Middle Stage Curriculum Framework (NCFSE 2023)

October 18, 2024

Middle Stage Curriculum Framework (NCFSE 2023)

Middle Stage Curriculum Framework (NCFSE 2023)

Desh Raj Sharma

National Convener

Character Building & Personality Development

Shiksha Sanskriti Utthan Nyas

9478000698

The Aims of Education in this NCF are derived from the vision and purpose of education described in NEP is organized into five Aims. These five Aims give clear direction to the choice of Knowledge, Capacities, Values, and Dispositions that need to be included in the curriculum:

a. Rational Thought and Independent Thinking/Autonomy: Developing such independent thinkers who are curious, open to new ideas, think critically and creatively and thereby form their own opinions and beliefs is thus a very important aim for school education.

b. Health and Well-being: School education should be a wholesome experience for students, and they should acquire knowledge, capacities, and dispositions that keep their bodies and mind healthy and free from any forms of abuse.

c. Democratic and Community Participation: Democracy is not just a form of governance, but it is a ‘mode of associated living,’ a sense of collaborative community. The goals articulated in NEP 2020 point to the development of an individual who can participate and contribute meaningfully to sustaining and improving the democratic vision of India and the Indian Constitution.

d. Economic Participation: A robust economy is a critical aspect of a vibrant democracy, particularly for achieving dignity, justice, and well-being for all. Effective participation in the economy has positive impacts on the individual and on society.

e. Cultural Participation: NEP 2020 expects students to have ‘a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge systems and traditions’. Culture is thus not seen as merely an ornament or a pastime, but an enrichment which equips the student to face the many challenges of life, challenges which may be personal or collective in nature. In a globalized world, understanding and engaging with other cultures from a position of being confident and deeply rooted in Indian culture is very desirable.

Characteristics of Curriculum

1. Recognizing, identifying, and fostering the unique capabilities of each student.

2. Promote holistic development in both academic and non-academic spheres.

3. Flexibility to adapt different styles of learners.

4. Multidisciplinary approach.

5. Emphasis on conceptual understanding.

6. Creativity and critical thinking to encourage logical decision-making and innovation.

7. Ethics, human & Constitutional values.

8. Promoting multilingualism and the power of language in teaching and learning.

9. Life skills such as communication, co-operation, teamwork, and resilience.

10. Focusing on regular formative assessment.

11. Extensive use of technology in teaching and learning.

12. Respect for diversity.

13. Encouraging rootedness and pride in Bharat.

Learning Standards for Middle

Language :-

Flexible , three-language formula as laid out in NEP 2020.Teachers should aim to achieve similar levels of students’ capacities in both R1 and R2. Some transfer of skills from R1 to R2 enables quicker learning of R2. By the end of this Stage, students can understand and appreciate the distinctive features of the language, engage in collaborative discussions, debates, and presentations, analyses and interpret what they read, and write independently with appropriate structure, grammar, vocabulary, and creativity.

R1 would be the mother tongue or home language, R2 could be any other language (including English), and R3 was any language that wasn't R1 or R2.

Subject Wise Following Curricular goals are mentioned below and to achieve the goal some competencies are also mentioned for understanding.

Language 1 (R1)

CG-1

Develops the capacity for effective communication using Language skills for description, analysis, and response

C-1.1 Identifies main points and summarizes from a careful listening or reading of the text (news articles, reports, editorials)

C-1.2 Listens to, plans, and conducts different kinds of interviews

(structured and unstructured)

C-1.3 Raises probing questions about social experiences using appropriate language (open-ended/closed-ended, formal/ informal, relevant to context, with sensitivity)

C-1.4 Writes different kinds of letters, essays, and reports using appropriate style and registers for different audiences and purposes

C-1.5 Creates content for audio, visual, or both, for different audiences and purposes

CG-2 Appreciates the language and literary and cultural heritage in and related to Language by exploring the various forms of literary devices.

C-2.1 Identifies and appreciates different forms of literature (prose, poetry, drama) and styles of writing (narrative, descriptive, expository, persuasive) from various cultures and time periods .

C-2.2 Identifies literary devices [simile, metaphor, personification (alankaras), hyperbole (athishayokthi), alliteration (anuprasa), idioms, proverbs, and riddles] by reading a variety of literature and uses them in writing.

C-2.3 Expresses through speech and writing their ideas and critiques on the various aspects of their social and cultural surroundings.

CG-3 Develops the ability to recognize basic linguistic aspects (word and sentence structure) and use them in oral and written expression.

C-3.1 Interprets and understands basic linguistic aspects (rules), such as sentence structure, punctuation, tense, gender, and parts of speech, while reading different forms of literature, and applies them while writing.

C-3.2 Writes prose, poetry, and drama using appropriate style and language.

CG-4Develops the ability to write reviews and uses the Library to find references.

C-4.1 Reads, responds to, and critically reviews books of varied genres (fiction and non-fiction).

C-4.2 Uses books and other media resources effectively to find references to use in projects and other activities.

CG-5Develops an appreciation of the distinctive features of the particular language, including its alphabet and script, sounds, rhymes, puns, and other wordplays and games unique to the language.

C-5.1 Understands the phonetics and script of the language, the number of vowels and consonants, and how they interact and are used.

C-5.2 Engages in the use of puns, rhymes, alliteration, and other wordplays in the language, to make speech and writing more interesting and enjoyable.

C-5.3 Becomes familiar with some of the major word games in the language (e.g., palindromes, spoonerisms, sentences without given letters or sounds, riddles, jokes, antakshari, anagrams, crosswords).

Language 2 (R2)

CG-1 Develops independent reading comprehension and summarizing skills by engaging with a variety of texts (stories, poems, extracts of plays, essays, articles, news reports) and shows interest in reading books

C-1.1 Applies varied comprehension strategies (inferring, predicting) to understand different texts. C-1.2 Identifies main points, summarises after a careful reading of the text, and responds coherently C-1.3 Identifies and appreciates the main idea in the various texts ..

C-1.4 Shows interest in choosing and reading a variety of books.

CG-2 Attains the ability to write about thoughts, feelings, and experiences of social events (e.g., village fairs, festivals, occasions)

C 2.1- Uses writing strategies, such as sequencing ideas, identifying headings/sub-headings and forming clear beginning, ending, and paragraphs.

C 2.2 Expresses experiences, emotions, and critiques on various aspects of their surroundings in writing.

CG-3Develops the capacity for effective communication using language skills for questioning, describing, analyzing, and responding.

C-3.1 Writes different kinds of letters and essays using appropriate style and registers for different audiences and purposes.

CG-4 Explores different literary devices and forms of literature.

C-4.1 Identifies and appreciates different forms of literature (samples of prose, poetry, and drama)

C-4.2 Identifies literary devices, such as simile, metaphor, personification (alankaras), hyperbole (athishayokthi), and alliteration (anuprasa), by reading a variety of literature and uses in writing,

CG-5Develops the ability to recognize basic linguistic aspects (word and sentence structure) and uses them in oral and written expression.

C-5.1 Uses appropriate grammar and structure in their writing

CG-6 Develops an appreciation of the distinctive features of the language, including its alphabet and script, sounds, rhymes, puns, and other wordplays and games unique to the language.

C-6.1 Understands the phonetics and script of the language, the number of vowels and consonants, and how they interact and are used .

C-6.2 Engages in the use of puns, rhymes, alliteration, and other wordplays in the language, to make speech and writing more interesting and enjoyable.

C-6.3 Becomes familiar with some of the major word games in the language (e.g., palindromes, spoonerisms, sentences without given letters or sounds, riddles, jokes, antakshari, anagrams, crosswords).

Language 3 (R3)

CG-1 Develops effective communication skills for day-to-day interactions, enhancing their oral ability to express ideas by describing and narrating events and situations.

C-1.1 Makes conversations relevant to the context.

C-1.2 Listens to varied texts (stories, poems, and conversations) and summarises core ideas from the material.

C-1.3 Makes oral presentations (class debates, short welcome notes, anchoring of small events, short speeches).

CG-2 Develops fluency and the ability to comprehend what they read.

C-2.1 Reads stories and passages with accuracy and fluency with appropriate pauses and intonation

C-2.2 Comprehends the meaning of stories, poems, conversations, posters, and instructions and the main idea in the text.

CG 3-Develops the ability to express their understanding, experiences, feelings, and ideas in writing instructions, invitations, and letters.

C 3.1- Writes a paragraph to express their understanding and experiences

Content-

a. For developing functional Language skills:

i. Choosing themes and topics impact their daily life, participate in group activities including discussions, debates, and role plays on topics such as traffic jams in cities, effective town planning, floods, drought, and pollution.

ii. Letter writing, whether on paper or by email. letters for real-life situations such as applying for a new course in a college, a scholarship, a loan in the bank, or completing/submitting any application in a government office.

iii. Presentations, articles, features, news items, reports, advertisements, posters, banners, headlines, videos and scripts for social media should be used in Language classrooms.

b. For developing literary skills: introducing nonfiction and fiction would help students broaden their critical reading and writing abilities. The selection of literature should be from regional, national, and global writers and varied genres. The content should also have a diversity of experiences from writers from all walks of life. For example, contemporary Janapada Geete and Janapada Kathe in Kannada literature, and stories such as Konni Juj in Assamese literature.

c. For developing linguistic skills: Punctuation marks, use of gender, sentence structures, and tenses must be prominently identifiable in the material to enhance Language proficiency in reading, speaking, and writing.

d. For developing an appreciation of linguistic heritage and diversity: Content should consider the multilingual aspect of the country, making a place for local and regional language variations in the materials selected.

e. For art and sports integration in the learning of Languages: Compositions in Art and Language can share some common aspects in aesthetics of form, style, and content. Making posters, signs, and symbols, and illustrating for narrative and descriptive writing can lead to an interesting interdisciplinary of approach in the understanding of Language and expression, using games and activities in Language classes as springboards to a conversation

f. For developing values and dispositions: Conditional values, emphasizes the unity in diversity of our country, and includes authors from all walks of life, kinds of literature that represent local, regional, and linguistic diversity in Languages, and explicit teaching of appreciation for the rich cultural heritage of the country. It also means choosing content that lends itself to the development of social, emotional, ethical, and aesthetic sensibilities in students through effective Language Education.

R3 in the Middle Stage

For learning R3, the chosen content should have materials such as letter charts and sentence cards that introduce the basic script.

g. For reading and writing development in R3, the book should contain small stories and poems in that Language.

h. Reading and writing materials of R3 should be organized from simple to complex levels of

learning; they should have some basic introduction to simple literature in to start with.

i. The chosen content must lend itself to oral presentations and conversations, such as

continuing a story or completing a conversation.

j. Content should enable the learning of functional skills in the Language of R3 such as basic

letter writing, day-to-day conversations, poster making, and invitations.

Pedagogy and Assessment

The following ideas on how students learn a language will inform effective pedagogic strategies in each Stage.

a. Students learn a Language well through deliberative processes in schools: Language must be formally and purposively taught through direct instructions and essential rules. This kind of Language learning is a conscious process unlike ‘language acquisition’ in early life when a language is absorbed subconsciously. Reading and writing hence involve an active teaching-learning process as they are not natural or intuitive skills.

b. Students learn better from a balanced approach to literacy: Students become independent readers gradually when exposed to a balance of instructions for meaning making and for reading through decoding and spelling. Proficiency in literacy can be achieved by focusing on both word recognition and accuracy along with language comprehension and expression.

c. Students need sustained regular practice once early oracy and literacy is achieved: Expanding vocabulary through sustained engagement and systematic repetition of listening, speaking, reading, and writing skills through the school years are necessary for mastery of any Language.

d. Students grow in their overall Language abilities from sustained exposure to a variety of literature: Exposure to a variety of literature to create an interest in reading. By the Middle Stage, students are developmentally ready with the capacity to analyses, synthesize, describe, narrate, and apply their Language skills.

Strategies for Teaching R1 and R2

a. Teaching critical listening and oral presentation skills:

To learning critical listening skills, listening to a variety of texts, contexts, and varied kinds of literature that would enhance their vocabulary, leading to proficiency in speaking, reading, and writing. Listening and speaking activities must occur together in the classroom like panel discussions, debates, interviews, anchoring, public speaking, and reviews of movies, plays, or short films.

b. Developing reading skills:

This is the stage where ‘reading-to-learn’ would happen to a greater extent.

i. Functional reading skills can be taught through samples of applications, letters, reports, invitations, emails, essays, posters, and circulars. They learn to recognize and understand the purpose of each of these with the teacher’s help through questions on format and target audience.

ii. For developing literary reading skills in this Stage, conduct a variety of literature-related activities, students must be taught to describe the effect elicited on reading the words used, identify basic literary devices, and share their overall experience of reading the text.

For developing critical reading skills, encourages independent student reading of a fiction or non-fiction text and gives space to discuss the intent of the author, understand the context, identify core content, and interpret possible meanings thus enabling critical reading.

c. Activities for developing writing skills:

i. Functional Language writing skills: provide students with opportunities to write a variety of forms including essays, reports, emails, blogs, and social media comments and posts. Pedagogy should include providing samples, explaining attributes and strategies for each form, encouraging students to ideate and write independently, as well as to proofread and revise their own writing.

ii. Literary Language writing skills: This should include experiential writing – i.e., where students are encouraged to write based on their own experiences and writing appreciation or critique of literary works.

Mathematics Education

Learning Standards

The emphasis moves towards abstracting some of the concepts learned in the Preparatory Stage to make them more widely applicable. Algebra, in particular, is introduced at this stage via which students are able to, for example, form rules to understand, extend, and generalise patterns. More abstract geometric ideas are also introduced at this Stage and relations with algebra are explored to solve problems and puzzles.

CG-1-Understands numbers and sets of numbers (whole numbers, fractions, integers, rational numbers, and real numbers), looks for patterns, and appreciates relationships between numbers.

C-1.1 Develops a sense for and an ability to manipulate (e.g., read, write, form, compare, estimate, and apply operations) and name (in words) large whole numbers of up to 20 digits, and expresses them in scientific notation using exponents and powers

C-1.2 Discovers, identifies, and explores patterns in numbers and describes rules for their formation (e.g., multiples of 7, powers of 3, prime numbers), and explains relations between different patterns

C-1.3 Learns about the inclusion of zero and negative quantities as numbers, and the arithmetic operations on them, as given by Brahmagupta

C-1.4 Explores and understands sets of numbers, such as whole numbers, fractions, integers, rational numbers, and real numbers, and their properties, and visualises them on the number line

C-1.5 Explores the idea of percentage and applies it to solve problems.

C-1.6 Explores and applies fractions (both as ratios and in decimal form) in daily-life situations

CG-2-Understands the concepts of variable, constant, coefficient, expression, and (one-variable) equation, and uses these concepts to solve meaningful daily-life problems with procedural fluency .

C-2.1 Understands equality between numerical expressions and learns.

C-2.2 to check arithmetical equations Extends the representation of a number in the form of a variable or an algebraic expression using a variable.

C-2.3 Forms algebraic expressions using variables, coefficients, and constants and manipulates them through basic operations.

C-2.4 Poses and solves linear equations to find the value of an unknown, including to solve puzzles and word problems.

C-2.5 Develops own methods to solve puzzles and problems using algebraic thinking.

CG-3-Understands, formulates, and applies properties and theorems regarding simple geometric shapes (2D and 3D)

C-3.1 Describes, classifies, and understands relationships among different types of two - and three-dimensional shapes using their defining properties/attributes .

C-3.2 Outlines the properties of lines, angles, triangles, quadrilaterals, and polygons and applies them to solve related problems .

C-3.3 Identifies attributes of three-dimensional shapes (cubes, parallelepipeds, cylinders, cones), works hands-on with material to construct these shapes, and also uses two-dimensional representations of three-dimensional objects to visualise and solve problems.

C-3.4 Draws and constructs geometric shapes, such as lines, parallel lines, perpendicular lines, angles, and simple triangles, with specified properties using a compass and straightedge.

C-3.5 Understands congruence and similarity as it applies to geometric shapes and identifies similar and congruent triangles.

CG-4- Develops understanding of perimeter and area for 2D shapes and uses them to solve day-to-day life problems.

C-4.1 Discovers, understands, and uses formulae to determine the area of a square, triangle, parallelogram, and trapezium and develops strategies to find the areas of composite 2D shapes .

C-4.2 Learns the Baudhayana-Pythagoras theorem on the lengths of the sides of a right-angled triangle, and discovers a geometric proof using areas of squares erected on the sides of the triangle, and other related geometric constructions from the Sulba-Sutras.

C-4.3 Constructs various designs (using tiling) on a plane surface using different 2D shapes and appreciates their appearances in art in India and around the world.

C-4.4 Develops familiarity with the notion of fractal and identifies and appreciates the appearances of fractals in nature and art in India and around the world.

CG-5-Collects, organizes, represents (graphically and in tables), and interprets data/information from daily-life experiences.

C-5.1 Collects, organises, and interprets the data using measures of central tendencies such as average/mean, mode, and median.

C-5.2 Selects, creates, and uses appropriate graphical representations (e.g., pictographs, bar graphs, histograms, line graphs, and pie charts) of data to make interpretations.

CG-6-Develops mathematical thinking and the ability to communicate mathematical ideas logically and precisely.

C-6.1 Applies both inductive and deductive logic to formulate definitions and conjectures, evaluate and produce convincing arguments/ proofs to turn these definitions and conjectures into theorems or correct statements, particularly in the areas of algebra, elementary number theory, and geometry.

CG-7- Engages with puzzles and mathematical problems and develops own creative methods and strategies to solve them.

C-7.1 Demonstrates creativity in discovering one’s own solutions to puzzles and other problems, and appreciates the work of others in finding their own, possibly different, solutions.

C-7.2 Engages in and appreciates the artistry and aesthetics of puzzle-making and puzzle-solving.

CG-8- Develops basic skills and capacities of computational thinking, namely, decomposition, pattern recognition, data representation, generalization, abstraction, and algorithms in order to solve problems where such techniques of computational thinking are effective.

C-8.1 Approaches problems using programmatic thinking techniques such as iteration, symbolic representation, and logical operations and reformulates problems into series of ordered steps (i.e., algorithmic thinking) .

C-8.2 Learns systematic counting and listing, systematic reasoning about counts and iterative patterns, and multiple data representations; learns to devise and follow algorithms, with an eye towards understanding correctness, effectiveness, and efficiency of algorithms.

CG-9- Knows and appreciates the development of mathematical ideas over a period of time and the contributions of past and modern mathematicians from India and across the world.

C-9.1 Recognises how concepts (like counting numbers, whole numbers, negative numbers, rational numbers, zero, concepts of algebra, geometry) evolved over a period of time in different civilisations.

C-9.2 Knows and appreciates the contributions of specific Indian mathematicians (such as Baudhayana, Pingala, Aryabhata, Brahmagupta, Virahanka, Bhaskara, and Ramanujan).

CG-10-Knows about and appreciates the interaction of Mathematics with each of their other school subjects.

