. If teachers in the school are not
sensitised to actively dispel traditional perceptions regarding gender or caste
roles, they are unlikely to take measures which would help girls, children from
disadvantaged groups and weaker sections pursue education, which is equitable
and free of anxiety. The teachers’ own patterns of communication with children:
the seating arrangements in the classroom, allocation of work between children
reinforce or dispel societal perceptions about the ‘proper’ role and place of girls
or children from SC/ST and minority communities. Government schools have a
high proportion of first generation school goers and children from marginalised
communities. Teachers need to be sensitive to the fact that the home
environments of many of these children may not facilitate ‘time-dot’ punctuality
of children or homework or revision of school work. If these are perceived as
‘lapses’ and the child is punished or the school does not help such children cope
with learning, the child is likely to feel discouraged and drop out of formal
schooling. The curriculum and textbooks also need to be intrinsically connected
with the child’s life outside the school, and should reinforce the child’s pride in
her language, society and way of life, at the same time affording opportunities for
learning about the wider world. Teachers and educational administrators must be
sensitive to these children, and ensure that, given their difficult circumstances, the
children are enabled to participate in and complete elementary education. School
access therefore demands not merely physical access to a neighbourhood school
20
within a notified distance, but also social access by way of addressing all
exclusionary practices in the school, especially those based on caste, class, gender
and special needs. Mapping for access to neighbourhood schools would need to
go beyond spatial planning and preparation of distance matrices for school
location. The provision of schooling facilities at appropriate locations is an
essential prerequisite to universal elementary education. But mere provision of
schooling facility is insufficient to ensure that all children attend school and
participate in the learning process. The school may be there, but children may not
attend; they may drop out after a few months; or may be absent too many days
and cannot cope with the learning load. School mapping exercises will have to
incorporate social mapping and should be undertaken with community
involvement, to ensure that all children who cannot access school for social,
cultural and economic reasons, are enabled to do so. School and social mapping is
a powerful means of mobilising the community to ensure that all children attend
schools and complete elementary education. A school map will help determine the
changes necessary in schools, and build a dynamic vision of the education
services, including infrastructure, teachers, and equipment, required so that all
children, irrespective of their caste, religion or gender are provided education of
reasonable quality. This has required a proper school development plan.
1.4 School Development Plan:
The School Development Plan (SDP) is important for any school to set
targets and achieving these school based goals. Educational planners follow a
management system to monitor schools under the school education system. The
implementation of the Right to Education Act 2009 has emphasized on school
level planning with a bottom up approach that empowers every school to plan its
activities in a systemic manner. Planning for school development has to be such
that it can visualize school growth for at-least three years and sub plans for each
year. This must become a powerful means for promoting school effectiveness and
development through evaluation and monitoring targets set as sub each year. The
schools must actively engage themselves in whole-school planning in order to
create optimum learning environments and to deliver appropriate curricular
provision for their learners. The creation and management of resources in the
school is also an important aspect of good school functioning. Every school is
unique in terms of its staffing, learners, support structures, and schools must make
optimal utilization of the available resources. School planning is meaningful
through collaborative effort in which the parents and community as major
stakeholders participate actively. The evolving and changing needs of the school
requires to be visualized by the School Management Committee. This will
facilitate in achieving the overall educational goals of the school.
Every school has its own set of values, beliefs, expectations, priorities and
goals for student learning and school success. It is expected that every school will
work towards improved student achievement and school effectiveness. This can
be made possible through proper School Development Planning (SDP) that must
be developed for at least three years, with sub plans for each year. The three years
perspective plan needs to be further divided into year wise goals, thus making
clear the long term and short term goals of the school. The development of the
21
school plan rests solely on the SMC with higher participation of the parents and
community members.
1.5 Need for a School Development Plan (SDP)
It is accepted that the most effective organizations are those which place a
great emphasis on clarifying their aims and objectives. They also engage in
corporate, collaborative and comprehensive planning in order to achieve these
aims and objectives. The school is also an organization and needs to be effective.
In order to be so, it needs to enable all its partners to join in the clarification and
statement of its aims and objectives and to agree on strategies to achieve them.
School-based planning is the most important means through which this is done.
The School Plan is required as it helps the school to realize its aims and objectives
and meet the anticipated needs of the learners. It also helps to ensure quality in
teaching and learning throughout the school. In helping to achieve effectiveness,
the School Plan will direct attention towards the core areas of school activity
which are accepted as being essential in ensuring school efficiency.
The need for the SDP can be summarized as follows:
To develop an awareness of school effectiveness indicators and identify
school
Improvement strategies.
To provide a mechanism for systematic self-evaluation that enables the
School Management Community (SMC) to review its progress, identify
priorities, and prepare plans for further school improvement.
To respond to the needs of the learners more effectively while facilitating
the incorporation of national and wider priorities into its work.
To increase commitment and ownership of the school policy.
To have interactive and collaborative dialogue in which the principal,
teachers, parents of pupils, the board of management and the patron,
owner, trustee or governor seek to respond to the developing needs of the
school.
To improve communication and foster an atmosphere of openness and
encourage principals and staff to take ownership of developments and
manage the pace of change.
To ensure effective use of available resources and to target available
resources towards meeting priority needs
To enhance the professional role of teachers and provide support for and
recognition of effective practice
1.6 School Management Committee
School Development Plan (SDP) is an important aspect of quality
improvement for any school. School Management Committees has a very
important role to play in the development of the School Development Plan in the
context of RTE Act. This is a legal document that must be present in all schools
as per the RTE Act of 2009.
22
1.6.1 SMC as defined under RTE ACT, 2009
The RTE Act states that a school shall constitute a School Management
Committee that will comprise of elected representative of local authority, parents
or guardians of children admitted to such school, and teachers. The overall idea
behind having a School Management Committee is to ensure that local
community is involved in affairs of the school and the goal of providing quality
education to children.
1.6.2 Composition of SMC
It is important to have a SMC in place prior to developing the SDP. The role
of the SMC is vital in working out the school plan. As per the Act, every school is
required to constitute an SMC within six months from the date of notification and
the SMC shall be reconstituted every three years.
As per the Act the SMCs should comprise the following-
Parents or guardians (75%) of whom 50% would be the Women Members
Representation of parents or guardians of children belonging to
disadvantaged, marginalized sections should be there.
The remaining one-fourth (25%) members may be from the following:
a. elected representatives
b. teachers of the school, (to be decided by the teachers)
c. Educationist from the locality / students of the school (may be
decided by parents or guardians)
d. In order to function effectively and to manage the affairs of the
SMC, each committee will elect the Chairperson and the Vice-
Chairman from amongst the parent members.
e. The Member Secretary of the committee shall be the head teacher
of the school. In case the school does not have the head teacher,
than the senior most teacher of the school shall be the ex-officio
member secretary of the SMC.
1.7 Role of SMC in School Development Plan
The most important role of the SMC is to ensure that they are able to make
effective interventions in strengthening school efficiency. They should participate
actively towards maintaining high standards in the school.
As per section 21 (2) of the RTE Act, the SMC shall perform the following
functions:
Monitor the working of school
Prepare and recommend school development plan
Monitor the utilization of grant received from the appropriate government
or the local authority or any other source and,
Perform such other function that may be prescribed.
The SMC is an empowered body that has the legal right to take decisions in
the interest of the school. They are therefore most crucial in the preparation of the
SDP, which has to be prepared at least 3 months before the end of the financial
year. The School Development Plan is the basis for the projection for a three year
23
period for the task to be undertaken by the school. It includes estimates for
increasing learner enrolment, hiring of additional teachers, expansion of
infrastructures and building capacities in terms of training and enhancement of
qualification of teachers etc. Therefore it becomes the role of SMC to ensure that
this projection is taken forward and regular monitoring of the activities of the
school is done so that the overall aim of providing quality education is met.
1.8 Lets Sum Up:
We have discussed in this unit about context of School Development Plan,
Access to School, School Development Plan, Need for SDP, School Management
Committee & its formation and composition and at last we have discussed the role
of SMC in the development of SDP.
1.9. End Exercises:
1. Discuss the context for School Development Plan.
2. What do you mean by access to School?
3. What is School Development Plan?
4. What is the need of School Development Plan?
5. What is the composition of School Management Committee?
6. What is the role of SMC in SDP?
24
A-4: PROVISIONS OF THE WEST BENGAL RTE RULE, 2012
1. Introduction:
The RTE Act, 2009 pointed that all the states are required to develop Model
Rules for implementing the act in line with the RTE-act. Accordingly, the
Government of West Bengal developed the Model Rules in 2012. The following
section presents the details of the model rules of the state.
2. Objectives: After going through this module one would be in a
position to
Understand the provisions of the RTE rule of the West Bengal, 2012
The provisions made by the Government of West Bengal to Implement
the RTE Act, 2009
3. Different Provisions of the WB RTE Act, 2012
Admission of Students
The rule provides that all the children of the age group 6-14 would be admitted to
the school. All the children mean
The children those who are just entering to the school going age
The children those who were admitted to the school in the past and left the
school for one or more reasons (may be due to failure/economic reasons
etc)
The children who are out of school
School in the Neighbourhood
The RTE Act makes the provision that all the children are to be admitted to the
school. The Government/the local bodies would establish the school in the area or
the neighbourhood within a period of three years.
The neibogherhood means a Borough for an area under the Municipal
Corporation or a ward in an area under a municipality or any other urban authority
duly notified and includes a revenue village .For carrying out the provisions of the
Act, the area or limit of the neighbourhood of a school within which a school is to
be established by the state Government shall be as follows-
Sl
No.
Level and Class Maximum no. of
students
Distance in KM
Rural Urban
1 Primary Level (Classes
I-IV)
300 1 KM 0.5 KM
2 Upper Primary level
(V-VIII)
500 2 KM 1 KM
(2)The states Government may establish more than one school in any
neighbourhood of a school.
(3) The no. of students may be relaxed by the District Inspector of School)
25
(4) In the areas where opening of school may not be visible and those areas
difficult for children to access due to difficult terrain, vulnerability to hazards
both natural and human landslides, flood disruption of normal life due to civil
unrest.
(5) The state Government or the local authority may locate a school in such a
manner to avoid the above danger to make adequate arrangement for transport
facility to the children or escort to be provided or residential accommodation is to
be done.
6) Children belonging to weaker section, with special needs, coming from
migrating families have to be taken care.
7) It is proposed that existing primary school may be upgrade to upper primary
schools.
8) School mapping is to be done by the Govt. or local authority this means the
existing neighborhood school may be assessed and decision for setting up new
school or upgrading the existing school to higher level may be done.
9) The school education department may be basis on survey and social mapping is
to acceptance the out of children to ensure equity in terms of access, enrollment,
participation, retention of quality of elementary education.
10) The information and map relating to availability of neighborhood school may
be made available online to the general public.
11) In short, the state govt. may provide schools in a reasonable distance in the
neighborhood so that all the children have to access to elementary education.
To facilitate the student admission of all children age group of 6-14 the
admission procedure has been simplified.
(1) Age in respect of appropriate class: The following is the information
relating to the class and age.
Sl. No Class Age (yrs)
1 Class-I 6years and above but less than7years
2 Class-II 7years and above but less than8years
3 Class-III 8years and above but less than9years
4 Class-IV 9years and above but less than10years
5 Class-V 10years and above but less than11years
6 Class-VI 11years and above but less than12years
7 Class-VII 12years and above but less than13years
8 Class-VIII 13years and above but less than14years
2) Proof of Age : In the act it has been provided that the age of the child
shall be determined by the on the basis of birth certificate issues in
accordance with the provision of birth, death and marriage registration act,
1886 or on the basis of such other documents prescribed. In case the birth
26
certificate is not available for the purpose of the admission in a school,
proof of age of such child shall be taken from the record from the hospital
or sub centre- ICDS centre or a registered medical practitioner.
In absence of any such document a written declaration of the age
of the child by the parent/guardian is to be taken for age proof. In such
case the parents/ guardian shall have the response to submit a birth
certificate or any other documents within a period of six months from the
date of admission.
3) Extended period of admission of school children shall be the three
months from the commencement of the academic year. The children who
are out of school shall not be denied at any point of time on the ground
that period of admission or extended period has elapsed.
Maintenance of School Records
1) At the level of local authority –the state govt. through appropriate local
authority shall maintain at the level of Circle Level Resource Centre, a
register of all children under their jurisdiction from their birth till they
attend the age of 14.
2) Birth registration authority- the all birth registration office of rural and
urban areas shall be provided the relevant data for the purpose.
3) The register shall be prepared by conducting household surveys and shall
be updated annually.
4) The register will be available for inspection for the public.
5) The information will be available in the website within a year of the date
of commence these rules.
6) The register will be transparent and will be in the public domain and to be
used for the purpose of monitoring, admission, attendance and completion
of elementary education.
7) The school management committee shall make available to the public the
details of the children enrolled in the school.
8) The contents of the register- the following information to be included-
Name, sex, date of birth (Birth certificate number wherever available),
place of birth of the child;
Name, address, occupation of the parents or guardians;
Present address of the child;
Name of school or pre-school or Angwanwadi Centre or Alternative
Innovative Education Centre where the child avails elementary education
up to the age 6 years, wherever available;
Elementary school where the child is admitted , if applicable;
Class in which the child is studying (for children age 6to 14 years), and if
education is discontinued in the territorial jurisdiction of the said local
authority, the cause of such discontinuance;
Information regarding whether the child belongs to the weaker section
within the meaning of clause (e) of section 2
Information regarding whether the child belongs to a disadvantaged group
within the meaning of clause (d) of section 2
27
Information regarding whether the child requires special facilities or
residential facilities on account of migration and sparse population, age
appropriate admission, disability or any other reason to be specified.
Reimbursement of Per Child Expenditure
The state government shall reimburse per child expenditure incurred by
the school for providing free and compulsory education to the child belonging to
weaker section and disadvantaged group. The imbursement will be in the
following manner
a) An unaided school not receiving any kind of aid/grant to meet the
expenses either from govt. or the local body entitled to reimbursement
shall intimate to the appropriate District Inspector of School of the
Concerned District at the start of each academic year and on completion of
its admission process, the number of students against whom the school
shall claim reimbursement;
b) The state govt. shall notify the amount to be reimbursed and the basis of
fixation of such amount within 3 (three) months from the beginning of
each academic year. In case no such notification is issued within three
months from the beginning of each academic year, the amount specified in
the last notification shall be considered;
c) The reimbursement shall be done by the district Project Officer, Sarva
Siksha Mission of the concerned District on the basis of recommendation
of the District Inspector of Schools, primary for primary schools and the
District Inspector of Schools, Secondary for Upper primary /Secondary
schools of the concerned district as per quarterly requisition with category
wise statement of such students to submitted by schools and subject to the
amount notified by the state govt. as aforesaid.
The school that receives this reimbursement shall maintain a separate account in
respect of the amount so received by it. These accounts may be open for
inspection.
Right to Education, Protection Authority (REPA)
There shall be an authority to perform the functions specified in the
section to the act. This will work till to the constitution of the state commission
for the Protection of the child rights.
The composition of the Authority will be as follows-
a) A chairperson who is person of high academic repute or has been a High
Court Judge or has done outstanding work for promoting the rights of
children to be nominated by the state Government in the Law Department;
b) Six members, of whom at least three shall be women, from the following
areas, from amongst person of eminence, ability, integrity, standing and
experience in-
(i) Education-to be nominated by the School Education Department of
the State Government;
(ii) Child Health care and child development- to be nominated by the
Woman and Child Development and Social Welfare Department of
the State Government;
28
(iii) Juvenile justice or care of neglected or marginalized children with
disabilities –to be nominated by the Woman and Child
Development and Social Welfare Department of the State
government;
(iv) Elimination of child Labour or working with children in distress-to
be nominated by the Labour Department of the State Government;
(v) Child psychology or Sociology-to be nominated by the Health and
Family Welfare Department.
(vi) Legal Profession –to be nominated by the Ld. Advocate General,
Government of West Bengal.
The chairman will be nominated and shall of the office for the 2 years or at the
attainment of 65 years of the age. The state govt. provides the resource support for
the authority.
School Certificate
1. The unaffiliated unrecognized schools are to get a certificate of
recommendations. For this purpose the schools has to apply in this
prescribed proforma and pay the fees.
2. The application is to be submitted to the D.I of schools secondary/ primary
education as applicable through official websites.
3. The concerned D.I. (s) with in a 45 working days from the received of an
application hold hearing verify the documents.
4. Incase of online application the hearing of the state level will be done
5. Following fees will be submitted through treasury challan.
Sl No. Category of school Amount (in Rs.)
1 For Primary school in rural Areas Rs. 3,000/-
2 For Primary school in Urban Areas Rs. 5,000/-
3 For Upper primary in rural areas Rs. 7,000/-
4 For Upper Primary in Urban Areas Rs. 10,000/-
All the fees and necessary document shall be filled within 15 days from the
date of application; otherwise the application will be rejected.
There will be a district level inspection team to conduct the inspection and submit
the report (proper proforma).
Sl
No.
Name of the Representative No. of
Representative
1 The District Inspector of Schools (SE)/(PE) of the
concerned District or his nominated representative
(convener)
1
2 Nominee of the West Bengal Board of the Secondary
Education
1
3 Nominee of the chairman, District Primary School
Council of the concerned District
1
4 Nominee of the Madrasah Board 1
Total Representative 4
29
State Level Committee
The state level committee for recognition or affiliation of schools
constituted by state govt. for granting a no objection certificate in respect of
recognition or affiliation. This committee will consider the report of the district
level committee for grant of no objection certificate. The following will be the
constitution of the committee-
Sl.
No.
Name of the members of the state level committee Designation
1 Director of School Education Chairperson
2 Joint secretary, School Education Department, looking
after secondary education or any other officer not below
the rank of Joint Secretary duly authorized by the secretary
, School education Department
Member
3 Secretary, West Bengal Board of Primary education Member
4 Secretary West Bengal Board of Secondary Education Member
5 Chairperson, Rabindra Mukta Vidyalaya Member
6 State project Director, Sarva Siksha Mission or his
representative not below the rank of Additional State
Project Director
Member
7 One Deputy Director of School Education, West Bengal to
be duly nominated by the director of School Education
Member
8 Secretary Madrasah Board or his representative Member
9 Representative of the board outside west Bengal under
which the school seeks affiliation, if required
Member
The state level committee will meet once a month to consider the
application. If needed the school may be 15 days time to complain with any
deficiency on satisfaction the committee shall recommend to the board located in
the west Bengal and outside no objection certificate. In case the applicant schools
failed to comply will be rejected the issue of no objection certificate.
Every school seeking recognition under the section 18 shall, in addition to the
requirements of the Board to which it is to be recognized or seeks to be affiliated
to, abide by the following conditions:-
(a) that the applicant school shall be run either by a society registered under
the Societies Registration Act 1860, or by a public trust constituted under
any law for the time being in force, or by such a company within the
meaning of the Companies Act,1956 whose Memorandum and Articles of
Association do not allow it to make profit;
(b) that the applicant school is not run for profit to any individual, group of
individuals or any other persons;
(c) that the applicant school conforms to, seeks to and has a curriculum to
implement the values enshrined in the Constitution of India and promotes
respect for the National Anthem, National Flag and National Emblem and
National Integration;
30
(d) that the applicant school buildings or other structures or the grounds are
used only for the purposes of education and skill development;
(e) that the premises of the applicant school is open to inspection by any
officer authorized by the State Government or local authority;
(f) that the applicant school shall furnish such reports and information as may
be required by the Board or by any other authority under the State
Government time to time as and when required and shall comply with
such instruction of the State Government or the local authority as may be
issued to secure the continued fulfillments of the condition of recognitions
of the schools or for the removal of deficiencies.
(g) That the applicant school shall –
(i) be located in a relatively noise free and pollution free area, having
adequate supply of drinking water and electricity.
(ii) have a building usable in all weathers and the plan of the building
sanctioned by the Gram Pradhan of the Gram Panchayat, in case of rural
area and by the chairman of the Municipality or Mayor of the Municipal
Corporation, in case of urban area.
(iii) have a playground for the students;
(iv) have a barrier- free access as mentioned in the Schedule of the Act;
(v) have classrooms of an area minimum 400 sq. ft (25 ft×16 ft.) each
which is confortable and suitable for imparting lesson and of not less than
the number of class units;
(vi) have good quality of separate lavatory for students and teachers and
good quality of separate lavatory for girl’s students, if it is a co-education
school;
(vii) have a girls’ common room. If it is a girls or co-education school;
(viii) have a teachers’ room
(ix) have adequate furniture so that students do not have seat more than
three in bench.
(x) have a library with sufficient number of books (not less than 500)
on literature and other subjects but excluding text books or notes
thereon
(xi) have students’ admission procedure and fees structure duly
published by the School Management Committee;
(xii) have arrangement for periodical medical check up of students and
records thereof;
(xiii) Comply with the rules and regulation, and satisfy the minimum
qualification norms set by the National Commission for Teacher
Education to the teachers’ requirement for the satisfaction of the
recognizing authority.
(xiv) have required at teachers as per the staff pattern and the
qualification specified by the State Government or board with
which it is affiliated, which ever each higher,
(xv) have a daily published service rules and leave rules for the
teaching and non-teaching staff;
(xvi) follow the provision relating to disciplinary proceedings in the
manner as made it director by the board.
31
(xvii) have determined the pay structure of teaching and non-teaching
staff in such a manner as may be directed by the State
Government.
(xviii) have provisions for contributory provident funds and gratuity of
teaching and non-teaching staff
(xix) have a fees structure for the students which can not enhanced
without the prior permission of the State Government.
(xx) have a building separate staircase for entrance and emergency exist
then have sufficient fire safety equipments and have trained person
among the staff for using fire safety equipments; and
(xxi) Pay respect to the Indian Constitution and observe the National
Anthem, National Flag and National Emblem and National
Integration.
(16) An applicant school may make an appeal to the state govt. against the
decision of the state level committee within 2 weeks from the date of such
decision and the State Government shall convey its decision upon considering the
grievance of the applicant within three months thereof.
(17) All school granted a certificate of recognition by a way of ‘No Objection
Certificate’ shall display a copy such certificate at a conspicuous place in the
school all the time.
(18) In case of existing school, the District Inspector of Schools concerned may,
in consultation with the Right to Education Protection Authority, request the
local, municipal authority to provide the applicant school with infrastructural
support including relaxation of Building Rules , if necessary and earmarking a
public park or playground to be used by the student of the applicant school during
specified ours for sports and other outdoor activities in order to enable the
applicant school to comply with requirements of the act.
(19) Every recognized school under the act, shall display in its notice board the
following information-
(a) no. of the students studying in the said school on the last day of previous
month;
(b) no. of teachers in the school;
(c) curricular activities undertaken by the school;
(d) facilities available in the said school;
(e) details of no. of days on which Mid-Day Meal is provided and the no. of
children to whom such midday meal is provided in the school, where the school is
required to provide such Mid-Day Meal in accordance with law further time being
in force.
(f) composition of the School Managing Committee
(g) neighbourhood to which school belong; and
(h) Board to which the school is affiliated;
(20) A recognized school under the Act or an existing school already recognized
by the appropriate Board shall ensure that none of the teachers of the School
32
provide private tuition to any students of the said school or of any other school
and shall provide in its service condition that breach of such restriction shall result
in termination of service.
(21) The school authority shall be responsible to submit on relevance information
on the school as required by the State Government from time to time.
(15) Withdrawal of recognition of Schools for purposes of section 18 (3) and
12 (3)- (1) Where the District Inspector of the Schools concerned, on his
own motion, or on any representation received from any person, has reasons to
believe, which belief and reasons are to be recorded in writing, that a school
recognized under Section 18(2) of the Act or these Rules or has failed to comply
with norms and standard prescribed in the schedule, or with any other
requirements or condition either under the Act or these Rules, it shall act in the
following manner-
(a) issue a notice to the school setting out the grievances or violations of the
conditions of grant of recognition of provisions of the Act or these Rules and
requiring it to show cause within four weeks from received of the notice as to why
the school’s recognition should not be withdrawn;
(b) if the school fails to provide a satisfactory reply within time, the District
Inspector of schools concerned, may constitute a Committee of Inquiry consisting
of 3 or 5 members comprising of such person as may be deemed fit and proper by
him and cause such Committee to conduct an inspection of the school and file a
report there after.