C-10.1 Recognises interaction of Mathematics with multiple subjects across Science, Social Science, Visual Arts, Music, Vocational Education, and Sports

Content

a. Content should involve situations and problems that offer multiple correct answers. For

this, open-ended questions should be given more space in the exercises.

b. Content should provide opportunities for students to ‘talk’ Mathematics. Semi-formal

language used by students in discussions should be accepted and encouraged.

c. Problem posing is an important part of doing Mathematics. Exercises that require students to formulate and create a variety of problems and puzzles for their peers and others should be encouraged.

d. Content should allow students to explore, create, appreciate, and understand instead of just memorizing concepts and algorithms without understanding the rationale behind how they work.

e. Content should offer meaningful practice (through worksheets, games, puzzles) that leads to working memory (smriti) and ultimately builds procedural/computational fluency.

f. Mathematics should emerge as a subject of exploration, discovery, and creativity rather than a set of mechanical procedures.

g. Content should give opportunities to naturally motivate the usefulness of abstraction.

Pedagogy

3.6.1.2 Some Suggested Methods of Teaching

a. Play-way (activity-based) method: In play-way or activity-based learning, students use toys, games, and puzzles to explore mathematics. This may involve physical games, or games/activities involving aids such as dice, puzzles, dominoes, and building blocks Incorporating play can help make some mathematical notions seem more natural and relevant to students, and also enables them to be creative, pose questions, collaborate with others, and use multiple senses to learn. For students who feel alienated by Mathematics, this may help them enjoy the subject and feel more confident in their ability to

understand it.

b. Inquiry-based method: This method allows students to explore mathematical content by posing, investigating, and answering questions and sharing their findings with their peers for them to critique. Through this method, the student learns to reason and collaborate with their peers to discover mathematical patterns and truths.

c. Problem-solving method: Word and logic puzzles (including puzzles that use elimination grids to solve logic problems) are a fun way to teach deductive reasoning. Simple puzzles can help develop students’ logical and creative thinking skills in an enjoyable manner.

d. Inductive method: Inductive method is based on the principle of induction. Induction is

the process to establish a generalised truth by showing that if it is true for a reasonably adequate number of cases, then it is true for all such cases. Thus, the inductive method of teaching leads us from known to unknown, from a particular case to a general rule and from concrete to abstract. When a number of concrete cases have been understood, the student is able to attempt a generalisation. Students are presented with a series of individual concrete cases, and they are expected to come up with a generalised and abstract mathematical representation of these cases. This method can help students discover patterns in numbers or geometry, which they may later encounter as theorems or formulae. Such discoveries reveal the beauty that drives many people to study mathematics.

e. Deductive method: Deduction is the process by which a particular fact is derived from some generally known truths. Thus, in the deductive method of teaching, the student proceeds from general to particular, from abstract to concrete, or from formula to examples. Here, a pre-established rule or formula is given to the student, and they are asked to solve the related problems by using that formula or to prove theorems using definitions, axioms, and postulates.

Assessment in Mathematics

Few key principles for assessment in Mathematics are:

a. Students must be assessed for understanding of concepts and mathematical skills and capacities, such as procedural fluency, computational thinking, problem solving, visualisation, optimisation, representation, and communication.

b. Students must be assessed through a variety of ways, e.g., solving a variety of problems testing procedural knowledge and conceptual understanding in key mathematical concepts, geometric reasoning, algebraic thinking, word problems, and working in groups to solve mathematical problems.

c. Open book assessments can go a long way towards reducing anxiety in students. Examinations could provide ‘fact sheets’ consisting of information, such as formulae, and definitions, so that students need not memorise them but use them in actual problem solving.

Suggestive Methods	Stages
Suggestive Methods	Preparatory	Middle	Secondary
Play-way	 	 	
Discovery/Inquiry	 	 	 
Problem solving	 	 	 
Inductive	 	 	
Deductive		 	 
Recommendation on Use:   — More Often,   — Often &  — Less Often

Science Education

In the Middle Stage Science is taught using integrated approach. This integrated approach develops fundamental capacities related to the disciplines of Biology, Chemistry, Physics, and Earth Science while the use of connections across them helps students appreciate the interrelations between these subjects and make sense of their observations and experiences.

CG-1-Explores the world of matter and its constituents, properties, and behavior

C-1.1 Classifies matter based on observable physical (solid, liquid, gas, shape, volume, density, transparent, opaque, translucent, magnetic, non-magnetic, conducting, non-conducting) and chemical (pure, impure; acid, base; metal, non-metal; element, compound) characteristics

C-1.2 Describes changes in matter (physical and chemical) and uses particulate nature to represent the properties of matter and the changes

C-1.3 Explains the importance of measurement and measures physical properties of matter (such as volume, weight, temperature, density) in indigenous, non-standard and standard units using simple instruments

C-1.4 Observes and explains the phenomena caused due to differences in pressure, temperature, and density (e.g., breathing, sinking-floating, water pumps in homes, cooling of things, formation of winds)

CG-2- Explores the physical world in scientific and mathematical terms.

C-2.1 Describes one-dimensional motion (uniform, non- uniform, horizontal, vertical) using physical measurements (position, speed, and changes in speed) through mathematical and diagrammatic representations.

C-2.2 Describes how electricity works through manipulating different elements in simple circuits and demonstrates the heating and magnetic effects of electricity.

C-2.3 Describes the properties of a magnet (natural andartificial; Earth as a magnet)

C-2.4 Demonstrates rectilinear propagation of light from different sources (natural, artificial, reflecting surfaces), verifies the laws of reflection through manipulation of light sources and objects and the use of apparatus and artefacts (such as plane and curved mirrors, pinhole camera, kaleidoscope, periscope)

C-2.5 Observes and identifies celestial objects (stars, planets, natural and artificial satellites, constellations, comets) in the night sky using a simple telescope and images/ photographs, and explains their role in navigation, calendars, and other phenomena (phases of the moon, eclipse, life on earth)

CG-3- Explores the living world in scientific terms.

C-2.2 Describes how electricity works through manipulating different elements in simple circuits an demonstrates the heating and magnetic effects of electricity

C-2.3 Describes the properties of a magnet (natural andartificial; Earth as a magnet)

CG-4-Understands the components of health, hygiene, and well- being

C-4.1 Undertakes a nutrition-based analysis of food components with special reference to Indian culinary practices and modern understanding of nutrition, and explains the effect of nutrition on health.

C-4.2 Examines different dimensions of diversity of food— sources, nutrients, climatic conditions, diets.

C-4.3 Describes biological changes (growth, hormonal) during adolescence, and measures to ensure overall well-being.

C-4.4 Recognises and discusses substance abuse, viewing school as a safe space to raise these concerns.

CG-5- Understands the interface of Science, Technology, and Society.

C-5.1 Illustrates how Science and Technology can help to improve the quality of human life (health care, communication, transportation, food security, mitigation of climate change, judicious consumption of resources, applications of artificial satellites) as well as some of the harmful uses of science in history .

C-5.2 Shares views on news and articles related to the impact that Science/Technology and society have on each other.

CG-6- Explores the nature and processes of Science through engaging with the evolution of scientific knowledge and conducting scientific inquiry.

C-6.1 Illustrates how scientific knowledge and ideas have changed over time (description of motion of objects and planets, spontaneous generation of life, number of planets) and identifies the scientific values that are inherent and common across the evolution of scientific knowledge (scientific temper, Science as a collective endeavour, conserving biodiversity and ecosystems) C-

6.2 Formulates questions using scientific terminology (to identify possible causes for an event, patterns, or behaviour of objects) and collects data as evidence (through observation of the natural environment, design of simple experiments, or use of simple scientific instruments).

CG-7-Communicates questions, observations, and conclusions related to Science

C-7.1 Uses scientific vocabulary to communicate Science accurately in oral and written form, and through visual representation

C-7.2 Designs and builds simple models to demonstrate scientific concepts

C-7.3 Represents real world events and relationships through diagrams and simple mathematical representations

CG-8-Understands and appreciates the contribution of India through history and the present times to the overall field of Science, including the disciplines that constitute it .

C-8.1 Knows and explains the significant contributions of India to all matters (concepts, explanations, methods) that are studied within the curriculum in an integrated manner.

CG-9 Develops awareness of the most current discoveries, ideas, and frontiers in all areas of scientific knowledge in order to appreciate that Science is ever evolving and that there are still many unanswered questions.

C-9.1 States concepts that represent the most current understanding of the matter being studied — ranging from mere familiarity to conceptual understanding of the matter as appropriate to the developmental stage of the students.

C-9.2 States questions related to matters in the curriculum for which current scientific understanding is well- recognised to be inadequate.

Assessment:

a. Students must be assessed for understanding of concepts and for the ability to use the scientific method, i.e., observe, ask questions, hypothesize, predict, experiment, collect data, infer, predict, analyses, decide, and evaluate.

b. Students must be assessed through a variety of ways, e.g., answering good questions, designing, and conducting experiments, developing models, and participating in debates and discussions.

Social Science Education

Learning Standards

These general capacities of observation, data collection, and the basic understanding of social life are further sharpened to enable methods of inquiry and understanding of conceptual structures within Social Science. While in the Middle Stage, understanding and capacities are developed in an integrated manner,

CG-1-Comprehends and interprets sources related to different aspects of human life and makes meaningful interpretations.

C-1.1 Collects and interprets multiple sources of information (primary and secondary) to understand the historical, cultural, geographical, and socio-political aspects of human life.

C-1.2 Represents and analyses data related to various aspects of human life given in the form of text, tables, charts, diagrams, and maps.

CG-2-Explores the process of continuity and change in human civilizations through specific examples from their context and a few historical episodes.

C-2.1 Explains and analyses major changes in the past and their impact

on society

C-2.2 Recognizes elements of the continued prevalence of certain beliefs, relationships, practices, and activities in human society, notwithstanding major changes in society.

CG-3-Draws connections between the causes and effects of different social and historical events or episodes and connects them with the overall impact on human life.

C-3.1 Analyses the effect of various changes in early human society from nomadism to settled life and early civilisation (such as the emergence of agriculture, changes in food habits, basic technologies like construction, transport, pottery, metallurgy), and changes in human habitation, family structures and relationships, the nature of work, people’s sociocultural beliefs and concepts over time (e.g., ahimsa, and the fallout of major wars or invasions) that significantly impacted human societies.

C-3.2 Identifies reasons behind harmony and conflict among social groups and communities, in their region and in other parts of the world, and their impact on human societies.

CG-4-Understands the functioning of social, cultural, and political institutions and their impact on society, and the way individuals and collectives shape these institutions

C-4.1 Collects, organises, and interprets information about various social, cultural, economic, and political institutions in their vicinity and region, and realises its significance for human society.

C-4.2 Assesses the influence of social, cultural, and political institutions on an individual/ group/ community/ society in general.

CG-5-Understands various forms of inequality and prejudice in society — from those prevalent in a family to those at a community/ regional/ national level — and also the initiatives and efforts at various levels to address these issues.

C-5.1 Identifies, explains, and raises questions about different forms of inequality, prejudice, and discrimination prevailing in one’s own family, locality, region, and national and global levels.

C-5.2 Identifies, explains, and appreciates efforts (being) made at different levels through various (including social, cultural, economic, and political) mechanisms and institutions, and what individuals can do, to address these to ensure equity, inclusion, and justice.

CG-6-Understands the spatial distribution of resources (from local to global), their conservation, the interdependence between natural phenomena and human life, and their environmental and other implications.

C-6.1 Explains key natural phenomena such as climate, weather, ocean cycles, soil formation, the flow of rivers, and how they are spatially distributed .

C-6.2 Identifies the distribution of resources such as water, agriculture, raw materials, and services across geographies .

C-6.3 Analyses Indian perspectives on and efforts towards conservation and sustainability in society, and advocates the importance of the same, and what more needs to be done in these directions including in the context of global climate change.

C-6.4 Correlates the existence of different patterns of livelihoods with different types of landforms, availability of resources, and climatic conditions and changes (in local, regional, national, and global contexts).

CG-7-Appreciates the importance and meaning of being Indian (Bharatiya) by understanding (a) India’s rich past and present including its glorious cultural unity in diversity, pluralism, heritage, traditions, literature, art, architecture, philosophy, medicine, science, and other contributions to humanity, and (b) other integrating factors despite the geographical diversity of India.

C-7.1 Explains India’s unity in diversity by recognising commonalities in its rich and diverse cultural elements, languages, art, philosophical ideas, values, clothing, cuisines, traditions, festivals, trade, commerce, and health practices including ayurveda and yoga .

C-7.2 Discovers the topographical diversity of the Indian landmass – from the semi-arid zone in the west and the areas of heavy rains in the north-east to the long coastal areas in the south and the snow-clad mountains in the north, as well as the rich biodiversity of the country.

C-7.3 Appreciates India’s tradition of inclusion across communities and social groups, and its influence in vast parts of the world through its cultural elements.

CG-8-Understands and appreciates the process of development of the Constitution of India and upholds its importance to promote democratic values in Indian society.

C-8.1 Understands the need for a constitution for any country during the last few centuries – especially in a country such as India – and its deeper objectives

C-8.2 Explains the process of formation of the Indian Constitution and understands the ideas and ideals of the Indian national movement enshrined in it as well as those drawn from India’s civilisational heritage.

C-8.3 Explains the working of the three tiers of local self-government and appreciates its significance in upholding democracy at the grassroot level.

CG-9-Understands the processes of economic activities (production and consumption, trade, and commerce)

C-9.1 Explains the key elements of trade and commerce (commodity, production, consumption, and capital) and its impact on individual life and society.

CG-10-Understands and appreciates the contributions of India through history and in the present times, to the overall field of Social Science, including the different disciplines that constitute it.

C-10.1 Knows and explains the significant contributions of India to all matters (concepts, explanations, methods) studied within the curriculum, in an integrated manner along with the particular matter – illustratively, understands the strengths of India’s democratic traditions through its history.

Content

Based on themes: In the Middle Stage, the approach is largely based on studying ‘themes’.

Themes form the content of study; ‘topics’ are sub-parts of the themes, which may be used

for practical purposes of drawing boundaries for a particular discussion/inquiry. Each Grade would have all the chosen themes

a. Study themes from all perspectives: For all themes (or the topics within), study must happen from the angles and lenses of all relevant disciplines. This must cover historical, geographical, economic, and political science perspectives, as also anthropological, philosophical, psychological, sociological, cultural, and other perspectives. It is particularly important to note that:

i. Such study should be undertaken through real-life, relatable questions – and not be classified into disciplines – the disciplinary angles must be embedded within the questions/study. The students would not be told/instructed that such and such question is from such and such discipline.

ii. One question may embed and involve multiple disciplines.

b. All themes should be studied at four levels in each Grade – Local, regional, national, and global. At each level, the questions/study should be from the entire range of lenses from various disciplines.

c. Teaching-Learning Materials (including textbooks), pedagogy, assessment, and timetable must support this entire approach.

Pedagogy for Social Science

Social Science is often taught as a fixed set of facts without an understanding of how interpretations play a role in its construction. This has pushed students towards memorizing facts and figures from a textbook, which is not an actual learning of Social Science. A Social Science classroom must be participatory and interactive in nature. It is only when students are allowed to immerse themselves in the process of Social Science thinking that they learn the subject better.

Pedagogical Strategies

To design lessons around these considerations, there are many strategies that Teachers can deploy. Illustratively:

a. Inquiry: Inquiry-based methods help students understand how social scientists generate knowledge. For instance, students can make and test hypotheses about factors that influence migration in their locality or region, the genesis of various settlement patterns in their region, why specific types of occupations are more prevalent in specific regions, and so on.

b. Issues-based learning: Issues-based learning can be a conducive tool for acquainting students with various aspects of social realities, integrating perspectives from different disciplines in investigating the causes of problems, and thinking about relevant social action. As a subject addressing normative concerns, it is also vital that students learn much of the Social Science content by engaging with real issues in their immediate/related context. For instance, students may consider the problem of drinking water shortage in their area, which may involve engaging with questions such as – What are the available sources of water? How does water consumption differ across different parts of the region/ locality? Are there wastages that can be avoided? How is water being made accessible to all sections of society? Is there unequal distribution? What steps are being taken to purify water? How is it being made available to the poorer sections of society?

Conversations, discussions, and debates: Conversations are extremely vital in a Social Science classroom. These conversations should lead to focused discussions on concepts, ideas, belief systems, and value claims. Sometimes these discussions may turn into debates in the classroom. It is important to encourage such debates, as it provides students with the opportunity to put forth their perspectives, resolve conflicts, iron out contradictory ideas, and learn from each other. However, care must be taken that such discussions and debates do not hurt the sentiments of any social group. Some common topics for discussion could be on climate change, diversity in clothing and types of food as per historical and geographical reasons and practicing democratic processes in schools.

a. Role plays and simulations: Role plays and simulations may help students explore decision-making processes and find means for conflict resolution. For instance, role plays of the Gram Panchayat/Corporation may be used as a vehicle to explain the functioning of a democratic institution.

b. Community service and field excursions: Community service is yet another engaging strategy in a Social Science classroom. It not only involves concrete experiences for learning concepts from the curriculum, but also enables students to develop the desired values. Students may take up various projects to work with local government agencies to acquire first-hand experience of issues and work with people in need. Similarly, field excursions are meaningful ways of engaging with the content, e.g., nature walks, heritage walks, food walks, and visits to police stations, museums, post offices, planetariums, and government and digital archives.

c. Reflective essays: Students can write reflective essays on various topics related to the curriculum. These essays can also be used by Teachers to assess the extent to which students have learnt the desired concepts and skills. For instance, a reflective essay topic could be, ‘How will dams transform agricultural productivity in India?’, ‘What are the issues and opportunities of linking rivers?’, ‘What sustainable agricultural strategies could a region adopt if its main river turns seasonal or dries up?’, or ‘Is waste management and disposal the sole responsibility of municipalities and other government agencies?

d. Project work: Effective Social Science teaching happens when students collaborate for a project or a specific task. These could be conducting surveys and interviews (e.g., household surveys, interviews with stakeholders of the society such as village sarpanch), drawing a map of their classroom, investigating historical sources in their region, tabulating the types of bazaars/markets Such projects should be collaboratively designed along with students with sufficient time given to collect data, analyses it, and present it in the classrooms.

e. Some specific opportunities for projects to create models and art efacts: Students should be given opportunities where they can apply their knowledge to create models and art effects. These could be in the form of poster-making, collections (old coins, newspapers, stamps, types of rocks, leaves, flowers, photographs, pamphlets), models (2-dimensional or 3-dimensional, e.g., monuments, volcanoes, still scenes), videos of rallies/haat bazaars/ book fairs/any social events in their surroundings.

Assessment

Some of the key principles having particular relevance to Social Science

a. Students must be assessed for their understanding of core ideas, facts, and concepts in Social Sciences and their ability to demonstrate an integrated understanding of how society functions through an interplay of historical, geographical, social, cultural, economic, political, and other factors. The ability to look forward and think out possible strategies to tackle current or future social, political, environmental issues should also be evaluated (not for the effectiveness of those proposed strategies, which often cannot be assessed, but for the thinking processes the students engage in and their use of a range of materials, factors).

b.They should be assessed on the skills and dispositions that foster inquiry in Social Sciences, e.g., sourcing and interpreting evidence, tracing continuity and change, recognizing spatial patterns, respect for diversity.

c.Students must be assessed through a variety of ways, e.g., answering questions using reasoning and evidence, conducting field surveys, map reading and interpretation, developing geographical models, participating in debates and discussions.

ART EDUCATION

The objective of Art in the Middle Stage is that students develop an appreciation for the artistic and cultural diversity of their region and other parts of India. They are introduced to basic concepts, techniques, and processes across the Visual and Performing Arts, as well as local Art traditions from different parts of India. Through regular Art practice, students in this Stage are expected to enhance their imaginative and creative capacities, as well as their appreciation of effort, originality, and refinement in artwork.