2. The Committee of Inquiry so constitute shall, within four weeks from the date
of his constitution, make due inquiry and within 15 days thereafter submit its
report to the concerned District Inspector of school.
3. The District Inspector of the Schools upon hearing all concerned may, by a
reasoned order-
(a) Recommended withdrawal of recognition of the concerned board to which the
school is affiliated through the Director of School Education, West Bengal.
(b) Required the school concerned to take such a steps as may be necessary to
comply with the provisions of the said Act.
4. the order of de-recognition, if any, shall be operative from the academic year
immediately following the year of the order and shall specify the neighborhood
school to which the children of de-recognized schools are to be admitted provided
that the parents or guardians of the affected children shall be at liberty to enroll
them any school of the category as described in item (iv) of clause (n) of section 2
of their choice. No school shall deny admission to the affective children on the
grounds of non-production of transfer certificate.
5. An appeal may be made within four weeks to the secretary, school education
department, Govt. of West Bengal, against any order made under sub-rule (3).
12. Publication of information – (1) a website shall be maintained by the Board
concerned with full details relating to all application, including the details of
applicant and the status of the application, and it shall be ensured that the
33
information is accessible to the general public. (2) Without prejudice to the
generality of clause (1), the board concerned shall published current data relating
to the following-
(a) name and addresses of all schools who have been granted a certificate of
recognition under sub section (2) of section 18, along with all information
furnished by such a school, either by way of disclosure or obtained upon inquiry,
including information regarding its compliance or otherwise with the norms and
standard prescribed in the schedule to the Act,
(b) name and addresses of all schools which have not been granted a certificate of
the recognition under sub section (2) of section 18, along with the reason(s) for
the rejection along with all information furnished by such a school, either by way
of disclosure or obtained upon inquiry, including information regarding
compliance or otherwise with the norms and standards prescribed in the schedule
to the Act,
(c) name and address of all schools which application for certificates of
recognition under subsection (2) of section 18. Is spending, along with all
information furnished by such a school, either by way of disclosure or obtained
open inquiry, including information regarding its compliance or otherwise with
the norms and standards prescribed in the Schedule to the Act,
(d) Name and address of all schools which recognition has been withdrawn under
sub section (3) of section 18 or sub section (3) of section 19, along with reason(s)
for such withdrawal and along with all information furnished by such schools,
either by way of disclosure or obtained upon inquiry, including information
regarding compliance or otherwise with the norms and standards prescribed in the
Schedule to the Act.
13. Composition and functions of the school Management Committee for
purposes of section 21.
- (1) A school other than a school specified in sub clause (iv) of clause (n) of
section 2, shall have a School Management Committee shall be reconstructed
every three years.
(2) The composition of the School Management committee for different
categories of schools from class I-IV under sub section (2) section 21 shall be as
per schedule.
(3) The School Management Shall meet once in every two months and the
decision of the committee shall be recorded properly and make available to the
public. The head teacher or teacher in charge duly authorized shall be convenor of
the committee.
14. Preparation of School Development Plan-
(1) Every School Management Committee shall prepare a school development
plan at least three months before the end of the academic year in which it is first
constituted under the Act and shall further prepare one every three years.
34
(2) A school development plan shall be three year plan and may comprise of three
annual sub-plans. The plan should be drawn up in a participatory mode involving
all stakeholders including students, parents/guardians etc.
(3) A school development plan shall, inter alia, contain the following
information:-
(a) Location, land details, connectivity and any other interesting detail of the
school including its history alumni, good practices of the school and its students
etc.
(b) Details of class wise enrolment of each year including those of children with
special needs and child of special focus grouped and enrollment made under
clause (c) of subsection (1) of section 12 if applicable.
(c) three year projection of requirements of additional teachers, including Head
Teachers, for Classes I-IV.
(d) three year projection of requirements of additional infrastructure, including
that of child friendly and barrier free building, infrastructure for smooth
implementation of the Cooked Mid-Day Meal Programme if applicable, water
sanitation facilities and other amenities, furniture and equipment including
Teaching Learning Equipment, library books, sports and games equipment and
play material calculated with reference to the existing norms and standards;
(e) minimum number of working days and instructional hours in an academic
year;
(f) minimum number of working hours per week for the teachers;
(g) school safety plan for different hazards and vulnerabilities;
(h) strategies for innovative activities to be taken up for improvement of both
academic and non academic performance of the children in the school.
(4) Every School Development Plan shall be signed by the President and the
Secretary of the School Management Committee and shall be submitted to the
concerned District Inspector of Schools before the end of the financial year.
15. Salary and allowances and conditions of service of teachers for purpose of
sub-section (3) of section 23.- The salary and allowances and conditions of
service of tecahers of Govt. and Govt- aided schools, shall be as per the
notifications issued from time to time by the state govt.
16. Duties to be performed by teachers for the purpose of clause (f) of sub-
section (1) of section 24- (1) in performance of the functions specified in sub-
section (1) of section 24 and in order to fulfill the requirements of clause (h) of
sub-section (2) of section29, the teacher shall maintain a file containing Pupil
Cumulative Records for every child which will be basis for the awarding the
completion certificate specified in sub-section (2) of section 30.
(2) In addition to the functions specified in clauses (a) to (e) of sub-section (1) of
sub-section 24, a teacher may perform the following duties assigned to him or her,
without interfering with regular teaching;-
35
(a) inform the parents and the School Management Committee of a child who, in
the opinion of the teacher, may need special care and attention.
(b) participation in training programmes.
(c) participation in curriculum formulation, and development of syllabi, training
modules and text book development.
17. Manner of redressing grievances of teachers under subsection (3) of
section 24.- (1) Any grievance by a teacher of any school or a body of teachers
shall be first addressed in writing to the school Management Committee of the
concerned school, and the School Management Committee shall address such
grievance by passing a respond decision within 4 (four) weeks of such complaint.
(2) Where the School Management Committee fails to address the grievance or
where the teacher is dissatisfied with the decision, appeal may be made to the
West Bengal Administrative (Adjudication of school disputes) Commission.
18. Form and manner of awarding of certificate for completion of elementary
education for the purposes of section 30.- (1) every child shall be issued a
certificate of completion of elementary education at the end of the academic year
in class VIII in the form mentioned in schedule II and the certificate shall be
issued by the concerned school authority which is to be duly authenticated by the
secretary of the affiliated Board of the school. (2) Such certificate shall be issued
by the school concerned and shall be signed by the Head Master/Head of the
Institution of the school concerned and one assistant teacher within three months
of the completion of the academic year.
19. Allowances and other terms and conditions of appointment of the
members of the state advisory council under sub-section (3) of section 34.- (1)
The eminent persons or officials attached to the field of education particularly in
the field of elementary education or having special knowledge in scientific or
technical education, shall be nominated by the state govt. as the members of the
State Advisory Council.
(2) The Salary or any allowances payable to, or any other terms or conditions of
service of any members shall not, after his appointment, as such, be varied to his
disadvantage. The order in this respect shall be issued by school education
department from time to time with the occurrence of the finance department,
Government of West Bengal.
36
SECTION-B
CURRICULUM IN SCHOOL SUBJECTS
This sections deals with curriculum in different school subjects such as English,
Social Science, Science and Mathematics as per the section-29 of RTE Act, 2009.
It presents the process of making and transacting curriculum in conformity with
values enshrined in the Constitution, all round development of the child, building
up child’s knowledge, potentiality and talents and development of physical and
mental abilities to fullest extent. All these are discussed by taking example from
textbooks and presented in transactional mode, which will be useful for training
in-service teachers as well as teaching to students.
B-1: ENGLISH
B.1.1: Curriculum for Conformity with Values Enshrined in the Constitution
Introduction:
Syllabi and text books for school education have been restructured as per the
recommendations of the National Curriculum Framework (NCF)-2005 and the
provisions of the Right of Children to Free and Compulsory Education (RTE Act
-2009). So there has been a paradigm shift in the contents and processes of school
curriculum. Teachers must understand these shifts and their implications for the
classrooms. In fact, the teaching-learning process in a classroom can only bring
about significant result as per the expectations of NCF-2005 and the RTE Act-
2009. As expected, the revised text books must have reflected the aforesaid
recommendations and provisions. This module is an attempt to go into the
textbooks to find out the reflections of the provisions of the NCF-2005 and the
RTE Act and how best the curriculum planners and the practicing teachers can
respond to the emerging demands. This would help to make the text-books and
their contents more responsive to the NCF-2005 and the RTE Act, 2009.
Objectives:
On completion of this Module, you shall-
Locate the constitutional values inbuilt into the text
Be able to relate additional values related to life
Create avenues for all round development of child through
texts
Provide scope and design activities for expression of a child’s
potentialities
Plan curricular inputs for fullest development of a child’s
physical and mental abilities
Example from Textbook in Transaction Model
The following areas have been identified for intensive discussion in order to
understand the scope and in-depth implication of values in conformity with NCF
2005 and RTE Act 2009. Each area is being dealt separately though all the areas
are interlinked. Attempt has been made to go into the text taking each thrust area
and examine the existing scope therein.
37
Focused Theme Strategy Discussion Consolidation
A good education
system is a value –
based process.
What remains at
the end of
education are a set
of values that
control and guide a
person’s thought
and action. So,
every subject is
learnt and taught
with some values
to be achieved at
the end.
(R.P makes a brief
presentation )
(Divides the participants
into small groups. Each
group is asked to report
on one aspect)
The R.P initiates
discussion with the help
of questions.
1. Which are the values
that have been enshrined
in the Constitution?
2. What are the values
that have been
recommended in NPE-
86?
3. What are the
provisions of value
education in NCF 2005?
4. What are the concerns
in respect of value
education in CCE?
Each group
presents
R.P takes the lead
in discussion to
consolidate
Q.3
-Nationalism
-Love & Sympathy
-Empathy &
Concern
-Punctuality
-Sincerity
-Cleanliness
Q.4 Identification
of values
Sequencing of
values
Assessment of
values
Q.1 – liberty,
Equality,
Fraternity,
Justice, Respect
for
Sovereignty,
respect for
individuals, all
faiths, sects,
Co-operation,
collective
thinking.
Q.2-
Understanding
freedom
struggle,Patrioti
sm,Secularism,
Tolerance,Prote
ction of
environment,
Conservation of
resources,
Small family
norm,
Scientific
Temper etc.
38
Focused
Theme
Strategy Discussion Consolidation
Class V
(BUTTERF
LY)
TOPIC-
Ls.3-
Phulmani’s
India(pg.31
This topic will be taken as a
sample for value analysis and it
would be a guided Group
Activity.
R.P divides the participants
into small groups.(each group
consisting 4-5 members)
For each group poses a
question/problem and
asks each group to locate
values. (5 mins.)
Group 1: i) Which paintings
have been mentioned in the
first part?
ii) Which religions have been
reflected in the sculptures of
Ellora?
iii) What value is implied
while all religions are
combined?
Group 2: i) Which dance
forms are mentioned?
ii) What are the social
implications of such dances?
iii) How do the dances benefit
us?
iv) How do dance and music
create harmony?
v) Does it indicate unity in
Diversity?
Group 3: i) What is folk
theatre?
ii) What are its various names?
iii) What are the Social
implications of jatra/ folk
theatre?
iv) How is mythology related
R.P leads
discussion by
facilitating
interaction of
the other
groups-seeks
their opinion.
The following
points were
consolidated:
Group 1: i)Ellora-
fresco paintings.
ii) Hinduism-
Buddhism- Jainism.
iii) Tolerance,
respect for all
religions,
Secularism
Group 2:
i)Bhangra, Bihu,
Dandiya, Chhau,
Bharatnatyam etc.
ii) Congregation of
people, appreciation
iii) physical fitness ,
mental alertness.
iv) By helping us to
be together and
forgetting our class,
creed and colour.
v)Yes, because
dance and music
bind us together and
help us uphold the
social values
leaving social
barriers.
Group 3: i) Folk
theatre is a kind of
‘jatra’ which is
performed under
different names.
ii) Tamasha,
Noutanki, Jatra
39
to folk theatre? iii) Community
gathering, sharing
together, purgation
of emotion.
iv) Knowledge of
mythology,
understanding life,
people, and society.
Moral lessons.
Lets Sum up:
A sound education ends in inculcation of appropriate values. So,
Classroom Teaching-learning process has to bring out the values in-
built in the text .
Each subject is a rich reservoir of different values that shape the
individual’s thought, attitude and action.
Teacher being a value transmitter has to be aware of the values
underlying the texts and prior to transaction must make a text analysis
to identify and locate values.
The values dealt with in the texts are mostly social , cultural,
intellectual, emotional , environmental, ethical, spiritual and aesthetic.
Value identification shall facilitate appropriate treatment while
transacting the text.
B.1.2: Curriculum for All -Round Development of the Child
Introduction:
Education is often understood as a process that affects a child’s body, mind and
spirit. In other words, education should ideally aim at physical growth, mental
development and spiritual awareness. While planning curriculum, it is taken care
that all information and activities in curriculum cater to an all round development
of a child. All round development refers to sound physical growth, intellectual
development, emotional development, cultural awareness, concern for the nation,
aesthetic outlook and so on. In a word, education develops a cultivated personality
where all the dimensions are taken care of. The scope for such development must
be there in curriculum and then only education becomes a man-making process.
Objectives:
On completion of this module, you shall:
Understand the significance of curriculum as an instrument for all round
development of a child.
Identify the scope in the curriculum/textbook facilitating the development
of various dimensions of personality.
40
Able to select the appropriate content and its relation to the dimensions of
a child’s personality.
Example from Textbook in Transaction Model
Resource Person (RP)/Teacher (Tr) proposes an activity during the transaction of
the lesson. This activity shall help to go into the text and find out various
components that would cater to the development of different dimensions of the
personality.
Focused
Theme/topic
Strategy Discussion Consolidation
Class V
Textbook-
BUTTERFLY
Lesson 4:
Memory In
Marble
Group activity during
the transaction of the
lesson.
R.P/Tr. engages the
participants/learners in
the activity with the help
of questions. Each group
is given a task.
Group 1-
How did Khurram fall
in love with Arjumand
Banu Begum?
(Comment on her family
background, her
profession and opinion
on Khurram’s choice.)
Group 2-
How intense was the
relationship between
Shahjahan and Mumtaz
Mahal?
How did Shahjahan pay
a tribute to his departed
wife?
Group 3-
Why the Taj Mahal is
called the most beautiful
monument?
Each group
presents its
views and all
the groups
interact
offering more
suggestions
R.P/Tr. leads
and
coordinates
the discussion
for
consolidation.
There is no
consideration of caste
or class in love. Love
is a powerful emotion
Love has different
forms- love for fellow
being ,love for
animals, plants,
nature, works of art
and architecture.
(Emotional
development)
Intense love for wife,
idea of building a
memorial to pay a
tribute.
Huge expenditure
And pursuing desire
over a long period of
time
(Concern & sacrifice
for the sake of love)
Brought marble from
the different parts of
the world, beautiful
work of art, standing
as a spectacular
monument on the bank
of Yamuna,
A dazzling wok of
beauty with
inscriptions on its
41
How long did it take to
build the Taj Mahal?
Why is it considered one
of the seven wonders of
the world?
Group 4-
What are the other
important monuments in
India?
Where are they situated?
What is the history
behind each monument?
Group 5-
Why are the monuments
known as architectural
heritage of India?
What are the functions
of the archeological
department ?
What should be our
duties as the citizens
towards these
architectural heritage
building/monuments?
walls, sculptural
excellence
(Aesthetic aspect of
Personality)
Victoria Memorial,
red Fort,
Charminar,India
Gate Gateway of
India. Built for the
memory of individual
and historical
achievements.
(extension of
knowledge
dimension)
Rare works of art
,sculptural excellence,
preservation and
protection of
monuments .
Appreciation of
cultural heritage.
(Respect for cultural
heritage of India)
**while transacting
the text the inherent
ideas of , if properly
brought out can cater
to the various
dimensions of a
child’s personality.
The participants/learners
are asked to ask other
topics of the text book
for such analysis and
present report for
sharing among the
groups. This would also
facilitate understanding
the text.
42
Lets Sum Up:
Education aims at all-round development of the child
All-round development implies a balanced development of all
dimensions of personality
Every topic contains scope for development of one or more aspects of
personality.
Teachers have to interpret the text to bring out its underlined message
and transmit it to the students through various ways.
Such transaction of the topic has direct implication for inculcation of
values.
B.1.3: Curriculum for Building up Child’s Knowledge, Potentiality and
Talent
Introduction:
Every child is born with some inborn capacities. There are individual differences
and all children cannot excel in the same direction and at the same direction. But
education must express each child to a variety of opportunities to provide them
scope for bringing out their potentialities. It is a fact that lack of exposure and
opportunities kill the talents of the children. Hence freedom of learning in the
transaction process is a key factor for bringing out the potentialities in the
children. While planning curriculum, care must be taken to keep the avenues open
for building up the child’s knowledge and help him realize the potentiality and
talent. However, more important is the transaction process where knowledge
building and development of potentiality and talent can actually take place.
Yet, the scope in curriculum provides a direction to the teacher. The
teacher should be able to go into the text and find out the scope of enriching
knowledge and nurturing the potentialities and talents of the children
Objectives:
On completion of this module, the you shall:
Understand how education is a process of building knowledge and
unfolding a child’s potentiality and talent.
Analyze and interpret the text to find out the scope for these.
Pay attention to all the learners to help them realize their talents and
potentiality
Able to tune the topics and design activities for promoting all these
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity during the transaction of the lesson. This activity
shall help to go into the text and find out various components that would cater to
the development of different dimensions of the personality.
43
Focused
Theme
Strategy Discussion Consolidation
Class VII
BLOSSOMS
Lesson 12-
My Diary
Individual activity
after the text is
done.
The R.P/Tr.
proposes an activity
for the students
/participants to
maintain/prepare a
diary and provides
some guidelines.
After the task is
complete, the
participant/learners
exchange their
writings for
comments and
suggestions.
R.P/Tr. examines
some samples and
presents some good
work with
appreciation.
The topic has
been completed
in the class.
R.P/Tr. suggests
the following:
A week’s Diary
Under the
headings of daily
activity
mentioning time.
A diary on the
happenings on the
Annual Day of
the school in
proper sequence.
Diary on a picnic
and preparation
of the event.
A diary on the
Birthday party.
A diary on a
marriage
celebration at
home.
(R.P/Tr. instructs
to choose anyone
and prepare the
diary in proper
sequence with
brief description
of the activities.
The entries
should have
clarity,
straightforward
and precise)
Each
learner/participant
selects the area of
choice, generates
ideas, makes a
sequence and
writes.
They improve their
knowledge of diary
writing and exhibit
their potentiality for
generating ideas
and expression.
The
participants/learners
are proposed to do
activity on different
Through various
activities scope is
given to the
learners to express
44
textbooks.
The activities could
be composing a
poem / dialogue,
enacting through
role-play, drawing
picture, wring a
paragraph or note-
making.
their potentiality
and talents.
Lets Sum Up:
In every curriculum there exists scope for promotion of knowledge and
development of potentiality and talent.
Teachers must find out scope in the curriculum / textbook for promoting
these.
Participants/learners should be given appropriate activities for enriching
knowledge and giving expression their talents and potentialities.
It is important for the teachers to understand and accept the significance of
individual differences and provide activities accordingly.
B.1.4: Curriculum for Development of Physical and Mental Abilities to
the Fullest Extent
Introduction:
Education is the creation of a sound mind in a sound body. A child is born
with a body and a mind. But education develops soundness in body and mind.
Both body and mind are complimentary to each other.
Most of the programmes and activities in education centre on body and mind
of an individual. Body acts and mind is the force behind it. Living a happy and
prosperous life to a great extent depends upon functions of the mind. Mind
consists the faculties like thinking, reasoning, analysis, synthesis, judgment,
imagination, creativity and so on. These are the operational directions of the mind
and body only acts as per the directions and instructions coming from the mind.
Hence, curriculum is a rich source for development of physical and mental
abilities to the fullest extent.
Objectives: On completion of this module, you shall
Understand the significance of physical and mental development
Locate scope existing in curriculum for such development
Utilize these scopes during transactions to promote physical and mental
development
Suggest more activities /out of the text situations for fullest development
of body and mind.
45
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity during the transaction of the lesson. This activity
shall help to go into the text and find out various components that would cater to
the development of different dimensions of the personality.
Focused
Theme
Strategy Discussion Consolidation
Class V –
BUTTERFLY
Lesson: 6
The Clever
monkey
Group activity
through
composing
dialogues and
dramatization
through role-
play
Participants/lear
ners are divided
in groups.
Each group is
given a task
proposed by the
R.P/Tr.
Gr.1 &Gr.3 act
out the dialogue
through role-
play.
Gr. 2, 4 & 5
frame sentences
using the words
and expressions
and
demonstrate.
R.P Discusses the
following :
GROUP-1:
Conversation
between crocodile
and his wife as per
the lesson
GROUP-2: Prepare activities
on the following
words for
demonstration:
.action word: catch
, jump, land, hide,
watch, taste, lie)
GROUP-3: Conversation
between crocodile
and monkey
GROUP-4
Prepare activities
on the following
expressions:
Lying still, keeping
head under table,
showing back
above, having a
good meal,
pretending to be a
rock/ snake/tiger,
make-up one’s
mind.
GROUP-5
Prepare activities
on the following
expressions:
suspect someone,
being angry with
someone, getting
impatient, to open
The activities of Gr. 1
& 3 facilitate-
Understanding the
text, writing skill
and skill of
speaking/expression.
The activities of Gr. 2,
4 & 5 facilitate-
Knowledge of
vocabulary, sentence
framing and enactment
through actions
gesture and posture.
These activities shall
promote body exercise
and mental operations
like thinking,
reasoning, sequencing
ideas, as well as
facilitate improvement
of 4 language skills
(LSRW).
46
mouth wide,
minutely observe,
laugh at somebody,
closing and
blinking eyes
Lets Sum up:
Education is meant for the holistic development of a child.
Holistic development to a greater extent refers to a development of body
and mind
Contents and processes of education should aim at the fullest possible
development of body and mind
Teachers have to identify the existing scope in the textbook for creating
opportunity for exercise of body and mind.
In addition, there should be activities out of the /beyond the text
A teacher has to be resourceful to use the curriculum as an effective
instrument for the children’s physical and mental development
End Exercise:
1. Why are the values important in Teaching-Learning Process ?
2. What are the new values suggested in the NPE-1986 ?
3. Which values are mostly dealt with in language and Literature ?
4. How can a text be dealt with for improving a person’s dimension?
5. What are the various ways to relate the transaction process for promoting
personality dimensions?
6. What role should a teacher play in such a transaction process?
7. How can the learner’s knowledge be enriched?
8. How can the learner’ s potentiality and talents be identified?
9. What is the significance of freedom in classroom transaction?
10. How is freedom related to expression of potentiality and talent?
11. How can a teacher help a child for creative expression?
12. How are body and mind related?
13. What is holistic development?
14. How can physical activities be introduced in a language classroom?
15. What are the operational dimensions of mind?
16. How can the language activities cater to the promotion of mental abilities?
Suggested Readings
NCERT (2005). National Curriculum Framework 2005. NCERT, New
Delhi
BLOSSOMS (English Textbook For Class VII), Textbook of West
Bengal
BUTTERFLY (English Textbook For Class V), Textbook of West
Bengal
47
B-2: SOCIAL SCINECE
B.2.1: Curriculum for Conformity with Values Enshrined in the Constitution
Introduction:
Syllabi and text books for School education have been restructured as per the
recommendations of National Curriculum Framework (NCF)-2005 and the
provisions of the Right of Children to Free and Compulsory Education (RCFCE
Act -2009 . So there has been a paradigm shift in the contents and processes of
school curriculum. Teachers must understand these shifts and their implications
for the classrooms. In fact, the teaching-learning process in a classroom can only
bring about significant result as per the expectations of NCF-2005 and RCFCE
Act-2009. As expected, the revised text books must have reflected the aforesaid
recommendations and provisions. This module is an attempt to go into the
textbooks to find out the reflections of the provisions of NCF-2005 and the RTE
Act and how best the curriculum planners and the practicing teachers can respond
to the emerging demands. This would help to make the text-books and their
contents more responsive to the NCF-2005 and the RTE Act-2009.
Objectives:
On completion of this Module, you shall-
Locate the constitutional values inbuilt into the text
Be able to relate additional values related to life
Create avenues for all round development of child through texts.
Provide scope and design activities for expression of a child’s
potentialities.
Plan curricular inputs for fullest development of a child’s physical and
mental abilities.
Example from Textbook in Transaction Model
Focused
Theme
Strategy Discussion Consolidation
A good
education
system is a
value –based
process.
What remains at
the end of
education are a
set of values
that control and
guide a person’s
thought and
action. So,
every subject is
learnt and
(Divides the
participants into
small groups. Each
group is asked to
report on one aspect)
The R.P initiates
discussion with the
help of questions.
1. Which are the
values that have
been enshrined in the
Constitution ?
2. What are the
values that have
48
taught with
some values to
be achieved at
the end.
(R.P makes a
brief
presentation)
been recommended
in NPE-86 ?
3.What are the
provisions of value
education in NCF
2005 ?
4. What are the
concerns in respect
of value education in
CCE ?
Each group
presents(2X4=8 min.)
R.P takes the lead in
discussion to
consolidate
Q.3
Nationalism
Love &
Sympathy
Empathy &
Concern
Punctuality
Sincerity
Cleanliness
Q.4 Identification of
values
Sequencing of values
Assessment of values
Q.1 – liberty,
Equality,
Fraternity,
Justice, Respect
for Sovereignty,
respect for
individuals, all
faiths, sects, Co-
operation,
collective
thinking.
Q.2-
Understanding
Freedom
Struggle,
Patriotism,
Secularism,
Tolerance,
Protection of
Environment,
Conservation of
Resources,
Small Family
Norm, Scientific
Temper etc.
Focused
Theme
Strategy Discussion Consolidation
Class VI
(WE AND OUR
WORLD)
This topic will serve as a
sample for value analysis and
it would be a guided Group
Activity.
Group 1:
i) Depend
ii) Togetherness
and
49
Topic :
Lesson 20 : Our
Community :
Unity in
Diversity
(Page 135)
R.P. divides the participants
into small groups; consisting
of 5-6 members each.
The R.P. then proceeds to pose
a unique question/problem to
each group and solicits their
responses to locate values.
Group 1:
i) Every family,
neighbourhood, village and
city --- on each other ?
ii)The interdependence in
every sphere of life promotes a
feeling of --- and --- ?
iii)The interdependence paves
the way for --- ?
iv)What values are implied in
each of the above questions ?
Group 2:
i) How school is an integral
part of our community life ?
ii) By what names are the
Harvest Festivals, celebrated
by different communities in
India, are known as ?
iii) What values do the above
questions teach us ?
Group 3:
The R.P. will ask the students
to enlist ten ways in which
they and their family help each
other in their day-to-day life.
Activity for the Entire Class:
Hold an Exhibition in the
school, where the stalls are set
up by the individual Groups,
under the following themes :
i) Group 1 : The States of
India showing various Dance
Forms.
Following
points are
consolidated :
The R.P then
proceeds to
collate the
responses and
finds out the
value the
participant
have learned
in their
families.
Belongingness.
iii) Continuous
Development.
iv) Unity,
Togetherness
and
Belongingness
Group 2:
i)It brings in an
all-round
development. ii)
Onam-Kerala
Baishakhi-
Punjab
Pongal-Tamil
Nadu
Asam-Bihu
iii) Obedience,
Truthfulness,
Sacrifice,
Cooperation and
Unity in
Diversity.
Group 3:
Values learned
are :
Love,
Respect for Each
Other,
Togetherness,
Belongingness,
Sympathy,
Sharing,
Caring and
Equality.
50
ii) Group 2 : The States of
India showing various
Festivals.
iii) Group 3 : The States of
India showing various Foods.
The Groups are to make the
Exhibits as visually appealing
as possible; using Photos,
Charts, Posters, Maps and live
exhibits.
Additional Resource : A
video clip showing the above
theme, sourced from YouTube,
is to be screened.
R.P. may use
the occasion
to how-case
his students
learning
process by
throwing open
the Exhibition
to the schools
entire staff
and students.
After the
Exhibition,
the R.P holds
a debrief and
explains to the
participants
the values
they have
learned
through the
activity.
Values learnt
are : i) Sharing
of Responsibility
ii) Unity in
Diversity,
iii) Fellow-
feeling.
Let’s Sum Up
The fundamental aim of education is to inculcate proper values.
Hence , Classroom Teaching-learning process has to relate the values
in- built in the text .
Each subject is a rich reservoir of different values that shape the
individual’s thought, attitude and action.
Teacher should be aware of the values underlying the texts and prior
to transaction must make a text analysis to identify and locate values.
The values dealt with in the texts are mostly moral, social, cultural,
intellectual, emotional, environmental, ethical, spiritual and aesthetic
cultural and knowledge based.
Value identification shall facilitate appropriate treatment while
transacting the text.
B.2.2: Curriculum for All -round Development of the Child
Introduction:
Education both influences and reflects the values of our society, and the kind of
society we want to be. It is therefore important to recognise a set of common
aims, values and purposes that underpin the curriculum and the work of schools.
Education is often understood as a process that affects a child’s body, mind and
spirit. In other words, education should ideally aim at physical growth, mental
development and spiritual awareness. While planning curriculum, it is taken care
51
that all information and activities in curriculum cater to an all round development
of a child. All round development refers to sound physical growth, intellectual
development, emotional development, cultural awareness, concern for the nation,
aesthetic outlook and so on. In a word, education develops a cultivated personality
where all the dimensions are taken care of. Establishing useful learning
experiences, defining appropriate learning objectives and evaluating the
curriculum at regular intervals are the principles should be the top priority.
Objectives:
On completion of this module, the participants shall:
Understand the significance of curriculum as an instrument for all
round development of a child.
Identify the scope in the curriculum/textbook facilitating the
development of various dimensions of personality.
Be able to select the appropriate content and its relation to the
dimensions of a child’s personality.
Example from Textbook in Transaction Model
Resource Person (RP)/Teacher (Tr) proposes an activity during the transaction of
the lesson. This activity shall help to go into the text and find out various
components that would cater to the development of different dimensions of the
personality.
Focused
Theme/topic
Strategy Discussion Consolidation
Class VI
Textbook-WE
AND OUR
WORLD
Lesson 13:
Mauryas and
Sungas
Group activity during
the transaction of the
lesson.
R.P./Tr. Divides the
class into a maximum
of 5 Groups. The
R.P./Tr. then engages
the participants/learners
in the activity by giving
each group a task in the
form of a Question to
be answered.
Group 1 :
“Who was the first
ruler of the Mauryan
Empire, who was his
Guru and what treatise
he wrote?”
Group 2-
“Why was Ashoka
The R.P.
summarise the
discussion with
emphasis on
Chanakya and
his
“Arthashastra”.
The R.P.
moderates the
discussion with
emphasis on
Kalinga War
and Ashokas
transformation
from
“Chandashoka”
to
“Dharmashoka”
.
The discussion on
the erudition of
Chanakya’s
Arthashastra leads to
:.
Social, Ethical and
Intellectual
Development.
The discussion on
the erudition of
Ashoka’s life, the
Kalinga War, his
conversion to
Buddhism and its
spread leads to :
Spiritual and
Moral
Development.
The discussion on
the erudition of the
Lion pillar and the
52
considered as the
greatest ruler in World
History?”
“Which incident
changed his course of
life?”
Group 3-
“What was the
significance of the Lion
Pillar and the Sanchi
Stupa?”
“Why do we marvel at
these monuments
today?”
Group 4-
“What are the messages
implied on Ashoka’s
Rock Edicts and where
are they situated?”
Group 5-
“Why are the
monuments known as
architectural heritage of
India?”
“What should be our
duties as the citizens
towards these
architectural heritage
building/monuments?”
The R.P.
moderates the
discussion with
emphasis on
values and their
beautiful
architectural
styles.
Each group
presents its
views and all
the groups
interact offering
more
suggestions.
R.P/Tr. leads
and coordinates
the discussion
for
consolidation.
Sanchi Stupa leads
to :
Societal and
Aesthetic Values.
The Rock Edicts are
at
Dhaulagiri(Bhubane
swar),
Rupnath(Central
Province),
Sahasrama(Bihar,
Bairath(Rajasthan) :
Acquisition of
Historical
Knowledge towards
development of
societal harmony.
They are the pride of
India which has
shaped our culture,
history and heritage
:.
Respect for the
ancient Heritage of
India and
sensitising
participants
towards
preservation of
such heritage
Lets Sum Up:
Education aims at all-round development of the child
All-round development implies a balanced development of all
dimensions of personality
Every topic contains scope for development of one or more aspects of
personality.
Teachers have to interpret the text to bring out its underlined message
and transmit it to the students through various ways.
Such transaction of the topic has direct implication for inculcation of
values.
53
B.2.3: Curriculum for Building up Child’s Knowledge, Potentiality and
Talents
Introduction:
Child development and learning are characterized by individual variation: No two
children are same. Each child has an individual pattern and timing of growth and
development as well as individual styles of learning.. But education must express
each child to a variety of opportunities to provide them scope for bringing out
their potentialities. It is a fact that lack of exposure and opportunities kill the
talents of the children. Hence freedom of learning in the transaction process is a
key factor for bringing out the potentialities in the children. While planning
curriculum, care must be taken to keep the avenues open for building up the
child’s knowledge and help him realise the potentiality and talent. However, more
important is the transaction process where knowledge building and development
of potentiality and talent can actually take place.
Yet, the scope in curriculum provides a direction to the teacher. The
teacher should be able to go deep into the text and find out the scope of enriching
knowledge and nurturing the potentialities and talents of the children.
Objectives:
On completion of this module, the participants shall:
Understand how education is a process of building knowledge and
unfolding a child’s potentiality and talent.
Analyse and interpret the text to find out the scope for these.
Give stress to all the learners to help them realise their talents and
potentiality.
Activities fostering all domains of development should be appropriately
planned.
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity during the transaction of the lesson. This activity
shall help to go into the text and find out various components that would cater to
the development of different dimensions of the personality.
54
Focused Theme Strategy Discussion Consolidation
Class VII :
WE AND OUR
WORLD
Lesson 3 -
The Surface and
the Interior of
the Earth
The following
activities will be
undertaken after
the text lesson is
completed :
1. Different
types of Rocks :
An outdoor visit
to a place of
natural interest
The R.P.
organises a Field
Trip to a place of
natural interest,
and asks all the
students to collect
individually ten
stones; each stone
as different from
the other as
possible.
2. Bracing to
face an
Earthquake :
The R.P. asks the
students to make
a “10
Precautions to
be taken before
an Earthquake
strikes” Chart to
be prepared by
each student for
the use of his/her
family.
After collecting the
stones, the R.P. asks
each student to
identify their stones
in terms of:
Colour, possible
origin (e.g.: from
river beds/volcanoes/
Surface or the interior
of the Earth etc. and
of which of the three
natural varieties-:
Sedimentary/metamo
rphic/igneous.
The R.P. asks each
student to read aloud
and explain the 10
Precautions. While
each student reads
his/her Chart, the
R.P. writes down the
different Precaution
points on the black
board; thus making a
summary of the
points. The R.P. then
proceeds to discuss
with the class the top
10 Precautions, in
order of their priority
and helps the students
to make the Final “10
Precautions to be
taken before an
earthquake strikes”
Chart to be presented
to their respective
families.
This activity will
build-up the
student’s practical
knowledge, relate
their classroom
teaching with the
natural
surroundings,
develops their
power of
expression; and
bring in a curiosity
to enquire and
explore.
This activity will
inculcate enquiry,
confidence in
expression,
explore the
students’ potential
to be innovative
beyond their texts
and gainfully use
their knowledge
for the benefit of
society.
55
Lets Sum Up:
In every curriculum there exists scope for promotion of knowledge and
development of potentiality and talent
Activities fostering all domains of development should be appropriately
planned.
Participants/learners should be given appropriate activities for enriching
knowledge and giving expression their talents and potentialities.
It is important for the teachers to understand and accept the significance of
individual differences and provide activities accordingly.
56
B.2.4: Curriculum for Development of Physical and Mental Abilities to the
Fullest
Introduction:
“Children should be physically healthy, mentally alert, emotionally secure,
socially competent and ready to learn” (UN General Assembly, October 2002, p-
2). Education is the creation of a sound mind in a sound body. A child is born
with a body and a mind. But education develops soundness in body and mind.
Both body and mind are complimentary to each other. Most of the programmes
and activities in education centre on body and mind of an individual. Body acts
and mind is the force behind it. Living a happy and prosperous life to a great
extent depends upon functions of the mind. Mind consists the faculties like
thinking, reasoning, analysis, synthesis, judgment, imagination, creativity and so
on. These are the operational directions of the mind and body only acts as per the
directions and instructions coming from the mind. Hence, curriculum is a rich
source for development of physical and mental abilities to the fullest extent.
Objectives:
Understand the significance of physical and mental development
Locate scope existing in curriculum for such development
Utilize these scopes during transactions to promote physical and
mental development
Suggest more activities /out of the text situations for fullest
development of body and mind.
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity during the transaction of the lesson. This activity
shall help to go into the text and find out various components that would cater to
the development of different dimensions of the personality.
Focused
Theme
Strategy Discussion Consolidation
Class VI –
WE AND
OUR
WORLD
Lesson: 3
Locating
Places on
the Earth
Latitude and Longitude
Have this game to be a
competition between two
groups. Use a large piece
of chart-paper and put it
up on the blackboard.
Draw a map with the
outlines of all the
continents in the
appropriate places, but
do not write the names
on them. Add the lines of
latitude and longitude.
Mark only one line of
The R.P. then
gives them the
answers, and
sees how many
correct answers
each student had
marked. Add up
all the girls'
points and all the
boys' points (or
groups as
applicable) to see
which group is
the winner.
57
latitude and one line of
longitude. Give the
students a set of
coordinates and have
them write down the
country at that point.
After giving 10
coordinates, have the
students exchange papers
between them.
The Sun and the
Sundial : Afield visit to
the nearest Planetarium
The R.P. organises a
Field Trip to the nearest
Planetarium and asks the
students to observe and
make readings of the
Sundial as follows:
Observe the time of the
day and relate it to the
position of the sun as it
passes from the East to
the West, observed over
a period of time.
Additional Activity :
Volunteers from the
students can be exercised
to make their own
Sundials, with the help of
a stick and white chart-
paper; and
observing/noting the
movement of the Sun
against the time of the
day and marking the
corresponding shadows
on the chart paper.
The R.P. will
relate the results
seen by the
students with the
rotation of the
Earth and the
change of time.
The R.P asks the
volunteer
students to
compare their
Sundials with the
Planetarium’s
Sundial.
This activity
will promote
the students’
mental ability,
applied ability,
reasoning
ability and
mental
coordination.
This activity
will promote
the students’
physical
exercise and
mental
operations like
thinking,
reasoning and
relate
theoretical
knowledge
with the natural
outdoor
experience, in a
fun-filled way.
58
Lets Sum up:
Education is meant for the holistic development of a child.
Holistic development to a greater extent refers to a development of
body and mind.
Contents and processes of education should aim at the fullest
possible development of body and mind.
Teachers have to identify the existing scope in the textbook for
creating opportunity for exercise of body and mind.
Plan developmentally appropriate, holistic and challenging
activities.
In addition, there should be activities out of the /beyond the text.
A teacher has to be resourceful to use the curriculum as an
effective instrument for the children’s physical and mental
development
End Exercise:
1. What is the importance of values in Teaching-Learning Process ?
2. What are the new values suggested in the NPE-1986 ?
3. Which values are mostly dealt with in History ?
4. Which domain of learning is related to value education ?
5. What is the implication of value education in classroom teaching ?
6. What is the importance of all round development?
7. How can a text be dealt with for improving a person’s dimension?
8. What are the various ways to relate the transaction process for promoting
personality dimensions?
9. What is the role of a teacher in such a transaction process?
10. What are the advantages of such transaction process?
11. How can the learner’s knowledge be enriched?
12. What are the methods to identify learner’s ability and potentiality?
13. What is the significance of freedom in classroom transaction?
14. What is the role of freedom in expression of potentiality and talent?
15. How can a teacher help in encouraging creative expression in children?
16. How are body and mind related?
17. What is holistic development?
18. How can physical activities be introduced in a language classroom?
19. What are the operational dimensions of mind?
20. How can the language activities cater to the promotion of mental abilities?
Suggested Readings
NCERT (2005), National curriculum Framework 2005, NCERT
WE AND OUR WORLD (Social Science Text Book For Class VI
and VII of West Bengal )
59
B-3: SCIENCE
B.3.1: Curriculum for Conformity with Values Enshrined in the Constitution
Introduction
The right to Free and Compulsory Education Act (RTE Act 2009) has been
implemented in the country since 2010. In this concern science curriculum has
been restructured as per recommendations of NCF 2005 and provisions of the
RCFCE Act 2009. So there has been a modification the contents and process of
school education. In this regard teachers must understand these shifts and there
implementation in classrooms. This can only bring about significant result as per
policies of NCF 2005 and NCFCE Act 2009. The West Bengal Govt. also
developed West Bengal Right of Children to Free and Compulsory Education
Rules, 2012. By giving major thrust to section 29 of RTE Act that deals with
curriculum and completion of Elementary Education new strategies has to be
formulated to achieve the objectives of qualitative improvement in science
curriculum and its transaction. This module is an attempt to go into elementary
science textbook to find out the reflection of NCF 2005 and RTE ACT 2009 as
well as how best curriculum planners and the practicing teachers can respond to
emerging demands. This could assist the science resource materials and their
context more responsive to NCF 2005 and the RTE Act 2009 with respect to
inculcation of constitutional values in science education as well as all round
development of learner by nurturing their scientific knowledge, inner
potentialities, and talents, physical and mental abilities.
Objectives
After going through the module teacher will be able to
Identify the constitutional values in built in the science content.
Explore ways to bring all round development among learner through
science curriculum
Find strategies to build child’s scientific knowledge through curriculum
and text book
Provide scope and design activities for expression of child’s inner
potentialities and talents in the field of science.
Plan curricular inputs for nurturing child’s physical and mental abilities
while learning science.
Understand science curriculum as a wholesome initiative for holistic
development of child
60
Example from Textbook in Transaction Model
Focus Theme Strategy Discussion Consolidation
Values enshrined
in the
Constitution.
To build a good
education system a
value based
education is
necessary. Our
Constitution is
founded upon the
values that control
and guide a
person’s thought
and action. These
values can be
inculcated through
education. Every
subject is learnt
and taught with
some values to be
achieved.
Class VII
Science Text
Book
Waste water story
RP divides the
participants into small
groups (each group
contain 5-8
participants). Each
group is asked to
discuss the questions
and prepare a list in
that regard.
1. What are the values
enshrined in the
Constitution?
2. What are the
provisions of value
education in NCF
2005?
3. What are the values
in science contents at
elementary level?
This topic will be
taken as sample for
value analysis. It
would be done by
group activity. RP
divides the
participants into small
groups. Each group is
asked to locate values
in the given content.
Group-1
Water , Our Lifeline.
Group-2
Treatment of polluted
water.
Group-3
Sanitation and
disease.
RP initiates
discussion of the
participants with
help of the following
points ;
1. Values enshrined
in the
constitution.
2. The provision of
value education in
NCF 2005.
3. Identification of
values in
elementary
science contents.
4. Identification of
indicators of
values science
contents.
RP leads the
discussion by
facilitating with clues.
For example Plants
and animals including
human being water is
a basic need to
survive. The scarcity
of clean fresh water is
increasing every day.
It is a serious matter
for human dignity that
women and girls walk
several kilometers to
get clean drinking
water.
What values can be
located here?
Each group
makes
presentation
and RP
consolidates.
Secular
thought,
statements
Liberty of
thought,
expression &
belief,
Fraternity.
Justice to
person, nature,
environment,
Unity &
Integrity.
Sympathy
Tolerance,
Brotherhood,
Fellow Feeling,
Dignity of
Individual
Harmony.
Environmentali
sm Discipline
Scientific
tempers.
Inquiry.
Individual and
collective
existence.
Freedom to
Learn ,
Freedom from
biasness,
cooperation,
Free from
superstitions &
blind beliefs
Respect and
tolerance to
61
other’s view,
sex, religion.
RP consolidates
points.
Group-1
Dignity of
Individual,
Humanism.
Justice Social
concerns.
Cleanliness.
Group-2
Environmentali
sm. Individual
and Collective
existence.
Cleanliness.
Scientific
temper.
Group-3
Cooperation.
Discipline.
Brotherhood.
Individual and
collective
existence.
Lets Sum up:
All education ends in inculcation of appropriate values. Classroom teaching
learning process has to bring out the values inbuilt in subject. Each subject is a
rich reservoir of different values that shape the individual’s thought action and
attitude. Teacher being a value transmitter has to be aware of the values
underlying the topics and prier to transaction must make a text analysis to identify
and locate the values.
62
B.3.2: Curriculum for All Round Development of Child
Introduction
Education should aim at physical growth and mental development of the child.
While planning curriculum, it is taken care that all information and activities in
curriculum cater to an all round development of a child. All round development
refers to sound physical growth, intellectual development, emotional
development, cultural awareness, concerns for nation, aesthetic development etc.
The scope for such development must be there in curriculum.
Objectives
After completion of the module teacher will be able to:
Understand the significance of curriculum as an instrument for all
round development of a child.
Identify the scope in the textbook facilitating the development of
various dimensions of personality.
Able to select appropriate content and its relation to the dimensions
of a child’s personality.
Example from Textbook in Transaction Model
Focus Theme Strategy Discussion Consolidation
All Round
Development
of Child
Physical
Mental
Emotional
Personal
Social
Moral/ethical
Class VIII
Science Text
Book
Carbon
Dioxide:
Laboratory
preparation:
Physical
Properties:
RP divides the
participants into
Groups (each group
contain 5-8
participants) and
uses the following
strategies
Group 1: Enquiry on
facts and concepts
related to preparation
of carbon dioxide and
its relation to
development of
physical and mental
development of science
learner.
Group 2: Brain
storming on relation
between allotropy and
personality
development of learner.
RP initiates Group
Discussion by
participants
-Discussion on
Teachers identified
indicators on All
round Development of
science learner
-Ways to bring motor
skill development,
eye-hand,
coordination, of
science learner
through several
practical activities in
classroom, laboratory,
school, and beyond
school environment
through experiment,
project, visit etc.
RP consolidates
identified
indicators by the
teachers and solve
their doubts
Physical, mental,
psychological,
social, moral,
personal
development of
child.
Development of
Scientific
Knowledge,
comprehensive
understanding,
creation of
scientific curiosity,
appreciation,
interest, scientific
temper, attitude,
63
chemical
properties.
Carbon
Dioxide as
fire
extinguisher,
Dry Ice
Group 3. Problem
Solving
Solving science
learner’s problems
related to social
development
Group 4.Observation
and Analysis of
science content related
to Carbon dioxide, its
chemical and physical
properties and linking
it with moral
development of learner
Group5:Collaborative
Learning:
on development of
scientific temper and
attitude among learner
-Inculcating scientific
curiosity, temper,
interest, attitude,
appreciation among
learner.
-Developing logical
reasoning, analytical
thought, critical and
divergent thinking in
the mind of the
learner.