Learning Standard -1

Visual Art

CG-1Develops openness to explore and express themselves through various Art forms

C-1.1 Expresses confidently their personal and everyday life experiences through various Visual Art forms

C-1.2 Demonstrates flexibility in the process of collaboratively developing Visual Arts practice

C-1.1-Expresses confidently their personal and everyday life experiences through various Visual Art forms

C-1.2-Demonstrates flexibility in the process of collaboratively developing Visual Arts practice

CG-2Applies their imagination and creativity to explore alternative ideas through the Arts

C-2.1 Creates visual artwork based on situations or stories that challenge stereotypes observed in their surroundings (such as gender roles)

C-2.2 Connects visual imagery, symbols, and visual metaphors with personal experiences, emotions, and imaginations

CG-3Understands and applies artistic elements, processes, and techniques

C-3.1 Demonstrates care and makes informed choices while using various materials, tools, and techniques in the Visual Arts

C-3.2 Refines ideas and techniques of visual expression from the stage of planning to the final presentation, and reviews the entire process

CG-4-Acquaints themselves with a range of aesthetic sensibilities in regional Arts and cultural practices

C-4.1 Demonstrates familiarity with various local and regional forms of Art

C-4.2 Describes the life and work of a few visual artists in their region and across India

Theater

CG-1Develops openness to explore and express themselves through various Art forms

C-1.1 Expresses their personal and everyday life experiences through

various Drama activities confidently

C-1.2 Demonstrates flexibility in the process of collaboratively developing Drama

CG-2Applies their imagination and creativity to explore alternative ideas through the Arts

C-2.1 Creates and performs Drama based on situations/stories that challenge stereotypes observed in their surroundings (such as gender roles)

C-2.2 Connects elements of Drama, themes and symbols with personal experiences, emotions, and imaginations

CG-3Understands and applies artistic elements, processes, and techniques

C-3.1 Demonstrates care and basic stage etiquette; and makes informed choices while using various materials, tools, and techniques of Dramatic Arts

C-3.2 Refines ideas and techniques from the stage of planning to the final presentation in Drama for external audiences, and reviews the entire process

CG-4-Acquaints themselves with a range of aesthetic sensibilities in regional Arts and cultural practices

C-4.1 Demonstrates familiarity with various local and regional forms of Theatre

C-4.2 Describes the life and work of a few Theatre artists and performers in their region and across India

Music

CG-1Develops openness to explore and express themselves through various Art forms

C-1.1 Expresses confidently their personal and everyday life experiences through a variety of musical activities

C-1.2 Demonstrates flexibility in the process of collaboratively developing Music practices

CG-2Applies their imagination and creativity to explore alternative ideas through the Arts

C-2.1 Creates and performs songs and musical compositions that challenge stereotypes observed in their surroundings (such as gender roles)

C-2.2 Connects elements of Music (lyrics, raagas, rhythms, volume, tempo and patterns) with personal experiences, emotions, and imaginations

CG-3Understands and applies artistic elements, processes, and techniques

C-3.1 Demonstrates stage etiquette and care for musical instruments and makes informed choices while using resources and techniques in Music

C-3.2 Refines ideas and methods of musical expression from the stage of planning to the final performance, and reviews the entire process

CG-4-Acquaints themselves with a range of aesthetic sensibilities in regional Arts and cultural practices

C-4.1 Demonstrates familiarity with various local and regional forms of Music

C-4.2 Describes the life and work of a few local musicians and performers in their region and across India

Dance & Movement-

CG-1Develops openness to explore and express themselves through various Art forms

C-1.1 Expresses confidently their personal and everyday life experiences through a variety of Dance and Movement activities

C-1.2 Demonstrates flexibility in the process of collaborating and developing Dance and Movement practices

CG-2Applies their imagination and creativity to explore alternative ideas through the Arts

C-2.1 Creates and performs Dance and Movement sequences that challenge stereotypes observed in their surroundings (such as gender roles)

C-2.2 Connects elements of Dance and Movement (mudras, gestures, and postures) with personal experiences, emotions, and imaginations

CG-3Understands and applies artistic elements, processes, and techniques

C-3.1 Demonstrates stage etiquette and care for stage equipment, props, and costumes, and makes informed choices while using Dance and Movement techniques

C-3.2 Reworks ideas and methods of expression used in Dance and Movement from the Stage of planning to the final performance and reviews the entire process

CG-4-Acquaints themselves with a range of aesthetic sensibilities in regional Arts and cultural practices

C-4.1 Demonstrates familiarity with various local and regional forms of Dance and Movement

C-4.2 Describes the life and work of a few local dancers and

movement artists in their region and across India

Learning Standard -2

CG-1 Develops knowledge about various Art forms of the region/ state and develops artistic processes and skills in some of the Art forms they are exposed to

C-1.1 Demonstrates basic skills in the Arts they are exposed to and creates own variations (e.g., Mandana/alpana/kolam/ aipan, narrating stories from the Panchatantra using local forms of puppetry, performing folk songs/dances of their region)

C-1.2 Describes the different materials, tools, and techniques used in local art forms in their region/state, and uses them with care while creating their own artwork (e.g., describes the process of natural dyeing used in Kalamkari, and experiments with creating artwork using colours sourced from natural materials around them, such as plants, vegetables, charcoal, soil, brick)

C-1.3 Recognises multiple viewpoints and shares own thoughts and feelings while responding to a variety of Arts and cultural practices from their region/state (e.g., watches a traditional folk-dance performance specific to their state/ region either live or online, shares their responses and interprets meanings and emotions conveyed by different movements and rhythms)

Art Etiquette and Ethics

In the process of making artwork, students must be taught about copyright laws, fair use, the ethics of sharing Art content, and the practice of including credits of people and other resources that were involved in production.

Familiar Themes

Familiar themes make the thinking, making, and appreciation of art more accessible to students.

Interdisciplinary Practice

Learning the Arts very often overlaps with knowledge from other disciplines. The Social Sciences and the Arts are closely interlinked. History, Art, archaeology, architecture, conservation, contemporary crafts traditions, and contemporary Art practices can all be explored while learning about art and society.

Language, literature, and Art are to be viewed as different forms of cultural expression and human communication.

Concepts such as symmetry can be explored through the Visual Arts, crafts, Dance, Movement, and Mathematics.

Sound and its properties can be studied through Music, Drama, Physics, Biology, and Language.

Colour can be explored through Visual Arts and craft practices such as natural dyeing, Geography, Chemistry, Physics, Biology, and Political Science (issues of race and colour). More such content can be chosen for Art integration practices.

Pedagogy for Art Education

a. Developmental stages in children correlate to their aesthetic development. Recent research has found that very young children make free associations with art based on their own experiences, without much external influence.

b. Develop a preference towards realism and appreciate the artists’ technique, skill, patience, and hard work. they begin to value originality, emotional expression, and creativity.

c. These phases of artistic development can be observed across the Visual and Performing Arts. The ages are not absolute and valid for each student, as some may skip individual phases in the development of their artistic expressions or, at times, fall back on an earlier one.

d. All students, regardless of their differing abilities, can engage in Art activities. They must be encouraged to openly exchange ideas and express themselves. Art classes must foster peer learning and an appreciation of diversity. Exploring and building on capacities must be the essence of art classes.

Physical Education and Well Being

Learning Standard - In this Stage, students are in their adolescence, and differences in physical appearance, weight, height, and gender-related experiences become pronounced. Preoccupation with appearance and self-image provides Teachers with opportunities to talk about health and the need for physical activity

Learning Standard 1-

CG-1

Demonstrates intermediate body movements and motor skills to participate in different physical activities/games/sports and develop their understanding

C-1.1 Develops power, speed, strength, balance, flexibility, judgement, and reflexes in motor movements (running and jumping with various speeds and in various directions, rolling and zigzag movements, catching a moving object coming with speed or throwing/hitting a ball far with precision)

C-1.2 Demonstrates rhythmic movement skills (locomotor, and non-locomotor) such as smoothly moving, balancing, and

transferring weight with intentional changes in direction, speed,

tempo, and flow

C-1.3 Performs two or more fundamental movements at the same time as receiving and passing the ball against a defender

C-1.4 Exhibits manipulation of space and equipment in the context of a game

C-1.5 Recognizes correct warm up and cool down exercises to avoid injuries and long-term effects

C-1.6 Works on strength, endurance, flexibility, and agility through

exercising and training with and without apparatus

CG-2 Exhibits sensitivity in their personal and social behaviour towards themselves and others

C-2.1 Reflects on their personal reactions during an interaction/activity

with others

C-2.2 Demonstrates supportive behaviour in helping others during emotional setbacks and physical injuries

C-2.3 Creates and teaches the rules of game to others

C-2.4 Creates and applies safety rules and protocols for physical activity

C-2.5 Puts the larger interest of the team first, treats individuals as equals, makes ethical decisions, and takes responsibility for their mistakes

C-2.6 Identifies characteristics of bullying and mental and sexual harassment and describes the protocol to report it to the right person

CG-3- Demonstrates and Practices physical movements, motor skills, social sensitivity and mental engagement in physical activity / game situations

C-3.1 Designs multiple strategies for a game and chooses strategies according to the context

C-3.2 Demonstrates calmness and courage in difficult situations

CG-4-Plans and achieves personal physical fitness goals with little help from Teachers

C-4.1 Identifies physical activity and fitness goals, such as improving a shot or breaking their own 100-metre record

CG-5-Learns the connection between physical activity with health, enjoyment, challenge, expression, and social interaction

C-5.1 Discusses activities that bring personal satisfaction

C-5.2 Identifies different cultures with special reference to dance, physical activity, local games, and spaces to interact

C-5.3 Identifies the relationship between rhythmic movement and their aesthetic value

Learning Standard 2-

CG-1-Demonstrates intermediate body movements and motor skills to participate in different physical activities/games/sports and develop their understanding

C-1.2- Performs two or more fundamental movements at the same time as receiving and passing the ball against a defender

C-1.3 -Recognises correct warm up and cool down exercises to avoid injuries and long-term effects

CG-2- Exhibits sensitivity in their personal and social behaviour towards themselves and others

C-2.1 -Reflects on their personal reactions during an interaction/activity with others

C-2.2 Demonstrates supportive behaviour in helping others during emotional setbacks and physical injuries

C-2.3 Creates and teaches the rules of a game to others

C-2.4 Creates and applies safety rules and protocols for physical activity

C-2.5 Puts the larger interest of the team first, treats individuals as equals, makes ethical decisions, and takes responsibility for their mistakes

C-2.6 Identifies characteristics of bullying and mental and sexual harassment and describes the protocol to report it to the right person

CG-3Demonstrates self- awareness and mental engagement in physical activity/game situations

C-3.1- Designs and executes simple strategies for a game

C-3.2-Demonstrates calmness and courage in difficult situations

Content-

Specific skills needed to play popular regional sports can also be introduced. Both objectives can be met through simpler versions of the sport to begin with, and with each Grade, more skills and rules of the sport can be introduced.

The students at this Stage will learn more about their bodies and learn individual practices, such as yoga and strength exercises, in greater detail. They will learn to create their own warm up and cool down routines.

Pedagogy-

a. Physical Education follows the same teaching-learning principles that promote a students’ learning in other subjects

b. Physical Education requires Teachers to demonstrate

c. Providing time for interactions before and after the activity

d. Students learn best when they have a diverse set of activities

e. Encouraging sportspersonship, avoiding personal comparisons, and focussing on skill acquisition will make Physical Education effective

f. Planning and instructions

g. Participation and inclusion

h. Motivation

i. Safety

Assessment

a. Students must be assessed primarily through demonstrated performance. Performance can be best assessed through observation of students during field activities, drills, and games against clear criteria for marking.

b. Values and dispositions must also be assessed through demonstrated performance.

c. Written tests can be used for assessment of specific Competencies, e.g., knowing your body, growth, and development, the rules and regulations of games/sports, knowledge of tournaments.

d. Other tools include records maintained by Teachers, reflective journals maintained by students, self-assessment, and a viva voce to understand the students’ thinking and understanding.

Vocational Education

Learning Standards –

Students engage in different forms of work to learn a range of common capacities, knowledge bases, and values that form the basis for later specialization. The objective is to make sense of the place of vocations in the world of work and inculcate ‘working with hands’ as an integral part of the vocation. Through exposure visits and opportunities to practice, students develop a systematic approach to completing the given task.

CG-1-Develops basic skills and allied knowledge of work and associated materials/ procedures

C-1.1-Identifies and uses tools for practice

C-1.2-Approaches tasks in a planned and systematic manner

C-1.3Maintains and handles materials/equipment for the required activity

CG-2-Understands the place and usefulness of vocational skills and vocations in the world of work

C-2.1- Describes the contribution of vocation in the world of work

C-2.2 Applies skills and knowledge learned in the area

C-2.3 Evaluates and quantifies the associated products/materials

CG-3-Develops essential values/ disposition while working across areas

C-3.1 Develops the following values/disposition while engaging in work:

• Attention to detail

• Persistence and focus

• Curiosity and creativity

• Empathy and sensitivity

• Collaboration and teamwork

• Willingness to do physical work

CG-4-Develops basic skills and allied knowledge to run and contribute to the home

C-4.1 Applies the acquired vocational skills and knowledgein a home setting

Pedagogy-

The focus will be on not just the capacities of the selected vocation, but also the broader knowledge of the domain (e.g., if students are preparing to work as Nursing Assistants, then the domain will be healthcare), and its place in the world of work.

Some key principles of assessment in Vocational Education are:

a. Students must be assessed on the capacities and values and dispositions related to the form of work they have engaged with, such as systematic organisation of tasks, knowledge of the use of safety protocols, working in groups, attention to details, as well as persistence and focus, curiosity and creativity, empathy and sensitivity, collaboration, and teamwork.

b. Students must be assessed primarily through demonstrated performance. Written tests may be included to assess capacities such as conceptualisation and planning. Portfolios maintained by students will be the basis of an oral test (viva voce). A consolidation of Teacher observations can also be used, particularly for the assessment of values and dispositions.

c. Students may also be assessed on their experience - the challenges they faced, the efforts to overcome the challenges, and their own assessment of the final product that they created. This can be done through written self-reports and reflection, and viva voce.

Time Allocation

a. The weekday begins with an assembly for 25 minutes with 05 minutes to reach the classroom.

b. Class time for all subjects is 40 minutes. Some subjects will require a block period of 80 minutes (1 hour 20 minutes) for activities, lab work, and other such pedagogic requirements.

c. The transition time for students to prepare for the next class is 05 minutes.

d. The two working Saturdays a month have a slightly different schedule compared to other working weekdays. No assembly on Saturdays.

e. A snack break of 15 minutes and a lunch break of 45 minutes has been built in (see the illustrative timetable) on weekdays. Lunch is 30 minutes on Saturdays.

f. R1 Language has Curricular Goals for the Library built into it in the design of Learning Standards. Therefore, the time is shared between these two subjects on the timetable.

Middle	Annual Hours	Annual Periods
R1+Library	65	97.5
R2	70	105
R3	75	112.5
Mathematics (Maths)	115	172.5
Science	160	240
Social Science (SS)	160	240
Art Education (Art)	100	150
Physical Education (PE)	100	150
Vocational Education (VE)	110	165

Cross Cutting Areas

1.Knowledge of Bharat

Bhartiya Knowledge Systems, including tribal knowledge and indigenous and traditional ways of learning, will be covered and included in mathematics, astronomy, philosophy, yoga, architecture, medicine, agriculture, engineering, linguistics, literature, sports, games, as well as in governance, polity, and conservation, where it is relevant and enriches learning. Tribal ethno-medicinal practices, forest management, traditional (organic) crop cultivation, natural farming, etc

2.Values and Dispositions

More elaborate stories, such as those drawn from Indian Epics and Indian literature from across our languages can be used; popular literature for children, including comics, is a useful source. Many stories of Birbal and Akbar, for instance, illustrate values of justice, compassion, mindfulness, and the capacities of rational thinking, problem solving, scientific temper, and humor.

Every story read (or film shown) should be followed by a discussion or class activities, such as staging of the story, role plays, and students imagining multiple alternative scenarios.

Life stories of inspiring Indian figures can be introduced. Heroes from all over the world in various disciplines can also be discussed to further inspire students, such as Albert Einstein, Martin Luther King, Jr., and Nelson Mandela.

3.Environment

The material can build on what was previously taught and include concepts such as the role of different plants and animals — producers, consumers, scavengers, and decomposers — in the ecological community. Student’s ability for logical and abstract thinking develops as well

4.Inclusive Education:

Every child is capable of learning. Children learn best when they are respected, valued, and involved in the learning process. Schools should develop safe environments with credible mechanisms to ensure there is no discrimination, harassment, or bullying.

Classrooms must be safe spaces for students to ask questions, make mistakes, and try out ideas. Schools must ensure that every student gets full opportunity and access to learn and experience a sense of belonging. The curriculum must be truly equitable and inclusive in practice for all students

5.Guidance and Counseling:-

a. Students are physically and mentally healthy as individuals and comfortably practice positive learning habits.

b. Students are retained in school and the number of school dropouts in all Stages of schooling is lowered significantly.

c. Students with diverse learning need find equitable opportunities for support and growth.

d. Individual students are able to make good subject, vocational, and career choices based on the advice they receive during Guidance and Counselling.

e. Teachers and parents are able to meaningfully communicate and support student learning.

f. Administrative policies and practices keep students’ achievement of Knowledge, Capacities, and Values and Dispositions at the heart of all decision-making processes.

g. The school year is well-planned and designed with good-quality learning processes that demand rigor and discipline in students.

h. The school receives adequate support and respect from the local community.

6.ICT:-

a. ICT enables easy creation and sharing of educationally appropriate content for the local context and ensures equity by enabling the creation of accessible content.

b. Digital material in the form of videos, animations, and audio is useful to explain topics, and concepts, and demonstrate through ‘how to…’ for both student and Teacher.

c. Textbooks, stories, novels, articles, and non-fiction in various languages in digital form are very important resources for school education.

Part- D School Culture and Processes

Chapter 1 on School Culture outlines ways in which a school can cultivate a

rich, vibrant, and shared life of learning for all its members.

Chapter 2 on School Processes discusses various aspects of administrative and

academic functioning that schools can consider to become effective in achieving

their organisational and educational goals.

Section 1.1 -What is School Culture?

School culture has two aspects. The first is values, norms, and beliefs — which form the school culture; and the second is behaviours, relationships, and practices — in which the culture is manifested and experienced. The elements that form the culture and its manifestation are deeply interrelated, but it is

important to distinguish between these two aspects, because students learn from the manifestations. It is these manifestations and, thus, the experience of the students that must systematically enable the achievement of Curricular Goals. We see these manifestations or constituent elements of the experience of culture can be seen in

three categories:

a. Relationships: This refers to how the school’s staff members, students, and other stakeholders relate and work with each other. For example, Teachers listening to students patiently and showing concern about their physical and emotional well-being, collaborating with other Teachers to provide a more wholesome experience for students, and welcoming parents’ participation in the learning process demonstrate the culture of the school.

b. Symbols: These are about what is considered worth displaying and celebrating in schools. For example, there are various kinds of visual displays that we find in schools, displayed or written on school walls, and the pictures and paintings in the school corridor, which communicate what is valued by the school or the students lauded in the school assembly for specific actions.

c. Arrangements and Practices: These are arrangements related to various classroom and school processes that signal the kind of culture the school has already established or aims to achieve. An example of an arrangement is seating, and an example of practice is how age groups or genders are distributed in sports or housekeeping activities. Schools must fully utilise the potential and impact of such culture-related aspects of organising daily life, enabling valuable opportunities for making full educational use of learning spaces and possibilities, not limited to classroom teaching.