-Arousing confidence
to take intellectual
challenges, solving
problem, performing
activities in
sequentially,
expressing personal
views, presenting and
sharing scientific
thoughts
systematically.
-Nurturing social
harmony, developing
team spirit ,
cooperation,
maintenance of
discipline
,coordination in group,
respect to peers’ view
-Enriching science
learner with
intellectual honesty,
moral and ethical
values such as honesty
for purpose, truth,
justice, punctuality,
determination,
patience, self control,
self respect, self
confidence, tolerance.
aptitude, enquiry,
ability of social
learning of
science,
Development of
Motor Power,
skill, observation,
analysis, synthesis,
critical thinking,
scientific, research
aptitude,
intellectual
honesty, sincerity,
punctuality,
tolerance, ethical
values
Lets Sum Up:
Learning of Science in appropriate ways help in all round development of
learners. Learners get enough experiences through activities in science for
development of various dimensions of personality.
64
B.3.3: Curriculum for Building Up Child’s Knowledge, Potentiality and
Talents, Physical and Mental Abilities
Introduction
Each child is born with some inborn capacities. These capacities cannot excel
unless opportunities and directions are provided to the child. Education provides a
variety of opportunities and scope for bringing out their potentialities. It is a fact
that lack of exposure and opportunities kill the talents of the children. While
planning curriculum, care must be taken to keep the avenues open for building up
the child’s knowledge and help him realize the potentiality and talent. The scope
in curriculum provides a direction to the teacher. The teacher should be able to go
into the text and find out the scope of enriching knowledge and nurturing the
potentialities and talents of children.
Objectives
After completion of this module teacher will be able to
Understand how education is a process of building up child’s knowledge,
potentialities and talents.
Analyze the topics to find out the scope for these. Help the learners to
realize their talents and potentialities.
Example from Textbook in Transaction Model
Focus Theme Strategy Discussion Consolidation
Building Up
Child’s
Knowledge,
Potentiality and
Talents:
Class VIII
Science Text
Book
Balance in
Nature
-Ecosystem-
Interaction
between living
and non living
components,
structure and
RP divides the
participants into
Groups (each group
contain 3 -4
participants) and uses
the following strategies
1. Enquiry on
Ecosystem content
and its relation to
building child’s
knowledge on
Interaction between
living and non
living components.
2. Brain storming on developing
child’s cognitive
structure on the
content “energy
flow through
RP initiates Group
Discussion of
participants.
(Each group contains
3-4 teachers )
Discussion on
teacher’s identified
indicators on Building
up Child’s
Knowledge,
Potentiality and
Talents through
Ecosystem content
such as to
-Construct learners’
knowledge on
scientific facts,
concepts and
principles by
observing nature and
giving examples from
day to day life
RP consolidates
identified
indicators and
solve their
doubts on this
issue
-Scientific
concept,
principles, laws,
theories,
knowledge in
scientific
experiment, day
to day scientific
phenomena and
activities, recent
innovations and
discoveries in
science
-Leadership,
team work,
communication
skill, Scientific
65
function
-Energy flow
through eco
system(Food
chain and food
web):
Examples
terrestrial and
marine food
chains
Balance in
Nature-
Importance of
Ecosystem
ecosystem”
3.Problem Solving
approach related
to ecosystem
conservation and
child’s day to day
activities
4.Observation and
Analysis of science
content on balance
in nature and
finding out child’s
inner potential and
talents to construct
models, working
projects, writing
article,
participating in
science fair and
exhibitions,
designing
experiments, carry
out scientific
hobbies
5.Group
Discussion
(Each group contains 2-
4 teachers) on nurturing
science learners
knowledge, talents,
potentiality through
importance of
ecosystem.
activities.
-To make science
learner aware about
laws of nature
-Enrich science
learner with recent
discoveries and
innovations
-Strategies to bring out
inherent talents,
creativity in science
through effective
activities.
-To develop leadership
quality, and
harmonious
interpersonal
relationship
-Ways to cultivate
Adaptive,
constructive,
communication,
problem solving,
managerial and
organizational,
proficiency as well as
drawing and
experimental skill
intelligence,
creativity,
aptitude for
scientific
innovation,
discovery,
problem solving
ability,
competency in
practicing
scientific hobby,
organizing,
participating and
presenting in
science club
activities,
science fair,
exhibition,
proficiency in
writing science
literature, skilful
in constructing
scientific model,
projects etc,
-Exposing young
scientists.
Let’s Sum Up
While planning curriculum, care must be taken to keep the avenues open for
building up the child’s knowledge and help him realize the potentiality and talent.
The scope in curriculum provides a direction to the teacher. The teacher should be
able to go into the text and find out the scope of enriching knowledge and
nurturing the potentialities and talents of children. The above mentioned activities
66
will be helpful to teacher in developing child’s knowledge, potentialities and
talent. Hence teachers need to be trained in using different activities instead of
chalk and talk method.
B.3.4: Curriculum for Development of Physical and Mental Abilities
Introduction
Education should aim at physical growth and mental development of the child.
While planning curriculum, it is taken care that all information and activities in
curriculum cater to an all round development of a child. All round development
refers to sound physical growth, intellectual development, emotional
development, cultural awareness, concerns for nation, aesthetic development etc.
The scope for such development must be there in curriculum.
Objectives
After completion of the module teacher will be able to:
Understand the significance of curriculum as an instrument for
development of physical and mental abilities of a child.
Identify the scope in the textbook facilitating the development of various
dimensions of physical and mental abilities of a child.
Able to select appropriate content and its relation to the dimensions of a
child’s physical and mental abilities.
Example from Textbook in Transaction Model
Focus
Theme
Strategy Discussion Consolidation
Physical
and
Mental
Abilities
Class
VIII
Science
Text
Book
Environ
mental
Pollution:
Cause
and effect
RP divides the
participants into
Groups (each group
contain 3 -4
participants) and
teach them by
following strategies
1. Enquiry on
emerging life style
in modern society
and its effects and
how it is related to
develop reflective
thinking among
science learner.
2. Brain storming to reflect on
increasing
consumption of
RP initiates Group
Discussion by
participants
Discussion on teacher’s
identified indicators on
Physical and
Mental Abilities through
Ecosystem content
learning such as to
-Nurturing physical
abilities of learner by
lab experiences, hand
motor drill while
operating scientific
apparatus and
equipments ,
RP consolidates
the findings of
the discussion.
-Hand and
Motor
development,
Handling
equipments,
Skill of keeping
playing science
based games,
constructing
models,
performing
experiments,
draw and label
diagrams,
conducting
projects,
67
energy (electricity
and fuels),
materials and
facilities; how it
could affect the
logical reasoning
development,
seriousness,
unbiased
judgmental ability
of science
learner.
3.Problem solving
strategy to build
up critical thinking
ability among
science learner
while identifying
factors affecting
environment and
impact of
environmental
degradation
(iii) How will you
develop problem
solving ability
among learners
in context to
‘factors affecting
environment and
impact of
environmental
degradation’?
4. Observation
and Analysis of
science content
related to different
types of pollution,
disaster and
designing
experiments to
develop hand
motor skill
development of
science learner.
- Sense exercises by
keen observation,
speaking, listening,
smelling, consciousness
while learning air,
water, soil, sound
pollution
- Active body
movement, reduction of
boredom, body posture
defects can be removed
by conducting
activities such as survey
and model construction,
field trip, performing
experiments.
-Developing creative
thoughts, consciousness,
concentration
development, high
retention ability by
performing research,
survey, project
activities, by formal and
informal conversation,
group learning.
collecting data
by survey,
discovery
through visit,
fieldtrip
-Divergent,
reflective and
critical thinking
ability, sense of
logical
reasoning,
ability to
analyze and
synthesize
scientific
concepts,
problem solving
abilities,
nurturing
creativity, carry
out abstract
thinking, spirit
of enquiry,
seriousness,
open
mindedness,
unbiased
decision
making, proper
unbiased,
balanced
judging ability,
establishing
cause and effect
relationship
concentration
development,
long retention,
accuracy in
knowledge
68
(iv) Observe
textual concept
on pollution,
related activities,
experiments and
analyse different
aspects and ways
to bring out
physical
developments
among children.
5. Group
Discussion
Discussion (Each
group contains 2-4
teachers) on
designing several
projects, model
construction , activity,
research activities for
science learner while
learning soil, water,
air and noise pollution
,role of individual
community and govt
in planning, decision
making , legislation,
and social reaction for
prevention of pollution
and improvement of
environment.
(v) Design some
activities by which
students can find out
different situations in
their locality where
Govt. rules and
policies are either
ignored or not
implemented at all.
Lets Sum Up:
In science content, illustration and text, constitutional values must be reflected in
different scholastic and co scholastic activities, experiments, projects, enquiry,
and teacher –pupil discussion. So that national constitutional values can be
inculcated among the science learner from elementary stage. Further, teacher must
69
organize such an environment so that each learner can get opportunity to nurture
their physical, mental, personal, social, emotional, moral ethical aspects of
development at fullest extent from their basic foundation of life.
End Exercises:
1. What is the necessity of inculcating constitutional values in science
learning?
2. List out indicators of physical and mental development among primary
science learners.
3. What do you mean by all round development? Design five curricular
activities to nurture learner’s all round development on primary
science concepts?
4. Design five co curricular activities in any elementary scientific
concepts that can expose learner’s inner potentials and talents.
5. What do you mean by moral development? How will you implant
moral attributes among science learner?
Suggested Readings:
1. The Right of Children to Free and Compulsory Education Act 2009, The
Gazette of India, (Part II, Section 1, Ministry of Law and Justice , New
Delhi, the 27th
August, 2009
2. NCERT (2005). National Curriculum Framework-2005, NCERT, New
Delhi
3. Text Book for Physical Science for Class VIII (2012): Govt of West
Bengal
4. Paribesh Parichaya for Class VIII (2012) :Board of Secondary Education,
West Bengal
5. UNESCO (1993) Sourcebook for Science in the Primary School,
UNESCO Publication
70
B-4: MATHEMATICS
B.4.1:Curriculum for Conformity with Values Enshrined in the Constitution
Introduction
At the elementary school stage, the aim of Mathematics education is to develop
“useful” capabilities, abilities to think and reason mathematically. Mathematics
should be visualized as the vehicle to train a child to think, reason, analyze and to
articulate logically (National Policy on Education, 1986). The main goal of
mathematics education in schools is the mathematisation of the child’s thinking
(NCERT-2006). Mathematics being a compulsory subject of study, access to
quality mathematics education is the right of every child. We want mathematics
education should be affordable to every child, and at the same time, it should be
enjoyable. Mathematics education at the elementary stage and there after Class
VIII should help children prepare for the challenges they face further in life.
However, present-day mathematics education creates a sense of fear and failure
among majority of students. The methods of assessment of mathematics
encourages perception of mathematics as mechanical computation. The very
purpose of mathematics education should be to engage each and every student
with a sense of success. The assessment in mathematics should focus on
mathematisation abilities rather than giving procedural knowledge. Learning
mathematics should help the learners to develop essential skills, knowledge,
disposition and attitudes as well as the content which is illustrated in the
following figure.
Objectives:
On completion of this module you will be able to:
Find out the constitutional values those can be inculcated through
mathematics education.
List additional values related to life which could be inculcated through
mathematics education.
Create avenues for all round development of the child.
Plan curriculum inputs for fullest development of child’s physical and
mental activities.
71
Understand mathematics curriculum as a whole and take initiatives for
holistic development of the child.
Provide scope and design activities for expression of child’s potentialities.
Source: NCERT Source Book on Assessment for Classes I-V
Example from Textbook in Transaction Model
The following areas have been identified for intensive discussion in order to
understand the scope and in depth implications of mathematics curriculum in
conformity with NCF-2005 and RTE Act-2009.Each area is being dealt separately
though all the areas are interlinked. Attempt has been made to go into the text
taking each thrust area and examine the existing scope therein.
Focused theme Strategy Discussion Consolidation
Value Education
A good education
system is a value –
based process.
What remains at
the end of
Divide the participants in
small groups (say four
members in a group).
Each group is asked to
report on one aspect after
analyzing the text
Each member of
the group is
expected to discuss
with each other
and one of the
members of the
72
education are a set
of values that
control and guide a
person’s thought
and action. So,
every subject is
learnt and taught
with some values
to be achieved at
the end.
(R.P will make a
brief presentation
of about five
minutes)
materials of mentioned
topic. The Resource
persons initiate
discussion with the help
of questions.
group will give a
small presentation
(about ten
minutes).
Resource person
will consolidate
the discussion. Q1.Which are the values
that have been enshrined
in the constitution?
Ans1. Liberty,
Equality,
Fraternity,
Justice, respect
for individual,
etc.
Q2. What are the values
that have been
recommended in NPE’
86?
Ans.2.
Understanding
freedom
struggle,
Patriotism,
Secularism,
Tolerance,
Protection of
Environment,
Conservation
of resources,
small family
norms, etc.
Q3. What are the values
recommended in NCF
2005?
Ans. 3.
Nationalism,
Love,
,Sympathy,
Empathy and
concern,
Punctuality,
73
Sincerity,
Cleanliness,
etc.
Q4.What are the
concerns in respect of
value education in CCE?
Ans4.
Identif
ication of
values ,
sequence of
values and
assessment of
values.
Specific to subject (Mathematics):
Focused theme Strategy Discussion Consolidation
Value Education
(Specific)
Class V
Content
Different
Geometrical
Shapes: Two
dimensional shapes
such as, triangle,
rectangle, square,
trapezium,
parallelogram, etc.
Group-Discussion
method and Question-
Answer method may be
adopted.
Questions can be asked
group-wise.
Q1. Group-1
What are the values
students can develop
while drawing different
geometrical shapes?
Resource person
may allow for
group discussion
for about 10
minutes after
which they may
give presentation.
Example :
Drawing of flags
of different
countries.
Ans. Drawing
of Flags of
different
countries will
develop the
values such as,
accuracy,
liberty,
patience,
sincerity,
patriotism,
nationalism,
national
integration,
etc.
74
Q2. Group-2
What are the values
students can develop
while identifying
different shapes in daily
life? ( at least 10 objects)
Group-3
Plan an activity for the
students in group to find
symmetry in nature?
What are the values you
can inculcate in the
students?
Examples:
Different objects
Such as clock,
Flag, top of table,
Roti, Plates.
Symmetry in
alphabets, trees,
houses, animals,
household
objects, vehicles,
toys etc.
Ans. Aesthetic
value,
sincerity,
peace,
freedom,
conservation of
environment,
etc.
Ans.3 Develop
leadership,
team work and
tolerance,
creative
appreciation,
aesthetic
values,
conservation of
environment,
etc.
Class II & III
Basic operations
Group-4
Discussion method and
Question-Answer method
may be adopted.
Questions can be asked
group-wise.
Q1. Seven children
picked up 127 mangoes
and agreed to share
equally. How many will
Resource person
may allow for
group discussion
for about 10
minutes after
which they may
give presentation.
Equality,
discipline,
sacrifice,
creativity, etc.
75
they get each? What will
happen to extra one?
What values students can
develop through learning
the basic operations?
Lets Sum up:
Different values such as, liberty, equality, sharing, tolerance, sincerity can be
inculcated through the text material. Through drawing of different shapes the
aesthetic value can be developed.
B.4.2:Curriculum for All Round Development of Child
Focused theme Strategy Discussion Consolidation
All round
development:
R.P should discuss
the meaning and
need of all round
development of an
individual.
He may refer NCF-
2005 (R.P will
make a brief
presentation of
about five minutes)
Class V
Content
Surfaces: Plane
surfaces and
Curved surfaces
Three dimensional
shapes: Cuboids,
Divide the
participants in
small groups (say
four members in a
group).
Each group is
asked to report on
one aspect after
analyzing the text
materials of
mentioned topic.
The Resource
persons initiate
discussion with the
help of questions.
Each member of the
group is expected to
discuss with each other
and one of the
members of the group
will give a small
presentation (about ten
minutes).
Resource person will
consolidate the
discussion.
WHO defines
all round
development
as
development
of child's
complete
personality
consisting of
Intellectual,
Social,
Personal, and
Educational
and Emotional
components.
1. Identify the text
book questions
which help for all
Intellectual
development:
Learning of
76
Cube, Prism,
Pyramid
Cylinder, Cone,
Sphere.
round
development of the
child.
At least 8
questions can be
identified by each
group.
different
concepts:
Surfaces,
Three
dimensional
shapes, etc.
Social
Development:
learning of use
of different
geometrical
shapes in day-
to-day life.
Personal
development:
Motor
development
through
handling of
different
shapes
Emotional
development:
Appreciation
of use of
different
shapes and its
role in our
social and
personal life.
77
2. Plan an activity
for identification
of surfaces of
different objects in
daily life.
3. Plan an activity
where the students
will make a solid
by paper cutting or
wood.
Lets Sum up:
While planning an activity to deliver any content of mathematics it is essential to
keep in mind that the activity should develop child’s complete personality
consisting of Intellectual, Social, Personal, and Educational and Emotional
components.
B.4.3:Curriculum for Building up Child’s Knowledge, Potentiality and
Talents
Focused theme Strategy Discussion Consolidation
Building up Child’s
potentiality,
knowledge and
talent Class V
Content
Geometry: Line,
angles, triangles and
properties related to
the concepts.
Divide the
participants in
small groups (say
four members in a
group).
Each group is asked
to report on one
aspect after
analyzing the text
materials of
mentioned topic.
The Resource
persons initiate
Each member of the
group is expected to
discuss with each other
and one of the
members of the group
will give a small
presentation (about ten
minutes).
Resource person will
consolidate the
discussion.
The ability to
compute with
the help of
technology
understandin
g of space-
time, that is
the physical
world and its
natural
patterns
Show the
scientific and
78
discussion with the
help of questions
The groups can be
assigned lines,
angles and triangle
respectively.
Example:
The participants may
identify different
objects from day-to-
day life where
geometrical figures can
be identified.
cultural role
of
Mathematics
in the history
of
Civilisation
and in the
future
development.
Q1.Suggest some
activity to teach
angles in
Geometry.
How does it help in
developing
knowledge?
How does it help in
developing
potentiality?
Ans1.
This will
develop
>computational
skills,
>capacity of
identifying
> estimation
>and
approximation
in solving
problems
> making
connections
>Reasoning
Q2. Suggest some
activity to develop
Ans.2
The ability to
79
the concept that
sum of angles of a
triangle is 180o.
How does it
develop their
talent?
make
connection
with other
geometrical
figures
The ability to
find out
different
objects from
day-to-day
life with
triangular
shape.
Q3.Suggest some
ICT tools for
developing the
concepts of
geometry.
Ans.3
Software
“Geogebra”
Geogebra is a
offline software
can be freely
downloaded
from
www.geogebra.
org
R.P should show
some concept using
the software
Using software
the students will
develop skill of
technology.
Let’s Sum up: Child’s knowledge, potentiality and talent can be maximized
through teaching of different geometrical figures and ICT tools.
80
B.4.4: Curriculum for Development of Physical and Mental Abilities
Focused theme Strategy Discussion Consolidation
Developing
Physical and
mental abilities
Class VI
Content
Data Handling,
Collection of data,
Arrangement of
data, Drawing bar
graph, Getting
average, etc.
Divide the
participants in
small groups (say
four members in a
group).
Each group is
asked to report on
one aspect after
analyzing the text
materials of
mentioned topic.
The Resource
persons initiate
discussion with
the help of
questions
General
question:
Identify the text
book questions
which involve
physical and
mental activity.
Each member of
the group is
expected to
discuss with each
other and one of
the members of the
group will give a
small presentation
(about ten
minutes).
Resource person
will consolidate
the discussion.
The activity will
allow independent
thinking, and to
think divergently.
It will develop
self discipline
in learners.
Q1.
Plan a group
activity in which
the students will
collect data taking
Ans1.
Collection of
birthdays
Collection of
marks.
81
class room
situation
It develops their
social skills such
as
communication,
empathy, etc. It
develops their
thinking skills
such as problem
solving, creativity
and critical
thinking.
Q2. Plan a group
activity in which
the students will
collect data from
the community
Ans.2
Household
collection of
number of
vehicles;
Collection of
number of school
going children in
each family from
a community.
Q3.Plan a group
activity. The
students will
collect data from
Newspaper
Ans3.
Collection of
minimum and
maximum
temperature for a
week.
Q4.Plan a group
activity. The
students will
collect data about
their daily life.
Ans 4.
Collection of
number of man
and woman in
a family
Collection of
number of
members in a
family
82
How set of data
can be
compared?
Through
tabulation, graph,
average etc.
Class III
Content: Numbers,
Odd numbers, Even
numbers,
multiplication and
division.
Divide the
participants
(students in
Class) in unequal
numbers.
Ask them to send
2(two) at a time.
The participants
will be paired .If
no member is left
then the number is
even.
If one is left then
odd.
Similarly three at a
time, four at a time
and so on….
This will develop
their analytical
thinking.
Discipline in
movement.
Class- V
Content: To
identify angle.
This is a group
activity.
RP will ask the
participants by
using body
postures
An angle less than
a right angle and
an angle more
than a right angle
This will develop
both physical as
well as mental
abilities.
Lets Sum up:
The students will explore the community and develop different social skills as
well as values such as concern for environment. The activity must leave scope for
the students to explore some major concern such as sex ratio, literacy rate,
parental occupation and other data related to environment. The concepts such as
data handling leave scope for the students as well as teachers to use technology in
teaching & learning. “MS.Excel” and “geogebra” should be used for tabulation,
representation, graph plotting and interpretation of data.
83
End Exercise:
1. Make a question to develop value of respect in the students.
(Expected answer: Nick helps his elderly neighbour for 1/4 of an hour every
week night and for 1/2 an hour at the weekend. How much time does he spend
helping her in 1 week?
2. What value is emphasized in the above question?
3. Mention some values which are not mentioned in the discussion but can be
inculcated through teaching Mathematics)
4. Apart from intellectual development, what other aspects of development
could be possible while teaching algebra?
5. What type of questions could be framed for all round development of the
child while teaching arithmetic operations?
6. Suggest some more activity which involves physical activity.
7. Find the average of your students’ marks using “MS.Excel” or
“geogebra”.
8. Draw one Pie chart using MS Excel.
9. Develop an ICT tool in “Geogebra” to construct
Line segment
Triangle
Circle.
Suggested Readings:
1. Geogebra tutorial
2. http://wiki.geogebra.org/en/Tutorial:Main_Page
3. Tangram: http://en.wikipedia.org/wiki/Tangram
4. NCERT Source Book on Assessment for Classes I – V.
84
SECTION-C
CURRICULUM TRANSACTION IN SCHOOL SUBJECTS
This section presents curriculum transaction in different subjects as section-29 of
RTE Act-2009. The Act stipulates that learning to be organized through
activities, through discovery and exploration and in child friendly and child
centered manner. All these are discussed by taking examples from textbook.
C-1: ENGLISH
C.1.1: Learning through Activities in English
Introduction:
English class is used to be as communicative as possible because teaching English
is not only about understanding the grammar but also how to apply it in the real
world. In some cases, students like to work independently. They tend to be more
comfortable with their own opinion when doing the tasks or exercises. Activity-
based learning is knowledge directly experienced, constructed, acted upon, tested,
or revised by the learner. It thrives on the idea of Constructivism.
The basic idea of Constructivism is that knowledge must be constructed by the
learner; it cannot be supplied by the teacher. It involves students in doing things
and makes the students think about the things they are doing.
Language learning is possibly better in a natural context. In fact, natural language
context facilitates language acquisition. In case of second language, the teacher
has to create a language context so that the learners can acquire activities and lot
of communications that make the learners active participants in the learning
process. So activity based learning has been a prime focus in the transaction
process as proposed in the NCF-2005.
The text books have suggested a lot of activities but the teacher should
workout further activities related to the text, learner’s capability and demands.
Objectives:
At the end of the session, the participant shall:
Understand the significance of learning through activities.
Locate the possibility in the text where activity can be an effective
means of learning.
Explore and design a variety of activities for inter-active learning
and constructivism.
Relate the activities to the children’s world of experience and real
life.
Example from Textbook in Transaction Model
R.P/ Tr. Proposes an activity after the topic has been done in the class. This
activity shall consolidate what they have learned and facilitate their creativity in
composing dialogue as well as acting the dialogue out for improvement in
language skills.
However, there are a variety of activities such as role-play, preparing Quiz,
Spelling Chart, Spelling Game, Flow –chart, language Games, and many such
85
activities. We have to select the appropriate activities as per the topic the
standard of the learners, demand and feasibility.
Theme Activity Process Product/
Outcome
STD VII
BLOSSOMS
Ls.3: We are
seven
Dialogue
composition
in Groups
Role-play in
Pairs
R.P/Tr. asks the
students/Participants in groups
to prepare a dialogue on the
basis of the poem. Some clues
are given :
Poet: Hello! Little Maid, What
are you doing, here?
Girl: I am sitting here near my
brother’s grave.
Poet: Why are you sitting
there?
Girl: I am playing with my
brother.
Poet: How can you play with
your brother who is already
dead?
Girl: No, he is lying inside the
grave. Every day I play with
him.
Poet : How many brothers
and sisters you are?
Girl: We are seven in all.
The participants/ students
compose the rest of the
dialogues on the basis of the
poem.
After each group completes the
task, 2 members from each
group act out in the class. .
(R.P/Tr. takes the lead for
comparison, discussion and
suggestions for improvement.)
Spelling Chart
To:-
i). Facilitate
better
understanding
ii) sequence the
ideas
iii) convert into
dialogues
iv) improve the
skill of writing
v) interact
among the
members to
share
experiences.
Listening &
Speaking
skills are
strengthened.
Each group
86
R.P /Tr. ask
the
participants in
groups to take
up different
Lessons of the
prescribed
Textbooks
and workout
activities and
present before
others.
Some
examples are
suggested
below :
Spelling
Chart,
Spelling
Game
Prepare a list of words that
takes up –s / –es /-ies for its
plural form. Eg:
-s: rooms, trees, bottles,
teachers, students
-es: mangoes, foxes,
heroes,mosquitoes, benches
-ies:
cities,stories,ladies,countries
Spelling Game:
Join two words to form a word
of a different meaning. Eg:
Hand+ bag= Handbag
Horse+shoe=Horseshoe
Eye+ball=Eyeball
observes the
role-play,
compares and
improves their
own work.
This exercise
helps to
understand the
poem in a better
way.
After this exercise, the groups
will be asked to concentrate on
the textbook of different
classes and suggest activities
as per the guidelines.
Each group presents and the
R.P leads the discussion for
consolidation.
Lets Sum Up:
Language learning through activities is a joyful experience.
Activities involve the learner in the teaching- learning process and create an
interactive atmosphere.
Learners get freedom while doing activities and can express their talents and
potentials.
Learning through activity promotes better understanding of the topic and
retention is more.
Ultimately it makes each learner independent and self-confident.
87
C.1.2: Learning through Discovery and Exploration
Introduction:
NCF-2005 in its document quotes TAGORE mentioning that learning has
to go through a process of creative spirit and generous joy. In fact, the law of
effect in Thorndike’s Theory states when learning is a satisfactory state of affair, a
child retains what it learns. In other words, when a child learns through self-
exploration and discovery, it gives him immense satisfaction. Allowing a child to
explore and discover provides freedom in learning and a child learns without
being taught.
Here a child constructs his own knowledge out of self-exploration and
discovery and such knowledge is more useful and applicable in life. Our revised
Curriculum and textbooks as per NCF-2005 have provided avenues for
exploration and discovery. The teacher should fully utilize these by providing
conditions favourable for learning without teaching. Nothing can be taught but
everything can be learnt.
Objectives:
On completion of this Module, the participants shall:
Understand the significance of the modes of learning through
discovery and learning
Be able to suggest various ways for discovery and exploration.
Workout an action plan for exploration and discovery by the
learners during transaction of the lesson.
Use these techniques to improve the quality of classroom learning.
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity after the topic has been done in the class. This
activity shall consolidate what they have learned and facilitate their exploration
and discovery while dealing with vocabulary and word building competencies and
address the functional approach of language skills.
However, there are a variety of activities such as Spelling Chart, Spelling
Game, Flow –chart, language Games, and many such activities. We have to
select the appropriate activities as per the topic, the standard of the learners’
demand and feasibility.
Theme Activity Process Product/
Outcome
CLASS VII
(BLOSSOMS)
1. The Book Of
Group work for
identifying
vocabulary items to
be used both as
The R.P/Tr. Initiates
the activity taking the
first paragraph of” The
Book Of Nature”.
Cites some examples-
88
Nature verb and noun
Divides the
participants into
small groups. (say 5
groups) Each group
concentrates on one
paragraph to explore
such words which
can be used both as a
noun and a verb.
Other activities:
2.
i)Picking Pairs
ii) too+adjective+to
infinitive
(The water is too
cold to drink.)
iii) a little, a few, a
small
Question
Answer
Try
Talk
Provides sentences as
clues:
The teacher asked him
a question.
The teacher questioned
him in the class.
He answered the
question.
The teacher was
content with his
answer.
He tried his best to do
the work.
Let me have a try.
He was talking to me.
I was listening to his
talk.
Each group is engaged
in the exercise.
After the exercise, each
group presents its
findings and all groups
interact and offer
views.
Next R.P/Tr. Proposes
some more items for
the groups to take up
further exploring
activity.
Each group
presents its findings.
Pick the ‘’pairs’’ of
words/phrases that
Improves the
functional aspect
of language.
Enriches
vocabulary by
exploration
Encourages to
look for more
words
89
belong together , joined
with ‘’AND’’
(eg: great & small etc.)
Next, suggest some
more words from
outside the text (eg;
day&night, east &
west, needle & thread
etc.)
Different groups will
be asked to undertake
different tasks as
mentioned under
“techniques”
After this exercise, the
groups will be asked to
concentrate on the
textbook of different
classes and suggest
activities as per the
guidelines.
Each group presents
and the R.P leads the
discussion for
consolidation.
Lets Sum up:
Children learn best when they themselves discover and explore the text.
Discovery and exploration create a base for constructive knowledge.
Knowledge constructed is more useful and applicable in life.
Learning without teaching is possible through various activities by the
learners.
Activities such as word making, spelling chart, vocabulary web-chart,
preparing flow-chart, scanning of the text can help learners in discovery
and exploration.
90
C.1.3: Learning in Child Friendly and Child Centered Manner
Introduction:
Exploratory and cooperative learning environments and positive teacher-student
relationships help create a positive classroom environment and thus a classroom
conducive to student-centered learning.
Flexibility and catering to the different needs of individual students is a core
aspect of student-centered learning. Instructional strategies should not only
combine new and innovative ideas including the best practices but also be based
on the needs of the students.
In student-centered classrooms, teachers make use of differentiated instructional
strategies, as that may be what is best for the student. This will foster student’s
success, as well as help to create a safe and secure classroom environment and
trust in the teacher
Child centered approaches: The teacher treats the children with a positive attitude
and respect for the learners to develop (together and individually) their
confidence in working out their own solutions to the problems given and thus
encouraging co-operation, developing life skills, their analysing power and
capacity to organise themselves.
The children feel safe, encouraged, happy and empowered in such a learning
context; enjoy the class and their performances rise significantly enhancing the
quality of learning.
It is the teacher’s credit who can tune a topic and the teaching learning strategies
suitable to the interest and ability of a child.
Objectives:
At the end of the session, the participants shall:
Understand the significance of learning through child friendly
manner.
Be able to appreciate and integrate child-centered approach to
learning.
Be able to locate the possibility in the text where child-centered
activity can be used as an effective means of learning.
Explore and design a variety of activities where the child is the
nucleus of the teaching-learning process.
Be able to relate the activities to the children’s world of experience
and real life.
Example from Textbook in Transaction Model
R.P/ Tr. can have an activity while transacting the topic or after the topic has been
done in the class. During transaction such activities can make teaching –learning
process a participatory one and such activity after the lesson shall consolidate
what they have learned and facilitate the child to be an active, responsible and
willing participant in the process of learning. A learner develops ownership in
such a learning process.
91
However, activities which are enjoyable and can involve the child such as Story –
Telling, Story writing, self-composed poems, dramatization, weaving a yarn,
picturization, developing flow-chart and web-chart etc could be incorporated into
lessons and made a part of T-L process. This will enable the learners to imagine,
create and organize their thoughts and ideas.
Prose pieces, poetry, drama and other components of English language provides
ample scope for designing child-friendly activities for effective learning.
Theme Activity Process Outcome
Class VII
BLOSSOM
Ls.11:
The Axe
1.Self-composed
poem
2. Short story
writing
The R.P/Tr.
Divides the
participants/
students into
groups. Each
group is given an
activity.
R.P/Tr. Can suggest
several topics to the
learners and as per
their choice and
preferences they
could choose a topic
for writing a poem
in about 3-4 stanzas
or writing a
paragraph containing
own views or
comment or a short
story or a flow chart.
The topics should be
selected from the
text such as about
characters, places
etc.
Eg; on gardener,
Children, family,
tenants, tree cutter,
trees, house, garden,
the axe etc.
The learners will be
involved, interested
and enjoy the task.
Facilitates thinking
and imagination.
Organizes their
ideas
Self –composed
poem: eg TREES
As long as trees are
there,
We have nothing to
fear,
As they can cause
rain,
To provide us plenty
of grain,
They give us
beautiful shade,
Under it we can
have a comfortable
bed.
Short story:
Any relevant story
related to the topic
FLOW –CHART:
92
Each group
presents its
activity before the
others and
discussion takes
place
Each member of the
group contributes a
sentence (yarn), in
turn towards
weaving a complete
story.
Sequencing the
events of the story:
The Axe
(pg104-105)
Velan lived with his
master happily
His master died.
His sons quarreled
among themselves
and went away
without caring for
the house and the
garden
Tenants came to
occupy the house
but left one after
another.
Without care the
house and the
garden were in
ruins.
People called it a
ghost house
93
Other examples
WEAVE A
YARN(Group
Activity)
The sons sold the
property to a
company.
The company
proposed to build
small houses and
started clearing the
compound.
Trees were hacked
and the old gardener
could no more
stands the hacking
of trees and went
away repenting as if
his own children
were hacked to
death before his
eyes.
Some people love to
plant trees and some
do the opposite.
Which category do
you belong to?
Further
activities on
the topics of
different
textbooks
After this exercise,
the groups will be
asked to concentrate
on the textbook of
different classes and
suggest activities as
per the guidelines.
Each group presents
and the R.P leads the
discussion for
consolidation.
94
Lets Sum Up:
It is Rousseau who proposed education to be paedeocentric or
child-centered.
All activities in education starting from planning of curriculum to
classroom transaction should center on child’s interest and
capabilities.
Each child by nature is active and any activity gives him immense
pleasure.
A teacher has to design appropriate activities in the text for their
involvement and self learning.
Activities can be numerous and suit to the child.
C.1.4: Medium of Instruction in Mother Tongue
Introduction
Every child is born with a unique capacity to acquire and learn language. A child
can easily master the complex rule governing language and exhibits all linguistic
capabilities. It is often a common experience that before a child steps into school,
he has already two to three languages with him at oral and aural level. This is
possible because of the exposure of the child to the different languages available
in real life.
The linguistic diversity of India offers a lot of opportunities because the
knowledge of number of lingualism leads to definite cognitive advantages. Hence,
bilingualism or multi-lingualism in India should be appropriately capitalized in
education.
However, the first language of the child is the mother-tongue or home
language in which he has learned to think, express ideas and interact with people.
Later on, one may learn a number of languages but the mother-tongue remains as
a dominant language in one’s personality. Since, the formation of concepts and
abilities to interact have taken place through mother-tongue. It is the most
appropriate language for the medium of instruction. All Educationists
recommend mother tongue to be used as a medium of instruction at the initial
level of instruction.
Objectives:
At the end of the session, the participants shall:
Understand the role of mother tongue in life of a child
Realise the importance of mother-tongue as the
medium of instruction
Visualise how mother tongue as a base paves way for
learning the subsequent languages.
Use bilingualism and multilingualism as the means for
quality learning
95
Example from Textbook in Transaction Model
Focused Theme Strategy Discussion Consolidation
1). Mother tongue
as the medium of
instruction
ii) Home Language
vs. Medium of
instruction
iii) Significance of
three language
formula
iv)Implication of
bilingualism and
multilingualism in
classroom
instruction
R.P will divide
participants into 4
groups and each
group will be
given one area to
work upon
The R.P shall
provide certain
clues/pose some
questions for
brainstorming of
the participants
1).How does a child
acquire mother
tongue?
How does mother
tongue benefit a
child?
Why should mother
tongue be used as a
medium of
instruction?
2).Is home
language of a child
and the medium of
instruction always
same?
If not, what can be
done?
What difficulty do
the learners face
when both are
different?
Language is
acquired
natural language
Context
Exposure to the
language
Home language
and medium of
instruction may
differ
In such cases, care
should be taken to
use child’s mother
tongue in
classroom.
Learners lose
interest in learning
and may lead to
confusion, worry
and they may drop
out from education
96
Each group works
on the area given
and comes up
with their ideas
and views.
Presents the
report
3). What is three
language formula?
How do they come
in sequence?
What role does
mother tongue play
in three language
formula?
Why is this formula
essential in our
country?
4). What are
bilingualism and
multilingualism?
Can one be
perfectly
bilingualism or
multilingualism?
How do these
benefit a child?
What is the role of
mother tongue
while teaching
English or any
other language?
Mother
tongue/regional
language, national
language/ English
language, English/
one more M.I.L
other than the
mother tongues.
Mother tongue
creates a strong
base for the
learning of
subsequent
languages.
Linguistic diversity
of India-mobility
within country-
Mastery over two
languages and
more than two
languages.
Difficult to become
Perfect in two or
more than two
languages.
For the
development of
cognitive abilities,
more flexibility in
communication
enrichment of
knowledge.
Mother tongue is
used as a linkage to
English and the
other languages.
Useful for
clarification of
concepts,
expression,
97
Lets Sum Up:
Mother tongue plays a significant role in an individual’s life.
It provides a base for learning subsequent languages
Bilingualism and multilingualism are the definite advantages
Three language formula facilitates bilingualism and
multilingualism
Mother tongue be used as medium of instruction for transaction of
all the subjects
Mother tongue be also used profitably for teaching English
All the subject teachers are in a way language teachers
End Exercise:
1. How is a language context useful in classroom?
2. How are the activities related to language context?
3. How can classroom learning be related to life?
4. Which activities should be taken up more in the classroom to make
learning useful in life?
5. What is the significance of exploration and discovery in classroom
transaction?
6. What is the nature of knowledge that results out of exploration and
discovery?
7. How can learning be child friendly?
8. What are the various child friendly activities?
9. How do the activities during transaction benefit the learners?
10. What are the purposes of having activities after transaction of the
lesson?
11. How does a child learn different languages?
12. What role does mother tongue play in an individual’s life?
13. What is three –language formula?
14. What is common among all subject teachers?
15. What are the advantages of bilingualism and multilingualism?
Suggested Readings
NCERT (2005). National curriculum Framework 2005,
NCERT, New Delhi
BLOSSOMS (English Textbook For Class VII of West Bengal)
BUTTERFLY (English Textbook For Class V, West Bengal )
98
C-2: SOCIAL SCIENCE
C.2.1: Learning through Activities
Introduction
Social science can be a fascinating subject if the teacher keeps the student
engaged and interested in the lesson. The challenge of history is to recover the
past and introduce it into the present. Students might retain the information longer
when they have pleasurable emotions connected to the knowledge. For history
teachers, ensuring that students retain knowledge beyond test day can be a
challenge. Many students find themselves bored in history class because they are
unable to form a personal connection to the facts and dates they are asked to
memorize. But teachers who approach history in a lively manner with interesting
activities can inspire students to connect course material to their own contexts.
Activity-based learning is knowledge directly experienced, constructed, acted
upon, tested, or revised by the learner. It thrives on the idea of Constructivism.
The basic idea of Constructivism is that knowledge must be constructed by the
learner; it cannot be supplied by the teacher. It involves students in doing things
and makes the students think about the things they are doing. Teaching is based
on constructivist learning theory. Constructivist teaching is based on the belief
that learning occurs as learners are actively involved in a process of meaning and
knowledge construction as opposed to passively receiving information. Learners
are the makers of meaning and knowledge. Constructivist teaching fosters critical
thinking, and creates motivated and independent learners. So activity based
learning has been a prime focus in the transaction process as proposed in the
NCF-2005.
The text books have suggested a lot of activities but the teacher should workout
further activities related to the text, learner’s capability and demands.
Objectives:
At the end of the session, the participant will :
Understand the significance of learning through activities.
Locate the possibility in the text where activity can be an effective means
of learning.
Explore and design a variety of activities for inter-active learning and
constructivism.
Relate the activities to the children’s world of experience and read.
Example from Textbook in Transaction Model
99
The Resource Person/Teacher proposes an activity after the topic has been done in
the class. This activity shall consolidate what they have learned and facilitate their
creativity in composing poems and role plays to make it interesting.
However, there are a variety of activities such as composing dialogue, preparing
photo-chart, quizzes and many such activities. We have to select the appropriate
activities as per the topic the standard of the learners, and feasibility.
Focused
Theme
Strategy Discussion Consolidation
BOOK
RESOURCE :
STD-VI : WE
AND OUR
WORLD:
Lession-19: The
Indian Religion
Activity 2 : Who
Am I ?
The Teacher/The
Resource Person can
create a name tag for
each student with the
name of the founder or
symbol of a particular
religion the class has
recently learnt about.
For example :
For Zoroastrianism :
The picture of a Fire
Temple
For Zudaism : The
picture of a
Synagogue
Tape the name tags to
students' backs, and
allow them to mill-
about the classroom
asking questions in an
effort to figure out
who they are. When a
student correctly
identifies his
character, move his
name tag to the front.
Continue until all have
guessed, all who they
are.
Outcomes :
1. It will make the
whole class
involved.
2. It will help bring
out the extroversion
of the students.
3. It will help
appreciate cross-
religious founders.
4. It will instil the
sense of inter-
religious
understanding.
100
Focused
Theme
Strategy Discussion Consolidation
BOOK
RESOURCE :
STD-VI : WE
AND OUR
WORLD:
Lession-19: The
Indian Religion
Activity 3 : Photo
Collage
The
Teacher/Resource
Person first explains
to the class the
process and the
significance of a
collage and a
scrapbook.
The
teacher/Resource
Person will assign
the students to
prepare a photo
collage of the
teachings of all
religions with the
pictures of their
founders in a
scrapbook.
Outcomes :
1. It will help better
assimilation of the
history lesson.
2. The students will
be able to share
inter-religious
information/knowled
ge.
3. It will encourage
innovation and
resourcefulness.
4. It will encourage
visualisation and
pictorial appeal.
Let’s Sum up
Activity based learning appeals to those who enjoy learning through doing.
Activity based learning can be fun and motivate those students who are used
to everything being entertaining, exciting, instantly gratifying and easy and
who would otherwise be lost because of their poor attitude.
Activity based learning does give the child scope for independent thinking and
exploring something on their own without direction from a teacher.
Learning through activity promotes better understanding of the topic and
encourages greater retention.
Activity based learning makes each learner assertive and resourceful.
C.2.2: Learning through Discoveries and Exploration
Introduction:
101
NCF-2005 in its document quotes TAGORE mentioning that learning has to go
through a process of creative spirit and generous joy. In fact, the law of effect in
Thorndike’s Theory states when learning is a satisfactory state of affair, a child
retains what s/he learns. In other words, when a child learns through self-
exploration and discovery, it gives him immense satisfaction. Allowing a child to
explore and discover provides freedom in learning and a child learns without
being taught. Here a child constructs his own knowledge out of self-exploration
and discovery and such knowledge is more useful and applicable in life. Our
revised curriculum and textbooks as per NCF-2005 have provided avenues for
exploration and discovery. The teacher should fully utilize these by providing
conditions favourable for learning without teaching. Nothing can be taught but
everything can be learnt.
Objectives :
On completion of this Module, the participants will:
Understand the significance of the modes of learning through discovery
and exploration
Be able to suggest various ways for discovery and exploration.
Workout an action plan for exploration and discovery by the learners
during transaction of the lesson.
Use these techniques to improve the quality of classroom learning.
Example from Textbook in Transaction Model
Resource Person/Teacher proposes an activity after the topic has been taught in
the class. This activity shall consolidate what they have learned and facilitate their
talent of discovery and exploration. Invite students to dramatize history and other
appropriate subjects. Allow them to work in small groups and present their
dramatized presentations to the entire class. Provide props and flexible costume
pieces when possible. Video record the presentations for possible sharing with
other classes.
There is variety of activities such as: historical role-play, historical visitors,
speech on heroes, on the day
Focused
Theme/topic
Strategy Discussion Consolidation
BOOK
RESOURCE :
CLASS-VII :
WE AND OUR
WORLD :
Lesson-15
Topic : The
Moghal Empire
:KingAkbar(15
56-1605) and
Activity 1 : Historical
Visitors
A visit from an actor
appearing as a historical
figure gives students a
chance to interview him
about his life, his choices,
his accomplishments and
ask questions about the
character's personal
The teacher along
with the students
will develop a list
of questions
relating to the
character that the
class would like to
ask to help the
actor prepare
accurate answers
based on known
Outcomes :
1. It will help
better
participation of
all students in the
class.
2. It will help the
students to be
more enthusiastic
102
his cross-
religious
concept of Din-
i-llahi
BOOK
experiences; important
events of his time and
reasons for his key
decisions.
Choose the historical
figure and have students
write letters inviting him
to visit the classroom.
Activity 2 : Speech on
historical facts.
Either the Teacher,
or a Volunteer
Assistant, such as
the Principal,
another teacher, an
aide or a local
actor then dresses
up in historical
costume on the
day of the visit and
adopts the speech
and mannerisms of
the time period
while interacting
with students and
answering
questions.
After this exercise,
the students will
be asked by the
Teacher/Resource
Person to collate
the heroic qualities
of the personalities
they had chosen
and discuss
amongst
themselves the
most underlying
qualities of a hero.
The students will
be fascinated to
research on their
own birth date,
month or year for
well-known
historical names
that share the same
birthday or did
something
encouraged to
learn history
103
RESOURCE :
CLASS-VII :
WE AND OUR
WORLD :
Lesson-16
Topic :
Emergence of
Independent
States : State of
Mysore and
Tipu Sultan
BOOK
RESOURCE :
CLASS-VII :
WE AND
OUR WORLD
: Lesson-13
Topic : Delhi
Sultanate
Heroes
Every generation has its
heroes but children may be
unclear on what makes a
hero. Discuss who modern
and historical heroes are
and what makes them
heroic. Ask each student to
choose a historical figure
and prepare a speech about
what makes that person a
hero and why.
Activity 3 : On the day I
was born
Many history students,
who
have faced difficulty with
lists
of names, events and dates
to
memorize; have concluded
history to be dull and
boring.
History was unfolding for
thousands of years before
the students were born, so
no matter what a child's
important during
that time.
Example : 15th
March 1206 :
Muhammed
Ghori was killed
The students may
be encouraged to
design posters
detailing the
historical figures
and events
associated with
their birth dates.
The students then
will be asked to
present their
preparations to the
rest of the class
and surmise on the
importance of
Birthdays.
Outcomes :
1. The entire class
will be aware of
the qualities of a
hero.
2. The students
will be able to
realise and
appreciate the
importance of a
role-model in
their life.
Outcomes :
1. It will be
interesting and
easier to
memorise and
remember the
important dates
and events of
historical
importance.
Follow-Up: After
this exercise, the
students will be
assigned to
104
birthday, chances are that
something happened to
someone famous on the
same day at some point in
history. Teachers may
encourage the students to
choose to focus on the
actual day, the birth year
or what happened on that
day or month throughout
history His activity has to
be correlated in an
interactive manner.