Section 1.2 -School Culture and its Impact on Learning

School culture contributes to student learning in two ways:

a. By creating a safe, encouraging, and nurturing learning environment which is necessary for

all kinds of learning engagements that are organised at school.

b. By directly contributing to the attainment of Curricular Goals through the development of

desirable values and dispositions as discussed in Part A, Chapter 1, §1.3.1 of this NCF.

1.2.1 Developing an Enabling Learning Environment

The learning environment of a school can be characterised either by constraint, compliance, and

control, or it could be an atmosphere that enables individuals by instilling trust and selfdiscipline,

inspiring them to stretch their perceived limits and achieve their goals. In reality, this

may be a continuum and not an ‘either/or’ situation, however the basic ‘tone’ does convey which

side of the continuum the school desires to be.

An inclusive and nurturing culture forms the bedrock on which all school activities and

pedagogical practices rest, grow, and succeed. Mutual respect, a non-threatening environment,

and healthy relationships among students and Teachers are essential for dialogue and

collaboration. Without these, learning become tedious for everyone involved. Along with a

vibrant and caring environment, acting responsibly and demanding rigour in learning are equally

important characteristics of a school environment that contribute to achieving Curricular Goals.

The table below maps the key characteristics of such an enabling learning environment and

some constituent elements of school culture that contribute to achieving them. We can see that

these elements are relationships, symbols, arrangements, and practices.

Inclusive • Participation of all students in classroom activities as well as other school processes is ensured.

• No discrimination occurs based on gender, caste, religion, or any other factors.

• Content, pedagogy, and assessment practices are carefully designed to ensure inclusion.

Violence-free • Teachers and senior students can be observed going about their tasks and routines responsibly.

• Clear expectations are set on behaviour and work, and ample support for fulfilling these expectations is given.

• Persistence to complete one’s work even when it may take time (or seem challenging) is encouraged.

• Individuals are encouraged to admit to their faults and mistakes humbly.

• Individuals are encouraged to acknowledge and express gratitude for the help received from others.

Encouraging good habits of learning

• Teachers and senior students can be observed going about their tasks and routines responsibly.

• Clear expectations are set on behaviour and work and ample support for fulfilling these expectations is given.

• Persistence to complete one’s work even when it may take time (or seem challenging) is encouraged.

• Individuals are encouraged to admit to their faults and mistakes humbly.

• Individuals are encouraged to acknowledge and express gratitude for the help received from others.

Caring • Teachers check on student’s health, try to know how they feel, their interest areas, what makes them happy, and the challenges they are facing.

• Teachers and students find ways of celebrating small achievements and progress made by students.

• Immediate help is provided when someone is not well or going through a difficult time.

• School is concerned about the student’s family when warranted

Responsibility • Teachers and senior students can be observed being punctual and following the school timetable.

• Teachers and senior students can be seen attending to their tasks diligently.

• Students share responsibilities in the school assembly, Bal Sabha, various student committees, and assignments given by Teachers.

• Students participate actively in decision-making processes in the classroom, in peer groups, and student committees.

1.2.2 Development of Values and Dispositions

a. Need for systematic and deliberate effort

Students derive their values and dispositions from two main sources — their family and

community, and their school. In both these spheres of their lives, the quality of relationships,

symbols, arrangements, and practices (which are the constitutive experienced elements of

culture) determines what they imbibe and how they behave in these spaces.

The School Principal and Teachers often tend to stay with what they inherit as the prevailing

school culture and processes, and their own values and dispositions. While Principals tend to

focus their energy on administrative compliances, most Teachers remain confined to the

demands of syllabus completion, and the focussed work of developing values remains poorly

attended. As an outcome, schools may miss developing desirable values and dispositions, and

may also end up inadvertently (or, in some cases, advertently) reinforcing various kinds of discriminatory social practices related to caste, gender, class, religion, region (migration,

language), disabilities, physical appearance, perceived talent (smart versus weak students),

and more.

Systematic and deliberate efforts are needed for the development of values and dispositions.

The approach to this must be comprehensive and done with all seriousness very much like

the efforts needed for the teaching of subjects.

b. Values and dispositions articulated as goals in NEP 2020

NEP 2020 gives us a comprehensive list of values that need to be fostered through schooling.

All these values are individually meaningful and important. However, because of certain

common core characteristics and similarities, the values can be clustered together. The table

below list these clusters of values and dispositions and also provides some constituent

elements of school culture that will enable their development.

Empathy, Respect, Sensitivity, Ahimsa, Respect for Elders Courtesy, Forgiveness, Compassion

• No corporal punishment, bullying, threatening, verbal/non-verbal abuse.

• Mistakes are seen as a natural part of the learning process.

• Refraining from carrying grudges and all individuals are encouraged to practice forgiveness and support each other to heal from unpleasant

experiences.

• Encouragement and support are available for all.

• Teachers care about students’ health, feelings, and interests.

• Respect is expressed in various forms towards elderly members of the immediate community, larger society, and nation. They are remembered through readings and discussions about their life and achievements. They are invited for interaction and inspiration.

Responsibility, Swachchta, Respect for the, Environment, Patience, Respect for Public Property, Sustainability, Honesty

Integrity, Satya

• Individuals follow school rules and regulations, and complete tasks and assignments on time.

• Sharing of school-level responsibilities in school assembly, Bal Sabha, various student committees

• Students and Teachers participate in cleaning duties and community service periodically.

• Students participate in decision-making processes in the classroom, in peer groups, and student committees.

• Individuals practise judicious and sustainable use of resources within the school and outside.

• There is a practice of proper upkeep of one’s belongings, classroom and school property, and repair and restoration of damaged property and equipment regularly.

• Individuals practise being truthful, and school staff and senior students are equally encouraged to do the same.

• Demonstrating the right action even through difficulties and challenges (persisting to complete one’s work even when it may take time or seems challenging).

• Individuals are encouraged to admit to their faults and mistakes humbly.

• The school community credits and acknowledges others who have been helpful and supportive.

• There is active reading and sharing of literature, real stories exemplifying honesty, integrity, and satya.

Fraternity, Patriotism, Tolerance, Peace, Rootedness and Pride in India

• Students receive a lot of exposure to various forms of diversity and richness of traditions and cultural practices of our country — through school assemblies, displays on campus, and excursion visits to important places.

• All subjects talk about the Indian contribution to the world in that discipline.

• Celebration of national festivals.

• Students learn about the Indian freedom struggle.

Justice, Equity and Fairness, Diversity, Pluralism, Gender Equality, Liberty, Respect for All

• The school discourages all discriminatory practices and adheres to the laws of the nation.

• There is mingling and bonding between students and Teachers from diverse backgrounds.

• The school ensures equal opportunities for all genders and students from all socio-cultural backgrounds.

• Respect and space are given for varied opinions, interest areas, and talents in the school community.

• There is care for students’ health, feelings, and interest areas

• The school provides nutritious meals to all and encourages togetherness in eating the meal.

• The school provides accessible physical infrastructure and assistive devices, ensuring the participation of all students in all school activities.

Seva, Nishkam Karma, Sacrifice, Helpfulness

• Individuals help those in need within the school and outside.

• Periodic community service opportunities are available to students.

• There is a focus on performing one’s duties and tasks rather than on personal gains and other benefits.

• There is an active appreciation for relinquishing one’s desires and comforts for the sake of tasks for the greater good.

• Focus on teamwork and the growth of all individuals in the school.

Rational Thought and Scientific, Temper, Creative imagination

• The school encourages questions and inquiry-driven exploration.

• Seeking evidence that supports facts is deemed important.

• There is an active discouragement of rumours and misbeliefs.

• Analysing information from multiple sources and viewpoints is encouraged.

• Exploration of new methods to solve various problems occur regularly.

• There is encouragement for creative tasks among students and Teachers in different subjects. For example, students create their own books, prepare display boards, and apply their learning to solve hypothetical imaginary or real-life problems.

• Available physical space and other resources are creatively used.

• Students are involved in the creation and use of TLMs.

• Students are involved in enhancing the aesthetics of the school environment and greenery on school premises.

Hard work and, Commitment

• Consistency and regular practice of all learning tasks and routines are maintained.

• There is an expectation that individuals take their learning seriously and complete tasks that they begin.

• Students work towards goals set by the Teachers and the Principal.

• Literature, storytelling, and in-person sharing by people on hard work and commitment happens regularly.

Courage and Resilience • Individuals explore multiple strategies while solving problems.

• They persist with learning tasks despite errors and failures.

• Efforts are made to resolve conflicts peacefully through dialogue.

• There is open sharing of vulnerabilities, fears, and other emotions and help is sought when required.

Section 1.3 Constituent Elements of School Culture

1.3.1 Relationships

Relationships are, in this context, those that exist in a school, the essential expectations in them,

and how these expectations are fulfilled responsibly. While at the core of school culture is the

‘Teacher-student’ relationship, the quality of student-student, Teacher-principal, and parent-

Teacher/Principal relationships too have a direct or indirect bearing on student learning.

The following are core characteristics of strong and inspiring relationships that a school needs

to develop:

a. Mutual trust and respect

b. Openness, communication, and collaboration

c. Care

d. Responsibility

These core characteristics are seen in the context of school and learning. These are interrelated

and not water-tight categories. When you trust someone, you are open to sharing and

collaborating. Similarly, a sense of responsibility naturally leads to caring for others.

1.3.1.1 Mutual Trust and Respect

Trust and respect are fundamental to all relationships. Trust in this context, refers to the basic

belief in the human capacity to learn and the intent to exercise that capacity to pursue worthwhile

goals. By respect, we mean recognising and valuing an individual’s presence, views, identity, and

fundamental rights bestowed by the Indian Constitution.

In Teacher-student relationships, Teachers must openly show that they trust the capability of

students and that they can all learn. They respond appropriately to every student’s pace of

learning and make efforts to understand them as individuals and their backgrounds. Teachers

foster good relationships by helping students feel a connection with the whole school community

while building an identity and space for themselves, and by listening to students patiently and

caring about their physical and emotional well-being. Students will feel respected when Teachers

give them time and space to share their feelings, views, and work.

For enriching student-student relationships, conscious efforts must be made to create

opportunities for students to work collaboratively with peers from different socio-cultural and

economic backgrounds, age groups, genders, and abilities. From an early age, students need to be

encouraged to speak politely, pay attention to one another, and demonstrate care and helpfulness

at any given opportunity.

The respect and status that Teachers once enjoyed as Gurus need to be restored. In Teacher-

Principal/administration relationship, trust and respect are critical for sustaining motivation,

commitment, and collaboration. It is done by providing good working conditions, i.e., having

formal and informal ways of listening to Teachers’ views and experiences, including them in

decision making, giving them space to exercise their professional expertise within the larger

policy guidelines, and appreciating their hard work. Another important aspect is the Teacher-

Teacher relationship. All Teachers from diverse backgrounds, genders, age groups, and

experiences must be respected and supported by other Teachers. They need to be provided

opportunities to learn from each other and to work collaboratively. Apart from academic sharing,

Teachers also need the opportunity to rejuvenate themselves — this could be purposively

planned, be it engaging in sports and cultural activities or having some celebrations or excursions.

Schools need to build trust and respect in their relationship with parents and their wider

community. Parents need to feel comfortable in approaching School Principals and Teachers.

When the school reaches out to them, welcomes them, gives them regular updates, consults them

on relevant matters, and tries to use their knowledge and expertise, parents feel valued and

respected. Schools must work towards the community feeling a sense of constructive and positive

‘ownership’ of the school.

1.3.1.2 Openness, Communication, and Collaboration

Openness, communication, and collaboration are characteristics of healthy relationships. When

there is trust and respect in any relationship, people become open to sharing and listening to one

another empathetically. They are then more than ready to engage in collective tasks because they

derive pleasure and strength from cooperative working together. Here are a few ways in which

schools can enable these qualities in their members:

a. There should be spaces for open conversations such as circle time in classes and daily diary

sharing in school assemblies, as well as encouragement for reaching out to Teachers and

School Principals for honest sharing.

b. Many opportunities must be created for Teachers and students to work together. This helps

them strengthen mutual trust and respect for each other. This will also help them reflect on

their own conditioning and to build interpersonal skills.

c. Art, Music, Drama, and Sports naturally provide opportunities where we need to work in

groups. So, finding space for these subjects in the school timetable is necessary. Such creative

and collaborative time is also required for Teachers.

d. It is very likely that with greater openness and communication, and working together,

differences and conflicts will become more easily expressed and known. This should be seen

as an opportunity rather than an impediment to understanding and working with differences

collectively. Some individual differences may get resolved, some may take longer, while a few

may seem very challenging to resolve, but all this should not dampen the spirit and come in

the way of continuing to work collaboratively on tasks that matter for the advancement of the

school.

All collaboration must be directed towards the ‘pursuit of excellence’. Students should be

encouraged to set high expectations for themselves and be supported in their hard work to

achieve their goals.

Relationships often get tested when faced with a situation where classmates or schoolmates

engage in a competition with each other, be it in sports or some other type of competition, such

as debates, essay writing, or olympiads for Maths and Science. School cultures should help

students strive hard to excel in their pursuits and, at the same time, teach sportspersonship and

sportiveness, and how to deal with both success and failure gracefully. One can compete without

compromising values of cooperation, empathy, resilience, appreciation of effort, and excellence.

The feeling of ‘Mudita’ (rejoicing in the achievement or success of others) can also be developed

this way.

1.3.1.3 Care

Care is an essential expression of nurturing relationships when one feels related to and

responsible for the other. Typically, caring means acknowledging the presence of others in simple

ways through smiling, greeting, mindfully sharing the space with others, and voicing one’s views

and suggestions honestly. When we care for others, we make efforts to get to know them better

as individuals with their strengths and weaknesses, likes and dislikes, and gather some sense of

what they have been through in life. All this is important information that help individuals live

and work together with care for other people.

The need for caring is truly felt when an individual is undergoing difficult times, i.e., when one is

feeling unwell, facing challenges in their personal life, or going through challenging emotions for

some reason. This is when others need to extend support in ways that give strength and help the

person cope and be well through that situation.

Care is what people remember — both timely expression of it, as well as not having it when it

was needed. The timely expression of care goes a long way towards nurturing relationships.

1.3.1.4 Responsibility

A relationship will be challenging to sustain if the related parties do not act responsibly towards

each other. In the context of school-based relationships, behaving responsibly means following

the agreed upon rules and regulations of the school, not acting in ways that hurt others, and

working towards completing one’s tasks for achieving one’s goals. This applies to all who are

part of the school community. Students paying attention, following instructions, asking questions,

expressing their thoughts and doubts, working cooperatively in groups, working hard, completing

tasks, supporting their peers, practising consistently, and applying what they have learnt to reallife

situations are what acting responsibly would mean in the student-Teacher relationship.

Similarly, for Teachers, making efforts to know individual students and their levels of learning,

listening to them, planning for effective and engaging ways of teaching, giving appropriate

learning challenges and supporting them, and assessing the progress of their learning to make

necessary changes in teaching is acting responsibly.

Ultimately, acting responsibly is about every role that an individual has in life. Students learning

responsibility as integral to all roles in life is best achieved through observation of behaviour of

adults around them.

1.3.2 Symbols

Schools try to communicate a lot through the use of symbols. A symbol is any form of visual sign

— writing on the wall, paintings, idols, or arrangements of physical objects — that conveys what

the school values as important. Such symbols may not only be displays, but also the kind of

things celebrated or recognised as valuable in other ways. In some schools, one comes across this

phrase, ‘Shiksharth aaiye, Sewarth jaiye’ (Come to learn, go to serve), right at the entry gate. This

is a daily reminder to students about why they are coming to school and what they are expected

to do with their learning.

Here are a few more symbolic displays that we generally come across in schools:

a. Schools display hoardings and boards to emphasise what they feel is valuable about the

school. It could be pictures of students who secured top ranks in Board examinations or

different facilities the school provides. It could be about having smart classes or providing

coaching in different sports.

b. There are lots of ‘sayings’ or ‘quotes’ written on school walls.

c. One may also find pictures of important and famous people and even idols representing

certain religions either in Principals’ rooms, staff rooms, classrooms, or school corridors.

d. The choices and arrangements of physical objects also carry huge symbolic value. Principals’

chairs often look very different from chairs for the staff. A school may choose not to provide

chairs for Teachers in classrooms so that they must remain standing and move about the

classroom, keeping themselves busy. The arrangement of furniture in classrooms also

communicates the school’s beliefs about teaching-learning processes.

e. Some schools paint entire walls with pictures, while others use display boards where

student work is presented.

f. The kind of achievement or behaviour celebrated in the assembly or praised in public.

Schools need to consciously and carefully decide how to effectively use the power of symbols and

celebration. They must be in alignment with the values that schools are fostering. They will have

to be inclusive, give space to a diversity of good ideas, and allow all students to contribute and

learn from them.

Here are some good practices in this regard:

a. Instead of having permanent ‘sayings’ or ‘quotes’ on the walls, a better way would be to have

a dedicated space for ‘Thought of the day’ and students could take responsibility for writing

that on a small whiteboard. This can become a practice of inclusion in itself, as not only

interesting thoughts by established, well-known personalities may be written, but also

valuable sayings from lesser-known individuals belonging to different communities can be

displayed. This can be used as an occasion to talk about the values these people held important

and lived their lives by.

b. There could also be dedicated spaces for exhibiting artefacts representing local, regional, and

national cultural heritage. Here, again, refraining from having permanent displays will help

student learning. These could be a display of group project work too and they can remain

there for a month. All students can be expected to read it and a quiz or sharing session in the

school assembly based on that display would make for enjoyable learning.

c. School corridors can have display boards where each class can display what they are learning,

so others get a good sense of classroom work just by taking a walk around the school. Selection

of student work for display will be crucial and one need not select the ‘perfect’ looking or

more visually appealing work. Display of work done by all students showing varied levels of

capacity is far better as it fosters a sense of dignity for all levels of sincere work.

d. Schools may also name some rooms or halls, even classes or buildings, with the names of

renowned personalities, rivers, and constellations. There may be names given to student

houses in larger schools. These should also reflect the diversity of our country.

e. School uniforms also have symbolic value. The colour, as well as the kind of clothing chosen,

communicates to the world the beliefs of the school. One may opt for a more traditional,

modern, or gender-neutral uniform. Consideration of local climate, safety, easy availability,

and cost-effectiveness will reflect the school’s sensitivity.

f. There could be a permanent notice board in each school where some school-related

information for visitors and some important phone numbers (such as child helpline, hospital,

school helpdesk), and key behavioural expectations from all on campus can be displayed.

g. There could be a thoughtfully constructed list of matters that should be highlighted in the

assembly and recognised.

h. Sometimes, schools practise symbolic representation of hierarchy in unnecessary ways. For

example, there may be a different cup/mug in which the Principal is served tea. Such practices

need to be avoided as they go against the values a school must foster.