Groups, who will
be asked to
concentrate on the
different chapters
of the textbook
and suggest
activities as per
the guidelines or
they will correlate
and record
different
historical events
with the
important events
in the family...
Each group
makes a
presentation and
the Resource
Person leads the
discussion for
consolidation.
Lets Sum Up:
Learning through Discovery and Exploration promotes meaningful learning.
Learning through Discovery and Exploration promotes meta-cognitive skills
(develops problem-solving skills, creativity, etc.).
Learning through Discovery and Exploration promotes student engagement.
C.2.3: Learning in Child Friendly and Child Centered Manner
Introduction:
Student-centered learning (also called child-centered learning) is an approach to
education focusing on the interests of the students, rather than those of others
involved in the educational process; such as teachers and administrators. This
approach has many implications for the design of the curriculum, course content
and interactivity of courses.
Student-centered learning is focused on each student's interests, abilities, and
learning styles; placing the teacher as a facilitator of learning. This classroom
teaching method acknowledges student voice as central to the learning experience
for every learner, and differs from many other learning methodologies. In a
student-centered classroom, students choose what they will learn, how they will
learn, and how they will be assessed. Student-centered learning requires students
to be active and responsible participants in their own learning.
105
Student-centered learning allows students to actively participate in discovering
learning processes from an autonomous viewpoint. Students spend the entire class
time constructing a new understanding of the material being learned in a proactive
way. A variety of hands-on activities are administered in order to promote
successful learning.
Objectives:
At the end of the session, the participants shall:
Appreciate learning through child friendly manner.
Be able to comprehend and integrate child-centered approach to learning.
Recognize the possibility of delineating child-centered activity within the
framework of the text that can be used as an effective means of learning.
Explore and design a variety of activities where the child is the nucleus of
the teaching-learning process.
Be able to relate the activities to the children’s world of experience and
real life.
Example from Textbook in Transaction Model
Focused Theme Strategy Discussion Consolidation
BOOK
RESOURCE :
CLASS-VI : WE
AND OUR
WORLD :
Lesson-8
4. Topic :
Studying the Past
Activity 4 : Group
Discussion : Imagine
what would have
been your life
without the Wheel,
Iron and Fire
After covering the
topic, the Resource
Person/Teacher
divides the class into
groups of ten students
each. The Resource
Person/Teacher then
explains how the
Group Discussion is
conducted; with
emphasis on the
methodology, the time
per discussion, the
well-reasoned free
choice of the
participants to choose
their point of view,
free flow of their
imagination and
The students then
participate in a
real-time Group
Discussion
covering the
chosen topic,
taking sides as
determined by
them.
Additional
Facilities: The
Group Discussion
can be video
recorded to be
supplemented for
the live debrief by
the Resource
Person/Teacher.
The Resource
Person/Teacher
then proceeds to
Debrief the
participants, laying
emphasis on the
following:
Outcomes :
1. It will help
active participation
of all students in
the class.
2. It will help the
students to be
more imaginative,
thoughtful and
expressive.
3. The participants
will learn to take
initiative and
develop
confidence.
4. The participants
will be able to
collect and collate
different points of
view.
106
BOOK
RESOURCE :
CLASS-VI : WE
AND OUR
WORLD :
Lesson-13
5. Topic: The
Mauryas and the
Sungas: Ashoka
(272 B.C. – 232
B.C.)
thought process.
Activity 5 :
Cooperative Story
Divide the class into
groups of three
students. Assign
students in each group
as follows :
One to write the
beginning of a story,
one to write the
middle and one to
write the end.
Have the group come
together before
writing to decide on a
topic for their story.
The groups should
separate and write
their parts of the story.
Activity 6 : Diary
Entry : Write about
your life, activities
and experience of
one day during the
Stone Age
After covering the
topic, the Resource
Person/Teacher asks
the students to
exercise their
imagination and write
their memory of one
day, in the form of a
Diary Entry, spent by
them with their near
and dear ones and
their passage of time
during the Stone Age.
The merit
on the
content of
the topic
presented
by the
participant.
The
communica
tive ability
of the
participants
.
The proper
use of body
language
and
gestures.
Giving
others a
chance to
express.
Taking
others point
of view
into
considerati
on in
building
one’s
convictions
.
How
convincing
and
assertive is
the
participant
Use the following
sequential hints to
form your story :
Succeeded father
in 272 B.C. -------
one of the greatest
rulers ------
conquered Kalinga
------ fierce Battle
Outcomes :
1. It will develop
the idea of story-
telling amongst the
students.
2. It will help the
students to be
more imaginative
and creative.
3. The participants
will learn to share
and cooperate
amongst
themselves.
Outcomes :
1. It will
encourage
imagination and
creativity.
2. It will help the
students to easily
grasp the topic.
3. The students
will learn to
assimilate different
forms of
107
BOOK
RESOURCE :
CLASS-VI : WE
AND OUR
WORLD :
Lesson-9
6. Topic : Life of
Early Man
of Kalinga --------
turning point of
life ------- adopted
Buddhism ------
propagated and
preached ---------
carving on rocks
and pillars -------
Dhamma of Ahoka
----- welfare state
of Ashoka
Bring the groups
together again and
assemble their
story pages.
The students will
be encouraged to
make their writing
as visually
appealing as
possible, with the
use of description,
diagrams and
drawings.
The Teacher then
brings the groups
together again and
asks them to
assemble their
story pages and
interact with each
other on their
points of view.
expression.
4. The students
will appreciate the
importance of
documenting
history.
Lets Sum Up:
Child-centered learning help the students improve and develop their learning
and enhance their skills.
108
By this approach the students can get meaningful knowledge that they should
take the responsibility of their learning so that they become life-long learners
and that will help them throughout life.
Many researches show that student-centered learning is effective for every
member of the classroom, because it takes into account their diverse learning
needs and greatly increases their retention of both knowledge and skills.
It encourages innovation and creativity through deep learning and requires
students to think about their learning, the issues and the problems.
The students learn to be responsible for his own learning and actions.
End Exercises
1. How does History shape our lives?
2. What Religion teaches us towards a better understanding of life?
3. Is Religion a dividing or a unifying force in India?
4. How can classroom learning be related to life?
5. Visually explore and describe the Lodi Gardens in Delhi, in context of its time and
history?
6. What is the significance of the sense of Exploration in the understanding of the
lesson in the classroom?
7. Can we use technology to better the learning process in the classroom?
8. Does Exploration and Discovery method enhance the students overall knowledge?
9. Which is better: Teacher centered or child cantered learning?
10. Does collaborative learning enhance teamwork?
109
C-3: SCIENCE
C.3.1: Learning through Activities in Science
Introduction
“I hear I forget,
I see I remember,
I do I understand”
The right to Free and Compulsory Education Act (RTE Act 2009) has
been implemented in the country since 2010. In this concern science curriculum
has been restructured as per recommendations of NCF 2005 and provisions of the
RCFCE Act. So there has been a modification the context and process of school
education. In this regard teacher needs to understand these shifts and their
implementation in classroom can only bring about significant result as per
policies of NCF 2005 and RCFCE Act 2009. The West Bengal Govt. also
developed West Bengal Right of Children to Free and Compulsory Education
Rules, 2012
The key feature of the Activity Based Learning method is that the child
learns from knowledge directly experienced, constructed, tested and revised by
the learner. This allows a child to study according to his/her pace and intelligence
level. The teacher plans this learning material keeping in view student’s level of
previous knowledge and connects it with the knowledge to be imparted. Teacher
plays a role of guide and helps to direct the student towards the goal as a
facilitator. The Activity Based Learning (ABL) programme is an innovative,
interesting and learner friendly mode of learning.
For effective science learning in this scenario it is very important that to
include several activities while transacting concepts and principles. Science is a
human enterprise through which learners come to an understanding of biological
and physical aspects of world around. This understanding involves development
of ideas and concepts which enables related situations, objects, events to be linked
together, so that past experience enables the learner to make sense of new
experience. Thus developing scientific concepts can be possible if students are
allowed wholesome involvement in activities which stimulate the knowledge
construction.
Objectives
After going through the module teacher will be able to
State the importance of activity based learning in science.
Identify the areas of contents where activities can be designed.
110
Plan and organize activities for science learners.
Explore ways to bring all round development among learner through
activity based science learning.
Enhance creativity, scientific temper, inquisitiveness, interest among
learner through activities in science.
Develop scientific attitude and aptitude among the learners.
Help students to see, think, give logic and convey their thoughts
independently.
Possible Activities for Science Teaching
Cooperative Learning: The teacher will form heterogeneous groups (in
terms of intellect types) of students. Each group containing 4-5 students.
Students should be encouraged to share and present their ideas. Teacher
should be vigilant so that in true sense a tension free, cooperative learning
environment develops. (
Experimentation: Depending on the availability of space and materials
teacher may decide this activity as individual/ or group of 2-4 students.
Project: Individual or group projects can be given in appropriate science
topics.
Problem Solving Field Trip: This is a group activity.
Role playing: Teacher would provide specific roles to the students and
ask them to enact the topic provided.
Games-
a) Inside Class- Card games (individual participant): Teacher would write
names of different types of producers and consumer ,one on each card and
give to the students Each student will tell about the level they occupy in
food chain and will hold hand.
b) Outdoor Activity- Food chain Circle (Whole class)
Example from Textbook in Transaction Model
Content Name of the
Activity
Process Product/
Benefit
Science Text
Book
Class VIII
Acid, base and
Alkalis:
-Elementary idea
of acids, bases and
alkalis; HCl,
H2SO4, HNO3,
CaO, NaOH,
KOH, Ca(OH)2
-Chemical
reactions,
Cooperative
Learning
.
Designing
Experiments
Project
RP divides the
participants into small
groups and ask each
group design learning
activities.
Group 1
Design cooperative
learning activities on
identification of acidic,
basic, alkali substances
in nature with the help
of Litmus Paper/pH
paper.
RP will
discuss the
benefits as
follows:
Create
awareness
among
learner to
utilize their
knowledge in
day to day
life activities
Based on
principle of
111
-Simple properties
-Important Uses
What other
projects can be
designed to
teach
elementary
science?
for example
-Fruits
-Vegetable
- Spices
-Different types of
Drinks (milk, Lassi,
Cold Drinks)
-Soil from different
sources
-Water from different
Sources
Group 2
Participants would be
assigned to design and
conduct experiments on
following Chemical
reactions related to acid
and base and finding
out their properties.
-Reaction of HCl with
Zn producing H2
-Reaction of H2SO4
with NaOH producing
Na2SO4 (Salt) and H2O
-Nitric acid and
magnesium reaction
producing Mg(NO3)2
and H2)
Group 3
Participants need to
prepare an outline
Performa on project
plan, organization,
apparatus/chemicals
required, students’
activities, evaluation
strategies according to
children’s interest and
ability (individually
/group wise).
Learning by
doing,
purpose,
reality,
utility,
freedom,
social
development
Develop
scientific
temperament
and
strengthens
curricular
concepts
Nurture
logical and
analytical
thinking and
Improve
observational
skills
Build
confidence
and
motivation
among
science
learners
Make
learning
activities
Joyful and
Meaningful
Lets Sum Up:
Hands-on activities are a great way to introduce students to the world of science.
Whether a chemistry teacher has students mixing chemicals in a lab or a physics
teacher asks students to design and develop a physics experiment, these are
112
excellent opportunities for learning. All hands-on activities should be followed by
follow-up work, whether the teacher assigns an essay or asks students to complete
a group project. These assignments reinforce learning and help students better
understand scientific principles.
C.3.2: Learning through Discovery and Exploration in Science
Introduction
Discovery learning is a powerful instructional approach that guides and motivates
learners to explore information and concepts, embrace new knowledge, and apply
new behaviors. Using this methodology, teacher will help in construct learner’s
knowledge. This transaction mode deals with the initial stages of development of
research work conducted in connection with an invention, under this method the
students are placed in the situation of discoverer/inventor beginning with the first
inventor to the latest discoverer. The students are kept in a situation in which they
are able to see how the faith of various inventor changed with the facts relate to
new discoveries and inventions from time to time and how one principle leads to
the other or one principle changes into another. So there has been a modification
in the strategy and in transaction mode of school science education. In this regard
teacher need to understand these changes and there implementation in classroom
can only bring about significant result as per policies of NCF 2005 and NCFCE
Act 2009. The West Bengal Govt. also developed West Bengal Right of Children
to Free and Compulsory Education Rules, 2012. This module is trying to attempt
modification in transactional mode of elementary science education in West
Bengal State.
Objectives
After going through the module teacher will be able to
Identify the ways to make learner construct knowledge through discovery.
Design activities for exploration of scientific principles.
Help learner to become an explorer of scientific facts and finding out
solutions to problems of day to day activities.
Guide the learner to do work scientifically according to their .pace and
ability
Develop the power of observation, argumentation, finding solutions of
problems among learners.
Possible discovery and exploration strategies for science teaching
Assignment: Assignments are given to the students to complete within a
fixed time period. Thus students work in laboratory, library, home, beyond
school environment, in social environment to collect data. The teacher
supervises them time to time and helps the learner to remove difficulties.
The students keep a record of the work completed by them. In this
approach each student works according to their abilities under proper
guidance of teacher.
113
Observation: students make observation of nature, garden, home, in
groups, or individually, in laboratory as well as in school and acquire first
hand experiences.
Enquiry: In this approach teacher ask several thought provoking
questions on significant scientific concepts such as effects of air pollution
on day to day life and carry out discussion
Problem Solving: In this method student put forth their topic related
problem in front of other students and they start finding a solution to it
according to their interest and capability. In this way the problem should
be placed in front of students in clear words and should be according to
the understanding experiences of students. The student does the analysis
and synthesis of the problem with the help of the teacher and tries to find
out the solution.
Experimentation: Students are allowed to conduct experiments inside
controlled laboratory conditions as well as free natural environmental
setting and finally generalize conclusion from inferences.
Example from Textbook in Transaction Model
Content Discovery and
Exploration
Process Product/
Benefit
Class VIII
Science Text
Book
Impact of
Population on
Environment.
Impact of
Population
growth on –
eco system,
human
settlement,
land
distribution
Stress due to
population
Growth, on
common
RP divides the
participants into four
groups and ask them to
design discovery and
exploration based
activities for students
to learn the topics
mentioned.
Group 1.
Assignment
Teachers assigned to
prepare activities on
content current human
population status,
impact of population
growth on climate,
natural resources, eco
system
RP will discuss after
presentation of the
group leaders and
provide necessary
instruction and
guidance to the
students.
-RP allows
participants, working
solo or in small teams,
to learn in their own
ways and at their own
pace.
-Teachers allowed to
observe and design
exploration based
activities so that
science learner would
sense , observe and
explore
RP will
consolidate
the benefits
as follows:
-Strengthens
Problem
Solving
ability among
learner.
-Develop
skills to plan,
organize,
execute,
evaluate
discovery and
exploration
based
activities in
science
learning.
-Make
solutions by
pulling
together
114
social
facilities and
civic services
Increase in
consumption,
encroachment
on
monuments.
Group 2
Observation
Teachers allowed to
observe different
natural, social
environment and
explore the stress due
to population Growth
in surrounding and
design exploration
based activities
Group-3
Enquiry Method
Teachers will Find
relationship between
current natural
calamities with
population growth
Group 4:
Problem solving
(i) To search, solve and
draw comparison
between the
environmental
conditions of their
locality in past and
present and to find out
the causes behind
these. (ii) Design
problem based
projects.
-Teachers encouraged
for asking questions
and designing relation
based explorative
activities
-RP will assign the
task individually to the
teachers.
-The teacher needs to
construct appropriate
purpose and problem
based situation,
activities, projects on
environment for
creating observation
and
discovery/exploration
among science learner.
-Teachers allowed to
solve problems
- Teachers Encouraged
for thinking of
multiple ways to
categorize problem
based projects
RP will assign the task
individually to the
teachers. If necessary
the RP would help the
teachers in providing
information of specific
learning resources.
information
and
generalizing
knowledge
-Integration of
new observed
knowledge on
social
environment
into the
existing
knowledge
base and
clearly
connect to
their real
world.
-Integrate
scientific facts
and principles
-develop
ability to
make learning
time more
condensed
Lets Sum Up:
Discovery learning takes place in problem solving situations where the learner
draws on his own experience and prior knowledge and is a method of instruction
through which students interact with their environment by exploring and
manipulating objects, wrestling with questions and controversies, or performing
experiments.
115
C.3.3: Learning in Child friendly and Child Centered Manner in Science
Introduction
NCF (2005) and RTE Act (2009) given emphasis to child friendly and child
centered learning approach to learners. Child centered learning is an approach to
education focusing on the interests of the students, rather than those of others
involved in the educational process, such as teachers and administrators. This
approach has many implications for the design of the curriculum, course content
and interactivity of courses. Student-centered learning, that is, putting students’
interests first, is in contrast to traditional education, by proponents of "student-
centered learning" also dubbed "teacher-centered learning". Student-centered
learning is focused on each student's interests, abilities, and learning styles,
placing the teacher as a facilitator of learning. This classroom teaching method
acknowledges student voice as central to the learning experience for every
learner, and differs from many other learning methodologies. In a student-
centered classroom, students choose what they will learn, how they will learn, and
how they will assess their own learning. Teacher-centered learning has the teacher
at its centre in an active role and students in a passive, receptive role. In a teacher-
centered classroom, teachers choose what the students will learn, how the students
will learn, and how the students will be assessed on their learning. Student-
centered learning requires students to be active, responsible participants in their
own learning.
Child friendly education is a sort of revolt against traditional method o
which mainly revolve around the teacher. Child friendly Education seeks to
provide natural flow of activity and spontaneous growth of the child in compete
stress free and physically, mentally and socially comfortable environment... Here
learner enjoys complete freedom of action subject to the condition that he should
not interfere with the liberty of others. In such environment learner enjoys
appreciation and his self esteem is boosted up. The teacher's role is that of an
interested observer and at best that of a guide who encourages, advises and
stimulates the child, if and when needed. The child is stimulated to activity by his
own felt needs and inner drives. Learning takes place as he strives to meet his
needs and gives expression to his drives. Here immediate purpose and interests
are the motivating factors, which may go on changing with the situation, Modern
education is child- centered. The great philosophers and educationalists like
Rousseau, Tagore, Froebel, Pestalozzi have given emphasis on the child-centered
and child friendly education at different times.
Objectives
After going through the module teacher will be able to
Strengthen students’ motivation for science learning.
Enjoy learning science.
Promote peer communication.
Reduce disruptive behavior and encourage self activities.
Build inter personal relationships.
Promote discovery/active learning through experience.
Develop Responsibility for one’s own learning
116
Promote child’s interest, need, and hobby.
Possible Strategies
ICT (Watching movie, video, filmstrips. animation, Cartoon Picture,
E games, audio and video conferencing, virtual field trip ): ICTs are
often associated with high-tech devices such as computers and software,
but ICTs also encompass more conventional technologies such as radio,
television, and telephone technology. The term ICTs refers to forms of
technologies that are used to transmit, store, create, share or exchange
information. This broad definition of ICTs includes such technologies as
radio, television, DVD, telephone (both fixed and mobile), satellite
systems, computer and network hardware and software; as well as the
equipment and services associated with these technologies, such as
videoconferencing and electronic mail. e.g. (i) Movie. video/documentary
on pollution, causes and its impact (ii) animation on carbon CO2 gas
preparation (iii) Jungle Book cartoon to teach Ecosystem (iv)E games on
picture completion to teach parts of flower and process of life cycle of
butterfly/water cycle (v) Audio and video conferencing with teachers to
learn science (vi) virtual field trip to internal organ like brain/heart/blood
117
Field trip: In this type of approach learners are allowed to visit a place
where by getting direct experience students learn.e.g. / (visit to zoo (ii)
botanical garden (iii) community places (iv) sea beach to earn ecosystem,
food chain (v) industries to observe waste management.
Collaborative learning: Collaborative learning is a situation in which
two or more people learn or attempt to learn something together. Unlike
individual learning, people engaged in collaborative learning capitalize on
one another’s resources and skills (asking one another for information,
evaluating one another’s ideas, monitoring one another’s work, etc.). More
specifically, collaborative learning is based on the model that knowledge
can be created within a population where members actively interact by
sharing experiences and take on asymmetry roles. Collaborative learning
refers to methodologies and environments in which learners engage in a
common task where each individual depends on and is accountable to each
other. These include both face-to-face conversations and computer
discussions (online forums, chat rooms, etc.).Through this method many
science concept can be discussed on pollution, conservation of
environment.
Science Quiz: Teacher can organize quiz competition in classroom where
several questions on science concepts such as acid, base, H2, O2, H20 can be
collected .Whole class can be divided into 5 to 7 groups. Scores should be
assigned to each group according to their response. This approach not only
develops their self study but also create cooperative environment in class.
Science Club: Science club is an association of science leaner who have
equal interest and thrust to acquire knowledge in science. In school it can
be organized and learner can (i)prepare models on O2,H2,CO2,H20(ii)
publish article (iii) invite experts (construct improvised apparatus etc
Visit and Organization of Science Museum: Teacher can store real
specimen, non living objects, and models in science museum. By visiting
student can learn atom, molecules, ecosystem etc
Science Exhibition/fair: Science exhibition/fair is one of the interesting
way of child centered and child friendly learning of science.IN these
activity children can prepare models and exhibit it. It involves exhibits,
presentation of new ideas techniques, discoveries and projects etc. It helps
118
in reinforcing scientific hobbies, interests, scientific attitudes and scientific
temper. It stimulates learners to take more interest in scientific
investigation and projects. It recognizes and nurture youthful scientific
talents. Some of the important exhibits are (collected objects, specimen (ii)
graphical/pictorial material (ii) charts/model (iv) improvised apparatus (v)
scientific toy (vi) industrial and technological use of certain scientific
principles. For elementary students following exhibits can be included (a)
Water Filter(b) Fire extinguisher(c) Model of body parts(d) Rain water
harvesting (e) industrial waste management(f) air pollution etc
Puppet Show: Puppet show on “environmental conservation”, “Effect of
Population growth”, “Balance in Ecosystem” can be organized where
puppets can describe these concepts creatively.
Group Projects: Group projects can be assigned to learner on collecting
data on sources of water /soil pollution. Here teacher can divide the class
into small groups and allow each group to collect data, analyze it and
prepare report. Each group member need to do work according their own
ability and interest
Competition: Teacher can organize (i)debate completion such as “
Science as boon or curse to our environment” (ii) Drawing diagrams(iii)
writing article on scientific innovations
Story Telling: Teacher can present different stories based on (inventions
and discoveries of TV, radio, electricity, magnet etc (ii) biographies of
famous scientist Einstein, Galileo, APJ Abdul Kalam etc. By this approach
learner develop interest, curiosity, inspiration to learn science, they also
119
develop appreciation for scientific thought, invention and consider
scientist as their role model.
Role playing: Students can act behaviours of several living organisms and
non living objects. Teacher can teach concepts like ecosystem,
conservation of environment by allowing concerned roles to students. By
acting and dramatization student get involved directly with scientific
concept (Properties of water) and enjoy the activities.
Concept Map Drawing: Here the teacher gas to several words to the
learner and student has to find out the relationship between then and draw
diagram on the paper. For example teacher can give words like soil, petal,
leaves, plant, petal and student can draw diagram such as
Soil
↓
Plant→ Leaves
↓
Flower
↓
Petal
Teacher can give such tasks on food chain, food web concepts also.
Game: Both inside class and outdoor. There are several games for
example crossword puzzle, Jigsaw
120
Cross Word Puzzle
Jigsaw puzzle- The picture
may be cut into different pieces
and students may be asked to form
a complete picture of aquatic
ecosystem.
Example from Textbook in
Transaction Model
Content Child friendly
Child Centered
approach
Process Product/
Benefit
121
Class VIII
Science Text
Book
Natural
Resources
-Sources of
energy-
renewable,
non
renewable
sources,
availability
and potential
(Indian
context)
-Renewable
sources-solar,
wind, hydro
energy, ocean
(tidal),
biomass
including bio
wastes
-Non
renewable
sources- coal,
petroleum,
and its
products,
natural gas
-Agriculture
and animal
husbandry-
impact on
environment
-Utilization of
resources for
industry-
Processing
and
production of
Goods; Need
of planning
RP will divide the
participants into three
groups and ask them to
design child friendly and
child centered learning
environment for students
to learn the topics
mentioned.
Group 1.
A slide slow/
documentary
film/movie /animation
movies on following
topics such as
-renewable and non-
renewable source of
energy
-Conventional and non
conventional source of
energy
-Environmental concerns
at Regional and National
level
-Flora and fauna of
different biomes may be
shown to the students and
they may be involved in
observation and
discussion
Group 2
Field Trip.
- Agricultural Farm
-Poultry Farm
-Dairy farm
-Fisheries
-Concerned research
laboratories and
institutions
-Industry
RP will discuss after
presentation of the
group leaders and
provide necessary
instruction and
guidance to the
participants.
The teacher need to
plan on the following
-seating arrangement
of the students in
child friendly
environment
-type of
movie/documentary to
be shown
-the time duration of
the programme
-the points for
students’ orientation
-students’
management
The teacher should
also take care to
provide ample and
productive time for
discussion and should
also develop child
friendly evaluation
strategy
Teacher will prepare
the lesson plan to
organize field trips.
which includes
Planning
Preparation
Execution
RP will
consolidate the
benefits as follows
Learning as per the
need, interest and
abilities of the
students
Learning takes
place in an anxiety
free environment
and according to
individual pace.
Social learning
environment is
available to the
learner.
Develops
Cooperation and
team spirit.
Learning by real
life experience.
Joyful Learning
Develops self
confidence and
self esteem.
Nurture
multifaceted
personality
122
Lets Sum Up:
Child is the centre of the whole education process. The great philosophers at
different times emphasized on it. The role of teacher is like a guide and observer
to provide complete freedom to the child to grow naturally. Child-centered and
child friendly Education is the ideal system to manifest the latent talent of the
child. In this process education is not an extra venous imposition but natural
stimulation for development of the child.
In Child friendly approaches the teacher behaves in a safe and respectful manner
towards the children, regardless of their gender, without any abuse or physical
punishment. The children feel safe, encouraged and happy in school; their
performances improve gradually and the dropout rates decline.
In Child centered approaches the teacher challenges the children in a safe and
respectful manner to develop (together and individually) their own solutions to
problems given, thus encouraging co-operation, the development of life skills,
their analyzing power, their capacity to organize themselves. The children feel
safe, encouraged, happy and empowered in school, and have more fun; their
performances rise significantly and the dropout rates decline even more
End Exercises:
1. What is discovery learning? Why discovery learning is important for
elementary science students?
and
management;
Adoption of
efficient and
environment
friendly
technologies,
Industrial
waste
management
practices
Environmenta
l concerns
Regional and
National
Group 3
:Collaborative Learning
On collection of data and
research on
-Utilization of electricity
by each family in the
locality utilization of
water by each family in
the locality
-Source of water in the
locality
-Consumption of Petrol
by local people
Evaluation
-Formation of 5-7
heterogeneous groups
(each developmental
specific task for each
group containing 4-5
members).
-Development of
specific task for each
group.
-Teacher will act as a
learner along with the
students
-Provision of different
learning resources like
books, journals,
Magazines etc.
123
2. Design five observation based science exploration for elementary school
students? \
3. What is the significance of enquiry in discovery learning?
4. Frame three problem solving situations on any scientific principle relevant
to elementary level.
5. What is the role of teacher in transacting discovery learning approach
through science experimentation strategy?
6. What are the sources of data that can be utilized to carry out scientific
investigation?
7. What are the benefits of child centered and child friendly science
education?
8. Design ten learning situations for elementary school students that could
create child friendly and child centered transaction.
9. List out five ICT based tools for enjoyable science learning.
10. Explore five websites for teaching science.
11. What is collaborative learning approach?
Suggested Readings
1. The Right of Children to Free and Compulsory Education Act 2009, The
Gazette of India, (Part II, Section 1, Ministry of Law and Justice , New
Delhi, the 27th
August, 2009
2. NCF 2005, NCERT, New Delhi
3. Text Book for Physical Science for Class VIII (2012): Got of West Bengal
4. Paribas Parichaya for Class VIII (2012) :Board of Secondary Education,
West Bengal
5. Kulasrestha (2006) :Teaching of Physical Sciences , R. Lall. Book Depot,
Meerat
6. Sharma, R.C., (2010). Method of Teaching Science
7. UNESCO (1993) Sourcebook for Science in the Primary School,
UNESCO Publication
.
C-4: MATHEMATICS
C.4. 1: Learning through Activities in Mathematics
Introduction:
A variety of activities with concrete objects is needed from the first step in the
classroom to enable the child to understand the connections between the logical
functioning of their everyday lives to that of mathematical thinking. Activity
based learning has been a prime focus in the transaction process as proposed in
124
the NCF-2005.The textbooks of mathematics suggested a lot of activities but the
teacher should workout further activities related to the text, learners’ capability
and demands.
Objectives:
At the end of the session, the participants will be able to
Understand the significance of activities in Mathematics teaching
Locate suitable points in the contents where activities could be introduced.
Design a variety of activities for enabling learners to construct knowledge.
Relate the activities to the children’s world of experience and real life.
Example from Textbook in Transaction Model
R.P/ Tr. proposes an activity after the topic is delivered in the class. This activity
shall consolidate what they have learned and facilitate their learning. However,
there are a variety of activities such as games, puzzles, Quiz, Project, Heuristic
and many such activities. We have to select the appropriate activities as per the
topic, the ability of the learners, demand and feasibility. Different activities can be
suggested in teaching & learning Mathematics.
Drawing:
Learning objectives:
To handle ruler and pencil and to identify straight lines, curves and closed
figures.
Sample activity – Class-3
The students will be asked to draw following figures on a dot paper:
(i) a hut (ii) a joker (iii) a flower
The teacher will make students identify different geometrical figures.
Paper cutting and pasting
Learning Objective:
1. The student will understand and appreciate the angle sum property of a
triangle.
2. Children can make different geometrical shapes and angles with paper.
Sample Activity: Class VII
125
Angle sum properties of triangles (sum of angles of a triangle is 1800) can be
proved by cutting the angles and pasting to make a line (Straight angle)
Paper folding-1:
Learning Objective: To understand the line of symmetry of plane figures
and draw their lines of symmetry.
Sample Activity: Class VI
Children can make different figure and fold the paper to find axis of
symmetry.
To determine the number of lines of symmetry of following shapes by paper
folding –
(a) Equilateral triangle (b) isosceles triangle (c) square (d) rectangle (e)
rhombus
Figure Lines of
symmetry
Number of lines of
symmetry
Equilateral triangle
Isosceles triangle
Square
126
Rectangle
Rhombus
Paper folding -2
Learning objective: The students will develop skill of visualization of
figures: rectangles, squares and triangles of same size.
Sample Activity: Class VII
The students will divide a square by paper folding, to make:
(i) Four equal rectangles
(ii) Four equal squares
(iii) Four equal triangles
b. The students will divide a rectangle, by paper folding, to make:
(i) Four equal rectangles
(ii) Four equal triangles
Activity: Making Tan gram Shapes
Learning Objective: Student will be able to develop the ability to make different
Tan gram Shapes.
Seven cutouts of a Tan gram can be obtained from the square as follows.
127
Teacher may ask student to arrange cutouts of a tan gram set in the shape of the
first alphabet of your name.
Activity: Use of lines and dots-1
Learning objectives:
1. Students will be able to visualize and understand multiplication tables.
2. Students will be able to appreciate Vedic Mathematics
Developing concept of multiplication for class-3
To represent multiplication tables of 2 and 3 using lines and dots.
Draw two vertical lines as in the Fig. 8(a).
Now draw a horizontal line intersecting the two vertical lines and paste bindis at
the two points of intersection representing 2x1 = 2 [Fig. 8(b)]
Again draw two vertical lines. Now draw two horizontal lines Intersecting two
vertical lines and paste bandies at the four points of intersection.
These points represent 2x2=4
Continue the activity increasing the number of horizontal lines one by one up to
ten and complete the multiplication table
Activity: Use of lines and dots-2
Learning Objective:
128
Students will be able to optimize their potentiality through activities,
discoveries and exploration
Students will be able to extend the activity for multiplication of larger
number of digits.
To multiply two two-digit numbers using lines and dots:
(i) 12 X 23
Steps:
(i) The first two digit no 12 contains one ten and two ones so draw one vertical
line and then with a gap two another vertical lines in fig 9 (a).
(ii) The second two digit no. 23 contains two teens and three ones, so draw two
horizontal lines and then with a gap three another horizontal lines as shown in fig
9(b).
(iii) Now divide the whole figure into partitions as shown in fig 9(c).
(iv) Finally count the points of intersection in each partition and use them to
write the multiplication result.
3
2
1
Fig. 9(a) Fig. 9(b) Fig. 9(c)
Partition No. of intersection points
1. 6(ones) = 6
2. 7(tens) = 7
3. 2(hundreds) = 2
Thus 12X23= 6+70+200 = 276
(2) 35X42 3
2
1
129
Partition No. of Points
1. 10(ones) = 10
2. 26(tens) = 260
3. 12(hundreds) =1200
Thus 35X42= 10+260+1200 = 1470
Activity: Use of match sticks
Learning objectives:
1. The students will develop understanding of closed and open figures.
2. They will develop critical thinking.
Student can make closed shapes using match sticks. (Any other sticks)
The students will develop both physical as well as mental skills. It will create
motivation and interest of the learners towards learning mathematics. It will
motivate them to explore more polygons of different number of sides.
130
Making Models:
Students can be guided to make models of
different solids such as Prism, Pyramid,
Cuboids, and cube.
In Class VII & VIII, Students may be
guided to develop models of Cone, Sphere,
Cylinder and hemisphere
Can be made.
Making Albums:
Students can be guided to make an album on Mathematicians to create the
sensitivity among the learners about their contribution.
Counting letters from a poem or a small story
(Group activity for Class 1 and 2)
Count the number of particular alphabets. (For ex: i, o, z)
Specific Example from Textbook
Topic/Theme Activity Process Product/
Outcome
Activity-1
Class-5
Geometrical
shapes
Making of Tan gram
shapes in groups and
exhibition.
Any other puzzle can
be in place of tan
grams such as
tessellation..
R.P/Tr. asks the
students/Particip
ants in groups to
prepare 10
Tangram shapes
( 30 minutes)
The Tangram
shapes will be
displayed
separately.
(R.P/Tr. takes
the lead for
comparison,
discussion and
suggestions for
improvement.)
(i)This will
create interest
in Mathematics
(ii)Facilitates
better
understanding
about
geometrical
shapes.
iii) Sequence of
ideas.
iv) It improves
creativity &
imagination
v) develops
communication
skill.
Each group
observes the
work of others
compares and
131
improves their
own work.
Activity-2
Class-4 - 6
Geometry in Art
& Design
Drawing and display
of a design with only
geometrical shapes.
The participants
will draw figures
using different
geometrical
shapes and
display in groups
This will
develop their
skill of
observation,
comparison and
logical thinking
as well as
creative
thinking
Geometrical design Tan gram
Lets Sum Up:
Learning Mathematics through activities is a joyful experience.
Activities involve the learner in the teaching- learning process and create
an interactive environment.
Learners get freedom while doing activities and can express their talents
and potentials.
Learning through activity promotes better understanding of the topic and
retention is more.
It makes each learner independent and self-confident.
C.4.2: Learning through Discovery and Exploration in Mathematics
Introduction:
Bird (1983) suggests that an investigation approach is suitable for many
topics in the curriculum and encourages communication, confidence, motivation
and understanding as well as mathematical thinking. When young children are
involved in exploration and discovery, they are enthusiastic and motivated. It is
the collaborative unearthing of knowledge that keeps children, teachers, and
classroom settings creatively alive and exciting. When something is required to be
taught, it should be related to real life experiences. This keeps all of us joyfully
interacting to find solutions and looking forward to what the next pursuit of
knowledge will bring.
132
Children learn as they explore the world around them and the exploration
provides an avenue for problem solving. As children explore, they develop new
questions, and theorize answers. From these new answers children formulate new
and more advanced theories.
Objectives:
At the end of the session, you shall be able to:
Construct your definition of learning through Discoveries and
Exploration
Explore and design a variety of activities in mathematics that can
be utilized in the Classroom and facilitate discoveries and
explorations
Suggested Activities
Some of the activities which could be conducted for learning through discoveries
and explorations in mathematics are discussed below.
Observation/Project
The students will observe and write their findings on following topics. The
presentation may be in group or individually .Presentation may be by writing or
with help of power point presentation.
a) Use of Geometry in daily life
b) Use of Mathematics in daily life
c) Application of Mathematics in sports
d) Application of Geometry in Tessellation ( Tile design)
e) Identification of Geometry in Shriyantra
Exploration-1: Observation and recording
Learning Objectives:
The students will be able to:
1. develop the measuring skill
2. collect, display and interpret the data
3. develop social skills such as communication and interpersonal
relationship.
The students will count the number of edges and corners of the following objects:
(i) A shoe box (ii) A die (iii) A rectangular sheet of paper (iv) The alphabet 'O'
(v) A ruler
Present the finding in a table.
133
Exploration-2: Measurement and record of result (group activity)
Learning Objective:
The students will be able to:
1. develop the measuring skill
2. develop social skills such as communication and interpersonal
relationship.
3. collect, display and interpret the data
The students will measure the following using a ruler/a measuring tape.
(i) Length of right palm (ii) Width of right palm
(ii) Length of right ear (iv) Width of hand span
Group member having largest hand span
Group member having longest ear
Group member having shortest ear
Exploration -3: Colouring and identification (Class IV & V)
Learning objectives:
The students will be able
To recognize different fractional parts and name it correctly
To add simple fraction using coloured fractional charts
134
Activity : For developing concept of Fraction and addition of fractions. The
teacher can distribute blank worksheets among students.
Teacher can ask to colour or the teacher will colour and the students can identify.
This activity can be carried for developing concept of addition of fractions.
Class IV angles
Learning Objectives:
To differentiate between a right angle, an angle less than a right angle and an
angle more than a right angle
Write the word MATHEMATICS using line segments or sticks and observe the
number of right angles, number of angles more than a right angle and number of
angles less than a right angle.
135
Example from Textbook in Transaction Model
Lesson Discoveries &
exploration
Process Product/
Outcome
Basic Operation
Project
Parents complain
that their children
insist them to buy
expensive gifts for
birthday present.
Project
The teacher can
pose an
investigatory
project where the
students in group
(4 or 5) will be
asked to find out
the answers of the
following
questions.
-How much
money do your
parents spend on
you in a year?
-How much
money have your
parents spent on
you till now?
-How much
money will your
parents have spent
on you by the time
you finish
secondary school?
Later, the groups
will be asked to
present their data
and the way of
finding out the
answer. Finally, an
open discussion
will be arranged.
Conclusion can
be made that each
person may have
different
expenditure along
with some
common human
basic needs such
as food, clothes
and travelling
fares. Anyway,
the students will
realize that a
large sum of
money is spent by
their parents
every year and
thus give them a
better
understanding of
their parents'
burden.
This project will
develop values
such as
-Self discipline
-Understanding of
136
real life situation
-Respect for
parents
-Importance of
money
The project will
develop skills
such as
-Critical thinking
-Self awareness
-Empathy
-Communication
which ultimately
reflects in
democratic
thinking,
tolerance and
sense of
responsibility?
Lets Sum up:
The students must be given scope to observe variety of regular shapes
such as triangles, circles, quadrilaterals and make connection between
them.
The students should explore and identify such shapes in nature around
them, and thereby discover symmetry.
C.1.3: Learning through Child Friendly and Child Centered Manner
Introduction
One of the important goals of Mathematics teaching is children learn to enjoy
mathematics. (NCF-2005). The school is the best place to create such a taste for
mathematics. On the other hand, removing fear of learning mathematics can
catalyze the process. For achieving this goal, child friendly approach is very much
needed.
For their all round development apart from computational skills, stress must be
laid on identifying, expressing and explaining patterns, on estimation and
approximation in solving problems, on making connections, and on the
development of skills of language in communication and reasoning. This could be
possible if the curriculum is made child friendly as well as child centered.
137
Objectives:
At the end of the session, you will be able to:-
Construct your definition of learning in a child friendly and child
centered manner.
Plan a variety of Activities that can be utilized in the classroom
and facilitate learning mathematics in a child friendly and child
centered manner.
Suggested Activities
Suggestions for teaching and learning in a child friendly and child centered
manner.
Games:
Mathematical games can make mathematics ‘classes very enjoyable, exciting and
interesting. Mathematical games provide opportunities for students to be actively
involved in learning. Games allow students to experience success and satisfaction,
thereby building their enthusiasm and self-confidence. But mathematical games
are not simply about fun and confidence building. Games help students to:
• understand mathematical concepts;
• know mathematical facts;
• develop mathematical skills;
• learn the language and vocabulary of mathematics; and
• develop ability in mental mathematics.
Example:
Game: Think of a number (A game for two players.)
Player 1 thinks of a number between 0 and 100. Player 2 has to find the number
Player 1 is thinking of. Player 2 asks Player 1 questions about the properties of the
number, for example
1. ‘Is it a prime number?’
2. ‘Is it a square number?’
3. ‘Is it a triangular number?’
4. “Is it an odd number?’
5. ‘Is it a multiple of 3?’
6. ‘Is it a factor of 10?’
Player 1 can only answer ‘Yes’ or ‘No’.
Player 2 will find it helpful to have a 10 x 10 numbered square to cross off the
numbers as they work.
Each player has a few turns to choose a number and a few turns to ask questions
and find the number
Multiplication game
This can be done individually for whole class. One student will start counting
138
from 1 to 100.The teacher instructs if it is a multiple of 3 then next number is to
be said. For example the boy/ girl whose turn is for 3 will say 4 instead of 4.So
on….
This helps in concentration also.
Puzzles:
This teaching method is about encouraging students to learn mathematics through
solving problems and puzzles which have definite answers. The key point about
problem-solving is that students have to work out the method for themselves.
Puzzles develop students’ thinking skills.
Magic Square
A magic square is an arrangement of the numbers from 1 to
n2 (n-squared) in an nxn matrix, with each number
occurring exactly once, and such that the sum of the entries
of any row, any column, or any main diagonal is the same.
It is not hard to show that this sum must be n(n2+1)/2.
This is 3X3 magic square where numbers from 1 to 9 are
used and the sum of the digits in every row/ every column
as well as every diagonal is 15.
Example from Textbook in Transaction Model
Lesson Activity through Child
friendly & Child centered
manner
Process Product/Outc
ome
Content
Fraction,
Decimals,
percentage
Game:
Snap
A game for
two or more
players.
You will need to make a pack
of at least 40 cards. On each
card write a fraction or a
decimal or a percentage. Make
sure that there are several cards
which carry equivalent
fractions, decimals or
percentages (you can use the
cards shown on the next page as
a model).
Shuffle the cards and
deal them out, face
down, to the players.
The players take it in
turn to place one of
their cards face up in
the middle. The first
player to see that a
card is equivalent to
another card face up
in the middle must
shout ‘Snap!’, and
wins all the cards in
the middle, The
game continues until
all the cards have
been won. The
winner is the player
with the most
cards.
139
Numbers
Prime
numbers
Composite
numbers
Square
numbers, odd
numbers,
even
numbers
Basic
operations
Making Quiz on numbers and
basic operations
Power point presentation can be
prepared to show the quiz.
Q1. How
many “1”
comes while
you count
from 1 to
100?
Q2Which is
only prime
even number?
Q3. How
many “1”
comes while
you count
from 1 to
100?
Clapping
game
For addition
and
subtraction.
The RP will write a number on
blackboard/whiteboard.
He will say clapping means
addition of 5.He will clap three
times.
In the same way clapping can
be subtraction.
Same activity teacher can do
with students for subtraction.
The participants will
say the answer.
RP writes 24.
The answer will be
9.
This will
develop
concentration
in the
students.
0.7
5
25
%
0.5 25
%
10
%
0.7
75
%
20
%
50
%
0.2 0.1 0.8
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Lets Sum up:
At the pre-primary stage, all learning occurs through play rather than through
didactic communication. Mathematical games, puzzles and Quizzes help in
developing a positive attitude and in making connections between mathematics
and everyday thinking.
End exercise:
1. How explorations and discoveries are helpful in mathematics teaching?
2. How can classroom learning be related to life?
3. Which exploration and discoveries should be taken up more in the classroom
to make learning useful in life?
4. What is need of child centered education in Mathematics?
5. Why there is need of child friendly manner assessment.
6. Prepare a quiz activity in a child friendly and child centered manner.
7. Develop a concentration game for learning mathematical concepts in a child
friendly and child centered manner.
Suggested Readings:
Find Rumanian’s magic square from internet
http://www.mathsisfun.com/numbers/index.html
Brain teasers:
http://www.primaryresources.co.uk/maths/problem.htm
Activities for Class-3
http://mathedu.hbcse.tifr.res.in/resources/materials-for-sale/curriculum-
books/MathsForEveryChild_Class3_PartA.pdf
NCERT Source book on Assessment for Classes I-V
141
SECTION-D
ASSESSMENT AND EVALUATION
The section-D deals with evaluation and assessment as per section-29 of the RTE
Act-2009. The Act recommends for continuous and comprehensive evaluation of
child’s understanding and creating environment in school for making child free of
fear, trauma and anxiety and helping the child to express views freely. The
following section discusses all these with suitable examples from school context.
D-1: Continuous and Comprehensive Evaluation (CCE)
1.0.Introduction
The Right of Children to Free and Compulsory Education Act, 2009 states
that every child of the age of 6 to 14 years shall have a right to free and
compulsory education in a neighbourhood school till completion of elementary
education (article-21A) [Chapter No. II Part 3 clause (i)] and no child admitted in
a school shall be held back in any class or expelled from school till the
completion of elementary education [Chapter No. IV Part 16]. At the same time
NCF, 2005 says that all children are naturally motivated to learn and are capable
of learning. Children learn in a variety of ways. Learning takes place both within
school and outside school. Learning is enriched if these two areas interact with
each other. Learning must be paced.
Various Commissions and Committees have felt the need for examination
reforms. The Hunter Commission (1882), Calcutta University Commission or
Sadler Commission (1917-1919), Hartog Committee Report (1929), the Report of
Central Advisory Board or Sargeant Plan (1944), Secondary Education
Commission or Mudaliar Commission (1952-53), National Policy of Education
(1986), Programme of Action (1992), NCF (2005) and RTE,2009 have all made
recommendations regarding reducing emphasis on external examination and
encouraging internal assessment through Continuous and Comprehensive
Evaluation.
The Kothari Commission report (1966) observed, ‘The internal assessment or
evaluation conducted by the schools is of greater significance and should be given
increasing importance. It should be comprehensive, evaluating all those aspects of
students’ growth that are measured by the external examination and also those
personality traits, interests and attitudes which cannot be assessed by it.’
The scope of evaluation in schools extends to almost all the areas of learners’
personality development though more emphasis is on curricular areas. It should
include both scholastic and co-scholastic areas, i.e. comprehensive in nature. This
is in line with the goals of education. Continuous evaluation reveals the strengths
and weaknesses of learners more frequently, so that the learners have better
opportunity to understand and improve themselves. It also provides feedback to
the teachers for modifying their teaching strategies.
As per NCF, 2005 exam system also needs to become more open, flexible,
creative and user friendly.