1.3.3 Arrangements and Practices

All schools require the help of certain classroom-level and school-level processes to function

well. All school processes require arrangements and practices. For example, the Mid-day Meal

(MDM) is an important daily process in public elementary schools. To run the Mid-day Meal

smoothly, arrangements for procurements have to be made, and a plan for cooking and serving

is necessary. Schools have to organise menu preparation, quality checks, serving of food, and

proper utilisation of food waste. The nature of these arrangements and practices reflects inherent

attitudes and fosters the beliefs and values (about care, nutrition, and people’s participation) of

a school as well as of the education system.

In this section, arrangements and practices around major school processes such as classroom

processes, school assembly, mealtime, sports activities, and engagement with parents and

community have been taken up. There are other processes too, but the ones selected here are the

key processes found in all schools. Matters of school processes are dealt with more exhaustively

— beyond the arrangements and practices which constitute school culture — in the subsequent

chapter.

1.3.3.1 Classroom Practices

Different classroom practices, directly and indirectly, promote different values.

Seating Arrangement: If all students always sit facing the blackboard in the classes, it conveys

a perception that the primary source of learning is the blackboard and the Teacher. A circular,

semi-circular, or small group seating arrangement from time to time allows for different learning

experiences, as students can interact with their peers and work collaboratively. If there is a

practice of placing students who are considered smart and enthusiastic in the front rows and

others get seated at the back of the classroom, then this practice in itself will reinforce how

learning happens in a group and who learns and who does not. Separate seating for boys and

girls, and students sitting on the floor on mats while the Teacher is always on a chair, and other

such arrangements that have the potential to establish unnecessary differences and hierarchies

can easily be avoided with alternative arrangements.

Availability and accessibility of TLMs: A classroom can be filled with rich learning possibilities

with interesting educational material on the walls and in open racks collected over time. These

can be made accessible by planning for their use in the schedule of learning activities for the

class. When there is sufficient relevant material and students can make use of it, they are engaged

meaningfully at different levels. This would make the learning in the class lively and more vibrant.

Having a ‘reading corner’ with a collection of books that are suitable for the learning levels and

age groups of the students would encourage a culture of reading. Such practices clearly show the

school’s commitment to ensuring learning for all.

Giving ownership and responsibility to students in the learning process: A classroom

culture where students are wholly dependent on the Teacher’s instructions and reluctant to take

initiative makes for a spiritless class. On the other hand, students actively taking charge of their

learning process makes for spirited and vibrant learning. Students can be involved in preparing

TLMs, displaying them on the walls, maintaining their own progress portfolio file, leading peer

learning sessions, and even being asked to do short teaching sessions under the guidance of

Teachers.

Cleanliness: The cleanliness and tidiness of the classroom can be the responsibility of students.

Before closing the day, the classroom can be cleaned and made tidy again for the next day.

Learning rituals: There can be certain educational rituals that are followed during classroom

processes. Different Teachers may initiate and sustain different class preparation or learning

rituals which can make these different classes diverse learning experiences. One Teacher may

make the whole atmosphere relaxed but focussed, while another may make it tense and

intimidating. For example, some Teachers start by having an informal chat and listening to what

students would like to share before moving on to their teaching plan, while another Teacher may

just expect all those who could not do their homework to stand up and give an explanation.

Movements, speaking, interactions, praise or scolding, and expressing happiness and concern all

may take forms that either prove detrimental or add richness and joy to the learning process.

1.3.3.2 School Assembly

A lot can be achieved in the culture of the school through assemblies if this space is utilised

effectively and creatively. Different groups of students can take the lead in organising small group

or whole school assemblies under the guidance of Teachers. It could be a forum where not only

the home language, but also the whole range of language diversity in India can be given

importance. Students can be encouraged to give presentations, sing songs, and perform skits in

several languages. Even if students learn to sing one song from a part of India other than their

own, they feel some familiarity and connectedness. If there is enough space available, the whole

group could dance to diverse forms of music selected from different parts of India.

On important days, Teachers and students can talk about different people or events that make

that day memorable. Real stories of courage and resilience, nishkam karma and seva can be

narrated. Opportunities for sharing what students are learning in various subjects, ranging from

their library class to activities at home, may be created. Students would be motivated to pay

attention to display boards if there are a set of quizzes on them in the school hallway. Roleplays

and skits can be performed on various social issues to sensitise students, and these can serve as

springboards for discussion on current issues faced by our society and nation.

The duration of the assembly, seating arrangement, anchoring responsibility, proper

communication on what will be done each day of the week, use of musical instruments and a

sound system, and preparation for the assembly all need to be paid close attention to from a

cultural perspective. For example, it would be difficult to have the whole assembly standing.

Asking students to sit in class-wise lines may not be needed, as mingling with other students can

be allowed. Even younger students can shoulder anchoring responsibility with seniors.

1.3.3.3 Mealtime

The quality of the food served at mealtimes, seating arrangements, and serving practices are all

important cultural aspects that help members feel satisfied with the food that they partake in.

Students from various socio-cultural backgrounds must sit and enjoy the meal together. For

many students, this may be the only proper meal that they get during the day, so schools must

pay the required attention to its preparation and nutritional value. Teachers need to check the

quality of the meal as well as participate in serving it and eating with the students. This will open

opportunities for them to observe students’ eating habits and have a dialogue with them

afterwards to positively impact them. Good hygiene standards have to be maintained, and groups

of students and Teachers can take up the responsibility of washing their own plates and checking

for the cleanliness of utensils.

1.3.3.4 Distribution of work

Students and Teachers are engaged in the work of the school in other ways too. For example,

arranging the Mid-day Meal, cleaning the school, preparing for the school day. All such work

must be allocated and managed very thoughtfully. It must be inclusive and non-discriminatory

from every perspective. It must not feed into some standard prejudices or stereotypes, such as

‘Only girls should do food-related work’ or ‘Working involving physical labour is better done by

children from specific communities’.

Distribution and management of schoolwork is wonderful opportunity to build multiple values

and capacities, including a value for work and discipline, importance of teamwork and

collaboration, a sense of equity and fairness, the sense of responsibility, and good work ethic,

among others.

1.3.3.5 Sports Activities

Regular sports activities (for class groups and the whole school) in the weekly timetable are

extremely important to ensure physical and psychological fitness and cheer in students. The

setting of the playground and the group dynamics among students during sports are usually very

different from the classroom context. Many students may be far more skilled on the field than

they are in the classroom, and these students can be encouraged to support Teachers in

conducting a particular sport for other student groups. This will not only enable these students

to feel appreciated and gain confidence, but also inculcate a participatory culture in sports.

Schools must not let go of the opportunity a playground offers for building student-student and

student-Teacher relationships and teaching cooperation, teamwork, courage, and resilience.

Students of all genders should be encouraged to play all sports. There could be specially designed

games or modified rules for regular games to allow the inclusion and equal participation of

students with disabilities. Students can be motivated to keep trying, even if things get hard, to

improve their skills such as speed and accuracy on the field based on their previous performances.

Students can set their own goals to work towards, and Teachers can also guide them to set the

next level of goals to challenge themselves and grow.

1.3.3.6 Engaging with Parents, Family, and the Community

The culture of a school is reflected in the way it welcomes and engages with parents/family, the

community, and other visitors. Irrespective of the parents’/family backgrounds, attitudes, and

dispositions, schools need to make them feel welcome and comfortable. There should be clear

communication with parents/family about when they can visit the school. They should be

warmly treated and attended to. Parents/families want to know what their children are learning,

so the sharing from the Teachers’ side cannot be just about the academic challenges and struggles,

but a much more holistic report about students’ overall education at school. The reception area

or the school premises should have displays that reflect the kind of work happening in the school.

Educational and fun activities and games designed for the active engagement of parents will

ensure they have a memorable time visiting the school. They can also be invited to share their

experience and knowledge with students as part of the curricular plan. Regular home visits by

Teachers would go a long way in building this parent-Teacher relationship.

Schools cannot limit themselves to engaging with the parents of their students only. The larger

community from which students come needs to be engaged through invitations to the annual

day and other school functions. Members of the school, must also participate in the local events

of the neighbouring community as much as possible.

School processes can be broadly divided into the following categories:

a. Curricular Processes: These are processes that have a direct effect on learning. For

example, the school timetable, school assembly, library, student committees, celebrations

and events, and the use of technology in schools.

b. Curriculum-associated Processes: These are processes that have a significant but

mediating effect on learning. For example, processes for teacher professional development

(TPD), engagement with parents and the community, the Mid-day Meal, and other such

processes.

c. Organisational Processes: These are processes that enable the planning for and smooth

functioning of the above two processes. For example, the school development plan, an

annual calendar, a plan for mobilising and allocating resources, data management and

reporting, forums for the resolution of conflicts and disciplinary issues, and processes for

safety-related issues.

School Processes

Section 2.1- Curricular Processes

These are processes that have a direct effect on learning. For schools, an important focus is

making the best use of the time and resources available for student learning. Within this, there

are two considerations: how to allocate time for the learning of various subjects and how to

create learning spaces beyond subject classrooms (such as school assemblies, library). This

section talks about how effective use of daily time, spaces, and opportunities beyond the subject

classrooms could be made for learning. Subject teaching processes are covered in chapters

dealing with specific subjects.

2.1.1 School Timetable

A timetable provides structure to the daily routines and activities carried out in the school. It

must be decided imaginatively so that it allows for different engagements without compromising

the requisite time for different curricular subjects and whole or mixed group activities. A good

timetable allocates time according to the needs of different Curricular Areas and provides scope

for incorporating multiple activities (many of them may be weekly, fortnightly, or monthly)

without disturbing the larger structure too much. For example:

a. School assembly, the last period of the day, and Saturdays could be used to serve multiple

purposes. On alternate days, instead of a school assembly, a common sport or activity period

for the entire school can be planned. Similarly, the last period of the day could be dedicated to

club activities (e.g., music, theatre, art, literature, sports) where students can participate or

even lead various creative engagements. This slot can also be used for preparing for various

events without disturbing the continuity that is required for learning improvement.

b. The idea of a block period allowing extra time for certain kinds of curricular activities would

be ideal. For example, laboratory activities or project work require more time. So, Teachers

can plan to use block periods as required.

c. Saturdays can provide greater flexibility and scope for engaging students in a variety of ways

that are educationally valuable, such as going on short field trips, planning for interaction

with the local community, and having dialogues around adolescent issues.

There should not be too many changes in the daily timetable, as it would disturb the rhythm of

the school. It should be thought through carefully and designed stage-wise, keeping the curricular

demands of each Stage in mind. Depending on the time of the year, considerations can be built

into the timetable for processes such as admissions, examinations, and events such as festivals.

This section should be read with the chapter on time allocation (see Part A, Chapter 4).

2.1.2 School Assembly

Assemblies bring the whole school community together and facilitate collective learning and

appreciation for work that goes beyond the confines of subject domains. School assembly is an

ideal way to start or end the day with positive feelings of togetherness. Instead of making

assemblies ritualistic and mechanical exercises, schools should think of creative ways to make

assemblies meaningful. A variety of arrangements can be explored, and the sequence and format

of presentations could change from time to time so that all students get the opportunity to

participate in the events. Schools must ensure that the assembly does not impose undue pressure

to perform or deliver only perfected presentations. Instead, assemblies should be seen as a

process of sharing and learning, accepting limitations in the presentations, and getting over

stage fright by creating a setting that allows students to feel comfortable presenting and not fear

judgement or ridicule.

Assembly in the Foundational Stage can be mostly held in the classroom with a weekly gathering

of two or more grades in larger groups. From the Preparatory Stage, students could participate

in multigrade and whole-school assemblies.

Assemblies are typically done at the beginning of the day and, depending upon the school size, it

could be one or many small group assemblies happening simultaneously. An assembly of least

twenty minutes of gathering allows for some meaningful engagement. For larger weekly

assemblies, more time can be provided. Presentations could include singing the national anthem

and a variety of songs in different languages, a few minutes of meditation or quiet time,

storytelling, skits, mime, reporting local news (based on students’ gathering of information and

interactions with the local community), book or movie reviews, presentations of artwork, magic

tricks, puppetry, and sharing relevant instructions (or information) related to other school

processes and school administration. Learning to sing songs together in groups is in itself a

valuable exercise in group cohesion and belongingness. Similarly, some physical activities, such

as dance and movement, can be performed by the whole group if there is sufficient space. Schools

could also plan activities based on certain themes so that students can explore ideas and

expressions in a variety of modes. All activities must aim to actively engage the audience and

invite their responses whenever appropriate.

2.1.3 Library

The role of books in education is central to students’ growth and this value addition can begin

even before one has gained literacy skills. The library opens the scope for self-driven and guided

acquisition of knowledge beyond textbooks. With access to a variety of good books and other

digital resources from around the globe, the doors to a world of rich experiences become open to

students. Therefore, a rich collection of books and resources in a school library and reading

corners in each classroom are a necessity.

A library could be housed in a dedicated room, hall, or a corner in each classroom, but the critical

point is the availability of relevant books in good numbers and an easy accessibility mechanism.

Efforts must be made to include content that represents various genres. Books on India’s rich

heritage and the lives and imaginations of people from various regions and diverse backgrounds,

including those who belong to socio-economically disadvantaged groups, must find a place in the

collection. Bilingual books and books in other Indian languages would be a must-have section in

the library. The library should also have appropriate assistive devices, audiobooks, books in

braille, and other such resources for people with disabilities.

Teachers have an important role to play in identifying what books need to be purchased and how

to make use of them to enhance student learning. They need to provide students with ideas

about what else they may study and research beyond what is given in the textbooks and should,

in general, talk about books keeping in mind the interest areas of students. Giving students small

assignments that require them to read and write about people, issues, and general life matters

from the library will encourage them to access books in a more focussed manner.

A vibrant library requires a variety of activities to develop a culture around reading and sharing.

The simplest of these activities are read-aloud sessions, oral storytelling, and book reviews.

Making a pop-up or big book, ‘meet the author’ events, creative activities such as writing

workshops and making bookmarks, and restoration activities such as book repairs can be

thought of. Additionally, designing illustrations, posters, book covers, and bookbinding are often

very exciting for students. Book purchases and book donation drives can also be planned. A

library committee that consists of Teachers, students, and community members could manage

the various activities and arrangements of the library.

The purchase of new books and other resources can be decided by a library committee in

consultation with the School Principal and could include a process of reading book reviews,

visiting book fairs, and bookstores, and taking suggestions from students, Teachers, and other

community members. A ‘wishlist’ of books may be collected from all these sources.

In most schools, library responsibility is shared by a Teacher and possibly some students. The

processes of cataloguing, organising, keeping a record of borrowed and returned books,

promoting careful and gentle handling of books, monitoring damage, wear and tear, and restoring

books all need to be a collective endeavour. When libraries have very strict rules or keep their

books under lock and key worrying about students using them, it defeats the whole purpose of

having a library.

2.1.4 Student Committees and Forums

Every school must encourage the formation of student committees and forums (Bal Sabha, Bal

Panchayat, and other student forums) to involve students in school activities and create a sense

of ownership and responsibility among them. By participating in the activities of different

committees, students develop a sense of responsibility, accountability, cooperation, taking

initiative, leadership, and conflict resolution. There can be multiple committees in which students

can participate for short periods and then change over to another committee. This would ensure

that all students become familiar with the management and functioning of various school

processes.

Some of these committees take care of school-related tasks (such as ensuring cleanliness,

managing Mid-day Meals, or organising cultural events) while some schools also have committees

that work at the community level. Health committees, Sports committees, Eco Club, Music Club,

Heritage Club and other such forums take up engagement at the community level under a

Teacher’s guidance. Through these forums, students get to participate in various tasks and

develop expertise as well as respect for different fields of meaningful work.

2.1.5 Events and Celebrations

All school celebrations and events must be both enjoyable and meaningful exercises integral to

the learning process. Through a well-planned annual calendar, events and celebrations can be

integrated with various aspects of the academic plan.

Schools can plan small and large celebrations imaginatively. Apart from the usual annual day and

national festivals, there could be periodic celebrations of student learning and achievements,

welcoming a new Teacher or a new group of students, farewell for outgoing students, achievements

of school alumni and the school’s contribution to the community’s welfare, activity/games and

interaction with parents and community members, local food festivals, and so on. The school

team may decide to cook and eat together, play together, or take up some school-level or

community-level work collectively at least once a month, and this event itself could be a

celebration of unity and collective enjoyment. For the Annual Day, national festivals, and Sports

Day, the school would need more elaborate planning and preparation as this is the time when the

larger community is also involved.

Preparation: All events require adequate preparation and arrangements. The process of

planning, selection of programmes, preparation of invitation material, posters, decorations,

rehearsal, anchoring, and interaction with guests should involve students’ participation.

Rehearsals and preparation for events should be a part of the overall teaching-learning process

where students get opportunities to present as an extension of their classroom activities and

learning. This implies that classroom activities include art integration and are multi-disciplinary.

Presentations: The presentation of programmes does not require the pomp and show of

elaborate costumes, stage props, and makeup in the younger age groups. Students need to wear

comfortable clothes for activities that involve physical movement and dance. They could adopt

other strategies such as masks, headgear, and symbolic paper costumes. Students, Teachers, and

the local community could be encouraged to provide live acoustic music support rather than

using recorded music.

Judicious use of resources: Schools should be conscious of the use of resources and time and

plan the events with sensitivity and careful thought. Schools should consciously use eco-friendly

materials, ensure cleanliness and order throughout the event, and avoid generating noise

pollution caused by powerful sound systems and amplifiers. Participation by all can be ensured

by organising more frequent small-scale events where different groups of students get a chance

to present and participate. Those who have presented at one event can participate as the audience

in the others.

Section 2.2- Curriculum-Associated Processes

For effective teaching and learning to happen, some processes are required for Teachers to

collectively reflect on and improve the quality of teaching. Similarly, engaging parents so they

also provide requisite support, and maintaining the good health of students have a significant

mediating effect on learning.

2.2.1 Teacher Collaboration and Professional Development

Teachers’ professional competence and collaborative efforts are the most critical factors directly

impacting student learning. Every school needs effective processes that enable this, and the

School Principal can make this happen in effective ways. Trusting and respecting Teachers is the

foundation and Principals can do it in multiple ways: by listening to them, providing them with

the facilities and resources to work, arranging academic and other support, and involving them

as equal partners in school-related decision making. A basic connection among Teachers and the

School Principal is necessary for the success of initiatives towards school improvement.

Schools require mechanisms that facilitate sharing, reflection, and working together among

Teachers. Teachers need to realise that teaching in a school context is a collective responsibility,

so they need to rise above the notion of teaching as an individual act limited to a subject domain

centred around a prescribed syllabus and textbook. Having subject-based groups at the school or

school cluster/complex level will help Teachers get a sharing and learning platform, new ideas

and resources, as well as appreciation and critical feedback. Wherever possible, Teachers of

different Curricular Areas could collaborate to create integrated plans that are implemented

together. Monthly forums of mixed groups of Teachers can take up common concerns (e.g., how

to address adolescence-related issues) for which Teachers come adequately prepared. A culture

of peer review of each other’s work, observing classes of other Teachers, and documenting one’s

experiences will go a long way towards Teacher learning. Without Teacher collaboration for

learning, it is difficult to imagine a vibrant school culture and effective school processes.

Senior Teachers can be identified and groomed to become mentor Teachers for the new Teachers.

There could be a well thought out school-based induction for the new Teachers in which they get

to learn about the vision and practices of the school and the expectations from them, as well as

the nature of support available. Journal writing, documenting one’s teaching experiences, and

writing articles for various educational periodicals are yet another way for Teacher development,

as writing helps one systematise one’s thoughts and experiences. This also enables Teachers to

reach beyond the school audience and connect to the wider community of education professionals.

2.2.2 Engaging with Parents, Families, and Communities

Schools need to build quality relationships with parents/families and the community to not only

assist student learning, but also fulfil the larger role a school is expected to play in the life of the

community it serves. Here are some possible ways schools can make parents and community

members real partners:

a. At the very beginning, when parents/families come for admission for their children, an

orientation on what the school stands for, its teaching-learning processes, and expectations

from parents/families must happen. This could be done in several forms, such as one-onone

meetings where individual queries can be responded to, making a presentation about

the school to parents/families, and sharing a written document about what parents/families

should know. A tour of the school premises led by students would be a creative and effective

way of introducing the school to new parents/families. By interacting with students this

way, parents/families would get a direct sense of the culture of learning fostered by the

school.

b. Parents/families must get regular updates on student progress. It is a limited interaction

when PTMs become primarily about telling parents/families what issues and challenges are

being faced by their children. It will be a more meaningful conversation when the discussion

in PTMs is about all the learning opportunities students are engaging with and the efforts

made by the school to ensure this. Maintaining an updated student progress portfolio will

be a useful aid in sharing with parents/families, and they will be happy to see how the

school is keeping a proper record of student progress. On PTM days, schools could organise

activities for them that they would love to participate in and enjoy. This will help build

camaraderie among the parents/families. Students could also perform in varied ways what

they have learnt at school. Different students across the school can get a chance to share if

the school organises such events.

c. Parents/families must be invited to school events and celebrations. Schools must find ways

to engage them actively in such events rather than keep them as mere audiences/spectators.

So, the design of such events and celebrations should aim for the active engagement of

parents/families. They could also be asked to visit the school on any working day according

to their convenience to observe regular school functioning. On such days, they can

participate in the assembly, spend some time in the classes, and interact with students and

Teachers during intervals. This will give them a first-hand experience of what goes on in a

school on a normal day. Some parents/family members could also be seen as important

resource persons who, under a well thought out plan, can contribute academically too. The

‘bagless day’ is one such window where parental engagement can be planned.

d. Teachers should also visit parents/families as and when relevant and possible as knowing

the home environment and the larger socio-cultural context of students is a prerequisite for

providing more individualised support to students.

e. The school’s relationship should not be limited to the current group of parents/families. The

larger community from which students come should also be involved systematically in

school processes. One simple way to reach out to them is to invite them to events and

celebrations where it is easier to accommodate larger groups. Exhibitions of work by

students, Baal Mela, book fairs, film festivals, health camps, cleanliness drives, and

campaigning for other social awareness causes are opportunities to engage with the larger

community. If the school publishes a newsletter or magazine, it can also be distributed to a

larger audience. Community-based events and services by student clubs (e.g., sports clubs,

art and culture clubs, and health and wellness clubs) can be organised. Schools with an

active alumni group could build and sustain such connections in the long term.

2.2.3 Mealtime, Health, and Hygiene

As pointed out in NEP 2020, nutrition plays a very significant role in learning, particularly in the

early years. However, too many students in the country are malnourished as they simply do not

receive a balanced diet for proper physical growth. Hunger and malnutrition are significant

causes that prevent many students from actively participating in school processes. For such

students, the Mid-day Meal provided in school is the only proper meal that they eat.

So, paying attention to the Mid-day Meal goes a long way in ensuring the good health of students

and thereby improving their participation in school. Where food is cooked in school, there is a

greater opportunity to ensure good quality and variety. Good hygienic practices are required for

cooking and serving. Groups of Teachers and students can take turns in serving. Efforts are

needed to avoid wastage of food or proper use of the leftovers. It could also be used for compost

generation.

Mealtime is also about observing the food habits of students. A few students tend to eat

unhealthily and avoid certain vegetables or healthy food preparations. They also consume

processed food directly bought from shops. Therefore, schools need to consciously create spaces

for dialogue around food, habits, health, culture, and modern and traditional wisdom around

these. Another possibility is to discuss food choices, what influences them, and how discrimination

occurs based on food and eating habits. Dialogue around such questions helps students

understand the social-cultural aspect of food. This would also be a way of educating local

communities the students are part of too as students will take home with them these values.

Schools need to organise regular medical camps at the school and cluster levels. This could be

done with support from the government health department. The height and weight of all students

in the school could also be monitored regularly and recorded systematically. In the case of

students who are found to have any specific medical conditions that could range from poor

eyesight, skin allergies, or any symptoms of vitamin deficiencies, discussions with their parents/

families have to be initiated and necessary care and treatment followed up regularly. For any

serious health conditions, the schools could ask the parents/families to seek proper medical

attention.

Due to various circumstances, many students struggle with hygiene issues. As a Teacher, it is

important to ensure that hygiene issues among students are handled with sensitivity. Here are

some pointers to keep in mind when such issues arise in school.

a. Empathise with the student’s situation, find out the causes, and help the student address

their hygiene difficulties.

b. Where students lack resources at home to ensure basic hygiene, the school could provide

them (e.g., soaps, nail clippers, sanitary pads).

c. Make hygiene a class practice routine for everyone.

d. Opportunities could be found in subject teaching, in assembly, and by involving local

community members/NGOs to educate the students in the classroom on good health and

hygiene practices.

e. Proper hygiene practices must be followed in residential schools and schools with kitchen

facilities. Food and other edible items must be stored carefully and hygienically. Dining areas

and other spaces where students eat their meals must also be clean and hygienic.

Section 2.3

Organisational Processes

Schools required planned and organised collective efforts that enable the smooth functioning of

the above curriculum and curriculum-associated processes. While this requires planning,

resource allocation, and information management like in any other organisation, schools need to

address particular concerns about student safety and appropriate responses to conflicts and

disciplinary issues. This section articulates some of the considerations relevant to these matters.

2.3.1 School Development Plan

The most important among organisational processes is to prepare a school development plan

[NEP 2020, 7.9] that covers all aspects of school functioning. It sets yearly priorities and enables

initiative and decision making for addressing challenges and achieving goals within a timeframe.

School improvement is at the core of all planning and review exercises, and it requires the whole

school team to have a vision about where they want to ultimately reach. It also paves the way for

improvement in shorter timespans with a clear understanding of where the school stands at that

moment.

It is the responsibility of School Principals to constantly work towards aligning the entire team’s

vision for the school in every aspect with the Aims of Education. Simultaneously, they also need

to regularly build consensus over how to respond to local and contextual issues that may arise in

the life of a school. A few important dimensions of school planning are briefly described below.

Each school needs to do institution-level planning covering all aspects of its functioning with

clear goals to be achieved during a set timeframe. There may be given formats and processes to

be followed as prescribed by the education department. The participation of the community and

SMC is also crucial in this endeavour. Senior students can also be involved, along with identified

local people, who could bring in both ideas and support in some form.

A good school development plan should set clear academic and administrative goals along with

clarity about implementation (who will do what and how, and where resources be mobilised

from if more is required). One major part of it will be curricular planning for the year, a detailing

of the way forward planned in monthly and quarterly timeframes. A good understanding of the

previous year’s progress and current challenges is required, both at the subject and student

levels, to do strategic and detailed planning. As planning at the Stage and subject levels is

necessary, Teachers need to collaborate to develop these plans.

Other aspects to be covered in this plan are for the overall enablement of the school. This will

include a plan for Teacher support and development, resources that need to be procured or

created, major repairs and maintenance tasks, and how to engage parents and the community.

Processes for communicating decisions, expectations, and feedback must be well planned. Most

of the communication should be through formal meetings and properly documented. Deciding

on modes of communication is equally important.

School Principals need to closely monitor and provide support to teaching and non-teaching staff

when they struggle. A plan for regular reviews is equally important. Thinking through steps

towards achieving the set goals helps the school progress, and monthly and quarterly reviews

help in making mid-course corrections.

2.3.2 Time and Resource Allocation

A critical part of planning is to make the best use of available time and other resources, as well as

generate the required resources.

2.3.2.1 Annual Calendar

Schools need to plan their academic year from the beginning through an annual school calendar.

This should include the academic session start and end dates, admission-related schedule,

examinations, national festivals (Republic Day, holidays, Independence Day), dates of different

functions and day-long celebrations such as sports day, Science Day, Children’s Day, field trips,

PTMs, holidays for students and Teachers, alumni meetings, and summer camps. Aligning with

important dates as shared by the education department and local community engagements is

also necessary. This list should be made through a collective exercise with Teachers and parents

and shared with all stakeholders, including students. Any strategic decision regarding the daily

timetable is also made at the time of preparing the school development plan.

2.3.2.2 Mobilising and Allocating Resources

Schools have some fixed resources and some that get consumed in the teaching-learning process.

As the year begins, proper planning needs to be done around what resources will be needed, how

to procure and/or mobilise them, and who will be making use of them. Certain resources, such

as computers and printers, are often required in the staff room, and the policy on printing

material and keeping track of printing can be decided collectively. Similarly, stationery for

Teachers’ use could be placed in common storage in the staff room. If a computer lab for students

is available, then one Teacher should oversee its use and upkeep. For mobilising resources from

the community, systematic efforts would be needed under the leadership of the School Principal

or a committee in which selected parents and students could also be members.

2.3.3 Data Management and Reporting

All schools must develop efficient systems for recording, storing, and utilising various kinds of

data. Progress review, planning, and reporting — all depend on authentic data and its

interpretation, so proper sourcing and upkeep of data (if possible, in computerised form) will be

of great help.

The most critical set of data for schools is regarding student learning. Keeping track of student

progress in both qualitative and quantitative ways is needed at the level of Teachers and School

Principals. Simple things like how students’ reading and writing skills are improving over months

or Grades inform Teachers about the impact of their teaching. Similarly, tracking student

attendance helps us see how it impacts student learning. School Principals and Teachers need to

regularly study the student learning data to understand the status and take requisite steps in a

timely manner.

While proper data management is unavoidable and indispensable for a school, it should aid

student learning efforts rather than becoming an undue burden for Teachers. Intelligent use of

technology has a lot of potential to ease things on this front. The responsibility of recording and

managing data will be distributed for Grade level, but it should also be collated by one person

(school admin, Principal, or Teacher) to see the overall picture.

All requisite protocols must be followed, and measures must be taken for ensuring data privacy,

such that any data is used only for legitimate purposes, by authorised bodies, and after informed

consent.

2.3.4 Ensuring Student Safety

Schools need to ensure that all students are protected from any kind of injury or harm. Students

are not only vulnerable to physical injury, but are also exposed to various forms of discrimination,

harassment, and abuse that cause emotional and physical harm and can even scar them for a

long time if support is not provided at the right time. The safety and well-being of everyone on

the school campus must always be given the utmost priority. This can be achieved by promoting

and practising safety in all school processes regularly. Safety within the school premises is the

collective responsibility of the whole school community.

2.3.4.1 Physical Safety

a. Road safety around schools is an important aspect that needs to be given due attention. School

authorities and SMCs could work with local administrators to ensure that appropriate road

signage that mark school zones is installed.

b. Periodic inspections of buildings and equipment, including play and laboratory equipment

and furniture, must be conducted. All indoor infrastructure must be free of sharp edges,

splinters, and objects that could potentially cause physical injury to anyone. Potentially

hazardous equipment, laboratory chemicals, and sharp tools must be stored carefully and

accessible only to responsible adults. The age of students should be considered if they are to

use these objects and must always be done under the supervision of Teachers/adults. Clear

communication procedures could be followed to instruct students on how to use laboratory

equipment, as well as other guidelines for using play equipment and rules for field trips or

excursions.

c. Safety and first-aid kits must be easily accessible and available for use.

d. It is suggested that a responsible adult supervise students during breaks at playtime in the

corridor or at the playground, and corridor, staircase, and any other open area.

e. Teachers and adults in the school must ensure that students of all ages and genders are

protected from physical offences, violence, and sexual offences. School administrations

should have stringent measures to check and stop all forms of corporal punishment meted

out to students. This will require building the capacity of all stakeholders and having

appropriate policies in place.

f. Schools could conduct regular fire drills involving all members of the school to orient students,

Teachers, and other staff on how to evacuate the building safely and help those in need. Open

spaces that could serve as safe assembly areas during natural disasters also need to be

demarcated and clearly communicated.

g. In the event of an accident or a medical emergency, the supervising adult must inform parents

immediately. If a student feels unwell in school but it is not a medical emergency, the Teacher

must contact the parents and ask them to pick up their child, or if possible, any responsible

adult from school may take the student home after ascertaining that there will be somebody

responsible to receive the student at home. Alternatively, if there is a place to rest, the student

may rest and return home at the usual time.

2.3.4.2 Emotional Safety

A school is a place where all children must be treated equally and feel safe and secure. All schools

must orient their staff and Teachers on the possibility of emotional trauma caused by verbal and

physical abuse of children. It is also important for schools to be aware of the home environment

of students, and whether they may be facing or witnessing any form of physical or emotional

abuse and discrimination. Initiating dialogue and showing concern for the well-being of all

students develops mutual trust between students and Teachers and creates a space for authentic

sharing. Students could use such opportunities to openly express their discomfort, fears, and

anxieties about any spaces, objects, people, animals, and other beings that could be the cause,

and resolve these issues without delay. The school environment and culture must always strive

to practise the values of love, kindness, compassion, empathy, ahimsa, and seva as mentioned in

NEP 2020. Teachers should be encouraged to always use caring and positive language with

students and provide encouragement that reinforces affirmative behaviour and actions in the

classroom and otherwise.

It is equally important to pay attention to the emotional safety of Teachers and other adults on

the school premises. Feeling emotionally secure plays a critical role in all adults’ lives and

positively impacts their ability to make responsible decisions about all tasks. Students constantly

observe the behaviour and actions of adults and often mimic what they see. It is therefore

important for all Teachers and adults to model emotional regulation, compassion, and affirmative

speech in their daily routines.

2.3.4.3 Intellectual Safety

Learning requires sustained intellectual engagement, so students need to feel safe to take risks

while expanding their thinking capacities. This implies that mistakes will occur and committing

errors is not only accepted as part of a healthy learning process, but also needs to be viewed as a

necessary aspect of learning. It is important that all students freely express their opinions

without the anxiety of being ridiculed, reprimanded, or punished.

The classroom environment should encourage the participation of all students to respond to

questions and contribute to discussions with the confidence that what they say has a place in the

group’s learning process, even if it may be incorrect. Student participation provides insights into

how each of them perceives the world and how each may have a unique way of learning and

understanding. Using demeaning language, labelling, or personally criticising students is hurtful

and could result in poor participation in learning activities. Teachers often assign specific

responsibilities to certain students with the assumption (spoken or unspoken) that others are

not capable of carrying out the same task. This causes the excluded students to feel like they are

not ‘good enough’ and prevents them from developing their capacities or confidence. Care must

be taken to rotate all responsibilities among all students and include Teachers and adult staff in

working along with students to provide timely encouragement and support to those who may

face difficulties.

2.3.4.4 Prevention of Bullying

Bullying is any intentional and repeated aggression towards another. It is unprovoked and may

be individual or group behaviour towards others, aimed at causing discomfort and injury.

The experience of bullying among students is often humiliating causing lasting negative

psychological consequences. It creates an atmosphere of inequality, threat, and anxiety. Schools

must ensure all students are protected against the violence of bullying by creating a strong

culture of care and compassion.

Some common examples of bullying are targeted and repeated insulting and offensive language;

negative comments on physical appearance or family/socio-cultural background, lifestyle, or

race; aggressive yelling/shouting; teasing; and pranking. These can happen in person or virtually.

In response to instances of bullying, schools must take immediate action to stop the bullying. The

intervention must be strongly visible with zero tolerance. Adults in the school must be vigilant

and students too can be educated to be alert and report such instances. Strong conversations

across the board about bullying and repeated reminders to avoid any such transgression should

help in creating a safe learning atmosphere.

2.3.4.5 Preventing Sexual Harassment/Sexual Abuse

All schools must be aware of, and stringently adhere to, the laws of POSH (Prevention of Sexual

Harassment) for adults and POCSO (Protection of Children from Sexual Offenses). All adults at

the school must behave in a manner that reflects the values of being an educator and a responsible

adult and protect their colleagues and students from sexual transgressions and violations.

Schools must show zero tolerance for violations in this regard.

Some examples of sexual harassment include passing unsavoury remarks, gender-based insults

or sexist remarks, making obscene jokes, innuendoes, and taunts, displaying pornographic or

other offensive or derogatory pictures, cartoons, pamphlets or sayings, making unwelcome

sexual overtures in any manner over any medium or in person, touching or brushing against the

bodies of others, body gestures and manners that could be offensive or frightening to the other

gender, forcible physical touch or molestation, physical confinement against one’s will, and any

other act likely to violate one’s privacy.

2.3.4.6 Cyber Safety

It is important to establish clear norms for the use of computers and the Internet. Students must

be taught cyber safety, the appropriate use of technology and the internet, and be educated about

the function of and disruption caused by screens and handheld gadgets. Students using computers

as part of their school curriculum must always access the internet under Teacher supervision.

This will enable the appropriate learning of the medium and help with monitoring student

activity, safeguarding them from potential cyber risks (e.g., online impersonation, unregulated

inappropriate adult content, cyberbullying, stalking). Another crucial step in protecting students

is to prepare the computers for students’ use by blocking non-educational and inappropriate

sites so that they become inaccessible. Web cameras may be used for school projects and other

organised class activities only under Teacher supervision and under no other circumstances.

Students must develop an understanding of how to identify unsafe online situations, and whom

to report to; this will also make it necessary to inform Teachers how to take timely action.

It will be educationally valuable and relevant for students to be taught both the usefulness and

the problems of social media platforms. The pandemic enforced the widespread use of

smartphones and tablets for participating in online classes. However, this seems to have brought

along with it a screen dependence in students across the age groups, affecting their capacity for

focussed attention and ‘deep reading’.

2.3.4.7 General Safety Measures

a. The addresses and phone numbers of parents must be regularly updated and kept accessible.

Emergency contact numbers must be available for all students/adults.

b. Information about any medical condition and the associated medication or preventive

measures must be obtained at the time of recruitment/admission, updated regularly, and

made available to all concerned.

c. Information about any emotional upheaval or trauma that the student may be going through

temporarily must be made available to only the concerned persons. These would include

Teachers and persons the student is close to who can support them to understand and

respond to their experience.

d. Telephone numbers of the closest medical centre, hospital, doctor, ambulance, fire station,

and police station should be easily accessible and put up in a central place for all to see.

e. Private transportation facilities that are being used by students need to be checked regularly

for safety standards. For example, in the case of using private transport, the vehicle condition

must be to ensure that it is in proper order, and a background check of the drivers must be

carried out to ensure that they have a valid driver’s licence and are of sound health.

f. Digital devices should have child-protection features that must be frequently updated to

ensure the online safety of all students.