142
2.0.Objectives
On completion of this module you will
1. Understand the concept of continuous and comprehensive evaluation.
2. Know different tools and techniques of evaluation.
3. Understand school based continuous and comprehensive evaluation.
4. Understand and use assessment of scholastic areas.
5. Understand and use assessment of co-scholastic areas.
3.0. Continuous and Comprehensive Evaluation (CCE)
3.1. Concept of Continuous and Comprehensive Evaluation (CCE)
RP will ask the following questions to the participants-
5-7 participants will present the answers and then on the basis of the answer RP
will present the drawback of the external examination system as follows-
The report, Learning without Burden states that present examination system is –
i) Text based
ii) Quiz type questioning
iii) Inordinate level of anxiety and stress
iv) Promote rote learning
v) High failure rates
vi) Confine only to paper-pencil test
vii) Emphasize on marks
viii) More emphasis only on cognitive
The CBSE CCE for class-VI-VIII states
ix) Evaluation is considered as an end of the learning exercise for both
teachers and learners
x) Assessment is broadly irrelevant and alien to the curriculum.
xi) Covers only the scholastic aspect.
RP will ask the following questions to the participants after dividing them into
small groups (5-7 participants)-
Come to the concepts as follows-
Q1. What is the existing system of evaluation before implementation of RTE
Act, 2009?
Q2. What is the drawback of this system introduced now?
Q1. What is the existing system of evaluation/examination now? i.e.; after
implementation of RTE act, 2009
Q2. How we can make the examination/evaluation more effective?
Q3. What are the abilities of the child needs to be assessed to give a complete
picture of the child?
Q4. What are the parameters to be considered to make the assessment/evaluation
effective?
Q5. What are the Don’ts for a teacher while assessing/evaluating?
143
The answer of group-I, II and III will be presented by the group leaders and the
RP will consolidate to
Focus of the assessment on the learner’s ability to:
● Learn and acquire desired skills related to different subject areas
● Acquire a level of achievement in different subject areas in the requisite
measure
● Develop child’s individual skills, interests, attitudes and motivation
● Understand and lead a healthy and productive life
● Monitor the changes taking place in child’s learning, behaviour and
progress over a period of time
● Respond to different situations and opportunities both in and out of school
● Apply what is learnt in a variety of environment, circumstances and
situations
● Work independently, collaboratively and harmoniously
● Analyze and evaluate
● Be aware of social and environmental issues
● Participate in social and environmental projects
● Retain what is learned over a period of time
Presentation of the group-IV leader and then the RP consolidates as follows-
Assessment needs to:
● Use a variety of ways to collect information about the learner’s learning
and progress in all subjects
● Collect information continuously and record the same
● Give importance to each learner’s way of responding and learning and
time it takes to do so
● Report on a continuous basis and be sensitive to every learner’s response
● Provide feedback that will lead to positive action and help the learner to
do better
Presentation of the group-V leader and then the RP will consolidate as follows-
In the assessment process, one should be careful NOT to:
●Label learners as slow, poor, intelligent etc.
●Make comparisons between them
● Make negative statements
Then the RP will discuss about the concept of CCE for this the following
questions will be asked
144
After the presentation of a few participants RP will focus on the concept-
Continuous Evaluation as
(i) regularity of assessment
(ii) frequency of unit testing
(iii) diagnosis of learning gaps
(iv) use of corrective measures, retesting and
(v) feedback of evidence to teachers and students for their self-evaluation.
Comprehensive Evaluation as-
(i) Scholastic aspects
(ii) Co-scholastic aspects
Scholastic aspects include curricular areas or subject specific areas,
whereas Co-Scholastic aspects include Life Skills, Co-Curricular Activities,
Attitudes and Values. Assessment in Scholastic areas is done informally and
formally using multiple techniques of evaluation continually and periodically. The
diagnostic evaluation takes place at the end of unit/term test. The causes of poor
performance in some units are diagnosed using diagnostic tests. These are
followed with appropriate interventions followed by retesting
Assessment in Co-Scholastic areas is done using multiple techniques on
the basis of identified criteria, while assessment in Life Skills is done on the basis
of Indicators of Assessment and Checklists
A leader of the house will be asked to categorise the co-scholastic areas under the
following heads-
Q1. What is meant by holistic development of the child?
Q2. How frequently a teacher can assess for improvement of the child?
Participants will be asked to focus different co-scholastic aspects of the child
Merits and demerits of the CCE
145
RP will discuss the merits and demerits of CCE.
Co-Scholastic Areas
Life Skills
1. Self Awareness
2. Problem Solving
3. Decision Making
4. Critical Thinking
5. Creative Thinking
6. Interpersonal
Relationships
7. Effective
Communication
8. Empathy
9. Managing Emotions
10. Dealing with stress
Work
Education
Visual and
Performing
Arts
Attitudes and
Values
1.1. Teachers
1.2. School mates
1.3 School
Programmes and
Environment
2. Value Systems Activities/Other Skills
• Literary and Creative Skills
• Scientific Skills
• Information and
Communication Technology
(ICT)
• Organizational and
Leadership Skills (Clubs)
Health and
Physical
Education
• Sports/Indigenous
Sports
• NCC/NSS
• Scouting and
Guiding
• Swimming
• Gymnastics
• Yoga
• First Aid
•Gardening/Shramda
an
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3.2. Tools and Techniques of Evaluation
Teacher participants will be asked to make groups as per the subject they
are teaching like Oriya/English/Mathematics/Science/Social Studies
Each group is asked to report on the aspects that they are assessing and the
tools and techniques they are using.
After their presentation RP will consolidate about the Tools and
Techniques of evaluation as follows-
Tools Techniques
1. Questions
2. Observation Schedule
3. Test and inventories
4. Checklist
5. Rating scale
6. Anecdotal records
7. Document analysis
8. Portfolio
1. Examination
2. Assignments
3. Quizzes and competitions
4. Projects
5. Debates
6. Elocution
7. Group discussions
8. Club activities
9. Experiments
10. Research
Then the whole group will be divided into three groups to report on
Group.1: Characteristic of a good question.
Group.2: Different forms and types of question.
Group3. Different objective types question.
After the presentation, RP will consolidate as follows-
Characteristics of good question:
Objective based, instructions, Scope, Content, Language, Difficulty Level,
Assessing Power, Delimited Scope and Value Points
Forms of Question:
Remembering, understanding, applying, analysing, synthesizing, evaluating and
creating. (Questions should be based on cognitive, affective and psychomotor
domain)
147
Types of Question
Different objective type question
Then RP will discuss with the Teachers participants observation as tool
and ask when they are observing what they are observing. After presentation of
2/3 participants the whole group will be divided into four groups to note down the
parameters to assess through observation during (i) Debate (ii) Group Discussion
(iii) Practical (iv) Project
After the presentation of group leaders RP will consolidate as follows-
Debate: Sample observation criteria each observation can be assigned a score out
of five.
Sl No Descriptions Score out of 5
1 Depth of knowledge of the content
2 Strength of the argument to convince
3 Fluency, diction and pronunciation
4 Ability to contradict a given point of view
5 Ability to take criticism positively
6 Respectful to the opponent
7 Body language while arguing
Group Discussion: Sample observation criteria that can be assigned a score out
of five.
Types of Question
Essay Short
answer
Very short
answer
Objective
Objective type question
Alternative Response
Type Matching Type Multiple Choice Types
True/False Yes/No
Right/Wrong
Single Double Check List Matrix Fill in the blank
Question form Incomplete Statement
148
Sl No Descriptions Score out of 5
1 Contributes to the discussion
2 Knowledgeable about the subject of discussion
3 Involves others in the discussion
4 Demonstrates leadership skills
5 Accepts criticism positively
6 Contributes creative ideas
7 Carefully listens to others
Practical/Lab Activity: A few sample observation criteria that can be assigned a
score out of five
Sl No Descriptions Score out of 5
1 Sets up experiments (right apparatus) carefully
and properly
2 Uses the appropriate technique to perform the
experiment
3 Collects data and observations correctly
4 Works with precision, neatness and accuracy
5 Interprets data, observation and draws
inferences correctly
6 Relates the findings with theoretical knowledge
7 Demonstrates in-depth knowledge during viva
Projects: As projects are carried for completion over a period of time, it provides
significant opportunity to assess both Scholastic and Co-Scholastic skills of
students. A few sample observation criteria that can be assigned a score out of
five
Sl No Descriptions Score out of 5
1 Has done enough research and collected
relevant information
2 Reflects creativity and aesthetic skills
3 Demonstrates understanding of the concept in
the project documentation
4 Consults internet and other material in
completing the project
5 Has he/she conducted any interviews regarding
the project
6 Demonstrates originality in the approach to the
project
7 Has interpreted results appropriately
Then RP will discuss characteristics and use of Anecdotal records, Check list,
rating scale, Portfolio and Rubrics as tools.
149
3.3. School Based Continuous and Comprehensive Evaluation
(SBCCE)
RP will ask the following questions
After debate the RP will discuss about School based Continuous and
Comprehensive Evaluation (SBCCE) and focus on the need.
SBCCE reduces stress
It makes the evaluation continuous and comprehensive
SBCCE benefits a teacher
Facilitates better understanding of the learner by the teacher
RP will consolidate about the functions and characteristics of SBCCE.
School based evaluation provides opportunities to teachers to know the
following about their learners:
What they learn?
How they learn?
What type of difficulties / limitations they face in working in tandem?
What do the children think?
What do the children feel?
What are their interests and dispositions?
After the discussion RP will ask
After presentation of 5/7participants the RP will discuss about paradigm shift in
the pedagogy and competencies from ‘controlling’ to ‘enriching’ to ‘empowering’
schools.
Traditional schooling Enriching Schooling Empowering Schooling
Teacher centered
Subjects and
classes - teacher
directed
Sorting and ranking
individuals
Competency:
Memory
Competitive
Student centered
Self directed
Continuous
Competency:
Critical thinking
Collaborative
Creative
Experience centered
Virtual authenticity
Multi literacy
Competency:
Risk taking
Ethical
Interactive
Q1. Compare the assessment of students in their parent school with the
assessment of the same students in another school.
Q2. Which assessment is better and why?
Q What changes occur in the learning environment when we make SBCCE?
150
Also RP will discuss about form of Assessment Paradigm
(i) Assessment of Learning
(ii) Assessment for Learning
(iii) Assessment as Learning
(iv) Assessment in Learning
3.4. Assessment of Scholastic and Co-Scholastic Areas
RP will ask the following questions-
After receiving the answer from a few participants RP will consolidate as follows-
(i) Introduced in Classes I-V in the year 2004.
(ii) Introduced in classes VI-VIII in the year 2006.
(iii) Emphasize positive aspects of child’s development.
(iv) Developed achievement records.
(v) Emphasized holistic learning.
Assessment of Scholastic Areas
There will be two terms. The First Term will be from April -September
and the Second Term from October-March of the subsequent year.
Each term will have two Formative and one Summative Assessment.
Assessment will be indicated in Grades.
The Grading Scale for the Scholastic Areas is a Nine Point Grading
Scale.
Overall grade of Formative Assessments over the two terms
(FA1+FA2+FA3+FA4) and the overall grade of Summative Assessment
(SA1+SA2) must be given. The total of the two grades which comprises
(Formative and Summative) needs to be given in the relevant column.
Assessment of Co-Scholastic Areas
In Co-Scholastic Areas students’ are assessed in four parts on a Five Point
Grading Scale once in a session
(A) Life Skills consisting of -
- Self Awareness
- Problem Solving
- Decision Making
- Critical Thinking
- Creative Thinking
- Interpersonal Relationships Effective Communication
- Empathy
Q1. When CCE was introduced by CBSE?
Q2. What are the main features?
151
- Managing Emotions
- Dealing with Stress
(B): Work Education
(C): Visual and Performing Arts
(D): Attitudes & Values
Attitudes towards Teachers, Schoolmates, School Programmes and
Environment .
Value systems refers to the framework which must be developed right
through Primary to Secondary level.
Assessment of Co- Curricular Activities
Co-curricular Activities are assessed on a five-point grading scale.
(A) 1. Literary and Creative Skills
2. Scientific Skills
3. Information and Communication Technology (ICT)
4. Organizational and Leadership Skills (Clubs)
A student will be expected to choose two activities from these four groups and
will be assessed on their level of participation and achievement
(B) Health and Physical Activities
Eight different kinds of Health and Physical Activities have been provided.
1. Sports/ Indigenous sports (Kho-Kho etc.)
2. NCC / NSS
3. Scouting and Guiding
4. Swimming
5. Gymnastics
6. Yoga
7. First Aid
8. Gardening/Shramdaan
RP will ask the following question-
After receiving answer from a few participants (5/6) RP will discuss the status as
per the research report developed by Prof. B.N. Panda, 2012 (page no-155)
CCE can be successfully implemented by maintaining appropriate PTR,
training teachers in CCE, frequent monitoring and supervision, appointing
subject teachers, improving school infrastructure and raising awareness of
important stakeholders including parents and community members.
Presently, all the subjects in the curricular areas i..e., mathematics,
languages, environmental studies are being assessed on regular basis.
Q1. What is the status of CCE in West Bengal?
152
There is provision for art education in all schools and provision of
physical education in nearly 85% of schools. Nearly 25% of schools
impart work education through activities like preparing flower vase, clay
models, etc. almost all the schools evaluate the other curricular activities
through exhibitions; in all schools and essay, song and drawing
competitions are held either before any function or school annual function.
In about 45% of schools, there is the provision of health check-up of
students either on half or yearly basis.
The personal-social qualities like discipline and regularities in attendance
are commonly practised in all schools. Qualities like truthfulness,
punctuality, and cleanliness are practiced in more than 50% of schools,
whereas respect for teachers, tolerance for others’ opinions and love for art
and aesthetics are emphasized in less than 20% of schools.
In all elementary schools of West Bengal, marking and grading are used
for reporting the assessment results of students. Less than 10% of schools
assigning grade in case of personal –social qualities and nearly same
number of schools convert marks into grade in case of reporting of results
in curricular and other curricular activities.
For the information of teacher participants CCE introduced in West Bengal from
class I-VIII will be circulated for their information.
Activity for the teachers- (Group Work)
Teacher participant will be divided into groups as per their subject areas. Each
group will be asked to develop the tools and techniques to measure- (at least one)
1. Curricular area
2. Co-scholastic activities
3. Co-curricular activities
Presentation and discussion will be done.
4.0. Lets Sum Up
CCE is intended to provide a holistic profile of the learner through
assessment of both scholastic and co-scholastic aspects of
education spread over the total span of instructional time in
schools.
It helps to identify those positive attributes of the learner which are
not usually assessed during the examinations conducted by the
board.
It integrates teaching and evaluation and test those skills and
abilities which cannot be tested through written examination at the
end of the course.
Enables the teacher to realize the effectiveness of teaching
learning process.
Serve as a feedback for improving the contents of the courses,
methods of teaching and teaching learning process in general.
By continuous evaluation, children can know their strengths and
weakness. It provides the child a realistic self-assessment of how
he/she studies. It can motivate children to develop good study
habits, to correct errors, and to direct their activities towards the
153
achievement of desired goals. It helps a learner to determine the
areas of instruction where more emphasis is required.
It provides information/reports on the progress of students in
scholastic and co-scholastic areas and thus helps in predicting the
future success of the learner.
It will equip students with life skills, especially creative and
critical thinking skills, social skills and coping skills.
5.0. End Exercises
1. What are the objectives of CCE?
2. How is it beneficial for the students?
3. How is it beneficial for the teachers?
4. How does it contribute for the benefit of the state?
5. What are tools that can be used to assess development of values?
6.0. Suggested Readings
1. NCERT (2005). National Curriculum Framework, 2005. NCERT,
New Delhi
2. B N Panda (2012). Status of Continuous and Comprehensive
Evaluation at Elementary Stage, Regional Institute of Education
(NCERT), Bhubaneswar.
3. Govt. Of India (2009). The Right of Children to Free and
Compulsory Act, 2009, Govt. of India, New Delhi.
4. CBSE (2010). Continuous and Comprehensive Evaluation Manual
for Teachers (class VI-VIII), Central Board of secondary
Education. 2010.
5. Manual of Continuous and Comprehensive Evaluation of West
Bengal Board of Secondary Education.
154
D-2: Creating Environment for Making the Child Free of Fear, Trauma and
Anxiety and Helping Child to Express Views Freely
1.0.Introduction
The report ‘Learning without Burden’ states that public examinations at the
end of Class X and XII induce an inordinate level of anxiety and stress. Urban
middle class children are stressed from the need to perform extremely well; rural
children are not sure about whether their preparation is adequate even to succeed.
The high failure rates, especially among the rural, economically weaker and
socially deprived children forces one to enter into the field of stress and strain.
Sometimes it causes death of the individual. This needs to review critically whole
system of education especially the school environment and the evaluation system
that is why NCF, 2005 clearly indicates “if the system was fair and working
adequately, there is no reason why children should not progress and learn”. Undue
importance given to the examination results by the society without any
consideration of life skills, emotional intelligence and critical thinking abilities
etc. creates psychological fear, tension, anxiety in the young minds leading to
various kinds of malpractices in the exam, as well as bad incidents leading to
suicide (Encyclopedia of Indian education, 2004). Again lack of universalization
of elementary education even after six decades of our independence; and high
dropout rates among the elementary children; poor enrolment in different govt.
schools; high demand of public schools demand a review for which RTE act,
2009 need to create the environment for making child free of fear, trauma and
anxiety and helping the child to express views freely.
2.0.Objectives
On completion of this module you will
1. Understand how fear, trauma, anxiety, lack of freedom makes the child
a deficit one.
2. Find out the measures to make the child free from fear of the School,
teachers and the examination.
3. Find out the class/school environment to make the child free to ask
question/express his views.
3.1. Importance of environment where the child is free of fear, trauma and
anxiety
After the description of a few participants (3/5) RP will divide the whole
participants into three groups and ask them to write the causes and effect of -
Group-I: School causing fear, trauma and anxiety.
Group-II: Teacher causing fear, trauma and anxiety.
Group-III: Fear of examination causing trauma and anxiety.
The RP will ask the participants to share a few incidents out of their experiences in
the school which is related to fear, trauma or anxiety of children.
155
After presentation of group leaders RP will consolidate about the importance
of environment for making child free of fear, trauma and anxiety and helping the
child to express views freely as follows-
Making the learning a joyful experience.
All round development of the child.
Facilitates the self-confidence and self-esteem of the learner
Improve the quality of the learning.
Attracting the child to the school.
Increasing the enrolment.
Making Universalization of Elementary Education (UEE) a success.
Reducing the burden of the parents.
Creating better citizens for tomorrow.
RP will again give the following task to the participants. Participant will
work in groups.
Task-I: How to make the school comfortable for the child to be free from fear,
trauma and anxiety?
Task-II: What are the qualities of a teacher to make the child free from fear,
trauma and anxiety?
Task-III: What are the modifications needed in the examination system make
the child free from fear, trauma and anxiety?
After presentation of group-I leader RP will consolidate about suitable
school environment as follows-
3.2. Suitable physical Environment-
Learner - friendly and activity-centric
Colourful, friendly, peaceful with lots of open space, offering small nooks
and corners, animals, plants, flowers, trees and toys.
Lighted and well ventilated classroom with display of children’s work and
learning materials.
Avoid large permanent displays painted on the walls.
Schools should have playgrounds for outdoor learning activities.
The furniture should be such that sitting arrangement can be changed as
per requirement.
Texts and Books- updated books with interactive spaces.
Open Libraries- for the use of both teachers and students.
Provision of a computer Lab- for the use of both teachers and students.
Well equipped Laboratories- for the use of both teachers and students.
Other Sites and Spaces- to make the campus beautiful and learning of
cultural heritage.
Group-II leader will be invited to present their report on quality of teachers.
After presentation and discussion RP will consolidate as follows-
156
3.3. Qualities of the teacher to make the child free from fear, trauma and
anxiety
Teachers must be marked by the values of equality, social justice
and respect for diversity, as well as of the dignity and rights of
children.
Teachers should also nurture their classroom spaces as places
where children can ask questions freely, engaging in a dialogue
with the teacher as well as their peers.
Teachers should deal with the students with sympathy and apathy.
Ensure participation of all children in a democratic way.
Enabling democratic participation is also a means of empowering
the weak and the marginalised.
Enabling learning through participation in the life of a community
and the nation at large is crucial to the success of schooling.
Children should enjoy- The rights to participation, The right to
organisation, and The right to information.
Relate the teaching to real life
Not to categorise the children as per their talents.
Teacher should allow making errors and mistakes to remain an
integral part of the learning process and remove the fear of not
achieving correct answer/full marks.
The school needs to send out a strong signal to the community,
parents who pressurize children from an early age to be
perfectionists.
Instead of looking for courses on stress management for their
pupils, school heads and school managements need to de-stress
their curricula, and advice parents to de-stress children’s life
outside the school.
Teachers should inculcate the value/habit of self-discipline.
It is necessary to involve children themselves in evolving rules, so
that they understand the rationale behind a rule.
Children could also evolve mechanisms for conflict resolution
between teachers and students, and among students.
Systems for the participatory management of the school by
children and school teachers and administrators need to be
evolved.
Teachers should use the school as a space for parents and
community members.
While assigning homework teachers should follow NCF, 2005.
[Primary: No homework up to Class II and two hours a week from
Class III.
Middle School: One hour a day (about five to six hours a week)].
Teacher should provide provision to children for reflection and
planning.
157
Group-III leader will be invited to present the report on Modifications of
examination system. After presentation and discussion RP will consolidate as
follows-
3.4. Modifications in the examination system make the child free from fear,
trauma and anxiety
Assessment in classes I and II must be purely qualitative based on
observations through everyday interactions.
A variety of methods may be used, including oral and written tests and
observations in classes III to VIII.
Assessment is considered as a part of the teaching process and not as a
fearful constant threat.
Grades or marks along with qualitative judgments of achievement and
areas requiring attention are essential at this stage (class III to VIII).
Children's own self-evaluation can also be a part of the report card from
Class V onwards.
Term-wise examinations could be commenced from Class VII onwards.
The progress card must indicate general observations of health and
nutrition, specific observations on the overall progress of the learner, and
information and advice for the parents.
4.0. Lets Sum Up
School environment making the child free of fear, trauma and anxiety and
helping the child to express views freely provides all round development
of the child unfolding his inner potentiality and making him better citizen
of tomorrow.
Colourful, learner -friendly, activity-centric and peaceful environment
with lots of open space offering small nooks and corners for animal,
plants, cultural heritage and display of children’s work will develop self-
esteem and self-confidence.
A play ground offers open space for different activities and interactions
which makes the child free to express his views and opinions.
Well equipped library and laboratories motivates children and unfold their
interest and creativity.
Teachers marked by the values of equality, social justice and respect for
diversity, as well as of the dignity and rights of children makes children
free from fear, anxiety trauma.
Inculcating the value/habit of self-discipline and involving students and
parents in resolving conflicts, framing rules and management develops
self-esteem and self-confidence which in term makes the child free from
fear, trauma and anxiety.
Qualitative assessment without test in classes I and II; use of variety of
test in class-III onwards; Self-evaluation by children as a part of report
card from class VII onwards; introduction of term of examination from
class VII onwards; facilitates the students and the parents to know the
progress, weakness and strength makes the child free from anxiety and
trauma.
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5.0. End Exercises
1. What is the status of your school environment to make the children free from
fear, trauma and anxiety?
2. Introspect yourself as a teacher to make the child free to ask questions and free
to express his views.
3. What improvement you can have in your assessment to make the child free
from fear, anxiety and trauma.
6.0. Suggested Readings
1. NCERT (2005). National Curriculum Framework, 2005. NCERT,
New Delhi
2. B N Panda (2012). Status of Continuous and Comprehensive
Evaluation at Elementary Stage, Regional Institute of Education
(NCERT), Bhubaneswar.
3. Govt. Of India (2009). The Right of Children to Free and
Compulsory Act, 2009, Govt. of India, New Delhi.
4. CBSE (2010). Continuous and Comprehensive Evaluation Manual
for Teachers (class VI-VIII), Central Board of secondary
Education. 2010.
5. Manual of Continuous and Comprehensive Evaluation of West
Bengal Board of Secondary Education.
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