2.3.5 Resolving Differences, Conflicts, and Disciplinary Issues

This section talks about the mechanisms to deal with matters of indiscipline and conflicts

encountered in school life. This could be in the form of irregularity, lack of seriousness towards

classwork, homework, teasing, passing comments, rivalry, bullying, damage to school property,

sexual harassment, and substance abuse. Here are some suggested steps:

a. Clear communication on expected behavioural norms and consequences

Behavioural expectations must be communicated in writing to students and parents at the

time of admission. These should largely be defined in positive terms, and if there is a student

diary, then school rules should also find space there. The staff room, classroom, and general

notice board of the school can also have this for ready reference. From time to time, in school

assemblies or classroom situations, these could be discussed so that the rationale behind

school rules is understood properly by all students. The consequences of not abiding by the

rules should also be clear, communicated, and followed.

b. Polite reminders and encouragement for self and peer-led correction

There should be ways of drawing attention to any lapse in expected behaviour. This should be

done politely, with the expectation that the person involved will avoid repeating it. For

example, there could be a chart on the classroom wall for students in the Preparatory Stage

where they rate themselves based on their participation in classroom and school activities. In

the higher Grades, students themselves can speak to other erring students. When the majority

follows the rules, those who do not will be easily noticed, and these students can be expected

to make amends in the course of their school day as an essential part of their learning.

c. Dialogue and counselling

The next step is to have a discussion with those who have difficulty following the rules and, in

some cases, with the whole class or school as collective efforts may be needed. Class Teachers,

or in extreme cases, the School Principal, could hold this discussion, as this would demand a

certain level of maturity and expertise. These discussions need to be carried out with empathy

as well as firmness. One will have to find effective and respectful ways of doing it. The intent

should be to understand why a student is behaving in ways which are detrimental to their

own learning and that of others. A few Teachers could be identified and trained to counsel

students. At the school complex level, a counsellor can be appointed to assist Teachers in

dealing with special cases.

d. Other measures

When the earlier steps do not work and there are repeated instances of rule breaking (e.g.,

violence or intentional damage to school property), then measures such as withdrawal from

activity/classes, temporary isolation, warning, consultation with parents/families, or

collection of fine may be required.

e. Expulsion from school

This must be the last resort response to any student misbehaviour. If no other strategy has

worked and there is little to no change in the behaviour of a student, then, in the interest of

others’ safety and the smooth functioning of group learning processes in the school, this step

may be required as the final call.

If schools make their best efforts to build nurturing culture and keeping students meaningfully

engaged, the instances of indiscipline will eventually get minimised. Classroom processes should

not allow small incidents to hijack the learning objectives for the day. As part of classroom

management skills, Teachers must learn what to pay attention to and address immediately, what

to ignore, and what to attend to afterwards. It has been observed that frequent disruptions and

a lack of consistency in the teaching-learning process are important factors leading to low levels

of learning. Also, incidents of undesirable behaviour have a way of lingering in the minds of

others. It would be disheartening for the students who make amends if they become trapped in

labels of any kind. School cultures must foster forgiveness and kindness to avoid this.

Part E- Creating a Supportive Ecosystem

Chapter 1 capacity building.

Section 1.1-Curriculum Framework Literacy for All Stakeholders

a. Stakeholders involved in the implementation of Curriculum Frameworks

Teachers, Head Teachers, Principals, and syllabus and TLM developers are the key persons

involved in the implementation of the relevant CFs. In addition, all the stakeholders in the

ecosystem within which they work must be able to interpret the CFs in the context of their

roles and support them. This will include personnel in academic and administrative support

structures, as well as Teacher Education institutions. Parents and community members must

also be CF literate; as key stakeholders in schooling, they must be able to understand changes

in curriculum and processes and the expected learning.

It must be noted that the duration of the capacity development programmes, the

modes, and the bodies that should conduct them, as mentioned in this chapter, are

only indicative. The important matter is to ensure that high-quality and relevant

capacity development of all stakeholders happens with speed and that relevant

handbooks and other materials are made available. This would be relevant for all

Grades.

b. Components of Curriculum Framework Literacy

The components of CF literacy are a deep understanding of:

i. The approaches and principles of the CF to achieve the Aims of Education

ii. Key curricular changes and transitions in pedagogy, content, and assessment in each

Curricular Area to achieve these aims

iii. Roles and responsibilities of each stakeholder to execute the changes

iv. The importance of the above components

This understanding is necessary especially for Teachers to exercise their autonomy, and to

take decisions best suited to the needs and context of their students.

c. Orientation to the relevant Curriculum Framework

An overall orientation to the relevant CF must be planned for all stakeholders at the earliest.

i. SCERT (or the relevant body) will anchor the design and module development for this

programme. It will be implemented by the DIETs (and relevant bodies) using well-trained,

high-capacity Resource Persons.

ii. A 2-3 day intensive orientation/programme must be designed separately for each set of

stakeholders. This is necessary because, in addition to common areas, some aspects of the

relevant CF will require a deeper focus based on specific roles and responsibilities.

1) All stakeholders must be oriented to the broad curricular, pedagogical, and assessment

approach of the CF, as well as school restructuring. They must understand the key

transitions and why they are necessary. They must also understand the expectations

from schools regarding culture and processes.

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Part E

National Curriculum Framework for School Education

2) All stakeholders must also receive a broad orientation to the Learning Standards and

their implications for schools and classrooms.

3) Focus areas for Teachers must include, illustratively, details of the Learning Standards,

Curricular Areas, experiential learning, a competency-based approach, formative

assessments, and connecting to students’ context.

4) Focus areas for Head Teachers and Principals must include, illustratively, expectations

from them regarding school culture and processes, school restructuring, as well as

approaches to curriculum, pedagogy, and assessment.

5) Focus areas for academic functionaries must include, illustratively, the key transitions

they must support Teachers make, particularly in pedagogy and assessment. They

must also receive an orientation on maintaining an empowering culture for Teachers.

6) Focus areas for administrative functionaries must include, illustratively, resourcing

requirements for implementation of the relevant CF and monitoring and review

informed by key transitions. They must also receive an orientation on maintaining an

empowering culture for Teachers.

7) Parents and community members must be oriented to the Learning Standards so that

they can follow the progress of students in the family. They must be aware of the ways

in which they can support schools, whether as Resource Persons or by ensuring

enrolment and attendance. Online modules for NCF literacy can also be available for

interested members of the community.

d. Academic functionaries identified as per their specialisation must also undergo a more

intensive face-to-face programme for building capacity in Art Education, Vocational Education,

Physical Education and Well-being, and Education in Interdisciplinary Areas. This programme

should be conducted annually in blended mode for 2-3 years after implementation of the CF,

with at least six days of face-to-face interaction followed by pre-scheduled online sessions.

Section 1.2-Capacity Building of Teachers

Capacity building of Teachers to implement the CF must be comprehensively done across Stages

of schooling, with a focus on the following.

a. Overall Approach to Capacity Building

i. The preferred mode is face-to-face, followed by frequent interactions and continuing onsite

support. The programmes must be supplemented with digital material, relevant

handbooks, and other training materials. Capacity building may be organised by DIETs or

other bodies, and continued support will be provided by block-level and cluster-level

functionaries. Modules and materials will be collaboratively developed by relevant

stakeholders brought together by the SCERT.

ii. As far as possible, private schools could be part of these processes; otherwise, they must

develop their own plans.

iii. Broadly, the modules for capacity building will address CF literacy, Learning Standards,

Competency-based approach, Stage-wise pedagogy and assessment, textbooks and

materials, and experiential learning. Also, Teachers must be oriented on how to leverage

local resources, particularly for Vocational Education, Physical Education and Well-being,

and Art Education.

b. Capacity building for Mathematics, Languages, Science, Social Science, and other

subjects in the Secondary Stage

i. Capacity building of Teachers related to these Curricular Areas is necessary for them to

understand and fully utilise the empowerment from the CF.

ii. This can be in the form of intensive face-to-face programmes to be conducted for about

10 days. This must be supplemented by single-day interactions at the block and cluster

levels spread over the year, preferably face-to-face — the total of these single-day

interactions should add up to about 15 days over the year. This must be continued for at

least 2-3 years after the implementation of the relevant CF.

iii. For Secondary Stage Teachers, the capacity development will have to be aligned with the

subjects being offered and their design.

c. Capacity building in The World Around Us, Art Education, Vocational Education,

Physical Education and Well-being, and Education in Interdisciplinary Areas

i. The capacity building of Teachers related to these Curricular Areas must take into

consideration the existing realities. For the first few years after the implementation of the

relevant CF, Teachers who are not necessarily qualified to teach these subjects will have to

help students attain Curricular Goals adequately, as per the design of the curriculum. For

example, a Teacher of Social Science may have to teach Individuals in Society in Grade 9,

and a Teacher of The World Around Us may have to teach Art Education in the Preparatory

Stage. Teachers will undergo special orientation for these areas and will also require more

intense ongoing support compared to other areas.

ii. For these Teachers, intensive face-to-face programmes must be conducted for 10 days

twice in the first year after implementation of the relevant CF, totalling 20 days. A calendar

of five follow-up on-site visits by Resource Persons for at least one day must be prepared

between the two sets of face-to-face interactions. As above, this must be supplemented by

single-day interactions at the block and cluster level spread over the year, preferably faceto-

face — the total of these single-day interactions should add up to about 15 days over

the year.

iii. In the second year after the implementation of the CF, a single face-to-face programme of

10 days duration with single-day interactions can be planned. This must be continued for

at least 2-3 years after the implementation of the relevant CF.

Chapter 2 infrastructure and learning resources support

Ensuring an Appropriate Environment for Learning

All students must look forward to coming to school every day. A safe and stimulating physical

environment can help make school a positive experience for all. Studies have also shown that

when physical spaces are carefully designed to address the needs of students, they can have a

positive impact on their overall well-being and learning.

Since most students spend close to six hours (or more) a day in school where they are engaged

in a variety of activities, it is important to design school infrastructure in a way that addresses

learning requirements and allows for play, gatherings, and interaction with others and with

nature. All these aspects contribute to learning and support the smooth functioning of school

processes.

Quality, completeness, and maintenance of infrastructure are key differentiators between a good

school and a not-so-good one, especially in the eyes of parents and the community.

Safe, barrier-free, and adequate physical infrastructure must be available as per prescribed

norms. Buildings and equipment must meet safety standards as per the law. Adequate budgets

and utilisation for infrastructure development, infrastructure maintenance, and TLM must be

available.

While the importance of safe and adequate infrastructure is well recognised, many schools

across the country still struggle to meet the basic requirements for a conducive learning

environment. However, many schools are taking several initiatives to improve their infrastructure

and ensure a better learning environment for their students through strong School Management

Committees (SMCs) and with the help of local communities. These schools have applied many creative ideas to overcome space and resource limitations to achieve learning goals. Collaboration among school administrations, local authorities, and the local community can play a critical role in finding solutions to the infrastructural challenges that many schools face. Some basic requirements that all schools should aim to address are detailed in the following subsections

Section 2.1-Outdoor Infrastructure

Schools exist in varied environments across the country — from being on a busy main street

with heavy traffic to being amidst an idyllic landscape bordering a forest. Setting up a school

with the right infrastructure and safety measures can be a challenge in many locations across the

country. All schools must ensure that basic standards for infrastructure and safety are met to ensure

learning for all students.

2.1.1 Basic Structure and Compound Wall

School buildings should be permanent structures constructed with appropriate materials that

ensure structural stability and the long-term safety of all individuals who use the space. The

school boundaries and grounds need to be protected from various external elements that could

threaten the safe movement of students, so a compound wall and a secure gate can ensure that

the entry and exit of visitors to the school are properly organised and monitored.

2.1.2 Open Space for Play and Safe Assembly

An outdoor open space in schools can be a space for students to play (outdoor games and sports)

as well as a place for large gatherings, meditation, or a dedicated assembly point in the case of

any emergency (e.g., fire, natural disaster). Schools could opt to install play equipment such as

swings, climbing frames, slides, jungle gyms, and so on for young students.

2.1.3 Trees, Plants, and Nature

Nature is a great teacher. The presence of trees (including local fruit-bearing trees) and plants

where students can find shade, explore, invent their own games, and observe birds, small animals,

insects, and butterflies has a positive impact on learning. In addition to local flora and fauna,

schools could have a dedicated kitchen garden where students participate in growing and

nurturing plants, and a composting pit to process organic waste from the kitchen.

2.1.4 Accessibility and Inclusion

Schools must take measures to make the physical environment accessible for people and students

with disabilities. At the least, ramps must be provided for wheelchair access, and lifts can be

provided in schools that need them. Both ramps and stairs should have handrails. Tactile pavers

to guide people and students with disabilities must be placed judiciously, particularly in toilets

and in areas near drinking water units. Appropriate signage with text and pictograms, and in

Braille if possible, can help people and students with disabilities move independently (e.g.,

directions to the ramp, accessible toilets if available).

While the entire school could have anti-skid flooring for ease of movement (including for

wheelchairs), the toilet and area around drinking water units, where there is a danger of slipping,

must have slip-resistant flooring. Devices using assistive technology can be kept in the library for students with disabilities to use whenever required, e.g., magnifiers, text-to-speech software, books with large prints, Braille books and displays, personal amplification systems, speech output software, and specialised apps. Simpler actions must also be taken after due care and thought are given to requirements, e.g., ensuring unobstructed corridors and classrooms, moving classrooms to the ground floor from upper floors to cater to specific students, and planning laboratories and libraries on the ground floor.

Section 2.2-Indoor Infrastructure

2.2.1 Classrooms

Classrooms are where Teachers and students spend most of their time in schools. Schools must

have sufficient classrooms to accommodate all students comfortably and ensure that the dignity

of every student and the learning process is respected.

Classrooms must be well-ventilated and well-lit spaces. Depending on the climatic conditions

and school requirements, basic lights, fans, and electric power outlets with safe electrification

would also need to be provided in classrooms.

The design of classrooms must take into consideration accessibility for all students and people

with disabilities, the nature of different subjects and the recommended pedagogy, movement for

a variety of learning activities, furniture for flexible seating arrangements, blackboards for

Teachers and students, and facilities for storage and display.

Classroom organisation could be flexible, giving students the opportunity to move to other

rooms. For example, a room dedicated for language learning could be designed to offer an

immersive, print-rich environment with easily accessible resources for different learning levels

across Grades. Similarly, dedicated rooms for the Art could be planned for conducting Art

activities, with the provision of sufficient space for movement and storage of materials, props,

stationery, and instruments. Wherever possible, schools could consider making provisions for

using digital technologies and equipment to support learning practices (TV/projector/ interactive

board, either in the classrooms or as a commonly shared multipurpose media room).

2.2.2 Libraries

Depending on the space available in the school, three types of libraries can be set up.

a. School Library

This is a separate room dedicated for use as a library with adequate furniture to store a wide

range of books arranged and catalogued systematically, for students and Teachers.

Books could be categorised according to reading level, language, subject, and so on. Systematic

labelling could help students navigate through the collection, and maintain entries in a library

record book.

Storybooks for early readers are usually light and full of colourful pictures. These can be hung

on the wall at a lower level using a string to draw the attention of younger readers, provide

easy access for them to choose different books to browse through or spend time reading, or

help them decide which books they want to read.

Such a library could also include multimedia and audio-visual learning resources with

computers, projectors, and other relevant devices.

There should be sufficient space and appropriate furniture for students to sit comfortably and

spend time reading, researching, and accessing resources in the library.

b. Classroom Library Corner

If a school has limited space, libraries can be set up in classrooms with appropriate material

available for that particular Grade.

A corner library could also be set up in one part of a particular classroom. Here too, bookshelves,

tables, or cupboards can be used to place the books.

c. Community Library

A school could also choose to make its library more open by extending it for the use of the

local community after school hours. It could set up a part of the library outside the school

premises, in a place that gives access not only to its students but also to students of other

schools or other children and adults in the community. Such initiatives can become lively and

enriching centres, especially when different people contribute books, periodicals, and

magazines towards the library collection.

School alumni, youth, and adults could volunteer to help early readers by reading to them,

organising storytelling activities, or managing the library’s resources. A community library

could also serve as a space for students to study after school hours, get together, and help one

another with their homework.

2.2.3 Laboratories

Although laboratories are commonly associated only with science, schools must aim to expand

the idea of a laboratory to other subjects as well. Laboratories must be kept open and accessible

to students during their learning hours. They must be perceived as spaces for ‘doing’ — extending

to a variety of learning experiments across disciplines where students explore, discover, and

verify knowledge.

For example, students can access instruments required for measurement and geometry alongside

raw materials such as wood to create their own measuring instruments. A laboratory can also

have a stock of natural clay that can be used for visualising and creating 3D models, seals, toys,

and other resources that can aid learning. The concept of a laboratory could be extended to

workshops for woodwork/carpentry, electronics, mechanics, pottery, textiles, and sewing in

schools for Middle and Secondary Stages.

2.2.4 Dining Area and Drinking Water

The area for eating meals must be shaded, clean, spacious, and hygienic. It should be welcoming

to all people to sit comfortably and eat together. The dining area must also have sufficient space

and an adequate number of taps for washing dishes and utensils after meals. Easily accessible

and hygienic drinking water facilities should be provided in all schools. Timely maintenance of

these facilities must be followed.

2.2.5 Toilets

Well-lit, clean toilets with safe and well-maintained plumbing and an uninterrupted supply of

water are a basic requirement. Separate toilets for different genders and people with disabilities

must be provided. Girls’ toilets should stock sanitary pads and provide covered dustbins for the

safe disposal of used sanitary pads.

2.2.6 Semi-open/ Partially Shaded Areas

Schools could also have semi-open areas, such as partially shaded corridors or verandas, where

students can move safely, sit, play indoor games, or seek shelter from the rain. These areas could

also accommodate display facilities where charts, poem cards, story cards, students’ art works,

and writings are presented and changed periodically. Schools could also think of creating

interactive spaces in these areas where students find opportunities for sensorial exploration,

e.g., interactive materials such as walls/surfaces with a variety of textures and objects that

produce different sounds that students can play, such as musical instruments or wind chimes.

2.2.7 Uninterrupted Supply of Water and Electricity

Regular and uninterrupted supplies of water and electricity are essential for the smooth

functioning of any school. Disruption in the water supply can impact the hygiene and cleanliness

of toilets and the kitchen. Electricity is essential to power many devices that are used not only for

learning, but also to operate computers and other electric and electronic devices that are

integrated into school routines.

Schools could work closely with the local administrative authorities to ensure that the supply of

water and electricity is prioritised for the school. At the same time, steps can be taken to educate

all members of the school staff and students to use water and electricity judiciously and report

any misuse.

Section 2.3-Infrastructure that Ensures Safety

a. Choice of building material: Physical safety in a school begins with the choice of materials

used in the construction of the school building. Schools must avoid using easily flammable

materials such as straw and ensure that the construction quality meets all school safety

regulation standards. School buildings need to be secure, permanent structures with

long-term stability.

b. Electrification and plumbing in the building must be standardised and concealed.

c. Doors, windows, and gates: Toilets for all genders must ensure safety and privacy by

installing proper doors with latches that can be used by students of all age groups

comfortably. Windows must be installed in all classrooms to ensure proper ventilation and

light. The main entry and exit points of the school premises should have gates that can be

closed and opened smoothly and locked after school hours.

d. Safety during emergencies: Multiple entry and exit points could be provided to avoid

stampedes during emergency evacuations. Schools must have fire safety mechanisms and

fire extinguishers in proper working condition. They could conduct regular fire drills

involving all members of the school to orient students, Teachers, and other staff on how to

evacuate the building safely and help those in need. Open spaces that could serve as safe

assembly areas during natural disasters also need to be demarcated and clearly

communicated to all members of the school. Helpline and Emergency numbers should be

displayed in multiple locations on the school premises. Safety and first-aid kits must be

easily accessible and available for use.

Other aspects of safety and its operationalisation are provided in the chapter on School Processes.

The Ministry of Education’s Guidelines on School Safety and Security clearly define the measures

that schools and other relevant stakeholders must take to create a safe and secure environment

for all students. They are an excellent resource for all educational institutions and settings.

Section 2.4-Infrastructure that Ensures Inclusion

All common spaces and property on the school campus meant for students and Teachers should

be made accessible to all students and Teachers.

This includes barrier-free access to all parts of the school for people and students with disabilities,

e.g., entry, exit, corridors, classrooms, library, laboratories, dining areas, play areas, toilets, use of

furniture, and use of learning material.

Particular issues related to inadequate infrastructure or inadequately maintained infrastructure

can create barriers for particular groups of students. For example, one important reason why

many adolescent girls have poor school attendance is the lack of proper toilet and sanitation

facilities in schools suitable for all students, including those with disabilities.

Chapter 3 empowerment of Teachers

Section 3.1-Ensuring an Enabling Environment for Teachers

A culture that encourages people to learn and work together characterised by trust and respect

for all, is critical to a good school — this is possible in an environment that is open and caring and

where dialogue, collaboration, inquiry, and reflection are embedded practices.

NEP 2020 places Teachers at the ‘centre of the fundamental reforms in the education system’. It

states that:

Education Policy must help re-establish teachers, at all levels, as the most respected and essential

members of our society, because they truly shape our next generation of citizens. It must do

everything to empower Teachers and help them to do their job as effectively as possible

[NEP 2020, Introduction]

Teachers need resource-rich, motivating environments, and continuous opportunities for

professional learning and interaction. Teachers must feel a sense of pride in belonging to a wellqualified,

close-knit, and vibrant professional group.

This includes ensuring adequate and safe physical infrastructure, facilities, and learning

resources with safe drinking water, functioning toilets with running water, and basic hand

washing facilities, as well as the infrastructure and teaching materials necessary to teach students

effectively.

While these enablers are critical, they are not sufficient in themselves. Teachers are best placed

to know what their students need and can find creative ways of addressing these needs. Hence,

giving Teachers autonomy is necessary for change in our schools and classrooms.

Section 3.2-Teacher Autonomy and Accountability

Teachers are responsible for student learning and must be held accountable for it. But Teacher

empowerment and autonomy are preconditions for accountability. Accountability is critical, but

so is autonomy — an empowering culture based on autonomy is a necessary condition for

accountability.

It must also be recognised that ‘accountability’ is a complex matter in education; it must not

mean a mechanistic linking of student test scores (or progress on those) to Teachers as a measure

of accountability. A simplistic understanding of accountability and actions on that basis do more

harm than good to the education system. A far more nuanced understanding is required.

Competent and committed Teachers are critical to improving the quality of learning. Supportive

environments within schools and the ecosystem improve Teacher effectiveness. Teachers are

unique individuals with their own set of beliefs and personal theories about learners, learning,

and education. To a creative and discerning Teacher, every learning episode presents unanticipated

opportunities — the opportunity to spontaneously stimulate and support the learning of what

was not planned, and the opportunity to omit learning of what was originally planned for in that

particular session. Competent Teachers, when autonomous, make the most of these opportunities

through sound educational judgements.

Teachers must have the pedagogic autonomy to plan and organise content, decide the sequence

and methods of teaching students as the situation demands, along with ways of assessing their

learning. All this must be based on the prescribed Curricular Goals, Competencies, Learning

Outcomes, and pedagogical approaches and principles.

Teacher autonomy and accountability are consequences of Teacher capacity and the environment

in which they work. For example, if Teachers do not have a strong knowledge base, they will not

be able to exercise autonomy. At the same time, if Teacher practice is affected by a lack of

infrastructure or Pupil-Teacher Ratio (PTR), the Teacher can be held accountable only for what

is within their capacity. Hence, Teacher autonomy cannot be viewed as independent of the larger

systemic accountability.

Section 3.3-Pupil-Teacher Ratio

It is widely understood and accepted that the right PTR enables individual attention by Teachers,

and therefore can increase student engagement and achievement.

It is important to look at the PTR as not just a number, but as a measure that would lead to better

Learning Outcomes. Many crucial classroom processes can be better implemented if the Teacher

could operate in an environment of favourable PTR.

Pedagogy specialists argue that a lower PTR has a larger impact during the early years of

schooling. It is found that students who attend schools with a lower PTR have a greater likelihood

of continuing schooling for a greater number of years.

One important caveat is that reducing PTR does not imply filling schools with underqualified or

temporary Teachers. PTR must be improved through the appointment and professional

development of appropriately qualified Teachers.

Also, the PTR must account for resources available to students at home. A lower PTR may be

warranted in classes where students have relatively fewer resources and support at home

because of economic conditions.

Along with improved PTR, issues of infrastructure and the academic and pedagogic capability of

Teachers must also be taken care of to take full advantage of lower PTR. There must be a full

complement of Teachers for all students across all school Stages.

Section 3.4- Career and Professional Development Opportunities

NEP 2020, Para 5.18 speaks of equal career growth opportunities across all Stages of school

education. All Stages of school education are critical and will require Teachers who are competent

and committed.

This can happen only when pay and service conditions of Teachers are improved as soon as

possible to be commensurate with their professional responsibilities and must be set to attract

and retain talented Teachers in the profession. The long-term impact of this will be improved

overall quality of the profession and people’s view of growth opportunities in it.

All Teachers, from Foundational Stage Teachers to Secondary Stage Teachers, will be recruited

with standard service conditions as per their work requirements and with the same salary

structure.

All Teachers must have the opportunity to progress in their career (in terms of salary and

promotions) while continuing to serve as Teachers in the same Stage of education (i.e.,

Foundational, Preparatory, Middle, or Secondary).

Teachers can also make a career shift to becoming Teacher educators, or academic and

administrative functionaries, on the fulfilment of specified criteria, including additional

certification.

The approach will be to ensure that growth in one’s career (salary and promotion) is available to

Teachers within a single school Stage and that there is no career progression-related incentive to

move from being Teachers in early Stages to later Stages (though such career moves across

Stages will be allowed, provided the Teacher has the desire and qualifications for such a move).

Section 3.5-In-Service Teacher Education, Mentoring, and Support

Teacher professional development is a journey, and Teachers progress through it at their own

individual pace.

Different Teachers will be at different phases of their developmental journey and will have

different developmental needs. Within each phase, the learning experience needs to be holistic

and complete to a point that it can help Teachers bring about sustained change in their practice

and move on to the next phase.

In the current context, and for at least the next 5-10 years until the pre-service programme

makes the transitions outlined in NEP 2020, the role of in-service Teacher education is particularly

important. Teachers must be able to implement relevant CF with care and understanding.

Therefore, the professional development of Teachers must be such that they become competent

and reflective individuals with the ability to drive educational improvement. Teachers must

engage continuously with their professional development through a variety of means. Platforms

for peer learning with mentoring and coaching support must be made available.

A school-based mechanism for the continuous professional development of Teachers is essential.

These could be in the form of institutionalised meetings of subject group members, Class

Teachers, Teachers teaching in a particular Stage, and the whole school plan and review meeting.

To help Teachers, grow, Head Teachers and School Principals need to observe and assist them as

they go about their tasks and hold individual meetings with them as well.

A well-thought-out school-based induction for the new Teachers, in which they get to learn about

the vision and practices of the school, the expectations from them, and the nature of the support

available, is essential. Senior Teachers can also be identified and groomed to become mentor

Teachers for the new Teachers.

Journal writing, documenting one’s teaching experiences, and writing articles for various

education periodicals is yet another way for Teacher development, as writing helps an individual

systematise their thoughts and experiences. This also enables Teachers to reach beyond the

school audience and connect to the wider community of education professionals.

Teachers also need to engage in wholesome learning activities for their own growth. As students

are taken on excursion tours and film screenings, and sports day or club activities are organised

for students, similar efforts are needed for the group of Teachers.

Additionally, NCERT, SCERTs, DIETs, BITEs, BRCs, and CRCs provide academic mentoring and

support to schools and Teachers through the development of support material, capacity-building

sessions, on-site visits, and quality monitoring and supervision. These academic resource

institutions must continue to play a key part in ensuring that Teacher Professional Development

opportunities are continuously available.

Section 3.6 -Pre-Service Teacher Education

Pre-service Teacher education must prepare Teachers with a sound knowledge base and a strong

professional identity. This will be best done through an interdisciplinary curriculum that reflects

the NCF, and through a graded exposure to practicum over a period. The four-year programme

outlined in NEP 2020, which is to be detailed in National Curriculum Framework for Teacher

Education (NCF-TE), will provide sufficient opportunities for Student Teachers to observe and

experience school and classroom practices. Opportunities for dialogue with peers, Teacher

educators, and practising Teachers will help them connect their theoretical understanding with

practice. Sufficient time and space must be given to Student Teachers to develop this understanding

— this will be enabled through the longer duration of the four-year programme. Once they

complete the Teacher Education programme, Teachers will be able to continue their learning as

practising Teachers, given sufficiently enabling conditions.

To ensure that Teachers are available for the restructured school Stages as soon as possible, the

first step must be to estimate Teacher demand and supply. This must be undertaken by NCTE on

priority, building on existing studies related to the demand and supply of Teachers for specific

Stages of school education.

This will help ensure that the right number and type of universities offer the four-year Integrated

Teacher Education Programme (ITEP) with specialisations in subjects and Stages of education:

Foundational, Preparatory, Middle, and Secondary. The curriculum for the specialisations within

the ITEP must be based on the curriculum and pedagogy of NCF. It must also ensure adequate

practice opportunities for Student Teachers in all kinds of school environments.

The Teacher Eligibility Test (TET) should also be extended to all Teachers of the Foundational

and Secondary Stages once the re-structuring of school Stages is complete, as envisaged in NEP

2020.

This certification of suitability to teach will cover Teachers across all kinds of schools. Recruitment

of Teachers must be through rigorous process comprising not only a written test but also an

interview and classroom demonstration, as stated in NEP 2020.

Section 3.7-Head Teachers and School Principals

The Head Teacher or School Principal must create a supportive and empowering culture for

Teachers so that they teach well (among other things), helping them in planning classes, providing

access to appropriate resources, observing classes, providing constructive feedback, and creating

an ethos where conversations centre around student’s learning. Another critical role that Head

Teachers and School Principals play is that of building relationships with parents and the

community.

Head Teachers and school Principals need to constantly work towards ensuring dialogue with

Teachers, support staff, and other key stakeholders on larger issues as well as their individual

roles through formal meetings and need-based individual engagement. The effort should be to

align the entire staff to a shared vision and to create a learning community.

It follows that Head Teachers and school Principals must keep working towards improving their

own capacities to enable the functioning of Teachers. They must particularly work on their own

biases, find time to know students and Teachers personally and professionally, and ensure

transparent communication.

Section 3.8 -Role of Academic and Administrative Functionaries

Academic Functionaries have important roles to play in leading the school education system

towards improvement and transformation. They will play a key role in the implementation of

this NCF as well.

They are involved with schools, school visits and on-site support, continuous professional

development at cluster-level meetings, in the development of innovative learning materials, as

well as the development of a pool of academic resource persons to support Teachers.

Functionaries at the cluster and block levels need to support Teachers through classroom

observation and demonstration of pedagogy. DIETs must develop extensive material for students

and Teachers in the local language. In addition, DIETs must also create plans to support Teachers

in the use of these materials. At the level of SCERT, the focus should be to develop the State

curriculum, syllabus, textbooks, and other material. The SCERT should also take responsibility

for sourcing, contextualising, and anchoring translations of materials wherever necessary.

Administrative Functionaries have a critical role in ensuring appropriate budgetary allocations

for all aspects of resourcing, including the availability of Teachers, timely supply of TLM, with

regular monitoring and review of progress. Appropriate collection and use of data would be

necessary to ensure access to SEDGs. The integration of technology for this purpose would

reduce effort while ensuring that data-based decision-making becomes possible very quickly.

An indicator of the quality of education will be the attainment of Competencies and Learning

Outcomes. The National Achievement Survey (NAS) makes this tracking possible. In addition to

NAS, States may plan State Learning Achievement Surveys (SLAS) with this focus.

Large-scale advocacy through public service messages and media campaigns, direct

communication with parents, and wide-scale dissemination of simple methods and materials

required for enabling parents to actively support their children’s learning needs could also be

designed.

Chapter 4-parents and the community

For more holistic learning and upbringing of children, parental and community participation is

necessary. Children spend more time with their families and local community than at school, so

schools need to engage with parents and communities to ensure a conducive learning environment

for them beyond school hours.

Parents and family must be co-partners with the school in their children’s learning and

development. Communication with parents needs to be frequent and ongoing, with parents

being treated as indispensable partners in the process of the child’s education.

The local community is defined as parents, family, residents of the neighbourhood, youth groups,

community leaders, and local governance institutions. The community must be involved in and

support the school in as many ways as possible.

Apart from benefits at the level of individual students, the collaboration of school, family, and

community results in the strengthening of not only schools but other institutions as well. It helps

build local oversight and accountability in the education system.

Section 4.1-Enabling the Involvement of Parents and Families and Community

4.1.1 Inviting Parents/Families and Community to School

Parents and families must be invited to school functions and celebrations. Schools must find

ways to engage them actively in such events as opposed to being mere audience/spectators.

Therefore, the design of such functions and celebrations should aim for the active engagement of

parents. Parents or families could also be asked to visit the school on working days to observe

regular school functioning. They can, without disrupting the learning process of students, join

the morning assembly and later spend some time in the classes. During intervals, they can

interact with students and Teachers. This will give them first-hand experience of what goes on in

the school on a normal day.

Exhibitions of work by students, Bal Melas, book fairs, film festivals, health camps,

cleanliness drives, and campaigning for other social awareness causes are opportunities to

engage with the larger community. If the school publishes any newsletter or magazine, it can also

be distributed to a larger audience. Community-based events and services by student clubs (e.g.,

sports clubs, art and culture clubs, health and wellness clubs) can be organised. Schools should

have an active alumni group; with their help, building and sustaining this connection would be

easier.

The unutilised capacity of school infrastructure could be used to promote social, intellectual, and

volunteer activities for the community to promote social cohesion during non-teaching /

schooling hours. This will help schools to function as a platform to bring the community together

(e.g., Samajik Chetna Kendras).

4.1.2 Orientation Meetings

At the very beginning, when parents and families come for admission of their children, an

orientation on what the school stands for, its teaching-learning processes, and expectations from

parents and families is necessary. This could be done in several forms — one-to-one meetings

where individual queries can be taken up; meeting with a group of parents where a presentation

on the school can be given; and sharing a written document about what parents should know. A

tour of the school premises led by students would be a more creative and effective way of

orienting parents and families. By interacting with students, they would get a good feel of what

they are learning in the school.

When members from the larger community visit school, a short session, a tour, or an exhibition

about school can be organised to orient them on various aspects of school functioning.

4.1.3 Parent Teachers Meetings

Parents and families must be treated as indispensable partners in the process, not as people who

are availing of a service or people who need to be given only progress reports to. This must be

reflected in the school’s culture, in the way it welcomes and engages with parents and families,

the community, and other visitors. Irrespective of the parental and familial backgrounds,

attitudes, and dispositions, schools need to make them comfortable. There should be clear

communication with parents and families on when they can visit schools. They should be

properly welcomed and attended to.

While Parent-Teacher Meetings (PTMs) are a forum through which larger parent bodies engage

with and contributes to school processes, communication with parents and families need to be

frequent and ongoing.

Parents and families need regular updates on how their children are progressing in various

learning domains, like in different subjects and socio-emotional aspects. At the same time,

Teachers also need to know the home and community context of students to provide the requisite

support at school.

4.1.4 Building Perspectives among Parents and Families and Community

One important aspect of the school’s dialogue with parents and families and the community

would be around those aspects of education and school processes where the school needs to

build their understanding and perspective. These could be issues such as attendance, on

establishing relationships based on love and care rather than fear and punishment, home

assignment, tutorial support, the inclusion of local language and context in the teaching process,

health and hygiene issues, and behavioural norms where discussions with parents and families

will help this partnership.

A critical area of communication between schools and parents and families is about expected

behavioural norms and consequences. Learning has to be joyful on the whole and it requires

seriousness, perseverance, and a lot of hard work. In a school, all this is achieved through

teamwork, so students must learn to be socially sensitive and responsible. These expectations

must be communicated to and discussed with students and parents and families at the time of

admission and at regular intervals.

4.1.5 Parents and Families and the Community as Resource Persons

Some parents and families, and members of the community could also be seen as important

resource persons who through a well thought-out plan, can also contribute academically. Bagless

Day is one such window where such engagement can be planned. Identified individuals/

volunteers can help with organising and supervising small local field trips; share their knowledge

and experiences when particular topics are being studied (e.g., growing plants and controlling

for pests, how to perform first aid for basic injuries, cooking a simple healthy meal, demonstrating

basic woodwork, talking about animals or vehicles); help the Teacher align aspects of school

practices to the local context (e.g., local festivals, local food, local art forms); and be part of the

classroom on designated days as an observer or co-teacher.

Section 4.2- School Management Committees

There was a time in the past when schools were established, owned, and run by the village and

local communities. But modern schools are either run by the State or certain societies and trusts.

In this scenario, the onus of initiating and sustaining the participation of parents and families

and the community lies with the school staff and its governing bodies. School Management

Committees (SMCs) are the official mechanism through which community participation is

ensured. Mothers, school alumni, local people with expertise in relevant areas of school

functioning, and those with exemplary public spirit should be included as SMC members. This

will substantially increase the engagement of the SMC with the school.

SMC meetings should be held regularly to review school progress and to take necessary steps

wherever required. These meetings can also be used to orient committee members on various

educational matters so that they also grow in their understanding of the educational process and

can play a more active and supportive role in ensuring all enabling supports for student learning.

Comments

Shilpi bhargavOctober 18, 2024 at 1:50 AM
Very Informative
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Desh Raj Sharma,Selection Committee Member Kendriya Vidyalaya,Gen. Sec. Vidya Bharti,Mentor of NCTE

Middle Stage Curriculum Framework (NCFSE 2023)

Learning Standards for Middle

Language :-

Language 1 (R1)

Language 2 (R2)

CG-1 Develops independent reading comprehension and summarizing skills by engaging with a variety of texts (stories, poems, extracts of plays, essays, articles, news reports) and shows interest in reading books

Content-

R3 in the Middle Stage

Strategies for Teaching R1 and R2

b. Developing reading skills:

c. Activities for developing writing skills:

Learning Standards

Content

Content

Based on themes: In the Middle Stage, the approach is largely based on studying ‘themes’.

Pedagogy for Social Science

Pedagogical Strategies

Assessment

Some of the key principles having particular relevance to Social Science

Art Etiquette and Ethics

Familiar Themes

Interdisciplinary Practice

Pedagogy for Art Education

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